Researchers View Essay Example | Topics and Well Written Essays - 500 words

Specialists View - Essay Example They incorporate backing, constructivism, sober mindedness, and post-positivism. The motivation behind this paper is to evaluate a researchers’ world view and clarify how it impacts the way to deal with research. Makoe, Richardson, and Prince (2008) speak to the post-positivism philosophical world view. Post-positivism world view, otherwise called the logical strategy for research manages decrease research for example it lessens thoughts into little factors that are utilized to test the hypothesis and the example subject. This world view is utilized to sum up populace through subjective exploration utilizing countless examples. Along these lines, the examination done by Makoe, Richardson, and Prince (2008) utilized subjective exploration to discover the originations of grown-up understudies setting out on separation instruction. One suppositions of post-positivism expressed by Creswell (2009) are that information is speculative. This implies reality can never be found in research, and that is the reason analysts invalidate the theory. For example as per Makoe, Richardson, and Prince (2008), there is no accord about how the originations of learning can be described and whether they establish a formative pecking order. Another suspicion as indicated by Creswell (2009) is that information, proof and balanced contemplations shape information. This implies the analyst gathers the data dependent on perceptions or from surveys filled by the members. From the article, analysts gathered information utilizing a 60-thing survey which were sent to understudies taking preliminary courses by separation learning. As indicated by Creswell (2009) in quantitative technique for research, specialists diminish thoughts into little factors, which they use to define questions and theory. In Makoe, Richardson, and Prince (2008), specialists utilized the data they gathered to think of a theory that all grown-up students taking significant distance training hold particular originations of learning; subsequently they

Reducing, Reusing and Recycling Fast Food Waste

Lessening, Reusing and Recycling Fast Food Waste Dear EarthTalk: What are the cheap food fastens doing to reduce onor at any rate recyclethe gigantic measure of paper, plastic and froth they utilize every day? Are there any laws or guidelines to constrain them to be acceptable natural residents? Ditty Endres, Stroud Township, PA Right now there are no government laws or guidelines in the U.S. explicitly planned for getting inexpensive food chains to decrease, reuse or reuse their waste. Organizations of various sorts should consistently comply with nearby laws relating to what must be reused versus what can be disposed of. What's more, few urban areas and towns have neighborhood laws explicitly intended to constrain organizations to make the best decision, however they are rare. Deliberate Fast Food Waste Reduction Makes HeadlinesThere have been a few walks in the cheap food business concerning bundling materials and waste decrease, yet it has all been intentional and for the most part under tension from green gatherings. McDonald’s stood out as truly newsworthy in 1989 when, at the asking of earthy people, it exchanged its burger bundling from non-recyclable Styrofoam to recyclable paper wraps and cardboard boxes. The organization additionally supplanted its dyed paper carryout sacks with unbleached packs and made other green-accommodating bundling progresses. Some Fast Food Chains Offer Vague Policies on Waste ReductionBoth McDonald’s and PepsiCo (proprietor of KFC and Taco Bell) have made inward approaches to address natural concerns. PepsiCo states that it supports â€Å"conservation of normal assets, reusing, source decrease and contamination control to guarantee cleaner air and water and to diminish landfill wastes,† yet doesn't expound on explicit moves it makes. McDonald’s offers comparative general expressions and cases to be â€Å"actively seeking after the change of utilized cooking oil into biofuels for transportation vehicles, warming, and other purposes,† and seeking after different in-store paper, cardboard, conveyance compartment and bed reusing programs in Australia, Sweden, Japan and Britain. In Canada the organization professes to be the â€Å"largest client of reused paper in our industry† for plate, boxes, complete sacks and drink holders. Inexpensive Food Recycling Programs Can Reduce Waste and Save MoneySome littler cheap food chains have accumulated awards for their reusing endeavors. Arizona-based eegee’s, for example, earned an Administrator’s Award from the U.S. Ecological Protection Agency for reusing all paper, cardboard and polystyrene over its 21-store chain. Other than the positive consideration it has created, the company’s reusing exertion additionally sets aside it cash in waste disposal expenses each month. A Few Communities Require Fast Food Waste RecyclingDespite such endeavors, however, the cheap food industry is as yet an enormous generator of waste. A few networks are reacting by passing neighborhood guidelines requiring reusing where pertinent. Seattle, Washington, for instance, passed a statute in 2005 restricting organizations (all organizations, not only cafés) from discarding recyclable paper or cardboard, however violators just compensation an ostensible $50 fine. Taiwan Takes a Hard Line on Fast Food WastePerhaps policymakers in the U.S. furthermore, somewhere else could take a lead from Taiwan, which since 2004 has required its 600 drive-through joints, including McDonald’s, Burger King and KFC, to keep up offices for legitimate removal of recyclables by clients. Burger joints are obliged to store their trash in four separate compartments for extra food, recyclable paper, standard waste and fluids. â€Å"Customers just need to go through under a moment to complete the refuse characterization assignment,† said natural insurance overseer Hau Lung-container in reporting the program. Cafés that don’t go along face fines of up to $8,700 (U.S.). GOT AN ENVIRONMENTAL QUESTION? Send it to: EarthTalk, c/o E/The Environmental Magazine, P.O. Box 5098, Westport, CT 06881; submit it at: www.emagazine.com/earthtalk/thisweek/, or email: earthtalkemagazine.com. EarthTalk is an ordinary element of E/The Environmental Magazine. Chosen EarthTalk segments are reproduced on About Environmental Issues by consent of the editors of E.

Calculating a Quantitative Snapshot of Fall Semester

Calculating a Quantitative Snapshot of Fall Semester Inspired by Spotify’s year in review (with which I discovered I apparently like listening to Stomp Pop and Brostep?), I’ve compiled some interesting(?) and noteworthy(??) statistics from my fall semester in a â€" perhaps misguided â€" attempt to sum it all up in a quantitative manner. Time spent asleep: 40,052 minutes 667.53 hours 27.81 days That’s basically a whole February. I spent an entire February of this last fall semester asleep. I tracked my sleep patterns from the first day of the semester all the way until the end, recording the exact time that I closed my eyes to go to sleep and the moment that I woke up. There’s probably an app for that, but I just wrote it down in the memo pad on my phone and then manually typed all of the data points into excel while I was waiting for my plane back to California. Average amount of sleep per night: 7 hours and 1 minute This number is a lot higher than I thought it would be, which is a good thing. Sleep is important. Life goal for next semester: bump this average up to 8 hours. Empirical evidence suggests that I need 8-9 hours of sleep for maximum function, though further research must be conducted to corroborate this hypothesis. Time spent not asleep: 96,748 minutes 1612.47 hours 67.19 days My earliest class was 11am on Mondays, but Tuesdays, Thursdays, and Fridays I didn’t have class until 1pm. (See below for further details). Here is a brief list of things that occupied my waking hours: homework, attending actual class, UROPing, tennis, eating, walking to places (admittedly minimal though because Maseeh is the king of convenience), reading, volunteering at MGH, trying to not fall asleep, EMS, club meetings, staring blankly at my computer screen, and many more things! Also, as a note, the values calculated here were based off of the fact that there were 95 consecutive days in the semester (including weekends and holidays) from the first day of classes (September 9) until my last day on campus (December 13). Hours of class on Wednesdays 0 Yeah, you read that right. No class on Wednesday. I have been dreaming about a schedule like this since I understood what a Wednesday was. Two days of work, followed by a break, followed by two more days of work, followed by a two day break. It’s a perfectly spaced cycle of breaks. (credits) Classes taken: (12) 21W.790 Short Attention Span Documentary (3) ESD.054 Engineering Leadership (6) ESD.051/2.723 Engineering, Innovation, and Design (3) ESD.05 Engineering Leadership Lab (12) 20.102 Stem Cells in Organogenesis, Carcinogenesis, and Atherogenesis No psets. No midterms. That’s not to say that I had no work. Each of the three videos for my documentary class required hours and hours of work the week that they were due: arranging interviews, getting good footage, and editing all of the clips together. Engineering leadership had weekly readings and reading responses regarding the many different capabilities of effective engineering leaders. Engineering, Innovation, and Design not only had weekly assignments (one of my favorites being Design a Fork*), but we also had a final group project that involved the creation of an automated phone system from scratch as well as a final professionally bound deliverable detailing design considerations and other aspects of our product. Finally, there were multiple research papers to be read each week for 20.102 as well as a final 45 minute group presentation on myeloid leukemia and a 30 page paper. Classes dropped: 7.06 Cell Biology 20.320 Analysis of Biomolecular and Cellular Systems 21G.501 Japanese 1 Long story short, I was taking the equivalent of 6 classes at the start of the semester (a total of 72 units) and ended up with only 36 units. There were a lot of different reasons for why my original plan didn’t pan out, but ultimately, keeping my stress levels down at an appropriate level was priority number 1. Drop date wasn’t until November 18th, so I had plenty of time to evaluate my course load for the semester. The process for dropping is rather straight forward in that you submit an online drop request to your advisor, your advisor approves it on their end, and then you submit the final changes to the registrar. It isn’t an easy decision to drop a class, especially half way into the semester, considering the amount of work that you have already put in. But there is nothing wrong with dropping a class. Or two. Or three. It is important to check your graduation requirements though before dropping, because some classes can only be taken in either the fall or spring semeste r and if you don’t take them in sequence, it can throw your course roadmap out of whack. Total number of credits: 36 The minimum number of units for a full-time student is 36. I’ve been following the lead of my fellow course 20 friends for the last few semesters, taking what they were taking and trusting that somehow in the future, I would eventually graduate. This semester I sat myself down and read the graduation requirements for course 20 myself. I came to the glorious conclusion that for the next three semesters, I would only have to take 3-4 classes to graduate in the spring of 2017. Hours spent UROPing: 74 I wish I could have spent more time in lab, but up until drop date, I felt extremely busy and overwhelmed. The amount of time put in varies from semester to semester and depending on what project you are working on and the timeline of your direct supervisor, the hours are flexible. The researchers here are people too, and they recognize that student life can be hectic and draining and are thankfully happy to help work around whatever crazy schedule you might have at the time. I’ve been working in the Griffith Lab (tissue engineering) since last spring, attempting to tackle the vascularization of intestinal spheroids. What are spheroids though? Well, they are essentially in vitro models of the intestine grown from stem cells that are cultured in wells with a variety of growth factors. The spheroids, however, lack blood vessels (vasculature) which would not only help them survive longer by providing an avenue for nutrient and waste exchange, but would also more closely mimic the in v ivo system. We are currently trying different methods for co-culturing multiple different cell types in macrofluidic devices to achieve this, so I’m excited to continue our experiments in the spring! Number of consecutive hours spent on finishing my final video project: 9 hours (10pm-7am) So I may have waited until the last day for the bulk of the editing, but in my defense, I had all of the footage shot and the Japanese interview translated days and weeks in advance. The project was so much fun though, that I hardly noticed the time passing (though the slight tremor in my arms due to sleep deprivation was probably a good indication). In the end, I was really happy with my 5 minute documentary on Yume Wo Katare, a Japanese ramen restaurant in Porter Square where customers are asked to stand up and share their dreams with the rest of the patrons. For the last day of class we had pizza and enjoyed watching the fruits of everyone’s labor. Number of finals: 0 Can we take a moment here to fully appreciate this beautiful number? Last fall semester, I had four back to back finals (one on Monday, two on Tuesday, and one on Wednesday) in addition to my final paper for my HASS. This year, I hopped on a plane and flew back home the Sunday before finals even began, waving back giddily to the palm trees that greeted my descent. *This is the beauteous fork that I made for EID. The assignment was to innovate on the current design of a fork. Before you say that this is simply a spork, I’d like to politely stop you and interject that it is in fact a “fork with spoon-like qualities”. While a spork fails to be both a fork (the tines are too short) or a spoon (there are holes where the tines are), my awesome fork is a fork with long tines that happens to be curved like a spoon so that you can both stab things AND scoop things (like peas or loose corn). Clearly a better design. It also has an ergonomic cushy grip made out of a super comfortable Boloco napkin and clear scotch tape. Testimonial: i am a pea. wow. so comfy.

