Marketing of Hardbite Chips

Hardbite Chips Langara College School of Management MARK 1115 Introduction to Marketing D. Slope 23 November 2009 Executive Summary This report gives an examination of Hardbite Chips and the Snack Food Industry and offers suggestions for Hardbite Chips to build up a powerful promoting arrangement. Hardbite Chips is an ecologically maintainable business that gives sound, great tasting, and quality potato chips. The objective market we have chosen for Hardbite Chips is wellbeing cognizant purchasers, especially those with children.It is our conviction that the buyers will be pulled in by the solid highlights of our item and will pay marginally more for these advantages. It is our goal to fundamentally build consciousness of our item among these buyers. As our assets for special exercises are restricted and our objective market can be difficult to arrive at our advertising blend centers vigorously around deals advancement. Publicizing and advertising will assist us with advancing the hi ghlights of our item and position it as a top notch brand in the brains of customers. We would like to utilize individual offering to build the quantity of retailers that convey our product.We trust Hardbite Chips can acquire acceptable benefits and develop the business. This will permit the organization to all the more likely contend with the various rivals in the business and increment deals. As the business develops, more assets can be spent on limited time exercises empowering the organization to grow its objective market and claim to more retailers. List of chapters Current Marketing Strategy†¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Company Mission Statement.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Internal and External Analysis PEST Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 SWOT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Competitive Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Target Market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Marketing Objectives and Issues†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Marketing Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Product Strategy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 Pricin g Strategy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Distribution Strategy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Integrated Marketing Strategy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12Appendix I†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 Endnotes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 14 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 Current Marketing Situation The Canadian nibble food showcase presents a worthwhile open door for new and existing organizations in the business. In 2008, Canadians ate a normal of 3. 2 kg of potato chips. 1 Food stores catch most of nibble food buys in 2001 at around 67% and grocery stores represented roughly 66% of this. Comfort stores took the third biggest portion of the market at around 13%.Mass merchandisers and discount club stores have expanded their piece of the overall industry as of late, passing accommodation stores, as a greater amount of these kinds of areas have opened in Canada. Nonetheless, this change has not yet altogether influenced food stores. 2 In 2007, Canadian retail markets sold over $1. 8 billion worth of nibble food, with potato chips representing around $550 million. This proceeds with the ongoing pattern of 6% development in yearly retail deals of potato chips. 3 This development has urged organizations to v enture into specialty markets by offering one of a kind flavors and natural products.The Canadian nibble food industry has seen an expansion in new contestants as of late regardless of the nearness of large enterprises. These enormous partnerships have economies of scale which give them a huge upper hand as far as cost. Moreover, these partnerships profit by enormous publicizing financial plans that permit them to clutch their lion's share piece of the overall industry. Frito-Lays, a division of PepsiCo. , is the pioneer in the Canadian nibble food industry with numerous SBUs that offer a wide range of items, remembering various assortments of chips for different flavors. In any case, the open door exists for littler organizations to come in nd target specialty markets. Truth be told, â€Å"in 2006, 106 Canadian nibble food fabricates sent $1. 6 billion of product†. 4 However, huge organizations are starting to see the capability of these business sectors and are starting to venture into them. A genuine case of this is Frito-Lays and the presentation of their Wasabi seasoned chips5. Organization Mission Statement Hardbite Chips is committed to furnishing our clients with a solid, great tasting, and quality potato chip. In doing as such, we are resolved to be an earth maintainable organization with solid connections to the network. Inner and External Analysis PEST Analysis: Hardbite Chips | |Political Environment |Economical Environment | |Mandatory sustenance naming |Economic downturn | |Provincial Government strategy bans lousy nourishment deals in rudimentary and |Tough to get capital | |high schools |People are more averse to burn through cash on obscure premium brands | |Social Cultural Environment |Technological Environment | |Trend away from undesirable snacks |Equipment expected to extend creation is costly | |Potato chips accused for adding to weight | |Recent disclosure of acrylamide, a potential cancer-causing agent, found in | |carbohydrates cooked at high temperatures | |People hoping to purchase naturally amicable items | |Competitive Environment |Demographic Environment | |Heavy rivalry in industry |Many customers increasingly intrigued by ecologically agreeable items | |Low brand unwaveringness among buyers in industry |Many individuals are worried about wellbeing | |Large organizations have dominant part of piece of the pie | SWOT Analysis: Hardbite Chips | |Strengths |Weaknesses | |Product is hand-cooked |Limited income makes it hard to develop | |Potatoes are developed locally |Brand is genuinely obscure | |Focus on quality |Small creation office contrasted with significant contenders | |Unique flavors | |Growing brand mindfulness | |Sold in numerous wellbeing stores and on numerous grounds in BC.Also sold | |across BC in notable stores, for example, London Drugs, Shoppers Drug | |Mart, Overwaitea, and IGA Marketplace areas | |Opportunities |Threats | |Expanding market |Provincial Government strategy bans shoddy nourishment deals in basic and | |Many buyers are getting progressively inspired by earth |high schools |friendl

