Lesson and Examples of French Verbs To Meet

Enchantà ©! The English verb to meet is very vague when talking about meeting people, but the five literal* French equivalents are much more specific, so you need to know in which circumstances to use each of them. This lesson should meet your expectations and help you improve your French fluency.   Faire la Connaissance Use faire la connaissance when talking about meeting someone for the first time. There are two slightly different contructions: 1) Faire la connaissance de plus a noun or name: As-tu fait la connaissance de mon frà ¨re  ?Have you met my brother?Je vais enfin faire la connaissance de Jean-Paul.Im finally going to meet Jean-Paul. 2) Faire ___ connaissance, where ___ is a possessive adjective: Je suis ravi de faire votre connaissance.Im delighted to meet you.Connais-tu Sylvie  ? Jai fait sa connaissance hier.Do you know Sylvie? I met her yesterday. Se Rà ©unir Literally to reunite with each other, se rà ©unir means to meet with others at a meeting: Nous nous rà ©unirons à   midi.Well meet at noon.Oà ¹ allez-vous vous rà ©unir  ?Where are you going to meet? (Wheres the meeting?) Retrouver / Rejoindre Both retrouver and rejoindre mean to meet for an appointment or date: Je te retrouverai/rejoindrai au restaurant.Ill meet you at the restaurant. Quand va-t-il nous retrouver/rejoindre  ?When is he going to meet (join) us? Rencontrer Rencontrer, which literally means to meet again, is used to refer to meeting someone accidentally or running into someone: Jai rencontrà © ta sÅ“ur en ville.I ran into your sister in town.Jespà ¨re ne pas rencontrer mon ex ce soir.I hope I dont run into my ex tonight. *This article covers only the literal translations; however, there are a number of figurative equivalents like meet your maker, meet your match, etc. Youll need to consult a French dictionary for those.

The Value of a Jury System - 1663 Words

The Value of a Jury System The Founders of our nation understood that no idea was more central to our Bill of Rights -- indeed, to government of the people, by the people, and for the people -- than the citizen jury. It was cherished not only as a bulwark against tyranny but also as an essential means of educating Americans in the habits and duties of citizenship. By enacting the Fifth, Sixth, and Seventh Amendments to the Constitution, the Framers sought to install the right to trial by jury as a cornerstone of a free society. The Framers of the Constitution felt that juries -- because they were composed of ordinary citizens and because they owed no financial allegiance to the government -- were indispensable to thwarting the†¦show more content†¦Tocqueville keenly understood these linkages: The jury system as understood in America seems to me to be as direct and extreme a consequence of the . . . sovereignty of the people as universal suffrage. They are both equally powerful means of making the majority prevail. The jury is above all a political institution [and] should be made to harmonize with the other laws establishing the sovereignty . For society to be governed in a settled and uniform manner, it is essential that the jury lists should expand or shrink with the lists of voters . [In general] in America all citizens who are electors have the right to be jurors. We have come to think of voting as the quintessential act of democratic participation. Historically, the role of the people in serving on juries was often likened to the role of voters selecting legislative bodies, and even to the role of legislators themselves. Indeed, the jury s place in the judicial framework was closely related to the idea of bicameralism: Just as the legislature comprised two equal branches, an upper and a lower, juries and judges constituted the lower and upper branches, respectively, of the judicial department. The Supreme Court has reinforced the linkage of jury service and voting as part of a package of political rights. For example, in a 1991 case challenging race-based exclusions in jury selection, Justice Anthony Kennedy observed in his majority opinion that with theShow MoreRelatedEssay on The Value Of A Jury System1630 Words   |  7 PagesThe Value of a Jury System The Founders of our nation understood that no idea was more central to our Bill of Rights -- indeed, to government of the people, by the people, and for the people -- than the citizen jury. It was cherished not only as a bulwark against tyranny but also as an essential means of educating Americans in the habits and duties of citizenship. By enacting the Fifth, Sixth, and Seventh Amendments to the Constitution, the Framers sought to install the right to trial by jury asRead MoreEffectiveness of a Jury Essay1313 Words   |  6 PagesEvaluate the effectiveness of the jury system in the criminal trial Juries exists in the criminal trial to listen to the case presented to them and, as a third, non-bias party, decide beyond reasonable doubt if the accused is guilty. For the use of a trial by juror to be effective, no bias should exists in the jurors judgments, the jurors should understand clearly their role and key legal terms, and the jury system should represent the communities standards and views whilst upholding the rightsRead MoreThe Jury System Should Be Scrapped For Criminal Trials1244 Words   |  5 Pagesâ€Å"THE JURY SYSTEM SHOULD BE SCRAPPED FOR CRIMINAL TRIALS IN NSW† Through various analytical investigations and research, it can be proposed â€Å"the jury system should be scraped for criminal trials in NSW†. 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Cultural and Heritage with Malaysian Cuisine Free Essays