HBCU Timeline 1900 to 1975

As the Jim Crow Era raged on, African-Americans in the South listened to the words of Booker T. Washington, who encouraged them to learn trades that would allow them to be self-sufficient in society. It is interesting to note that in previous HBCU timelines, many religious organizations helped to establish institutions of higher learning. However, in the 20th Century, many states provided funds for the opening of schools. HBCUs Founded Between 1900 and 1975 1900: The Colored High School is established in Baltimore. Today, it is known as Coppin State University. 1901: The Colored Industrial and Agricultural School is established in Grambling, La. It is currently known as Grambling State University. 1903: Albany State University is founded as the Albany Bible and Manual Training Institute. Utica Junior College opens in Utica, Miss; today, it is known as Hinds Community College at Utica. 1904: Mary McLeod Bethune works with the United Methodist Church to open the Daytona Educational and Industrial Training School for Negro Girls. Today, the school is known as Bethune-Cookman College. 1905: Miles Memorial College opens with funding from the CME Church in Fairfield, Ala.  In 1941, the school was renamed Miles College. 1908: The Baptist Educational and Missionary Convention establishes Morris College in Sumter, SC. 1910: The National Religious Training School and Chautauqua is established in Durham, NC. Today the school is known as North Carolina Central University. 1912: Jarvis Christian College is established by a religious group known as The Disciples in Hawkins, Texas.  Tennessee State University is founded as Agricultural and Industrial State Normal School. 1915: The Roman Catholic Church opens the St. Katharine Drexel and Sisters of the Blessed Sacraments as two institutions. In time, the schools will merge to become Xavier University of Louisiana. 1922: The Lutheran Church supports the opening of the Alabama Lutheran Academy and Junior College. In 1981, the school’s name is changed to Concordia College. 1924: The Baptist Church established the American Baptist College in Nashville, Tenn. Coahoma County Agricultural High School opens in Mississippi; it is currently known as Coahoma Community College. 1925: Alabama School of Trades opens in Gadsen. The institution is currently known as Gadsden State Community College. 1927: Bishop State Community College opens. Texas Southern University opens as Texas State University for Negros. 1935: Norfolk State University opens as the Norfolk Unit of Virginia State University. 1947: Demark Technical College opens as Denmark Area Trade School. Trenholm State Technical College is established in Montgomery, Ala. as John M. Patterson Technical School. 1948: The Church of Christ begins operating the Southern Bible Institute. Today the school is known as Southwestern Christian College. 1949: Lawson State Community College opens in Bessemer, Ala. 1950: Mississippi Valley State University opens in Itta Bena as the Mississippi Vocational College. 1952: J.P. Shelton Trade School opens in Tuscaloosa, Ala. Today, the school is known as Shelton State University. 1958: The Interdenominational Theological Center opens in Atlanta. 1959: Southern University at New Orleans is founded as a unit of Southern University in Baton Rouge. 1961: J.F. Drake State Technical College opens in Huntsville, Ala as the Huntsville State Vocational Technical School. 1962: The College of the Virgin Islands opens with campuses on St. Croix and St. Thomas. The school is currently known as the University of Virgin Islands. 1967: Southern University at Shreveport is founded in Louisiana. 1975: Morehouse School of Medicine opens in Atlanta. The medical school is originally part of Morehouse College.

Personality Adjectives Practice for ESL Students

English students need to learn how to describe character and personality in English to be successful communicators, but this is no simple task for learners. Plan activities that are engaging and relevant to your students to make the content of these lessons more meaningful. Start with these fun vocabulary-building exercises. Introducing the Activity These intermediate-level exercises allow ESL students to practice conversational skills while focusing on broadening their character adjective vocabulary. Students will use questionnaires to develop their personal description vocabulary in addition to completing matching and fill-in-the-blank exercises that test their understanding. To begin your lesson, pair students up and ask them to give each other the questionnaire in Exercise 1. Have students check for the correctness of questionnaire answers together afterward. Then, either together or independently, have students complete Exercises 2 and 3. Personality Description Practice Exercise 1 Ask your partners the following yes or no questions about a friend or family member. Listen carefully to what they have to say and record their answers with any additional details or examples they provide. Are they usually in a good mood?Is it important to them that they always be successful?Do they notice your feelings?Do they often give presents or pay for things for you?Do they work hard?Do they become angry or annoyed if they have to wait for something or someone?Can you trust them with a secret?Are they a good listener?Do they keep their feelings to themself?Do they find it easy not to worry about things?Do they seem to think that everything will always turn out okay?Do they often change their opinion about things?Do they postpone things or procrastinate?Are they happy one moment and then sad the next?Do they generally like to be with and around people? Exercise 2 Match these adjectives to the qualities described in the questionnaire. Note for teachers: For an extension activity, have students write the opposite of each adjective as well. generouseasygoingambitiouscheerfulhardworkingtrustworthyimpatientoptimisticsensitivemoodysociableindecisivereservedlazyattentive Exercise 3 Use a character adjective to fill in the blanks. Search the context of each sentence for clues about which adjectives would make sense. Hes the type of person whos always whistling at work. He rarely gets angry or depressed, so Id say hes a rather ______________ person.Shes a bit difficult to keep up with. One day shes happy, the next shes depressed. You could say shes a ______________ person.Peter sees the good in everybody and everything. Hes a very ______________ coworker.Hes always in a rush and worried hes going to miss something. Its hard to work with him because hes really ______________.Jennifer always makes sure that everybody is taken care of. Shes very ______________ to the needs of others.You can believe anything she says and rely on her to do anything. In fact, shes probably the most ______________ person I know.Dont count on any work getting done with him around. He doesnt usually work very hard and can be pretty ______________.Id say she cant be disturbed by anything and shes happy to do whatever youd like. Shes very ______________.Be careful about what you say to Jack. Hes so ______________ that he mi ght start to cry if you made  a joke about his strange-looking shirt.  I swear shed give the deed to her house to anyone that needed it. To say she is ______________ is an understatement! Exercise 3 Answers It is up to you what adjectives you want your students to use to answer Exercise 3, but here are some sample answers that would work. cheerful/easygoingmoody/sensitiveoptimisticimpatient/ambitiousattentivetrustworthylazyeasygoing/cheerfulsensitive/moodygenerous Sample Personality Adjectives Follow up this vocabulary-building activity by teaching your students more adjectives to describe personality traits. Help them understand that there are countless words that can be used to describe the same quality. The following five personality traits are considered by psychologists to be the main qualities of character. This table gives adjectives to describe a person based on whether they do (positive adjectives) or do not (negative adjectives) possess a given quality. For example, a person who displays agreeableness is cooperative. Familiarize your students with these adjectives and provide them with authentic opportunities for practice using them. Sample Personality Adjectives Personality Trait Positive Adjectives Negative Adjectives Extroversion outgoing, talkative, social, friendly, lively, active, fun shy, reserved, quiet, timid, antisocial, withdrawn Openness open-minded, receptive, nonjudgmental, flexible, curious narrow-minded, rigid, stubborn, judgmental, discriminating Conscientiousness hardworking, punctual, thoughtful, organized, careful, cautious, obedient, responsible lazy, flaky, careless, reckless, irresponsible, negligent, rash Neuroticism patient, optimistic, easygoing, calm, self-assured, stable, reasonable impatient, pessimistic, brooding, anxious, sensitive, moody, insecure Agreeableness good-natured, forgiving, amenable, genial, consenting, generous, cheerful, cooperative disagreeable, ill-tempered, irritable, rude, spiteful, bitter, uncooperative More adjectives that can be used to describe aspects of someone's personality based on big five traits