Literature Review Polycystic Ovarian Syndrome Health And Social Care Essay

Writing Review Polycystic Ovarian Syndrome Health And Social Care Essay Survey of writing is a basic advance in the improvement of an exploration venture. The basic role is to increase abroad foundation or comprehension of the data that is identified with the examination issue. Survey of writing of the current investigation was organized in the accompanying heading: Audit identified with polycystic ovarian condition. Audit identified with predominance Audit identified with Quality of life Audit identified with chance components. Audit identified with treatment. . Audit identified with poly cystic ovarian condition. Polycystic ovary disorder (PCOS), otherwise called Stein Leventhal Syndrome, was first depicted in 1935. PCOS, which may likewise be alluded to as polycystic ovary sickness (PCOD) is the most widely recognized hormonal issue found in premenopausal ladies. PCOS influences 7% of ladies from all races and nationalities. Regularly, PCOS indications initially show up in pre-adulthood, typically around the condition of period. Every so often, a few ladies don't create PCOS side effects until their ahead of schedule to mid-20s. One of the most widely recognized manifestations of PCOS is unpredictable periods. Polycystic ovary disorder (PCOS) gets suggestive during immaturity and influences in any event 5% of conceptive age ladies. PCOS is a heterogeneous disorder of unexplained incessant hyperandrogenism and oligo-anovulation, with a polycystic ovary being an option demonstrative model. About portion of cases do not have a portion of the great Stein-Leventhal condition highlights of menstrual inconsistency, hirsutism, stoutness, and polycystic ovaries. Regardless of whether the disorder can be analyzed without hyperandrogenism is questionable, and the documentation of hyperandrogenemia can be tricky. The expansive range of the confusion appears to include atypical instances of hyperandrogenemia with foc al stoutness and highlights of insulin opposition rather than hirsutism or anovulation. Utilitarian ovarian hyperandrogenism (FOH) is typically the wellspring of the androgen abundance. It is described by 17-hydroxyprogesterone (17PROG) hyperresponsiveness to the gonadotropin incitement of GnRH agonist or human chorionic gonadotropin testing and odd suppressibility of plasma testosterone upon adrenal concealment by glucocorticoid. It is regularly joined by utilitarian adrenal hyperandrogenism, described by 17-hydroxypregnenolone or dehydroepiandrosterone (DHEA) hyperresponsiveness to ACTH; in atypical PCOS, the sole wellspring of androgen abundance might be useful adrenal hyperandrogenism. The fundamental deformity is by all accounts a constitutive dysreglulaton of steroidogenic cells (9). Inherent granulosa cell brokenness is likewise present. LH overabundance seems to add to 50-75% of cases. Proof is collecting that it emerges from androgen meddling with the progesterone negative-input impact on LH emission. In any case, the chance of essential focal systems for LH ov erabundance remains, especially in immature PCOS . Expanding proof recommends that PCOS emerges as an intricate attribute with commitments from both heritable and nonheritable variables. Polygenic impacts seem to represent about 70% of the fluctuation in pathogenesis. About portion of sisters of ladies with PCOS have a raised plasma testosterone level, albeit just 50% of them are indicative. Polycystic ovaries give off an impression of being transmitted as a predominant quality, normally asymptomatic however frequently joined by a subclinical PCOS sort of ovarian brokenness. Focal corpulence and insulin opposition appear to assume significant jobs in PCOS, maybe by emphasizing steroidogenic dysregulation however maybe more in a general sense on the grounds that PCOS is firmly identified with these highlights in guardians. Gestational elements have additionally been implicated; the condition has been related with high birth weight in substantial moms and can emerge from fetal programming by androgen overabundance. Taking into account these signs for inherent starting points of the disorder, it isn't amazing that there is expanding acknowledgment of hazard factors for PCOS in adolescence Minerva Pediatr (2010) Polycystic Ovary condition (PCOS) is a perplexing issue, including essentially ovarian hyperandrogenism in females and connected with insulin opposition in most of cases. Clinical highlights are broadly factor and incorporate a blend of menstrual abnormalities, skin break out, hirsutism, and alopecia. Despite the fact that it regularly presents around adolescence, a few hazard factors during youth may help raise a high file of doubt for the advancement of PCOS in young people. The pathophysiology of PCOS still stays obscure and likely incorporates a mix of hereditary variables, insulin obstruction and ecological elements. An intensive symptomatic work up is required in speculated cases and a few administration modalities have been recommended. Since different long haul intricacies and comorbidities are related with PCOS early conclusion and restorative intercession is justified in these cases. Survey Related To Prevalence Pembe AB, Abeid MS (2009). The point of this examination was to decide pervasiveness of polycystic ovaries (PCO) and related clinical and biochemical highlights among ladies with barrenness going to gynecological outpatients division (GOPD) at Muhimbili National Hospital (MNH) in Dar es Salaam, Tanzania. All ladies with fruitlessness going to the GOPD from eleventh September 2006 to fifteenth February 2007 were enlisted to the examination. Data on socio-segment, obstetric and menstrual attributes was gathered. Anthropometric estimation, clinical assessment of skin break out and hirsutism, vaginal ultrasonography for PCO and biochemical investigation of luteinizing hormone (LH), follicle invigorating hormone (FSH) and testosterone were played out each of the 102 ladies who went to the GOPD during the examination time frame due to infertilityw ere enrolled. Two ladies were prohibited after conclusion of pregnancy made by hormonal measure and ultrasonography consequently staying with 10 0 ladies for examination. Oligomenorrhoea and skin break out were fundamentally higher in a gathering of ladies with PCO than among ladies with ordinary ovaries. The mean hirsutism score however was not critical, was higher in ladies with PCO than in ladies with ordinary ovaries (5.1 +/ - 2.7 versus 4+/ - 2.4, P Koivunen R. (1999) directed investigation about predominance of polycystic ovaries in solid ladies. The commonness of polycystic ovaries changes with age. The discoveries are progressively basic in ladies matured 35 years or more youthful than in those matured 36 years or more established. It stays muddled of ladies with polycystic ovaries will later create fall-blown polycystic ovary disorder; in any case, the hormonal boundaries and clinical discoveries among ladies with polycystic ovaries mimized those will polycystic ovarian condition. Enhrman DA, Cavagham MK, Barnes RB, (1999) commonness of disabled glucose resistance and diabetes in ladies with polycystic ovary disorder hefty ladies with polycystic ovary condition have the most elevated danger of glucose bigotry. Among ladies with polycystic ovary condition, 35% will have impeded glucose resilience and 10% will be diabetic before age 40. Hyperandrogenemia may have a job in the improvement of glucose narrow mindedness or be a marker of insulin obstruction. Change from hindered glucose resilience to NIDDM has all the earmarks of being quickened in ladies with polycystic ovary condition. Audit identified with personal satisfaction Moran L, el.a.l (2010) directed an observational, cross sectional investigation in young lady. He evaluate the mental highlights in young ladies with and without PCOS. Ladies with PCOS exhibited intensified personal satisfaction (p=0.033 ) and more prominent tension (p= 0.01)and discouragement (p=0.023) than ladies without PCOS identified with BMI status. Ladies with PCOS were bound to see themselves as in danger of weight (p=0.012) and barrenness (p=0.0001), and saw more prominent significance in decreasing future danger of prediabetes (p=0.027), gestationl diabetes (p=0.039),type2 diabetes (p= 0.01) , coronary illness (p=0.005),obesity(p=0.0007),and infertility(p=0.023) than ladies without PCOS. Ladies with PCOS were bound to have fears about future wellbeing identified with weight gain (p=0.045 ), loss of womanliness (p =0.035) , loss of sexuality (p =0.003) and fruitlessness (p=0.019) than ladies without PCOS. Exacerbated personal satisfaction, tension and despondency in young la dies with PCOS is identified with BMI. Hazard recognition is properly high in PCOS, yet saw danger of future metabolic difficulties are less regular than those identified with weight increase and fruitlessness. Judy Griffin Mc Cook, et al led on a cross sectional, in regards to personal satisfaction in ladies with polycystic ovarian disorder. The consequences of this examination show that ladies with PCOS have the best worry in the region of weight, trailed by menstrual issues and fruitlessness. These worries are directely reflected in their target beneficial encounters. Ladies with PCOS plainly need training and backing in regards with the impact of their personal satisfaction. Sigrid elsenbruch el.al They led an overview technique the example was gathered from out patients centers of the devision of endocrinology ,branch of medication at the college of essen, in view of referrals from gynecologists in the encompassing territory or patients pulled in by the facilities landing page. They presumed that the articulated mental and psychosocial issues influencing wellbeing identified with personal satisfaction of patients with PCOS. Albeit a viable clinical treatment planned for improving PCOS related side effects will likewise diminish mental trouble and improve sexual self-esteem , thought of both the clinical and mental circumstance with the accessibility of an extra assistance bunch are probably going to additionally improve life fulfillment and adapting of influenced ladies. Maria E el. al directed a cross sectional investigation of female young people and to decide if clinically watched or self - saw seriousness of ailment attect their HRQL (Health related quality life) they presumed that teenagers with PCOS experience lower HRQL c

Law Essay Example | Topics and Well Written Essays - 250 words - 7

Law - Essay Example uring all the PCs are secret key secured, establishment of antivirus, and firewalls in all the PCs at home is one of the most significant aspects that must be clung to decrease this bad habit. Notwithstanding this making sure about VIOP systems helps in controlling e-wrongdoing. Then again comprehend that e-wrongdoing can without much of a stretch be distinguished through establishment of treats which gives data about any illicit clients of the system at present being used. In spite of the fact that it is consistently hard to distinguish programmers, the field of PC scientific aides in recognizing this bad habit. Aside from the nuts and bolts of PC security like passwords and firewalls, PC legal sciences can recognize any solid and advanced data that may have been directed out or into the PC framework. Understand that e-wrongdoing is deserving of the government state. As indicated by the workplace of Maine AG e-wrongdoings are crimes which are deserving of as long as a half year deta inments and $ 1,000

5 Tips for Writing an Executive Summary

5 Tips for Writing an Executive Summary 5 Tips for Writing an Executive Summary At whatever point you compose an inside and out business record, you should incorporate an official synopsis. This, as the name proposes, is a short outline of the report itself. Yet, how precisely do you keep in touch with one? Look at our tips on composing an official rundown beneath to discover. 1. What to Include in an Executive Summary The specific configuration of an official rundown will rely upon what you are summing up. Notwithstanding, as a general rule, attempt to include: A short clarification of the topic and why it is significant The outcomes or discoveries of the report (in addition to strategies utilized if relevant) Any ends that can be drawn from the discoveries Any suggestions or proposition for what to do straightaway Remember that the official outline needs to bode well without anyone else, as you can't expect that the peruser will discover time to peruse the full report. 2. Know Who You’re Writing For Given the space accessible in an official outline, it can assist with fitting your composition to the individual who will understand it. Before you start, at that point, ask yourself a couple of inquiries: Who will understand this? What do they definitely think about the issue? Is it accurate to say that you are just summing up an issue or would you say you are suggesting an activity? How could you assemble the data? Were your techniques constrained by any stretch of the imagination? What are the key subtleties you need individuals to detract from the synopsis? These inquiries will assist you with narrowing down what to remember for the rundown. In the event that you are composing a report that numerous individuals will peruse, or you don't have the foggiest idea who will peruse the outline yet, consider what the normal individual in your industry would need to know. 3. Keep It Short! The catchphrase in â€Å"executive summary† is â€Å"summary.† As such, attempt to make yours as clear and brief as could reasonably be expected. Consider it resembling the composed rendition of a lift pitch. The thought is to convey the crucial subtleties and, in a perfect world, to persuade the peruser to peruse the full report. All things considered, ensure that your synopsis is close to 10% as long as the general report. 4. Organization for Skim Reading On the off chance that conceivable, incorporate diagrams, charts, or visual cues in the outline. These can feature key subtleties with the goal that skim perusers don't miss anything significant. It additionally assists with separating the outline into segments with clear headings, which will assist perusers with discovering data initially. 5. Maintain a strategic distance from Unnecessary Jargon When you’re attempting to come to your meaningful conclusion unmistakably and succinctly, industry language will disrupt the general flow. This isn’t to state that you can’t utilize specialized language when vital. However, at whatever point conceivable, attempt to communicate your thoughts in straightforward terms (the confused stuff can go in the full report). Rundown: 5 Tips for Writing an Executive Summary On the off chance that you are composing an official rundown for a business report, remember the accompanying: Ensure your official synopsis bodes well without anyone else, and that it incorporates the entirety of the key subtleties you need your peruser to remove. Consider who will peruse the rundown and tailor it as needs be. Ensure it is close to 10% as long as the general report. Use designing, visual cues, and segment headings to support intelligibility. Keep the language utilized straightforward and maintain a strategic distance from language at every possible opportunity. At long last, make a point to get it edit before you finish. That way, you can be 100% certain it is sans error and prepared to utilize!

A Case Study: Dispatches from the War on Stress

Circumstance This article examines the worldwide impacts of working environment stress. In this day’s business world, employee’s mental wellbeing is eclipsed by the need to meet numbers and desires. With a more popularity to meet objectives, alongside the expanded weight from contending firms, organizations have been unmistakably expanding representative remaining burden; which thus, delivers a development of business related worry for the worker. Accordingly, more instances of representative disappointment and wear out are summing and getting progressively clear. Numerous organizations are currently handling this developing issue of worry with various musings and techniques to help lessen it for an increasingly successful and upbeat representative. Key Issues Mark Ostermann, Chicago office of Boston Consulting Group. Mr. Ostermann was a case at which work-place pressure has brought about him to put extreme hours (60+) for a month and a half straight so as to complete a task. Fortunately, the â€Å"Red Zone† police (a gathering made by the organization to help with worker fulfillment) had the option to intercede before the pressure got unendurable. Very little later, Ostermann was inside an activity intend to take care of his exhaust issue. Right away, more individuals were added to his group to isolate the work alongside better administrative help. Renault automaker. Over the span of five months, three architects ended it all who left notes expressing about their irrational outstanding tasks at hand, tremendous work-place pressure, and mortifying reactions before partners. Known for setting fabulous focuses to help deals, Renault has recognized the weight put on their representatives and submitted an arrangement alongside $10 million to lighten working environment stress. Also, the organization started to prepare supervisors on the most proficient method to maintain a strategic distance from negative worry alongside analysts to help instruct senior officials. The organization likewise has invested an energy to set up more places for mingling and unwinding. Issue There is no doubt that the work environment is an unpleasant spot. Most organizations who are under a ton of strain to meet objectives are continually endeavoring to meet these accomplishments. Because of the objectives set by senior officials, the pressure is troubled on the shoulders of the workers. The roblem isn't work-stress, however the worldwide absence of counteraction of â€Å"over stressing† and absence of information in recognizing and overseeing it. It is the situation with Renault Automaker, when it took the passings of three designers because of business related worry before setting a program to reduce business related pressure. On account of Mark Ostermann, satisfactory i nformation in distinguishing worry by the â€Å"Red Zone† group forestalled further advancement of undesirable outcomes according to his venture. Elective Solutions Work-related pressure is inescapable, however might be lightened and contained to a base by doing executing various projects. 1. Force compulsory unwinding and social time during the work day. In the ongoing instances of Toyota Co. reviewing vehicles for various â€Å"manufacturing defects†, some portion of the fault has been pointed towards the Toyota Japan’s hard working attitude (Holt 2010). Laborers for Toyota Japan frequently put in 60+ hours of the week, have shorter break times. 2. Give better preparing to supervisors about mental pressure. Regularly the issue exists in the powerlessness of administrators to spot representatives who are encountering a remarkable measure of pressure. From the capacity to acknowledge work-worry to their capacity to condemn others, included preparing can profit the whole work environment. . Give nearby projects intended for pressure the board. Numerous organizations have depended on location projects to help with pressure the board (Clabaugh 2009). Assets fluctuate from on location rub stations, yoga mid-day breaks, to on location oil changes. Chosen Solution Knowledge is power. It guarantees that the more we know, the more we can control it. Giving better preparing to administrators about pressure the board and the impacts of mental pressure can adequately diminish the measure of unprecedented weight on representatives inside the work environment. Organizations endeavor to accomplish more significant standards and to get the most â€Å"work† from the representatives. Better preparing in pressure the board helps set sensible objectives as to keep up proficiency and forestall over-working. With better preparing, supervisors will be bound to see singular representatives encountering manifestations from over-work. Much worry from the work environment additionally originates from disparaging reactions and dread of â€Å"the boss†. Preparing for administrators on impacts of mental pressure can assist chiefs with picking their words astutely as to mirror the current issue without making an unpleasant experience. Case Questions 1. This contextual investigation portrays different ways that organizations attempt to oversee working environment stress. Alluding to the kinds of stress the board procedures portrayed in this section, which approaches are applied most and least regularly? For this situation study, the system applied most is the arrangement of â€Å"workplace de-stressors†. General Mills gives in-house individual administrations to help augment worker time with social and familial parts of their lives instead of utilizing off days to do tasks. From this investigation, the least utilized is an overview technique to evaluate worry as referenced by IBM PCs. 2. What stress results are referenced for this situation study? What stressors are noted in relationship with these pressure results? One of the pressure results which was referenced was self destruction. Prompting self destruction, the designers left notes expressing the unrealistic measure of pressure troubled onto them by high remaining tasks at hand, high-pressure the executives strategies, mortifying reactions, and weariness. 3. A portion of the pressure issues portrayed in this part allude to winning or losing in execution the executives. For what reason would the danger of neglecting to accomplish execution objectives bring about such genuine pressure results? Most people take a stab at acknowledgment, particularly in the work place. Neglecting to accomplish execution objectives achieves the sentiments of insufficiency and lowliness for some. As a rule, representatives endeavor to put forth a valiant effort to the detriment of individual time and family so as to acquire accomplishments in the work place. Not having the option to arrive at objectives can be impeding to one’s mind. References Mueller, C. (2005, December 19). Stress Management In The Workplace: Handling Work Stress. Recovered March 14, 2010, from http://ezinearticles. com/? Stress- ¬Management- ¬In- ¬Theâ€Workplace:-  ¬Handling- ¬Work- ¬Stress&id=115473 Clabaugh, J (November 2009). Managers tackle hands on pressure. Recovered March 14, 2010 from Washington Business Journal

Six Personal Finance Podcasts You Should Listen To Right Now

Six Personal Finance Podcasts You Should Listen To Right Now Six Personal Finance Podcasts You Should Listen To Right Now Six Personal Finance Podcasts You Should Listen To Right NowYou’re busy. You’re always on the go. You want financial advice but you don’t have time to read (with the exception of this article). That’s where podcasts come in! We’ve gathered some of the best personal finance podcasts so you can gain money wisdom on the go.Planet MoneyPlanet Money (@planetmoney) is a twice-weekly podcast produced by NPR. If you have questions about money, and specifically how the economy works, then this is a great place to start. Here’s how they describe the podcast on their site: “Imagine you could call up a friend and say, Meet me at the bar and tell me whats going on with the economy. Now imagine thats actually a fun evening. Thats what were going for at Planet Money.”Quick and Dirty TipsQuick and Dirty Tips (@quickdirtytips) is a podcast network and website that offers just that: quick and dirty tips for financial success, time management, and other aspects of everyday life. Check i t out for some great advice on becoming more successful in your career and in life. Listen Money MattersListen Money Matters (@MoneyMattersMan) is described as a podcast for all things money and for building better habits. The podcast, started by Andrew Fiebert, spends a majority of its time focused on the four big tenets of personal finance: budgeting, investing, paying off debt, and income growth.Stacking BenjaminsJoe Saul-Sehy started the Stacking Benjamins Podcast (@SBenjaminsCast) after being a financial planner  and giving money advice on the radio for 15 years. On the podcast, he interviews people who have conquered tremendous amounts of debt or have had success accumulating wealth. The personal stories make for great money advice!  You Need A BudgetYou Need A Budget (@ynab) is a budgeting app and podcast that zeroes in on the topic of budgeting. They’ll cover rules of budgeting, as well as interview people on a number of topics like student debt. If you need a little help understanding and planning your personal budget, then you’d be wise to subscribe to this podcast!Consumerism CommentaryThis is a podcast that covers many different aspects of personal finance, such as economics, living debt free, entrepreneurship, and living a minimalist life. You’ll hear interviews with personal finance experts, and hopefully learn how to save some money in the process! Give them a follow at @ConsumerismComm for updates on their latest episodes and for the great articles they publish on the Consumer Commentary website. What’s your favorite personal finance podcast? Give us a ring over at @OppLoans on Twitter!Visit OppLoans on YouTube | Facebook | Twitter | LinkedIN