Gattaca Free Essays

The novel Lord of the Flies begins with a vision of a utopian society and setting but progresses into a disappoint island full of savagery and loss of civilization and innocence. When the boys are originally marooned on a well resourced tropical island, a place with no adults where they are free from the rules and structures of civilization and society, they are excited and ideally believe that they can create a perfect new world for themselves. This is particularly emphasized when Ralph states â€Å"But this is a good island. We will write a custom essay sample on Gattaca or any similar topic only for you Order Now We- Jack, Simon and me- we climbed the mountain. It’s wizard. There’s food and drinks, and-† The repetition of the word ‘and’ stresses how the boys believe the island is perfect and accommodates for all their needs. The true disappoint nature of the island is quickly revealed as the book progresses through the boys becoming murderous savages with a loss of civilization and innocence. The responders can draw parallels between the film Cattle and Lord of the Flies as Cattle too was originally portrayed as a Utopia. The society set up in the film is based around the idea of perfection and conformity where genetic engineering is used to create the ‘ideal’ human being. Sound, costume and lighting are used to contribute to the effect of the setting. The costumes worn by Cattle employees are somber uniforms symbolic of an impersonal society and the only people who are focused on in close ups are Jerome, Doctor Lamer and Irene as the rest of the characters within the corporation are shown to not be individuals and there faces are blurred to symbolism this. The white light in Cattle is used to create a sense of cleanliness and artificial sterility reflecting the manufactured society. This sterile setting conceals the dark side of Cattle, being one of discrimination towards the â€Å"inferior† of society revealing that in fact Cattle is more of a dyspepsia as it isolates those of society who do not have modified genes. Within the society of Cattle, there is impenitent discrimination based on the assumption that genetic manipulation improves an individual. The opening scene begins with the amplified sound of fingernails falling to the floor with the use of extreme close-ups of genetic material, emphasizing the importance of genes in the society. Any child born without genetic engineering are seen as inferior and prejudice is displayed to them through their limited career paths and how they are treated by the upper society. The themes of superiority as opposed to inferiority are used forewarn humanity that people can oppress capable individuals and discriminate against them for their individuality and differences. Similarly, discrimination and prejudice is particularly evident in Lord of the flies which is shown by how the â€Å"littlest† are treated. The littlest don’t even merit names and are treated as inferior rudeness which is utilized when Jack states, â€Å"l hope the best prefers Littleton. † The symbolism and repeated motifs accentuates to the responders how the younger children are viewed as useless and not looked after as they are of less importance to the older boys. It demonstrates the lack of care and consideration shown towards the little children along. The older children hope that their own safety can be exchanged for that of the littlest. It is a symbol of their disregard for the younger children and the intolerance shown towards them. As the book progresses, the boys become less and less unconcerned about overlooking the ‘littlest’ and as their interest in looking after each other as a community deteriorates, the weaker they become and more susceptible to savagery as they begin to lose their humanity. This serves as a warning to mankind as humans overlook people of perceived less importance and tend to focus on themselves. Even Piggy who represents the rational, intellectual aspect of society and who offered the most helpful advice was discriminated against by the boys and was disregarded and shunned because of his appearances and differences. These are warnings that in society people are quick to discriminate anyone different to the mainstream, even though they may be of greater importance then initially realized. Cattle and Lord of the Flies both act as warnings to mankind which is exemplified through the theme of identity. The opening scene in Cattle emphasizes the restrictions on society expectations as shadows create a bar like pattern on Vincent body as he scrubs his body of excess DNA material. This film technique symbolically emphasizes the sense of imprisonment that Vincent feels as an invalid† in that society and enforces how his identity makes him feel trapped in the advanced society he lives in. Vincent states â€Å"l belonged to a new underclass, no longer determined by social status or the color of your skin. We now have discrimination down to a science. How to cite Gattaca, Papers

Gattaca Free Essays

The novel Lord of the Flies begins with a vision of a utopian society and setting but progresses into a disappoint island full of savagery and loss of civilization and innocence. When the boys are originally marooned on a well resourced tropical island, a place with no adults where they are free from the rules and structures of civilization and society, they are excited and ideally believe that they can create a perfect new world for themselves. This is particularly emphasized when Ralph states â€Å"But this is a good island. We will write a custom essay sample on Gattaca or any similar topic only for you Order Now We- Jack, Simon and me- we climbed the mountain. It’s wizard. There’s food and drinks, and-† The repetition of the word ‘and’ stresses how the boys believe the island is perfect and accommodates for all their needs. The true disappoint nature of the island is quickly revealed as the book progresses through the boys becoming murderous savages with a loss of civilization and innocence. The responders can draw parallels between the film Cattle and Lord of the Flies as Cattle too was originally portrayed as a Utopia. The society set up in the film is based around the idea of perfection and conformity where genetic engineering is used to create the ‘ideal’ human being. Sound, costume and lighting are used to contribute to the effect of the setting. The costumes worn by Cattle employees are somber uniforms symbolic of an impersonal society and the only people who are focused on in close ups are Jerome, Doctor Lamer and Irene as the rest of the characters within the corporation are shown to not be individuals and there faces are blurred to symbolism this. The white light in Cattle is used to create a sense of cleanliness and artificial sterility reflecting the manufactured society. This sterile setting conceals the dark side of Cattle, being one of discrimination towards the â€Å"inferior† of society revealing that in fact Cattle is more of a dyspepsia as it isolates those of society who do not have modified genes. Within the society of Cattle, there is impenitent discrimination based on the assumption that genetic manipulation improves an individual. The opening scene begins with the amplified sound of fingernails falling to the floor with the use of extreme close-ups of genetic material, emphasizing the importance of genes in the society. Any child born without genetic engineering are seen as inferior and prejudice is displayed to them through their limited career paths and how they are treated by the upper society. The themes of superiority as opposed to inferiority are used forewarn humanity that people can oppress capable individuals and discriminate against them for their individuality and differences. Similarly, discrimination and prejudice is particularly evident in Lord of the flies which is shown by how the â€Å"littlest† are treated. The littlest don’t even merit names and are treated as inferior rudeness which is utilized when Jack states, â€Å"l hope the best prefers Littleton. † The symbolism and repeated motifs accentuates to the responders how the younger children are viewed as useless and not looked after as they are of less importance to the older boys. It demonstrates the lack of care and consideration shown towards the little children along. The older children hope that their own safety can be exchanged for that of the littlest. It is a symbol of their disregard for the younger children and the intolerance shown towards them. As the book progresses, the boys become less and less unconcerned about overlooking the ‘littlest’ and as their interest in looking after each other as a community deteriorates, the weaker they become and more susceptible to savagery as they begin to lose their humanity. This serves as a warning to mankind as humans overlook people of perceived less importance and tend to focus on themselves. Even Piggy who represents the rational, intellectual aspect of society and who offered the most helpful advice was discriminated against by the boys and was disregarded and shunned because of his appearances and differences. These are warnings that in society people are quick to discriminate anyone different to the mainstream, even though they may be of greater importance then initially realized. Cattle and Lord of the Flies both act as warnings to mankind which is exemplified through the theme of identity. The opening scene in Cattle emphasizes the restrictions on society expectations as shadows create a bar like pattern on Vincent body as he scrubs his body of excess DNA material. This film technique symbolically emphasizes the sense of imprisonment that Vincent feels as an invalid† in that society and enforces how his identity makes him feel trapped in the advanced society he lives in. Vincent states â€Å"l belonged to a new underclass, no longer determined by social status or the color of your skin. We now have discrimination down to a science. How to cite Gattaca, Papers

Empac Review free essay sample

Adam Basilisks Michael Century Bach and Beyond Performance Review The venue for the event was held In the Impact studio 2, which I think was a great venue for the night, as it was a more intimate setting for the music to be enjoyed in. The night started off with a classical touch playing J. S. Bachs Overture (Parfait) in the French style. It was a nice opener for the night, acting as a foundation of musical theory and technique.It was very pleasant to listen to and enjoyed sitting in the rent row, being able to see the pianos strings being played from the reflection from the highly glossed pianos top. I have never heard live classical music before and thought that it was quite pleasant. He then transitioned into a few selections from the 48 preludes and fugues Bach had composed. I thought that these were a bit livelier than the overture, and I enjoyed the expression that he played with. We will write a custom essay sample on Empac Review or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Another advantage to being In a small environment to listen was that I could really hear and appreciate the reverberating strings when the chords and notes were held out for a erred of time. The next part to the performance was an accordion interpretation to Terry Oriels second keyboard study. He was sitting in between two microphones and used a foot controlled looping component to really give the song life.Granted he did forget to place the microphone in front of his right hand, but I didnt even notice that anything was wrong with it until he commented on it at the end, so he played a quick version with the correct microphone placement and it did sound much more vibrant and compelling. I really enjoyed this piece and thought that it was the Dream song y cage because of the trance like feel to it, which seemed like a dream. The complex finger placements and timing that must have had to go Into that song was baffling. It was by far my favorite piece of the night.After the Intermission, he began with John Cages Dream also Interpreted for the accordion. This piece was also very unique, as Michael wandered through the crowd and around the extremities of the room, almost serenading us with his soft and careful playing. The next piece was titled Interval from Times to Come (1970), by Carnelian Steakhouses. This piece was very interesting as it required two players on the same piano and involved them following a set of written instructions to compose a very unique and original improvisation piece. It seemed very sporadic and harsh at times, however it had a pleasant quirky feel to it. The icing on the cake for me in this piece however was the humming of both musicians as they both stood up and left the stage maintaining the hum. The hum was at the same note as the last player had hit. The performance of Pals De Mari by Morton Feldman was very creepy to me. The candles in the front of the room were 11th and the eerie notes really gave the room a creepy vibe.It reminded me In one moment of a very tranquil scene, to very unusual from the different keys of notes being played. It was a very bipolar sounding song In my opinion. The last performance very again very pleasant and the night was sealed off very well with that n all a well-rounded evening of very varying forms of music. I am glad I attended and look forward to going to my next classical concert, hopefully next time Ill be allowed to drink a few glasses of wine in the theater.

Enlightment of Education in Pygmalion and Educating Rita Essay Example

Enlightment of Education in Pygmalion and Educating Rita Essay That’s why the importance of learning and propagating of this language| | |was paid attention by the President of the Republic of Uzbekistan I. A. Karimov. In his| | |speech in Samarkand on November 12, 2010 he pointed out the importance of learning and | | |teaching English and gave priority to the learning of it. It is not for nothing. Today | | |it is well known that knowing this language may bring only favour and not harm. | |English language developed in the course of time in its birthplace – England and later | | |in such countries as the USA, Australia, New Zealand. The development of a language is | | |determined by the development of literature. All the positive (and negative) features | | |of a language can find their reflection in literature.Thus language is influencing the| | |literature. In this point we can say that literature and language are intertwined and | | |the learning of one demands the learning of the other one. | | |English literature has passed great and complicated way of development. It gave to the | | |treasure of world literature such great names as Shakespeare, Chaucer, Byron, Shaw, | | |Hemingway, Twain and so many others. | |The theme of my course paper sounds as following: â€Å"Literary analysis of the play | | |Pygmalion by George Bernard Shaw†. In this work, I investigated life and creative | | |activity of George Bernard Shaw and especially his famous play Pygmalion: the | | |characters of the play and their spiritual philosophy, conflict and social background | | |of the play, writing style of Pygmalion and the origin of its title. | |Bernard Shaw occupies a conspicuous place in the historical development of the English | | |and the world literature. In his books Shaw could realistically describe the social | | |life of people. He considered language a lot and tried to reform English and make it | | |easier to read and to learn. This point of Shaw’s creative activity determines the | | |actualit y of my course paper. | |Shaw entered drama area as the original innovator. He established a new type of a drama| | |at the English theatre – an intellectual drama in which the basic place belongs neither| | |to an intrigue, nor to a fascinating plot but to those intense disputes, witty verbal | | |duels which are conducted by its heroes.Shaw called his plays plays-discussions. | | |They grasped the depth of problems, the extraordinary form of their resolution; they | | |excited consciousness of the spectator, forced him to reflect tensely over an event and| | |to laugh together with the playwright at the absurd of existing laws, orders and | | |customs.In this assignment I intend to analyze the play  «Pygmalion » of Bernard Shaw | | |and show its peculiarities to the reader. | | |   | | | | | |   | | |1.Social conditions in England in the beginning of the 20th  century | | |The Edwardian era or Edwardian period in the United Kingdom is the period covering the | | | reign of King Edward VII, 1901 to 1910. | | |The death of Queen Victoria in January 1901 and the succession of her son, Edward, | | |marked the start of a new century and the end of the Victorian era.While Victoria had | | |shunned society, Edward was the leader of fashionable elite which set a style | | |influenced by the art and fashions of continental Europe—perhaps because of the Kings | | |fondness for travel. The era was marked by significant shifts in politics as sections | | |of society which had been largely excluded from wielding power in the past, such as | | |common labourers and women, became increasingly politicised. | |The Edwardian period is frequently extended beyond Edwards death in 1910 to include | | |the years up to the sinking of the RMS Titanic in 1912, the start of World War I in | | |1914, the end of hostilities with Germany on November 11, 1918, or the signing of the | | |Treaty of Versailles on June 28, 1919. By the end of the war, the Edwardian way of | | |life, with its inherent imbalance of wealth and power, had ecome increasingly | | |anachronistic in the eyes of a population who had suffered in the face of war and who | | |were exposed to elements of new mass media which decried the injustice of class | | |division. | | |Socially, the Edwardian era was a period during which the British class system was very| | |rigid.It is seen, as the last period of the English country house. Economic and social| | |changes created an environment in which there was more social mobility. Such changes | | |included rising interest in socialism, attention to the plight of the poor and the | | |status of women, including the issue of womens suffrage, together with increased | | |economic opportunities as a result of rapid industrialization.These changes were to be| | |hastened in the aftermath of the First World War. | | |The society of that time can be divided into three categories: the upper class, the | | |middle class and the working cla ss. | | |The Edwardian Upper Class consisted of the King and the Queen, Aristocrats, Nobles, | | |Dukes, Viscounts and other wealthy families working in the Victorian courts.A | | |distinguishing factor of the Upper Class was that the nature of their work was such | | |that it held them in a powerful position giving authority, better living conditions and| | |other facilities which was out of the reach of the other two classes.Due to the | | |changing nature of the basic standard of living of the people, the traditional | | |aristocratic class was now slowing disappearing and instead a new combination of nobles| | |and the steadily growing wealthy class comprised of the Upper section of the society. | |The Upper Class was by inheritance a Royal Class which was completely different from | | |the Middle class or the Working Class. Thus, they were never short of money. In terms | | |of education also those belonging to the rich families got the best tutors to provide | | |education.The fact that they represented the royal class gave these people an | | |advantage at everything. They could buy expensive clothes imported from Europe, or | | |afford other riches of life that was beyond the scope of others. | | |Middle class was the next in social ranking as many of them only lacked in title of | | |being a duke or other royals.Most of the professionals like doctors or teachers | | |comprised of the middle class. | | |Middle class people also owned and managed vast business empires and were very rich. At| | |times, the rich were equated with the middle class if they had nothing to promote their| | |royalty and richness. Thus, those having their own businesses were regarded as rich and| | |wealthy. | | | | |  The Lower/ Working Class: the lowest among the social hierarchy were those who | | |belonged to this section of the society. Like the middle class, those belonging to this| | |class very large in number. The working class remained aloof to the political progres s | | |of the country and was hostile to the other two classes.For some working families the | | |living conditions were so pathetic that they required their children to work in order | | |to bring home some extra home to survive. The death of their father meant that there is| | |no income to the family and they eventually were forced to live on streets or some | | |public housing. | | |All these conditions had a negative impact on their lives.Many of them lost out | | |opportunity to get education and better their living status as their entire life right | | |from the age of five or six years was spent on working in a factory. They thus ended up| | |doing dangerous and dirty jobs. Another class that existed was the paupers. They were | | |ranked below the working class since they lived in abject poverty. | |Surveys showed that at the beginning of the 20th  century 25% of the population were | | |living in poverty. They found that at least 15% were living at subsistence level. The y | | |had just enough money for food, rent, fuel and clothes. They could not afford | | |luxuries such as newspapers or public transport.About 10% were living in below | | |subsistence level and could not afford an adequate diet. | | |The main cause of poverty was low wages. The main cause of extreme poverty was the loss| | |of the main breadwinner. If father was dead, ill or unemployed it was a disaster. | | |Mother might get a job but women were paid much lower wages than men. | |The children of the poor were expected to help towards the family budget, often working| | |long hours in dangerous jobs for low wages. Agile boys were employed by the chimney | | |sweeps; small children were employed to scramble under machinery to retrieve cotton | | |bobbins; and children were also employed to work in coal mines, crawling through | | |tunnels too narrow and low for adults.Children also worked as errand boys, crossing | | |sweepers, or shoe blacks, or selling matches, flowers, and other cheap goods. Some | | |children undertook work as apprentices to respectable trades, such as building, or as | | |domestic servants (there were over 120,000 domestic servants in London in the mid 18th | | |century).Working hours were long: builders might work 64 hours a week in summer and 52| | |in winter, while domestic servants worked 80 hour weeks. Many young people worked as | | |prostitutes. | | | | | |   | | |2.Shaw’s biography and his place in the development of the English literature | | |George Bernard Shaw (26 July 1856 – 2 November 1950) was an Irish playwright and a | | |co-founder of the London School of Economics. Although his first profitable writing was| | |music and literary criticism, in which capacity he wrote many highly articulate pieces | | |of journalism, his main talent was for drama, and he wrote more than 60 plays.Nearly | | |all his writings deal sternly with prevailing social problems, but have a vein of | | |comedy to make their stark th emes more palatable. Shaw examined education, marriage, | | |religion, government, health care, and class privilege. | | |He was most angered by what he perceived as the exploitation of the working class, and | | |most of his writings censure that abuse.An ardent socialist, Shaw wrote many brochures| | |and speeches for the Fabian Society. He became an accomplished orator in the | | |furtherance of its causes, which included gaining equal rights for men and women, | | |alleviating abuses of the working class, rescinding private ownership of productive | | |land, and promoting healthy lifestyles. | |George Bernard Shaw ranks next to Shakespeare among English playwrights, and yet he did| | |not begin to write drama until he was middle-aged. He made up for lost time with an | | |amazing output of more than 60 plays during a creative life that spanned the Victorian | | |and modern eras.A brilliant