Reforms Provided by the Companies Act of 2006 and Directors - 3300 Words

Reforms Provided by the Companies Act of 2006 and How they Affect the Meaning of Company Directors (Term Paper Sample) Content: NameTutorCourseDateAnimal rightsCompanies Act 2006Before the companies Act 2006 was formulated, issues were usually addressed by jurisdictions that were functioning within established principles over the previous years. The 2006 legislation on companies made massive shifts by taking critical common law principles and setting them down into legislation. The Act made fundamental shifts to the existing laws with intentions of making the law more accessible to everyone. The new duties outlined in the law are:à ¯Ã†â€™Ã‚ ¼ Directors ought to exercise independent judgmentà ¯Ã†â€™Ã‚ ¼ Directors should exercise reasonable skill, care as well as diligenceà ¯Ã†â€™Ã‚ ¼ Directors should avoid conflict of interestà ¯Ã†â€™Ã‚ ¼ Directors must avoid accepting benefits from third partiesà ¯Ã†â€™Ã‚ ¼ Directors should state interest in any proposed arrangements or transactions.à ¯Ã†â€™Ã‚ ¼ Directors should operate in ways that will enhance the success of their res pective companies. In acting so, they should also take into consideration of the consequences that might result from their actions, the desires of the stakeholders of the company as well as the consequences of the actions of the firm to surrounding environment.Apart from modifying the pre-existing common law affecting directorsà ¢Ã¢â€š ¬ obligations, the Act vested shareholders with new powers enabling them to enforce the regular directorà ¢Ã¢â€š ¬s duties.Introduction.The formulation the Act, in 2006, was a result of nine years of official review of the United Kingdom of the laws the affected companies over the last four decades. The new Act that has emerged as a result of detailed research on issues affecting companies as well as extensive public involvement on a broad range of various issues affecting companyà ¢Ã¢â€š ¬s law in the wake of 21st century. The made aim of this legislation was modernize and make it more responsive to the prevailing business situations of the 21st c entury.Despite companies being seen as a distinct legal entity, each and every function of a certain company are usually executed by human beings. Despite companies being treated as having the power to own property, enter into contracts sue and get sued and so forth, it cannot type an email, post a letter or pick up a telephone, In simple language, human beings- directors, must be in conduct with to ensure that the daily activities of companies run effectively. Directors of companies are entrusted with the management affairs of respective companies. The directorà ¢Ã¢â€š ¬s powers and responsibilities bestowed by the newly enacted Act will analyzed in this paper. This article looks at the technical reforms provided by the companies Act of 2006 and how they affect the meaning of company directors. Particular interest will be based on the changes made on the new duties of company directors and if the Act of 2006 takes into considerations the new emerging shifts of the courts in th e present times by demanding companyà ¢Ã¢â€š ¬s directors to uphold improved standards of skills and care.The codification of directorsThe 2006 Act plays an educational role by making directors to be well informed and updated of what will be demanded of them in the course of their duties. This has resulted to higher compliance of directors with the requirements outlined in the new law. In enacting the Act, the codification of directorsà ¢Ã¢â€š ¬ obligation has not only entitled re-writing the pre-existing governing law but considerable approach was channeled to the key issue of the scope of limited companies in the 21st Century (Deakin, 2011). The issue at hand was whether the law ought to recognize social responsibilities by limited companies, or whether these entities should be left to function on the sole traditional avenue of making to generating profits to enrich their respective shareholders?To that end, the new Act recognizes they is a progressive shift in the duties of companies directors rather than the traditional role that only focused on generating significant dividends for the shareholders. This new insight has a propounding impact on how directors functions in the modern day. The current law now demands improved standardized care and skills to their respective companies. The new law also provides a clear map on how directors should act and diligence regarding their functions projected towards a particular company as well as their interaction with the rest of the world. It is worth noting that the new guidelines are applicable to all directors regardless their operating in the private sector or the public sector, big company or small company. The outlined guidelines are applicable uniformly to all company directors. Similar rules applies for the proceedings brought against directors as a result of non-compliance or misconduct- civil and criminal penalties. From this case, any person acting as a director of an individual firm should be in his or her own interest be well informed of what the law expects of him or her as well as the situations in which he or she may be required to take special care (Richard, 2013).The Act has been precisely worded to make it clear that directors should show their legal responsibilities to their respective company rather than to third parties unless under specific cases. Hence, questions should be raised that if in executing their duties directors will routinely accountable to respective third parties or shareholders. Shareholders under the current law have been given the power to reinforce the rules guiding the accountability of the directors to their respective companies. Shareholders have been vested with legal responsibility to bring company proceedings against directors whenever directors violate the scope of their responsibilities. Hence, newly enacted doctrines on directorsà ¢Ã¢â€š ¬ duties and responsibilities are reinforced by the newly vested powers vested to shareholders (Duzer, 2012).Directorà ¢Ã¢â€š ¬s duties in Companies Act 2006Sections 170 to section 177 of Act outlines the codified obligations of directors commonly referred to as, the general duties" of the directors. Section 170 boldly provides that obligations directed to companies directors should be owed to the respective company a director is operating at and not to third parties. This statement tends to concentrate the minds of directors with the interest of the company which they ought to satisfy and to which they are accountable. Section 171 outlines two key issues. First, directors are required to show respect and function as outlined in the constitution of their respective company. Indicating that directors ought to function within their powers as well as observe restrictions that have been outlined in their companyà ¢Ã¢â€š ¬s articles of association. Secondly, this section provides that directors should use their powers to carry out good actions. To that end, the powers bestowe d upon the directors by the shareholders are solely meant at benefiting the company. What is significant with section 171 is that the set obligations guide directors to act according to guidelines constituted by their respective companies and to apply their powers effectively. However, the burden lies on how to identify an offensive use exercise of power in a court of law. In this case the court will be tasked with the role of identifying if or not the director acted honestly while exercising his or her power. Improperness of the actions of the director is usually based on the opinions of his or her master's opinions, by whether or not it resultant to detrimental to the firm. However, a director might act in good faith while exercising his or her power but nevertheless lead to a loss. In this case, under the new Act, the approach is whether or not, the functions of the directorà ¢Ã¢â€š ¬s actions were in pursuit of that purpose or if he or she was in pursuit of other goals. Hence, it not justifying that a particular director was acting honest but rather he or she ought to been acting within the scope of the powers provided by the constitution of his or her company regarding the subject matter in question (Ashraf, 2010).In reference to this, in Colin Gayer Associates Vs. London Wharf Ltd, the court held that that the defense of the directors had failed to show with behold reasonable doubt that the personal interests of the directors did not influence their acts owed to the company. In this case, the claim that the directors functioned within the best interests of their firm ought to be analyzed very keenly. Literally, if an honest and intelligent person could be put into the directorà ¢Ã¢â€š ¬s position, would he have reasonably acted and claimed that the actions would be beneficial to the firm?Consideration of the "best interest" aspect of a particular company is analyzed in broad in section 172. Section 172 is arguably the vital element of the statement of duties. The section first points out that director ought to show good faith in his or her actions in efforts to promote the success of the company. Hence, every director is entitled to the legal obligation of acting in a manner which, the directorà ¢Ã¢â€š ¬s considered judgment will result in "success" to the company. While directors are entitled to freedom of making their decisions as well as using their business expertise in running their respective companies they, section 172 requires them to considers the following factors:à ¯Ã†â€™Ã‚ ¼ the interests of the companyà ¢Ã¢â€š ¬s employeesà ¯Ã†â€™Ã‚ ¼ The likely consequences of any decision in the long-term,à ¯Ã†â€™Ã‚ ¼ The need to promote the companyà ¢Ã¢â€š ¬s business relationships with suppliers customers well as other stakeholders.à ¯Ã†â€™Ã‚ ¼ The impact of the operations of the company on the community and the environmentà ¯Ã†â€™Ã‚ ¼ The desire of the company to maintain a reputation...

Five Rivers of the Greek Underworld

Emily Dickinsons Success Is Counted Sweetest Criticism

Jirawoot Sararit (B.A. English Linguistics) 1st Class Honors, SWU, Thailand Success Is Counted Sweetest Success Is Counted Sweetest is a well-known poem written by Emily Dickinson in 1859. It is obviously seen that the message of the poem is that people who do not succeed are those who truly understand success for what it is (Cummings, 2013). In other words, deprivation can lead to greater understanding and appreciation of what people lack. This paper is composed of three points including how the unity of the paradoxical idea of the poem is presented, how the poem can be viewed historically and biographically in feminist aspects, and how the central idea of the poem is responded. The Unity of the Paradoxical Idea in†¦show more content†¦To begin with, the use of the word nectar‟ along with the word sweet‟ in the first stanza implies femininity. It can be assumed that there is a message from a woman‟s point of view. According to history and her biography, Emily Dickinson had modernist ideas that women should have as equal rights as men which they did not have at that time. In fact, women, especially wives, were treated as the slaves of men in the eyes of the law even though women can do several duties that men cannot. Therefore, women started to work and to express their voice. (Leiter, 2007). This background knowledge can be understood to explain when success „to comprehend a nectar‟ changes to „victory‟ in the last two stanzas. The image of a battle which causes physical and mental pain to the defeated soldiers (men) is mentioned as „agonized.‟ It is clear that even though men are strong, they st ill have weaknesses as shown in the image of losing the battle. It is showed that both genders have weaknesses. Therefore, both of them should be equal. This feminist idea is considered to be a dominant one during Emily‟s lifetime. The Response to the Central Idea of the Poem After reading the first stanza, the central idea of the poem seems absolutely right to me. The whole poem captivates my attention to realize the value of what I am deprived. It can beShow MoreRelatedEssay about Emily Dickinsons Use of Humor and Irony1306 Words   |  6 PagesEmily Dickinsons Use of Humor and Irony While much of Emily Dickinsons poetry has been described as sad or morose, the poetess did use humor and irony in many of her poems. This essay will address the humor and/ or irony found in five of Dickinsons poems: Faith is a Fine Invention, Im Nobody! Who are you?, Some keep the Sabbath Going to Church and Success Is Counted Sweetest. The attempt will be made to show how Dickinson used humor and / or irony for the dual purposes of comic reliefRead MoreEmily Dickinson Research Paper1928 Words   |  8 PagesDickinson Research Paper Emily Dickinson is one of the most influential poets of all time, and has a unique way of using literal imagery to paint a picture in the readers mind. The best poets are those that excel at using their words to create clear, concrete images and intrigue their reader. Dickinson began writing poetry around the year 1855, and prospered for another 10 years. Some of her most famous poems include â€Å"I Taste a liquor Never Brewed†, â€Å"Success is Counted Sweetest†, and â€Å"Wild nights – Wild