and opinionated man, Shaw was essentially self-educated, | | |and he did a splendid job of teaching himself what he needed to know. Above all else, | | |he was always vigorously engaged with the world around him; his long, productive life | | |bristled with vitality, intelligence, and a consuming passion for ideas. | | |2. Early life and family | | |George Bernard Shaw was born in Synge Street, Dublin in 1856 to George Carr Shaw | | |(1814–85), an unsuccessful grain merchant and sometime civil servant, and Lucinda | | |Elizabeth Shaw, nee Gurly (1830–1913), a professional singer.Shaw briefly attended the| | |Wesleyan Connexional School, a grammar school operated by the Methodist New Connexion, | | |before moving to a private school near Dalkey and then transferring to Dublin’s Central| | |Model School. He ended his formal education at the Dublin English Scientific and | | |Commercial Day School.He harboured a lifelong animosity toward schools and teachers, | | |saying: â€Å"Schools and schoolmasters, as we have them today, are not popular as places of| | |education and teachers, but rather prisons and turnkeys in which children are kept to | | |prevent them disturbing and chaperoning their parents†. In the astringent prologue to | | |Cashel Byron’s Profession young Byron’s educational xperience is a fictionalized | | |description of Shaw’s own schooldays. Later, he painstakingly detailed the reasons for | | |his aversion to formal education in his Treatise on Parents and Children. In brief, he | | |considered the standardized curricula useless, deadening to the spirit and stifling to | | |the intellect.He particularly deplored the use of corporal punishment, which was | | |prevalent in his time. | | |When his mother left home and followed her voice teacher, George Vandeleur Lee, to | | |London, Shaw was almost sixteen years old. His sisters accompanied their mother but | | |Shaw remained in Dublin with his father, first as a reluctant pupil, then as a clerk in| | |an estate office.He worked efficien tly, albeit discontentedly, for several years. In | | |1876, Shaw joined his mother’s London household. She, Vandeleur Lee, and his sister | | |Lucy, provided him with a pound a week while he frequented public libraries and the | | |British Museum reading room where he studied earnestly and began writing novels.He | | |earned his allowance by ghostwriting Vandeleur Lee’s music column, which appeared in | | |the London Hornet. His novels were rejected, however, so his literary earnings remained| | |negligible until 1885, when he became self-supporting as a critic of the arts. | | |2. Personal life and political activism | | |Influenced by his reading, he became a dedicated Socialist and a charter member of the | | |Fabian Society, a middle class organization established in 1884 to promote the gradual | | |spread of socialism by peaceful means. In the course of his political activities he met| | |Charlotte Payne-Townshend, an Irish heiress and fellow Fabian; they married n 1898. In| | |1906 the Shaws moved into a house, now called Shaw’s Corner, in Ayot St. Lawrence, a | | |small village in Hertfordshire, England; it was to be their home for the remainder of | | |their lives, although they also maintained a residence at 29 Fitzroy Square in London. | | |Shaw’s plays were first performed in the 1890s. By the end of the decade he was an | | |established playwright.He wrote sixty-three plays and his output as novelist, critic, | | |pamphleteer, essayist and private correspondent was prodigious. He is known to have | | |written more than 250,000 letters. Along with Fabian Society members Sidney and | | |Beatrice Webb and Graham Wallas, Shaw founded the London School of Economics and | | |Political Science in 1895 with funding provided by private philanthropy, including a | | |bequest of ? 0,000 from Henry Hunt Hutchinson to the Fabian Society. One of the | | |libraries at the LSE is named in Shaw’s honor; it contains collections of his papers | | |and photographs. | | |During his later years, Shaw enjoyed attending to the grounds at Shaw’s Corner. He died| | |at the age of 94, of renal failure precipitated by injuries incurred by falling while | | |pruning a tree.His ashes, mixed with those of his wife, Charlotte Payne-Townshend, | | |were scattered along footpaths and around the statue of Saint Joan in their garden. | | |2. 3 Literary activity and criticism | | |Shaw became a critic of the arts when, sponsored by William Archer, he joined the | | |reviewing staff of the Pall Mall Gazette in 1885.There he wrote under the pseudonym | | |Corno di Bassetto (basset horn)—chosen because it sounded European and nobody knew | | |what a corno di bassetto was. In a miscellany of other periodicals, including Dramatic | | |Review (1885–86), Our Corner (1885–86), and the Pall Mall Gazette (1885–88) his byline | | |was GBS.From 1895 to 1898, Shaw was the drama critic for Frank Harris Sat urday | | |Review, in which position he campaigned brilliantly to displace the artificialities and| | |hypocrisies of the Victorian stage with a theatre of actuality and thought. His | | |earnings as a critic made him self-supporting as an author and his articles for the | | |Saturday Review made his name well-known. | |Much of Shaws music criticism, ranging from short comments to the book-length essay | | |The Perfect Wagnerite, extols the work of the German composer Richard Wagner. Wagner | | |worked 25 years composing Der Ring des Nibelungen, a massive four-part musical | | |dramatization drawn from the Teutonic mythology of gods, giants, dwarves and Rhine | | |maidens; Shaw considered it a work of genius and reviewed it in detail.Beyond the | | |music, he saw it as an allegory of social evolution where workers, driven by the | | |invisible whip of hunger, seek freedom from their wealthy masters. Wagner did have | | |socialistic sympathies, as Shaw carefully points out, but made no such claim about his | | |opus.Conversely, Shaw disparaged Brahms, deriding A German Requiem by saying it could| | |only have come from the establishment of a first-class undertaker. Although he found | | |Brahms lacking in intellect, he praised his musicality, saying nobody can listen to| | |Brahms natural utterance of the richest absolute music, especially in his chamber | | |compositions, without ejoicing in his natural gift. In the 1920s, he recanted, | | |calling his earlier animosity towards Brahms my only mistake. Shaws writings about | | |music gained great popularity because they were understandable to the average well-read| | |audience member of the day, thus contrasting starkly with the dourly pretentious | | |pedantry of most critiques in that era.All of his music critiques have been collected | | |in Shaws Music. As a drama critic for the Saturday Review, a post he held from 1895 to| | |1898, Shaw championed Henrik Ibsen whose realistic plays scandalized the Victori an | | |public. His influential Quintessence of Ibsenism was written in 1891. | | |Shaw wrote five unsuccessful novels at the start of his career between 1879 and 1883. | |Eventually all were published. | | |The first to be printed was Cashel Byrons Profession (1886), which was written in | | |1882. Its eponymous character, Cashel, a rebellious schoolboy with an unsympathetic | | |mother, runs away to Australia where he becomes a famed prizefighter. He returns to | | |England for a boxing match, and falls in love with erudite and wealthy Lydia Carew. | |Lydia, drawn by sheer animal magnetism, eventually consents to marry despite the | | |disparity of their social positions. This breach of propriety is nullified by the | | |unpresaged discovery that Cashel is of noble lineage and heir to a fortune comparable | | |to Lydias. With those barriers to happiness removed, the couple settles down to | | |prosaic family life with Lydia dominant; Cashel attains a seat in Parliament.In this | | |novel Shaw first expresses his conviction that productive land and all other natural | | |resources should belong to everyone in common, rather than being owned and exploited | | |privately. The book was written in the year when Shaw first heard the lectures of Henry| | |George who advocated such reforms. | | |Written in 1883, An Unsocial Socialist was published in 1887.The tale begins with a | | |hilarious description of student antics at a girls school then changes focus to a | | |seemingly uncouth laborer who, it soon develops, is really a wealthy gentleman in | | |hiding from his overly affectionate wife. He needs the freedom gained by matrimonial | | |truancy to promote the socialistic cause, to which he is an active convert.Once the | | |subject of socialism emerges, it dominates the story, allowing only space enough in the| | |final chapters to excoriate the idle upper class and allow the erstwhile schoolgirls, | | |in their earliest maturity, to marry suitably. | | |Love A mong the Artists was published in the United States in 1900 and in England in | | |1914, but it was written in 1881.In the ambiance of chit-chat and frivolity among | | |members of Victorian polite society a youthful Shaw describes his views on the arts, | | |romantic love and the practicalities of matrimony. Dilettantes, he thinks, can love and| | |settle down to marriage, but artists with real genius are too consumed by their work to| | |fit that pattern.The dominant figure in the novel is Owen Jack, a musical genius, | | |somewhat mad and quite bereft of social graces. From an abysmal beginning he rises to | | |great fame and is lionized by socialites despite his unremitting crudity. | | |The Irrational Knot was written in 1880 and published in 1905. Within a framework of | | |leisure class preoccupations and frivolities Shaw disdains hereditary tatus and | | |proclaims the nobility of workers. Marriage, as the knot in question, is exemplified by| | |the union of Marian Lind, a l ady of the upper class, to Edward Conolly, always a | | |workman but now a magnate, thanks to his invention of an electric motor that makes | | |steam engines obsolete.The marriage soon deteriorates, primarily because Marian fails | | |to rise above the preconceptions and limitations of her social class and is, therefore,| | |unable to share her husbands interests. Eventually she runs away with a man who is her| | |social peer, but he proves himself a scoundrel and abandons her in desperate | | |circumstances.Her husband rescues her and offers to take her back, but she pridefully | | |refuses, convinced she is unworthy and certain that she faces life as a pariah to her | | |family and friends. The preface, written when Shaw was 49, expresses gratitude to his | | |parents for their support during the lean years while he learned to write and includes | | |details of his early life in London. | |Shaws first novel, Immaturity, was written in 1879 but was the last one to be printed | | | in 