Play And Child Development - Free Essay Example

Sample details Pages: 9 Words: 2775 Downloads: 5 Date added: 2017/06/26 Category Best Score Essay Type Argumentative essay Level High school Tags: Children Essay Development Essay Did you like this example? Introduction Play is essential to development because it contributes to the cognitive, physical, social and emotional well-being of children and youth (Ginsberg, 2007, p. 182). Play is so important to childrens development is that it has been recognised as being of vital importance by the United Nations (1989), as it makes a contribution to the holistic development of children, allowing them to discover the world through experimenting within the various environments to which they are exposed (Bruce, 1996). Don’t waste time! Our writers will create an original "College essay topics to write about Children Development" essay for you Create order Ginsberg (2007) makes the observation that all those involved with childrens development, learning and education must consider every factor which has the potential to interfere with children realising their full potential, and to work towards ensuring that every child has access to circumstances which allow them opportunities to reap the benefits that are linked with play. The aim of this essay is to investigate the notion of play in the light of learning theories, in order to determine its importance in childrens development during their early years. Definition of Play It is important to recognise that it is difficult to give a single definition of play (Lillemyr, 2009) and that it is regarded as an all embracing term (Bruce, 1991) which describes a diverse range of behaviours which see children interacting with each other (Dunn, 1993) in order to make sense of, and to enhance their understanding of, the environments in which they find themselves (Bruce, 1996; Wood, 2004). Play can be regarded as the means through which children are able to discover things about the world in order to amend their vision of it (Oko, 1987, p. 44 in Bozena, 2007, p. 80), as well as an avenue through which children can experience joy and/or recreation (Buhler, 1993, p. 91 in Bozena, 2007, p. 80). Play is an opportunity for children to develop a sense of self as a result of solving problems within their environment, which allows them to enhance their cognitive skills in the context of specific cultural environment/environments (Dunn, 1993; Meadows, 1993; Bruce, 1996; Gal lahue and Ozman, 1998; Wood, 2004; Robson, 2006). Froebel (cited in Bruce, 2004, p. 132) believes that it provides children with opportunities to utilise their newly accumulated knowledge in different situations which encourages them to adopt flexible attitudes and ways of thinking, as well as providing them with opportunities to practice and understand societal norms and their role in specific environments (Rogoff, 2003). Play also affords children the opportunity to discover the difference between fantasy and reality, safety and risk, order and anarchy and to grasp the concept of potential in themselves for the future (Wood and Attfield, 2005). It is a vital component in childrens physical, social, emotional and intellectual development (Elkind, 2008) which allows children to utilise their imagination whilst enhancing their communication skills through engaging in a number of different roles, depending upon their environment and the environment in which any specific interaction is taking place (Eddington, 2004). Value/Importance for Development The value and importance of play is the motivation behind recent developments with regard to Early Years education in the form of the Early Years Foundation Stage (EYFS) documentation (Department for Education [DfE], 2014). The notion of child centred education is built upon the acknowledgement that every individual child is unique and is entitled to have their needs met through the careful design of activities which allow them to develop commensurate with their ability, as a result of encouraging positive relationships with all around them in order that learners become competent, self-confident and self-reliant people (DfE, 2014). The ability to communicate is critical to childrens development the government stipulate that those responsible for providing childrens education must create opportunities for children to acquire language and communication skills through play, such that they are able to express themselves in a variety of different ways (language, gesture) and they are abl e to accumulate information as a result of reading and listening to others (DfE, 2014). This stipulation is a direct result of the Rose Report (2009), which highlighted the fact that curriculum provision should have explicit reference to the purposes of play and that the activities designed to promote it should be meticulously planned. Rose (2009) also stressed that children needed to engage not only in individual play but also in paired/group activities, so that language development and acquisition could be encouraged whilst simultaneously learning to cooperate with each other (endorsed by Coates Thomson, 2009) and developing an understanding of the value of good behaviour. It is vital for practitioners to recognise that play is not some form of break from the curriculum; it is an opportunity for children to develop their physical and cognitive abilities for the 21st century (Moyles, 2010) and is an authentic means of implementing the school curriculum (Action Alliance for Childre n, 2007; Moyles, 2010). The notion that play enables children to enhance the skills is put forward by Hughes (2006), who contends that there are a large number (up to 16) of different types of play, including movement and discovery which involves the exploration of the environment and the use of language (endorsed by Ginsberg, 2007; Singer et al., 2006; Bateson, 2005). Other scholars such as Manning-Morton and Thorp (2003) and Burghardt (2005) emphasise the multipurpose nature of play in that children are able to use play as a means for learning through practising skills for the future, tackling and solving problems, as well as a means through which they develop their methods of communicating with those around them. A critical factor in any childs development is feeling safe within the boundaries of any environment to which they are exposed; a number of writers (Moore and Russ, 2006; Russ, 2004; Sayeed and Guerin, 2000) allude to the fact that children must feel safe and relaxed in order to play with freedom and that play in itself allows children to relax, which has a beneficial effect on their emotional outlook (Russ, 2004). This safety element can be achieved through practitioners building upon childrens experiences within the home environment, which can then lead on to opportunities for progression and extension through challenge (Department for Children, Schools and Families [DCSF], 2009). Critical to the learning process is the careful design of activities which take advantage of childrens innate ability to enjoy play and the fact that playing engages childrens bodies, minds and emotions (DCSF, 2009, p. 10). Furthermore, through this process children are able to learn the skills associated with successful interaction with others in order to be part of a community, to experience and to manage their feelings/emotions and to develop confidence in themselves and their abilities (DCSF, 2009). Play provides opportunities for children to develop positive attitu des towards learning, in that they are able to develop their interests, be creative and experimental, to be critically thoughtful (Trevlas et al, 2003; Hurvitz, 2003) as well as developing resilience and the ability to work alongside others as a part of the educative process (DCSF, 2009). Play and Learning Theory The most important point about play is that it is active in nature. This active pursuit of knowledge was stressed by Piaget, who emphasised childrens ability to construct their own knowledge as individuals (Moore, 2000) through exploring their environment (Phillips and Soltis, 1998) in order to make sense of it (Wyse, 2004). Having scientifically studied children (May, 2013), Piaget put forward the notion that children develop in distinctive stages sensorimotor (birth to 2 years), preoperational (2 to 6 years), concrete operational (7 to adolescence) and formal operational (adolescence to adulthood) and that play becomes more complex as learners mature (for example, sensorimotor/practice play, preoperational/symbolic, pretend and fantasy play [Krause et al., 2003]). He also stated that as children came upon new experiences and knowledge, they added them to their existing knowledge base (assimilation) prior to being able to employ this new knowledge (accommodation), thus enhancing t heir cognitive abilities (Curtis and OHagen, 2003). Piaget (1973) believed that children were only able to gain a true understanding of knowledge as a result of this process of discovery, which enables them to be innovative and flexible as opposed to learning in a mechanistic way. These constructivist principles were shared by Vygotsky, although his emphasis was on social and collective learning as opposed to learning as an individual. It was his belief that interaction with others was a key element in enabling children to learn (Buchan, 2013, Daly et al., 2004), and that learning was a social process. Vygotsky contended that the development of childrens communication and language skills relied upon their being allowed to experience the world around them in the company of others in a social context, which lead learners to an understanding of how to behave and how to control themselves in specific contexts (John-Steiner et al., 2010). This social aspect of learning is borne out by ob servations of children who imitate the actions of others without understanding, until such time as they are able to initiate actions for themselves [which is indicative of their level of comprehension] (Vygotsky, 1978). Vygotsky took this notion of learning from others a stage further when he stated that there was a difference between what children are able to do alone and what they can achieve with the help of more experienced others, labelling this difference the Zone of Proximal Development [ZPD] (Pound, 2005). He firmly believed that every interactive process in which learners engage, irrespective of the environment in which it takes place, provides them with opportunities to develop their language and thinking skills (Whitehead, 2010). Furthermore, Vygotsky (1978) commented that play was the best and most effective means of preschool development as it enabled children to develop their skills through interaction. Play and Current Early Years Practice As highlighted above, the current provision as laid out within the EYFS (DfE, 2014) documentation places the child at the centre of the learning process with a specific emphasis on play, which encourages the development of communication, language and literacy skills. There are three prime areas of learning (communication and language, physical development, personal, social and emotional development) and four specific areas which supplement the prime areas (literacy, mathematics, understanding the world and expressive arts and design). It is the responsibility of individual practitioners, and indeed settings in general, to consider the individual needs and stage of development for each individual in their care. Activities within classrooms must be planned to ensure equality of access for all, irrespective of their background or ability and they should be designed to engage learners in purposeful play which is both child initiated and adult led. The balance between these two types of p lay is of extreme importance. Children can learn by leading their own play and allowing their needs and interests to guide their activities. However, whilst responding to individual children in a positive and warm manner, it is critical that there is a gradual movement towards activities which are more adult led, in order to prepare them for more formal learning as they enter Year 1 (DfE, 2014). Play should provide children with opportunities to explore and express their feelings, to develop relationships with others, to make decisions, choices and errors whilst being respected and valued as individuals; they need to be encouraged to develop self-discipline whilst retaining their ability to be imaginative and creative in solving problems (Bruce, 1987 cited in Early Years Interboard Panel, n.d., p. 7) Conclusion Play is central to the development of children in their early years. It provides a platform through which children are able to learn about themselves and the world around them through interacting with it. It allows children to have fun while they are learning, and to engage with those around them as a part of the process of learning, which not only deepens their knowledge base but also provides them with life skills such as the ability to communicate and work effectively with others. Play has been recognised as a central element within the education system which allows children to blossom through interacting with and learning from those around them. It is à ¢Ã¢â€š ¬Ã‚ ¦ essential for childrens development, building their confidence as they learn to explore, to think about problems, and to relate to others (DfE, 2014, p. 9). References Action Alliance for Children (2007) Play in the Early Years: Key to School Success. A Policy Brief. Oakland, CA: Early Childhood Funders Bateson, P. P. G. (2005) The Role of Play in the Evolution of Great Apes and Humans. in Pellegrini, A., Smith, P. (Eds) (2005) The Nature of Play: Great Apes and Humans London: Guildford Press pp. 13 26 Bozena, M. (2007) Exploratory Play and Cognitive Ability. in Jambor, T.; Van Gils, J. (Eds) Several Perspectives on Childrens Play Scientific Reflections for Practitioners Antwerp: Garant Publishers pp. 79 104 Bruce, T. (1991) Time to Play in Early Childhood Education. London: Hodder Stoughton Bruce, T. (1996) Helping Young Children to Play. London: Hodder Stoughton Bruce, T. (2004) Developing Learning in Early Childhood. London: Sage Buchan, T. (2013) The Social Child. Laying the Foundations of Relationships and Language. Abingdon: Routledge Burghardt, G. M. (2005) The Genesis of Animal Play: Testing the Limits Cambridge, MA: MIT Press Coates, D., Thomson, W. (2009) Using Learning Stories in the Early Years Foundation Stage. in Palaiologou, I. (Ed) (2009) The Early Years Foundation Stage: Theory and Practice London: Sage pp. 118 131 Curtis, A., OHagan, M. (2003) Care and Education in Early Childhood: A Students Guide to Theory and Practice. London: Routledge Falmer Daly, M., Byers, E., Taylor, V. (2004) Early Years Management in Practice. Oxford: Heinemann Educational Publishers Department for Children, Schools and Families [DCSF] (2009) Learning, Playing and Interacting: Good Practice in the Early Years Foundation Stage. Nottingham: DCSF Department for Education (2014) Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five. London: Department for Education Dunn, J. (1993) Young Childrens Close Relationships: Beyond Attachment. London: Sage Early Years Interboard Panel (n.d.) Learning Through Play in the Early Years. Retrieved 8th Sep tember 2015 from https://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf Edgington, M. (2004) The Foundation Stage Teacher in Action: Teaching in 3, 4 and 5 Year Olds. (3rd Ed) London: Paul Chapman Elkind, D. (2008) The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children. Cambridge, MA: De Capo Lifelong Gallahue, D. L., Ozmun, J. C. (1998) Understanding Motor Development: Infants, Children, Adolescents, Adults. Boston, MA: WCB/McGraw-Hill Ginsburg, K. R. (2007) The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent Child Bonds. Paediatrics 119 (1), pp. 182 191 Hughes, B. (2006) Playtypes: Speculations and Possibilities. London: London Centre for Playwork Education and Training Hurwitz, S. C. (2003) To Be Successful Let Them Play! Child Education, 79 (2), pp. 101 102 John-Steiner, V., Cathrene Connery, M., Marjanovic-Shane, A. (2010) Dancing with the Muses: An Cultural-historical Ap proach to Play, Meaning Making and Creativity. in Cathrene Connery, M., John-Steiner, V., Marjanovic-Shane, A. (Eds) Vygotsky and Creativity: A Cultural-historical Approach to Play, Meaning Making, and the Arts New York: Peter Lang Publishing Inc pp. 3 16 Krause, K. L., Bochner, S., Duchesne, S. (2003) Educational Psychology for Learning and Teaching. Southbank Vic: Thomson Lillemyr, O. F. (2009) Taking Play Seriously. Charlotte: Information Age Publishing Inc Manning-Morton, J., Thorp, M. (2003) Key Times for Play: The First Three Years. Maidenhead: Open University Press May, P. (2013) The Thinking Child: Laying the Foundations of Understanding and Competence. Abingdon: Routledge Meadows, S. (1993) The Child as Thinker. London: Routledge Moore, A. (2000) Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge Moore, M., Russ, S. (2006) Pretend Play as a Resource for Children: Implications for Pediatricians and Health Professionals. Journal of Developmental and Be havioural Pediatrics 27 (3), pp. 237 248 Moyles, J. (Ed) (2010) The Excellence of Play (3rd Ed) Maidenhead: Open University Press Robson, S. (2006) Developing Thinking and Understanding in Young Children. London: Routledge Phillips, D. C; Soltis, J. F. (1998) Perspectives on Learning. (3rd Ed) New York: Teachers College Press Piaget, J. (1973) Main Trends in Psychology. London: George Allen Unwin Pound, L. (2005) How Children Learn: From Montessori to Vygotsky Educational Theories and Approaches Made Easy. London: Step Forward Publishing Rogoff, B. (2003) The Cultural Nature of Human Development. Oxford: Oxford University Press Rose, J. (2009) Independent Review of the Primary Curriculum. London: Department for Children, Schools and Families Russ, S. (2004) Play in Child Development and Psychotherapy. New Jersey: Lawrence Erlbaum Associates Sayeed, Z., Guerin, E. (2000) Early Years Play: A Happy Medium for Assessment and Intervention. London: David Fulton Singer, D., Golinkoff, R. , Hirsh-Pasek, K. (2006) Play Equals Learning: How Play Motivates and Enhances Childrens Cognitive and Social-Emotional Growth. New York: Oxford University Press Trevlas, E., Grammatikopoulos, V., Tsigilis, N., Zachopoulu, E. (2003) Evaluating Playfulness: Construct Validity of the Childrens Playfulness Scale. Early Childhood Education Journal 31 (1), pp. 33 39 UNICEF (1989) The United Nations Convention on the Rights of the Child. London: UNICEF Vygotsky, L.S. (1978) Mind in Society. Cambridge, MA: Harvard University Press Whitehead, M. (2010) Language and Literacy in the Early Years 0 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 7. (4th Ed) London: Sage Publications Ltd Wood, E. (2004) Developing a Pedagogy of Play. in Anning, A., Cullen, J., Fleer, M. (Eds) Early Childhood Education: Society and Culture. London: Sage pp. 19 30 Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum. London: Paul Chapman Wyse, D. (Ed) (2004) Childhood Studies: An Introduction. Oxford: Blackwell