1931. It relates tepid romances, minor misfortunes and subdued successes in the | | |developing career of Robert Smith, an energetic young Londoner and outspoken agnostic. | | |Condemnation of alcoholic behavior is the prime message in the book, and derives from | | |Shaws familial memories.This is made clear in the book’s preface, which was written | | |by the mature Shaw at the time of its belated publication. The preface is a valuable | | |resource because it provides autobiographical details not otherwise available. | | |After writing his influential essay â€Å"Quintessence of Ibsenism†, Shaw began to try his | | |own hand at writing plays. The result, Widowers’ Houses (1892), proved to be the first | | |of many plays to come in the years ahead. | |Shaws plays, like those of Oscar Wilde, were fraught with incisive humor, which was | | |exceptional among playwrights of the Victorian era; both authors are remembered for | | |their comedy. However, Shaws wi ttiness should not obscure his important role in | | |revolutionizing British drama. In the Victorian Era, the London stage had been regarded| | |as a place for frothy, sentimental entertainment.Shaw made it a forum for considering | | |moral, political and economic issues, possibly his most lasting and important | | |contribution to dramatic art. | | |As Shaws experience and popularity increased, his plays and prefaces became more | | |voluble about reforms he advocated, without diminishing their success as | | |entertainments.Such works, including Caesar and Cleopatra (1898), Man and Superman | | |(1903), Major Barbara (1905) and The Doctors Dilemma (1906), display Shaws matured | | |views, for he was approaching 50 when he wrote them. From 1904 to 1907, several of his | | |plays had their London premieres in notable productions at the Court Theatre, managed | | |by Harley Granville-Barker and J. E. Vedrenne.The first of his new plays to be | | |performed at the Court Theatre, Joh n Bulls Other Island (1904), while not especially | | |popular today, made his reputation in London when King Edward VII laughed so hard | | |during a command performance that he broke his chair. | | |For the most part, Shaw’s plays are comedies of ideas, works that present complex and | | |often ontroversial themes within the framework of entertaining plots, appealing and | | |unpredictable characters, and witty dialogue. Shaw’s works are insistently rational, | | |coolly ridiculing the conventions and prejudices of his time. | | |biographical show pygmalion literary | | | | | |3.Pygmalion – one of the best works of George Bernard Shaw | | |3. 1 Plot of the play | | |Act One | | |Portico of Saint Pauls Church (not Wrens Cathedral but Inigo Jones Church in Covent | | |Garden vegetable market) 11. 15p. m. A group of people are sheltering from the rain. | |Amongst them are the Eynsford-Hills, superficial social climbers eking out a living in | | |genteel poverty, consisting initially of Mrs. Eynsford-Hill and her daughter Clara. | | |Claras brother Freddy enters having earlier been dispatched to secure them a cab | | |(which they can ill afford), but being rather timid and faint-hearted he has failed to | | |do so.As he goes off once again to find a cab, he bumps into a flower girl, Eliza. Her| | |flowers drop into the mud of Covent Garden, the flowers she needs to survive in her | | |poverty-stricken world. Shortly they are joined by a gentleman, Colonel Pickering. | | |While Eliza tries to sell flowers to the Colonel, a bystander informs her that a man is| | |writing down everything she says.The man is Henry Higgins, a professor of phonetics. | | |Eliza worries that Higgins is a police officer and will not calm down until Higgins | | |introduces himself. It soon becomes apparent that he and Colonel Pickering have a | | |shared interest in phonetics; indeed, Pickering has come from India to meet Higgins, | | |and Higgins was planning to go to India to meet Pickering.Higgins tells Pickering that| | |he could pass off the flower girl as a duchess merely by teaching her to speak | | |properly. These words of bravado spark an interest in Eliza, who would love to make | | |changes in her life and become more mannerly, even though, to her, it only means | | |working in a flower shop.At the end of the act, Freddy returns after finding a taxi, | | |only to find that his mother and sister have gone and left him with the cab. The | | |streetwise Eliza takes the cab from him, using the money that Higgins tossed to her, | | |leaving him on his own. When she reaches home she does not pay the taxi fare because | | |she thinks that a shilling for two minutes is very much. | | | | |Act Two | | |Higgins Next Day. As Higgins demonstrates his phonetics to Pickering, the | | |housekeeper, Mrs. Pearce, tells him that a young girl wants to see him.Eliza has shown| | |up, and she tells Higgins that she will pay for lessons. He shows no in terest in her, | | |but she reminds him of his boast the previous day, so she can talk like a lady in a | | |flower shop. Higgins claimed that he could pass her for a duchess. Pickering makes a | | |bet with him on his claim, and says that he will pay for her lessons if Higgins | | |succeeds.She is sent off to have a bath. Mrs. Pearce tells Higgins that he must behave| | |himself in the young girls presence. He must stop swearing, and improve his table | | |manners. He is at a loss to understand why she should find fault with him. Then Alfred | | |Doolittle, Elizas father, appears with the sole purpose of getting money out of | | |Higgins.He has no interest in his daughter in a paternal way. He sees himself as | | |member of the undeserving poor, and means to go on being undeserving. He has an | | |eccentric view of life, brought about by a lack of education and an intelligent brain. | | |He is also aggressive, and when Eliza, on her return, sticks her tongue out at him, he | | |goe s to hit her, but is prevented by Pickering.The scene ends with Higgins telling | | |Pickering that they really have got a difficult job on their hands. | | |   | | |Act Three | | |Mrs. Higgins drawing room.Higgins bursts in and tells his mother he has picked up a | | |common flower girl whom he has been teaching. Mrs. Higgins is not very impressed with| | |her sons attempts to win her approval because it is her at home day and she is | | |entertaining visitors. The visitors are the Eynsford-Hills. Higgins is rude to them on | | |their arrival.Eliza enters and soon falls into talking about the weather and her | | |family. Whilst she is now able to speak in beautifully modulated tones, the substance | | |of what she says remains unchanged from the gutter. She confides her suspicions that | | |aunt was killed by relatives, and mentions that gin had been mothers milk to this | | |aunt, and that Elizas own father was always more cheerful after a good amount of gin. | |Higgins passes o ff her remarks as the new small talk, and Freddy is enraptured. When | | |she is leaving, he asks her if she is going to walk across the park, to which she | | |replies, Walk? Not bloody likely! (This is the most famous line from the play, and, | | |for many years after the plays debut, use of the word bloody was known, as a | | |Pygmalion; Mrs.Campbell was considered to have risked her career by speaking the line | | |on stage. ) After she and the Eynsford-Hills leave, Henry asks for his mothers opinion. | | |She says the girl is not presentable and is very concerned about what will happen to | | |her, but neither Higgins nor Pickering understand her thoughts of Elizas future, and | | |leave feeling confident and excited about how Eliza will get on.This leaves Mrs. | | |Higgins feeling exasperated, and exclaiming, Men! Men!! Men!!! | | |However, the six months are not yet up, and just in time for the Embassy Ball Eliza | | |learns to behave properly as well as to speak properly.T he challenge she faces is | | |increased, however, by the presence at the Ball of Nepommuck, a former pupil of | | |Higgins who speaks 32 languages and is acting as an interpreter for a Greek | | |diplomatist who was in fact born the son of a Clerkenwell watchmaker and speaks | | |English so villainously that he dare not utter a word of it lest he betray his origin. | | |Nepommuck charges him handsomely for helping keep up the pretence. Pickering worries | | |that Nepommuck will see through Elizas disguise; nonetheless, Eliza is presented to | | |the Balls hosts, who, impressed by this vision of whom they know nothing, despatch | | |Nepommuck to find out about her.Meanwhile Higgins, the interesting work done, rapidly | | |loses interest in proceedings as he sees that no-one will see through Eliza. Indeed, | | |Nepommuck returns to his hosts to report that he has detected that Eliza is not | | |English, as she speaks it too perfectly (only those who have been taught to speak it | | | speak it well), and that she is, in fact, Hungarian, and of Royal blood.When asked, | | |Higgins responds with the truth and no-one believes him. | | |Act Four | | |Higgins home The time is midnight, and Higgins, Pickering, and Eliza have returned | | |from the ball.A tired Eliza sits unnoticed, brooding and silent, while Pickering | | |congratulates Higgins on winning the bet. Higgins scoffs and declares the evening a | | |silly tomfoolery, thanking God its over and saying that he had been sick of the | | |whole thing for the last two months. Still barely acknowledging Eliza beyond asking her| | |to leave a note for Mrs.Pearce regarding coffee, the two retire to bed. Higgins | | |returns to the room, looking for his slippers, and Eliza throws them at him. Higgins is| | |taken aback, and is at first completely unable to understand Elizas preoccupation, | | |which aside from being ignored after her triumph is the question of what she is to do | | |now.When Higgins does understand h e makes light of it, saying she could get married, | | |but Eliza interprets this as selling herself like a prostitute. We were above that at | | |the corner of Tottenham Court Road. Finally she returns her jewelry to Higgins, | | |including the ring he had given her, which he throws into the fireplace with a violence| | |that scares Eliza.Furious with himself for losing his temper, he damns Mrs. Pearce, | | |the coffee and then Eliza, and finally himself, for lavishing his knowledge and his | | |regard and intimacy on a heartless guttersnipe, and retires in great dudgeon. | | |Act Five | | |Mrs. Higgins drawing room, the next morning.Higgins and Pickering, perturbed by the | | |discovery that Eliza has walked out on them, call on Mrs. Higgins to phone the police. | | |Higgins is particularly distracted, since Eliza had assumed the responsibility of | | |maintaining his diary and keeping track of his possessions, which causes Mrs. Higgins | | |to decry their calling the police as t hough Eliza were a lost umb