Summary OfThey Shut Me Up In Prose - 937 Words

In â€Å"They Shut Me Up in Prose,† Dickinson discusses how women are confined in society’s structured roles on women in the Victorian era. Dickinson does so in three stanzas, with an inconsistent rhyme scheme. This poem is influenced by the inequalities between genders and the limitations that prevented women from enjoying things that were seen as specifically for men, such as writing poems and having a higher education. In it, she uses various literary and poetic elements. In stanza 1, Dickinson begins by expressing the captivity that she feels due to society controlling what she can and cannot do. In lines 1 and 2, Dickinson explains that she was limited to only writing in â€Å"Prose†. She capitalizes â€Å"Prose† and â€Å"Girl† to emphasize that women†¦show more content†¦She also capitalizes and personifies â€Å"Brain† to emphasize her intelligence to show that she’s smarter and more creative than what society gives her credit for. Dickinson uses dashes to present the connection between these lines that show that society should see beyond the gender roles and recognize that women are capable of more than what they-- society-- think. In the last two lines, Dickinson further explains the feeling of being confined by society’s ideas of a woman. She capitalizes â€Å"Bird,† â€Å"Treason,† and â€Å"Pound† to represent how she feels caged, and â€Å"Bird† symbolizes the fr eedom that is being locked up. Also, she uses an analogy in â€Å"Treason† to show that she attempts to be free when she writes poems and going against what society expects her to do. Dickinson uses dashes to connect the thought of being â€Å"in the Pound†, which symbolizes being caged, for â€Å"Treason† and shows that Dickinson and other rebellious women are extending beyond those boundaries that men have built. Lastly, Dickinson conveys the themes of awareness and freedom to reveal that not only herself but also other women feel caged because men won’t look beyond beauty and see what women are actually capable of. In stanza 3, Dickinson finishes the poem with expressing how she wants the same freedom that men have and that she’s done with the

I Have a Dream Free Essays

choden â€Å"I have a dream â€Å"is one of the most important speech delivered by Martin Luther Jr. In the speech, Dr. Martin Luther King, Jr expresses the realization of a dream of freedom and equality for all people. We will write a custom essay sample on I Have a Dream or any similar topic only for you Order Now The purpose of this speech was to persuade people or give the public general knowledge about segregation . The speaker uses rhetorical strategy and different elements of literature to inform about the injustice being done to them and to point out the failure of unification between people. Dr king stated, â€Å"I am happy to join with you today in what will go down in History as the greatest demonstration for freedom in the history of our nation. † This is the first sentence that he delivers using syntax. The sentence is also a cumulative sentence because it supports the important idea that his speech will bring changes in the history. As the speech goes on , he uses extended metaphor such as , â€Å"cash a check† , â€Å"promissory note† , â€Å"fall heir† , â€Å"bad check† , â€Å"insufficient funds† , â€Å"bankrupt† , â€Å"riches of freedom â€Å" , â€Å"security of justice†. This extended metaphor is included in the passage reinforcing the whole idea of how black people are being separated. The bad check symbolizes the condition of the people. The promissory note might be the promise note for unification , riches of freedom only for white people , not black ; and security of justice only for white not for black people. Metaphor is also used in the sentence: â€Å"Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity†. The United States of America is described as a wealthy nation where a part of the nation is poor and starving because of segregation. The effect is to convey the message of what black people at that time were feeling because of separation and to talk to people indirectly through the words of literature and not to hurt any white people or government by delivering such a speech. In the speech, he mentions, â€Å"this note was a promise that all Black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness†; this sentence clarifies the use of paradox because slavery and segregation did not give freedom to African Americans. Another literary device that composes this speech would be parallelisms and repetition. Like, â€Å"we must rise to the majestic heights of meeting physical force with soul force† reflects the use of parallelism. The rights that weren’t provided to African Americans were the dreams that Dr. Luther wanted people to fight for in the speech emphasizing the sentence, â€Å"I have a dream†. The speaker uses a lot of Elements of language like diction, syntax, trope and schemes to make the speech memorable to people forever. The language that he includes archaic words that aren’t often used but it has its own vital role in the speech. In the speech, the use of trope is also been mentioned a lot. For example, the sentences that he uses like â€Å"not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred† uses metaphor. He compares the thirst of freedom and bitterness. He doesn’t want freedom given because of hatred but a freedom of happiness. Likewise the sentences, â€Å"We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality†, â€Å"little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers† uses simile . He combines white and black people to gather for equality. When he says , â€Å" I have a dream that my four little children will one day live in a nation where they will not be judged by the colors of their skin but by the content of their character† creates appeal to pathos of sad feeling that he feels his children are being judged. The speaker also provides logos like â€Å"we can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating â€Å"for whites only†. This information shows how much the separation is being done that even small children of black people are being suffered by it. Dr. Martin Luther King, Jr created an ethos that he wants the segregation to stop and wants all people should to live in harmony. He, himself had to suffer through all this and wanted to bring change. The speech uses a great rhetorical strategy because the connection between the speaker and the public shows reaction on the subject (segregation). How to cite I Have a Dream, Essay examples I Have a Dream Free Essays First Body Paragraph: Although Dry. Kings speech incorporated all sorts of arguments including equality, empowerment and freedom, Longboats Hughes’ poem focuses more on black empowerment. Acknowledging that Negroes were once Kings and Queens in Africa then reminding us that they were also enslaved to build the great pyramids. We will write a custom essay sample on I Have a Dream or any similar topic only for you Order Now Hughes creates a relationship through the movement of African Americans throughout history. Specifically examining the incredible contributions African Americans have made not Just to the united States but to the world. Second Body Paragraph: While Longboats Hughes argued for empowerment and enrichment of culture and people, Dry. King demanded equality, freedom and respect. Dry. King refused to stand by and watch his people continue to be mistreated, unfairly Judged, disrespected and overlooked. He not only wrote a compelling argument but he delivered It on the steps of the Lincoln Memorial. The same Abraham Lincoln that Hughes refers to in his poem. â€Å"l heard the singing of Mississippi when Abe Lincoln went down to New Orleans, and Eve seen its muddy blossom turn all gold in the sunset. Third Body Paragraph: Both of these incredibly successful Scholars helped to bring an end to the civil rights movement, passing new constitutional amendments. What I find so surprising is how they both made such an incredible impact with melodic forms of poetry according to the New York Times article written by: Machismo Skating â€Å"Dry. King pushed the text of his remarks to the side and began an extraordinary improvisation on the dream theme that would become one of the most recognizable refrains in the world. † Fourth Body Paragraph: With his Improvised riff, Dry. King took a leap Into history, Jumping from prose to poetry, from the podium to the pulpit. HIS voice arced Into an emotional crescendo as he turned from a sobering assessment of current social injustices to a radiant vision of hope -? of what America could be. Dry. King pushed the text of his remarks to the side and began an extraordinary improvisation on the dream theme that would become one of the most recognizable refrains in the world. † http://www. Anytime. Com/ 2013/08/28/us/the-lasting-power-of-dry-kings-dream-speech. HTML? How to cite I Have a Dream, Papers I Have a Dream Free Essays â€Å"I Have a Dream† August 28th, 1963 on the steps of the Lincoln Memorial in Washington D. C. , Martin Luther King Jr. We will write a custom essay sample on I Have a Dream or any similar topic only for you Order Now preformed his â€Å"I Have a Dream† speech. Perhaps amongst one of the most famous speeches in history, this speech is considered one of the most influential speeches of the 20th century. â€Å"I Have a Dream† has inspired millions of people and is still frequently quoted and cited nearly 50 years later. My goal in writing his paper is to evaluate King’s speech using the evaluation criteria. The four main criteria are: effects, truth, ethical and artistic. Each plays a very different role in assessing an essay and it’s adequacy. The purpose of the speech was to inspire Americans to believe that all individuals of all races should be treated equal, and that they would one day. King wanted people to stand with him and fight for their rights. The rhetoric situation was that King was delivering his speech during the â€Å"March on Washington,† where a protest was being held. Thousands and thousands travelled from all over the country to hear him speak. The rhetorical constraints of the speech were trying to adhere to those who opposed civil rights. The ones that King really had to reach out to were those who still believed that segregation should continue. This leads into the first criteria of evaluation, effects. Effects are whether or not the author, or in this case speaker, got the final outcome that they wanted to achieve. The final outcome that King was seeking by making his speech was for equal rights to be finalized, and that all men and women of all races would be free at last. In the first line of his speech King states â€Å"I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Implying that King had great homes for the outcome of his ever so famous speech, he not only wanted to inspire those in his audience but to make them as passionate about the issue as he was himself. The next portion of the effects criteria is â€Å"logical and/or emotional sense. † This examines whether or not the speech tries to capture the audienceâ₠¬â„¢s mind. In my opinion I think that the speech is more emotional rather than logical. King knew the anguish his listeners were feeling, and he used those feelings to fire his audience up. He wished to connect emotionally with them, share their pain and happiness. For example, he often uses the word â€Å"we† within his speech, letting the audience know that he stands beside them, rather than in front of them. The second criteria when doing an evaluation is truth. Truth in and of itself is pretty self-explanatory, it is whether or not the author/speaker is using facts rather than fiction. â€Å"I Have a Dream† is a very truthful speech. During the time that King wrote his speech equal rights still did not exist in many states and segregation was common most everywhere. He also touches upon the Emancipation Proclamation and how it led to the start of the civil rights movement, even though it was a century beforehand. On line two of King’s speech he states, â€Å"Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. † The Emancipation Proclamation was undeniably the starting point for equal rights, freeing all slaves from their owners. King also uses the Constitution as a historical reference, to note that all men were supposed to be guaranteed certain rights. At the time of the speech, a lot of those rights were still not given to many citizens. The third criteria in evaluation is ethical, this implies that the speech is socially responsible and not corruptive. This speech is fairly ethical, because King does not make any outrageous allegations against those who had done wrong and the rally held during the speech was very peaceful. But for the effect it had on society, it was remarkable. That August day King and 250,000 others marched peacefully in Washington. The following day the New York Times wrote about the speech, â€Å"They had found an effective way to demonstrate for changes in the laws without breaking the laws themselves† (Reston, 1963). There was also another article entitled 200,000 March for Civil Right in Orderly Washington Rally; President Sees Gain for Negro. The article stated â€Å"it was the greatest assembly for a redress of grievances that this capital has ever seen†¦There was no violence to mar the demonstration. In fact, at times there was an air of hootenanny about it as groups of schoolchildren clapped hands and swung into the familiar freedom songs† (Kensworthy, 1963). This just goes to show how non-violent King’s followers actually were. King wished to send positive messages to his audience and encourage them to act civilly rather than aggressively to achieve their goal. The final criteria for evaluation is artistic, which judges the words used and the delivery of the speech are important. The speech is very artistically put together. King paints vivid pictures with his words and emotions. One line six he states, â€Å"Now is the time to rise from the dark and desolate valley of segregation to the sunlit path or racial justice. † His use of descriptive words makes his speech more persuasive and appealing to the audience. His use of the phrase, â€Å"I have a dream† is consistently used throughout the speech. This makes the speech flow together in harmony. A great writing technique seen throughout his speech is a metaphor, in line six for example, â€Å"Instead of honoring his sacred obligation, America has given the Negro people a bad check, a check which has come back marked ‘insufficient funds. ’† King is not actually speaking of a bank account, but instead is using it as a metaphor for how African Americans were promised these rights but were never given them. King uses many different writing techniques to help to create and maintain drama throughout the speech. The speech definitely applied some criteria stronger than others. I believe that King uses artistic and ethical criteria the strongest throughout his speech. The way in which his speech flows together and uses powerful descriptive words are characteristics of the strong artistic values of his speech. However I think the truth aspect of his speech could have been stronger. Although he did not use any false information, it would have been better to use more references throughout his speech, the only things he really quoted are the Emancipation Proclamation and the Constitution. On line ten he states, â€Å"We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. † The second part of the statement may be true, but African American males had been able to vote since 1870, almost a century before this speech, he could have been trying to use a metaphor, regardless, it was not truthful. He also dramatized many things, such as on line three when he states â€Å"But one hundred years later, the Negro still is not free. Technically speaking, they were free by constitutional rights, but did not entertain the same rights as Caucasians at this time. Dramatization may be great tools in some speeches, but it may seem un-honest to those audience members who did not understand metaphors or other writing strategies. Overall, I think that the speech met all the criteria in most ways. I evaluated the speech based on how I felt it fit the four main points of ethicality, truthfulness, effect s, and artistic value. The speech has been an American staple since the day King gave it, nearly 50 years ago. King did a great job in standing up for what he believed in and accomplished his goal of civil rights for every man and woman, regardless of color in the United States. Works Cited Kensworthy, E. W. (1963, August 29). â€Å"200,000 March for Civil Rights in Orderly Washington Rally; President Sees Gain for Negro. † New York Times. King Jr. , M. L. (1963, August 28). I Have A Dream. Conducted from The Lincoln Memorial, Washington D. C. Reston, J. (1963, August 29). â€Å"I Have A Dream†¦Ã¢â‚¬  Peroration By Dr. King Sums up A Day The Capital Will Remember. New York Times. How to cite I Have a Dream, Papers