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Study On The Proctor And Gamble Company Management Essay

Study On The Proctor And Gamble Company Management Essay The Proctor and Gamble Company was founded in Cincinnati, Ohio in 1837 by an English immigrant William Procter, and James Gamble, an immigrant from Ireland. Both men had arrived in Cincinnati separately and were forced to stop there to recuperate from illnesses while on their way to the West. Each independently decided to settle to found a business and Procter became a candle maker while Gamble became a soap maker. This was not coincidental as the raw material for both candles and soap was animal fat. Cincinnati, also popularly nicknamed Porkopolis was the countrys largest meatpacking center allowing for inexpensive access to animal fat. On a personal front, the two gentlemen married sisters and subsequently formed a partnership in 1837. 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Growth through the Years using different organizational structures From inception, PG focused on product innovation, branded goods, research and development, direct distribution and sales and as the growth increased, diverging organizational structures and reward systems were introduced. In 1948, PG established its first international sales division to manage its rapidly growing foreign businesses. Over the next forty years, PG would steadily build its foreign presence, while carefully managing its United States (U.S.) operations. The two types of organizations, that is, the United States one and the European one, led to two distinctly different modes of organizational architectures. The United States, with a large homogenous market, lent itself to nationwide brand and product division management. Western Europe, on the other hand, which represented the larger share of PGs overseas division, was a heterogeneous market with different languages, cultures and laws and therefore adopted a decentralized hub and spoke model. In the United States, in 1954, PG created individual operating divisions to better manage growing product lines of products, supported by its own line and staff organizations. As a result, growth developed along two key dimensions: functions and brands. In 1987, the matrix reporting structure entered the scene, whereby functional leaders reported directly to their business leadership and also had a dotted line reporting relationship to their functional leadership. In Western Europe, geographic management was the original structure which developed along the three dimensions of country, function and brand. In this model country managers were responsible for profitability and market strategy, not brand managers. This and other effects led to silos and slow growth. By 1980s, PG attempted to shift focus from country management to product category management to promote cross- border cooperation across functions. Eventually, PG moved into the global market due to attractive expansion opportunities in Japan and developing markets and as a result, it reassessed its globalization model and opted to focus on the global matrix structure of categories and functions. This structure had several pitfalls and externally, competitors were catching up quickly challenging PGs first mover strategy and related advantages. PG had grown to be a USD 38 billion multinational consumer -products company, with over 50 categories, ranging from toilet paper to pharmaceuticals, with more than 300 brands. Competitors were steadily eating away market share. As a result in September 1998, PG announced a six year restructuring plan called Organization 2005. This new structure had adverse effects on PG sustainability and the scene in the case is set around the negative results of Organization 2005 resulting in the CEO Durk Jager, 17 months into his role as CEO, resigning and A.G Lafley taking over in June 2000 faced with the significant decision of whether to make a strong commitment to the Organization 2005 or dismantle. He also had to decide whether he created more value by splitting the company into sets of stand- alone businesses. Why did US organizational structure shift from Product grouping in the 1950s to a Matrix in 1980s? The United States had a large homogenous market which lent itself to nationwide brand and product division management. In 1954, PG created individual operating divisions to better manage growing lines of products, each with its own line and staff organizations. Specialization by product as described by Cole G.A is when grouping is arranged around specified products, with each group having its own specialist functions provided at the operational level. The advantages of product grouping are that it enables the companys major product groups to concentrate on their own priorities, within the total business plan. It also provides a mechanism for supplying the major groupings in the company with their own specialist resources and to develop their own preferred culture. In addition, it encourages the senior specialists at director level to focus on corporate issues, leaving production matters within product groups much more in the hands of senior managers involved. The main disadvantage of this kind of structure is that individual divisions may seek to promote their own objectives so forcefully as to endanger wider, corporate strategies. Thus the senior directors need to be capable of exercising sufficient control over corporate intentions, but without robbing the line manager of their motivation to obtain the optimum results for their divisions. According to Mullins, L.J. in Management and Organizational Behavior, the Line and staff organization structure is concerned with concerned with different functions which are to be undertaken. It provides a means of maximizing on the utility of specialists while maintaining the concept of line authority. Line organization relates to those functions concerned with specific responsibility for achieving the objectives of the organization and to those people in the direct chain of command. Staff organization relates to the provision of specialist and support functions for the line organization and creates an advisory relationship. Within this model, PG US developed along two key dimensions: functions and brands. Brand managers bore responsibility for profitability and could focus on matching company strategy with product category dynamics. Brand managers competed in the same marketplace but also shared access to strong divisional functions which in turn transferred best practices and talent across many brands, fostering leading edge competences in RD, manufacturing and market research in a rapidly developing consumer products industry. For instance, the invention of fluoride toothpaste in 1955 was a key result of this structure. In 1987, the United States PG made a historic shift away from the 56 year old competitive brand management system, to a matrix system whereby brand would now be managed as components of category portfolios by category general managers. The reason for this shift in structure was because product categories were beginning to require more differentiated functional activities but at the same time, PG US needed to retain functional strengths. As a result, a matrix reporting structure was set up whereby functional leaders reported directly to their business leadership and also had a dotted line reporting relationship to their functional leadership. Thus 39 US category business units were created, with each category business unit having its own sales, product development, manufacturing and finance functions. Mullins, L.J. describes a matrix organization as a combination of functional departments which provide a stable base for specialized activities and a permanent location for staff members and units that integrate various activities of different functional departments on any of the following bases: project, product, geographical or systems basis. He goes on to add that matrix structures offer the advantages of flexibility, greater security and control of project or product information and opportunities for staff development if management implement the structure effectively. The potential problem areas, as seen later in the PG case, include the fact that a matrix structure can result in a more complex structure. By using two methods of grouping it sacrifices unity of command and may cause problems of co-ordination. There may also be a problem of defining the extent of the product (project) managers authority over staff from other departments and of gaining support of other functional managers. Why did the European organizational structure shift from Geographic grouping in 1950s to Category management in 1980s? In Europe, the PG organization developed along three dimensions: country, function and brand. This model was established to tailor products and processes to local tastes and norms. This resulted in a portfolio of self sufficient subsidiaries led by country general managers (GMs) who adapted PG technology and marketing expertise to local markets. These were called mini-U.Ss in each country as new product technologies were sourced from U.S. RD labs in Cincinnati, qualified, tested and adapted by local research and development (RD) and manufacturing organizations in each country. In 1963, a European Technical Centre (ETC) was created and housed in Brussels and it developed products and manufacturing processed that country managers could choose to adapt to and launch in their countries. Country managers, not brand managers, had responsibility for profitability and market strategy, while the Brussels regional headquarters was very hands-off, serving mostly legal, tax accounting and public relations entity. Geographically based structures, according to Cole, have key advantages of widely spread markets can be catered for, local knowledge of customers, labor market and distribution can be utilized as seen in PG Europe. However, the key disadvantages as with any attempts at decentralization are associated with the inevitable tension that develops between Head office and the regions concerning priorities for action and priorities for scarce company resources. In addition, geographical based cultures and focus may veer away from the overall company strategy, culture and increase costs. The main reason why geographic grouping did not work positively for PG in Europe was that it resulted in innovations and brands taking unnecessarily long to globalize. For instance, Pampers, was launched in US in 1961, Germany in 1973 and France not until 1978. In addition, functional organizations became embedded in company silos and worse still, European corporate functions were also completely disconnected from the US operation. To cap it all, focus on product categories and brands was fragmented by country, virtually precluding region- wide category or branding strategies. This led to unstandardized and subscale manufacturing operations in each country which were expensive and unreliable. Products were tweaked unnecessarily, creating pack size and formulation variations that added no value to maintain and reinvented the wheel with each new product initiative. Thus in early 1980s, Europe attempted to promote cross border co-operation across functions and to shift focus from country management to product category management. Why were the 2 structures integrated into a global cube in the 1990s? The two main PG structures: U.S matrix structure and Western European category management structure were integrated in the 1990s into a global cube due to the several reasons. Attractive expansion opportunities in Japan and the developing markets led PG to question its globalization model, particularly in anticipation of the new challenge of appealing to more diverse consumer tastes, cultures, preferences and income levels. This was demonstrated by the fact that in Europe, increased focus on cross border category management had proven successful. However, corporate function in Brussels still lacked direct control of country functional activities. PG was also seeking positive results in the area of innovation such that the creation of global technical centers in different regions could have core competencies in a specific product category. PG also sought tremendous top-line and bottom-line improvements such as creation of powerful and independent global functions promoted to the pooling of knowledge, transfer of best practices, elimination of intra-regional redundancies and standardization of activities. It was also seeking integration of manufacturing, purchasing, distribution and engineering into one global product supply function which managed the supply chain from beginning to end. PG achieved this specific integration in 1987. In the new global cube, PG was also seeking massive savings which could b