Compare and Contrast Theater, Poetry and Fiction Essay Example For Students

Compare and Contrast Theater, Poetry and Fiction Essay In the poem, London written by William Blake, the city of London and its people is being controlled by the government that mistreats its citizens. This paper will show the similarities and differences each story and its effects of tragedy. In the story, A Very Old Man with Enormous Wings, Marquee tells the story of an angel-like man who falls from the sky into the courtyard of Appeal and Lessened. The angel-like man is seen when the couple is out in the courtyard disposing crabs. They believe the odor from the crabs is causing their newborn to become ill. Appeal sees something from a distance and hear sounds of moaning. The author writes, He had o go very lose to see that it was an old man, a very old man, lying face down in the mud, who, in spite of his tremendous efforts, couldnt get up, impeded by his enormous wings (638). At first, they describe him as a raspier with little to no hair. They had no clue what he is so, they called the neighbor woman to evaluate the man. She says, Hes an angel. He must have been coming for the child, but the poor fellow is so old that the rain knocked him down (639). She suggests they should kill the angel-like man. Instead of killing the man, they place him into their chicken coop. Later that night, their child awakes without a fever and gains his appetite. Acknowledging this, the couple rejoices and decides to put the angel on a raft and send him out to sea with food and drinks for three days. However, before Appeal and Lessened could send the angel-like man off, the whole neighborhood is there to see the angel-like man. Even the towns priest came out to see him but he doubts that the man is an angel because he looks human-like, smells, and covered in bugs. The author says, The parish priest had his first suspicion of an imposter when he saw he id not understand the language of God or how to greet His ministers (640). The priest thought it was Just another act. The people all over town became curious of the angel-like man in search of good health. Lessened thinks to fence in the yard and charger the observers a fee to see him. People tried to feed him, poke him, burn him and throw stones at him to get an arousal from him. The angel-like mans feathers began to frail, wings cripple, and grow weak. As time progress, the couple saves enough money to build a mansion. The child is healthy and is in school. Having to arrive the worst winter, the angel-like man health improves and he is determined to spread his wings. Lessened catches the angle-like man from the kitchen window and is relieved that he is gone. The movie, Endgame written by Becket, tells the story of a group of people living in a house and think that the world has come to an end. The movie begins with Clove pulling the curtains from two small windows on opposite sides of the room. Clove walks with a limb. He chuckles as he takes the sheets off of two garbage cans that Nell and Nag lives in, he also takes the sheet off the chair that Ham sits in. Right before Clove goes into the kitchen; he turns to say, Finished. Its finished. It must be nearly finished. Ham takes the old handkerchief from his face and places it over his lap and cleans his glasses. He blows for Clove to help him to bed. They bicker back and forth. Hams parents rise from the garbage can. They examine each other to make sure they can hear and see each other. They laugh and reminisce about yesterday. Nell is uncomfortable and becomes unhappy with the living condition her son has her in. Nag is comical. He enjoys telling Jokes about things they use to o. Clove also helps Ham with his parents. They eat dog biscuits and have sawdust in their cans to use the bathroom. Nag tells Nell a long Joke hoping to cheer her up but shes not enlightened by his humor. Unhappy and discouraged, they go back down into their cans. Ham comma nds Clove to push him around the room. As Clove does as he is told, the blind guy reaches out to touch the wall. Ham refers to the wall as the other hell. .u7533bddd544c7683b6d1da32ebfcc878 , .u7533bddd544c7683b6d1da32ebfcc878 .postImageUrl , .u7533bddd544c7683b6d1da32ebfcc878 .centered-text-area { min-height: 80px; position: relative; } .u7533bddd544c7683b6d1da32ebfcc878 , .u7533bddd544c7683b6d1da32ebfcc878:hover , .u7533bddd544c7683b6d1da32ebfcc878:visited , .u7533bddd544c7683b6d1da32ebfcc878:active { border:0!important; } .u7533bddd544c7683b6d1da32ebfcc878 .clearfix:after { content: ""; display: table; clear: both; } .u7533bddd544c7683b6d1da32ebfcc878 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7533bddd544c7683b6d1da32ebfcc878:active , .u7533bddd544c7683b6d1da32ebfcc878:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7533bddd544c7683b6d1da32ebfcc878 .centered-text-area { width: 100%; position: relative ; } .u7533bddd544c7683b6d1da32ebfcc878 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7533bddd544c7683b6d1da32ebfcc878 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7533bddd544c7683b6d1da32ebfcc878 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7533bddd544c7683b6d1da32ebfcc878:hover .ctaButton { background-color: #34495E!important; } .u7533bddd544c7683b6d1da32ebfcc878 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7533bddd544c7683b6d1da32ebfcc878 .u7533bddd544c7683b6d1da32ebfcc878-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7533bddd544c7683b6d1da32ebfcc878:after { content: ""; display: block; clear: both; } READ: The Role Century Poetry In Resisting 'Nationalism' EssayClove brings him back to the center of the room. Ham directs him to place him in the same exact spot in the center of the room. Ham asks Clove for the weather. Clove gets a microscope from the kitchen. He looks out the window and describes to Ham what he sees. Ham then ask Clove, We not beginning to mean something? Clove laughs it off. Ham then questions Clove about how he is feeling, and reminds him that he still has his eyes and legs to use. Clove seems bothered with the question Ham asks and threatens to leave. Ham recalls moments with Cloves father. Ham uses food and fear of what could happen if Clove decides to leave. Ham uses the fact that Clove has no place to go and no food to keep him as a revere to him but Clove wants nothing more than to leave. Ham requests for his dog so Clove goes into the kitchen and returned with a stuffed dog. They then discuss how Ham will know when Clove leaves. Clove thinks to set an alarm when he finally leaves. Moments after, Ham has Clove to wake up his Nag to tell him a story. He agrees to listen if he gives him a sugar plum. After he tells the story, he yells, there are no sugar plums. Nag remembers when little Ham and how he calls for him because hes scared of the dark. He then knocks on Knells can; when he did not get a respond, e went back down in his can. Clove cleans up the mess around the room. Ham ask, What are you doing? Clove yells, putting things in order! Ham commands Clove to check for his mother. Clove discovers that she is dead. His father cries quietly next to her. Ham shows no remorse. Ham demands him to push him to the window so he can feel the sunlight. Clove does as told and places him back in the same spot. As Clove take a look out the window he sees a young boy. Ham assures him that there is nothing but death outside. Clove goes into the kitchen and grabs a clock. First, he hangs it on the wall then he places it on top of the garbage can. Clove becomes irritated and threatens to leave. He packs his things and stands quietly at the steps. Ham calls for Clove but he does not answer. Good, he says. He calls out for his father but he does not answer either. He cleans his glasses and places the handkerchief over his face. He sits there quiet and alone. In the poem, London by Blake, the speaker talks about the event that takes place as he walk the streets of London. In the first stanza, Blake speaks about the people of London being sad and oppressed from the strict laws of London. The poet writes, l wander through each chartered street, near where the chartered Thames does flow, And mark in every face meet Marks of weakness, marks of woe (lines 1-4). He warns us that the streets and rivers are being controlled by a sovereign power. Every person he sees is in distress and weak among other sickness. In the second stanza, he describes the feelings of the people. He writes, In every cry of every man, in every infants cry of fear, in every voice, in every ban, the mind-forged manacles I hear (lines 5-8). He witnesses the cries of men and the fear of each child. Although they were banned from freedom to express themselves, he could still read their expressions as if it is written on their face. In the eighth line he uses mind-forged manacles to describe a people who are suffering and frightened and their feelings are imprisoned in their own mind. In the third stanza, he tells how some have become used to this way of life. .u314d168fd4a7cd07acd25dde19a2b48f , .u314d168fd4a7cd07acd25dde19a2b48f .postImageUrl , .u314d168fd4a7cd07acd25dde19a2b48f .centered-text-area { min-height: 80px; position: relative; } .u314d168fd4a7cd07acd25dde19a2b48f , .u314d168fd4a7cd07acd25dde19a2b48f:hover , .u314d168fd4a7cd07acd25dde19a2b48f:visited , .u314d168fd4a7cd07acd25dde19a2b48f:active { border:0!important; } .u314d168fd4a7cd07acd25dde19a2b48f .clearfix:after { content: ""; display: table; clear: both; } .u314d168fd4a7cd07acd25dde19a2b48f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u314d168fd4a7cd07acd25dde19a2b48f:active , .u314d168fd4a7cd07acd25dde19a2b48f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u314d168fd4a7cd07acd25dde19a2b48f .centered-text-area { width: 100%; position: relative ; } .u314d168fd4a7cd07acd25dde19a2b48f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u314d168fd4a7cd07acd25dde19a2b48f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u314d168fd4a7cd07acd25dde19a2b48f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u314d168fd4a7cd07acd25dde19a2b48f:hover .ctaButton { background-color: #34495E!important; } .u314d168fd4a7cd07acd25dde19a2b48f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u314d168fd4a7cd07acd25dde19a2b48f .u314d168fd4a7cd07acd25dde19a2b48f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u314d168fd4a7cd07acd25dde19a2b48f:after { content: ""; display: block; clear: both; } READ: Beowulf is a story about a man named Beowulf who desired fame and fortune in life EssayHe writes, How the chimney-sweepers cry every blacking church appeals; and the hapless soldiers sigh runs in blood down palace walls (lines 9-12). He tells how the blood of soldiers who fought battles is poured down the walls of the palace. He is even appalled by the churches. In the final stanza, he tells of a curse placed on women. He writes, But most through midnight streets I hear how the youthful harlots curse blasts the new born infants tear, and blights with plagues the marriage hearse (lines 13-16). Theres a young girl who resorts to prostitution and wonders the street every nigh t. Some have been cursed. When the rich get married in a carriage, it will be cursed and her carriage might turn out to be a hearse. In conclusion, each author illustrates a familiar feeling of tragedy in three different ways. In London, Blake uses the word marks in the first stanza to mean the visible marks, the metaphorical scars, left by the controlling, oppressive system which is leaving the people of London vulnerable. Whereas in A Very Old Man with Enormous Wings, Marquee uses the angel-like man magical wings, which should lift him to great heights, become the very thing that keep him from even getting out of the mud.