e achieved by regionally managed product- supply groups consolidating country manufacturing plants and distribution centers into higher scale regional facilities. PG also sought a stronger global sales organization with regional leadership so as to develop closer global relationship. One key result of this specific objective was the Customer Business Development (CBD) function which developed closer relationship with bug customers such as the one unprecedented step of co-locating with Wal-Mart in Bentonville, Arkansas to pursue joint strategic planning. Coupled with early supply chain initiatives, this undertaking allowed PG to be a first mover in electronic integration with customers, leading to disproportionate share growth with mass discounters. Finally, significant initial standardization in Information Technology (IT) systems was made possible by a globally managed IT organization. By 1997, financial and accounting information storage had been consolidated at three global data storage centers. PG was also seeking global category management whereby it aimed at developing close relationships. This occurred with strong global Research Development (RD) product category organizations, helping to standardize and accelerate global product launches. As a result, PG started migrating to a global matrix structure of categories and functions. The global cube entailed Europes country functions being consolidated into continental functions characterized by dotted-line reporting through functional leadership with direct reporting through the regional business managers. Global functional senior vice presidencies were created to manage functions across all regions. Then in 1989, to better co-ordinate category and branding strategies worldwide, PG created global category presidencies reporting directly to the CEO. All country category GMs had dotted- line reporting to their global country president, however, career progression and promotion remained in the hands of regional line management. Some additional key results included a much reduced duration to globalize a new initiative. For instance, by the early 1990s, it took only four years, on average to globalize a new initiative. This advance allowed PG to quickly inject new technologies into recently acquired beauty care products like Pantene, Olay and Old Spice. For example, two-in-one shampoo and conditioner technology was developed at the Sharon Woods beauty-care global technical center in Cincinnati in mid-1980s. The hair care global category president then achieved its roll out globally under the Pantene brand name with consistent worldwide marketing message and identity. In just over a decade, increased global focus on product categories helped PGs beauty care division to grow from USD 600 million to a highly strategic USD 7 billion business. What are the key distinguishing features of Organization 2005? Organization 2005 was a six -year restructuring plan announced by PG in September 1998. The companys objectives were to achieve a USD 900 million in annual after- tax cost savings by 2004 after spending USD 1.9 billion over the five years. This was to be achieved by specific features and actions of the Organization 2005. The first part called for voluntary separations of 15,000 employees by 2001, of which almost 10,500 (70%) were overseas staff. Forty five percent of all job separations would result from global product- supply consolidations and a quarter from exploitation of scale benefits arising from more standardized business processes. The plan sought to eliminate six management layers, from 13 to 7. The second part called for dismantling the matrix organizational structure and replacing it with an amalgam of interdependent organizations which were: Global Business Units (GBUs) with primary responsibility for the product and whose teams were compensated on profitability. Market Development Organizations (MDOs) with primary responsibility for markets and whose teams were compensated based on sales growth. Global Business Services (GBSs) which was a unit responsible for managing internal business processes and whose teams were compensated on cost management. This radical new design was aimed at improving the speed with which PG innovated and globalized its innovations. In detail the GBUs were responsible for product development, brand design, business strategy and new business development. Each operated autonomously focusing on different product categories. In total, there were seven GBUs with complete profit responsibility and benchmarked against focused product category competitors. Each GBU was led by a president, who reported directly to the CEO and was a member of the global leadership council that determined overall company strategy. At GBU level, Vice Presidents of Marketing, RD, Product supply, New Business Development and support functions such as IT implementation reported to the GBU president. To ensure that RD division of different GBUs would share technological innovations, a technology council composed of all GBU RD VPS would be formed to share and cross pollinate ideas. The intention of this structure was to increase agility and reduce costs through accelerated global standardization of manufacturing processes and better co-ordination of marketing activities. Global standardization of processes which were on different platforms would eliminate the lengthy process of obtaining launch approval from regional managers and result in systematically faster global rollouts of innovations and new brands. MDOs were designed to take responsibility for tailoring PG programs to local markets and using their knowledge of local consumers and retailers to help PG develop market strategies to guide the entire business. Customer Business Development functions previously dispersed among various business units would be consolidated regionally and converted into line functions in each MDO. There were seven MDOs with each being led by a president who reported directly to the CEO and, like the GBU president, sat on the global leadership council. GBS was the third leg of the Organization 2005 with the responsibility to standardize, consolidate, streamline and strengthen business processes and IT platforms across GBUs and MDOs globally. The aim was to centralize responsibility for managing these processes which could lead to economies of scale while allowing the other two GBUs and MDOs to focus on core competencies. This structure was focused on specialization.GBS was organized as a cost center with the head of GBS reporting directly to the CEO but was not a member of the global leadership council. Routine and HR policies were also to be impacted in Organization 2005. Many decisions were to be made by individuals rather than committees so that routine business tasks that had taken months would now be accomplished in days. Budgeting was streamlined, integrating separate marketing, payroll, and initiative budgets into a single business planning process. It was also to overhaul its incentive system while maintaining the promote- from- within policy PG increased its performance based portion of compensation and extended its stock option compensation formerly limited to 9,000 employees to 100,000 employees. Why did PG adopt this structure? PG adopted the structure of Organization 2005 due to key challenges and problem occurring in the Global Matrix during 1995-1998. Firstly, the matrix structure had never been symmetrical as the function retained a high degree of de-facto control because it determined career paths and promotion for its employees. Unfortunately, each function had determined its own power base and strategic agenda rather than co-operating with other functions and business units to win in the market place. The initial tension caused by functional conflict had served as an effective system of checks and balances but eventually led to poor strategic alignment throughout PG causing its position to begin to weaken in the global market as managers were focused on their particular countries rather than these global functional conflicts. This was because their focus was based on aiming for their own maximization of particular parameters rather than an optimal tradeoff. Secondly, the matrix structure had also not fully resolved the tension between regional and product category management. Regional managers still had sole responsibility for financial results and thus it was they who ultimately chose whether or not to launch initiatives made available by global category managers. RD divisions struggled hard to globalize new technological and brand innovations quickly but had to obtain agreement from regional managers, sometimes country managers and these managers would sometimes hesitate even if it made sense for PG strategically because it could weaken their upcoming profit and loss statement. As a result, the companys track record of being a global leader in innovation and brands stagnated and was slipping behind some of its more focused rivals. For instance, Cover Girl, a U.S. cosmetics brand that PG had acquired in 1989 had still not been globalized in 1997 compared to Maybelline, acquired by LOreal in 1996, was globalized in just a few years and well on its way to becoming a global billion-dollar brand. Thirdly, competitors were catching up quickly. PG had always been a first mover in supply chain consolidations and integration with customers, but by the latter half of the decade, over 200 vendors had opened embassies to Wal-Mart in Bentonville. Share price consequently dropped by 3.3% since 1993 and the sales growth slowed down to 2.6% in 1997 and 1998 by contrast to 8.5% on average in the 1980s. Lastly, the defining question was whether the global matrix cube was internally coherent or scalable over the long term. Full accountability for results could not really by assigned to regional profit centers because they couldnt fully manage functional strategy and resource allocation. This resulted in a culture of risk aversion and avoidance of failure. With over 100 profit centers, it seemed like there were too many cooks in the kitchen meaning too many managers making decisions that were moving the company away from its intended objectives. Should Lafley make a strong commitment to keeping Organization 2005 or should he plan to dismantle the structure? A.G. Lafley should consider dismantling the structure after a careful analysis of the previous structures of Proctor and Gamble and a thorough assessment of the negative adverse effects of Organization 2005 so as to develop a more effective global structure. The main objective that the previous CEO, Durk Jager had was to use Organization 2005 to change PGs risk averse regionally managed structure so that it could launch new blockbuster brands based on new technologies rather than incremental improvements of existing products. He also frequently scrutinized PGs RD portfolio and personally stewarded new technologies through the pipeline that he thought were promising. Initially, in October 1999, fiscal first quarter results were promising indicating an immediate acceleration in business performance, with sales up by 5% over the previous year which was a marked improvement over the 2.6 % annual revenue growth over the last two years. Core net earnings fell short of long term goals but made a respectable increase of 10 %. This resulted in PGs stock price appreciating significantly. When the next quarterly report came out on 30 January 2000, the stock price reached an all-time high of USD 118.38 and sales had grown by an impressive 7% and core net earnings increased by 13%. Tables turned on 7 March 2000, when PG gave a profit warning due to external factors such as increased raw material costs, delays in FDA approvals and intense competition. With 50 new products in the pipeline, the situation was expected to reverse. However, on 25 April 2000, when results were announced, core net earnings had dropped 18 % while sales increased 6 % despite a 2% hit from fluctuations in exchange rate. The stock price lost 10 % of its value. The last straw was on 8 June 2000, when fourth quarter profits were flat compared to the expectations of 15 17 % increase. PG lowered its future quarterly sales growth estimates to 2 3 %, casting doubt on whether Organization 2005 was even lifting the top line. Market research companies confirmed PGs poor competitive position citing loss of U.S. market share in 16 out of 30 categories since the preceding year. PG stock finally fell to USD 57 after the announcement and was the worst performing component of the Dow over the previous six months. Conclusion In conclusion, Lafley, bearing in mind the past performance and stiff competitive arena, should dismantle Organization 2005 for the above reasons as well as for the sagging employee morale due to the substantial job reductions.