CULTURAL AND HERITAGE WITH MALAYSIAN CUISINE â€Å"Malaysia†, land of diverse society, unique with its multi cultural population is renowned among international travellers for uniqueness of different races that can live together harmoniously. Famous for its world wonder destinations, be it island, rainforest, or cultural spots, Malaysia has a lot to offer for tourist seeking adventure, leisure and entertainment. One of the major elements of Malaysian tourism is the vast choices of delicacies which comprise the ethnic food from three major races in Malaysia which is Malay, Chinese and Indian. We will write a custom essay sample on Cultural and Heritage with Malaysian Cuisine or any similar topic only for you Order Now However, there are also other minor ethnic groups such as Peranakan and ethnic group from Sarawak and Sabah which blends in the food culture of Malaysia. This embodies the concept of One Malaysia which unifies all races as Malaysians. Over the past few years, the ethnic cuisines were integrated among the races, creating a new food infusion which is called the â€Å"Malaysian Cuisine†. Food such as Nasi Lemak no longer associated with Malays, whereas Roti Canai and Char Kuey Teow are no longer related to the Indian and Chinese. Integration of food culture had constituted to evolution of new Malaysian image in terms of signature cuisine that it can offer. Today, Malaysian Cuisine had colours the new era of food wonders in the country creating a wondrous ownership of every ethnic cuisine to all races within Malaysia. Now, tourist from all over the world can enjoy and devour Malaysian Cuisines which comprises variety of food selection such as Laksa, Satay, Wantan Noodles and so forth. Upon returning to their homeland, tourist can bring their unique experiences and pass the word to others. This will benefit the country as indirectly foreigners will start recognizing the Malaysian Cuisines and later might have the intention to try it hence, contributing to increase in Malaysian tourism. Although in the global world of modernization, Malaysian Cuisines remained as one of the cultural and heritage elements of Malaysia. Foods for long had always been the indicator of one ethnic culture and heritage. If we glance on each race in Malaysia we can see how food can instantly describe an individual characteristic. For instance, if we say â€Å"Tosai†, we will know that it’s an Indian food. Indians wear Sarees and Kurta, they celebrate Deepavali and Thaipusam, their religion is Hinduism and Bharatanatyam is their traditional dance. This is how food cannot be separated and always be associated to one special ethnic. Same goes to Malaysian Cuisine, when a foreigner convey â€Å"Malaysian Cuisine†, they will directly distinguish Malaysia as, located in South East Asia, having multi racial community, rich with unique culture, very warm and friendly people as well as hot and spicy foods. This is how food can directly interpret and describe an individual or a nation, therefore distinguishing it from others. Technological advancement and modernization of lifestyles are inevitable as a country begin to develop and moving towards era of globalization. This phenomenon brings enormous impact towards the culture and heritage of Malaysian Cuisine. Preparations of foods are largely effected with the introduction of latest machineries and equipments that modernize the way of cooking. Kuih Bahulu for example is used to be prepared manually by beating eggs in large bowls until it is fluffy and have the right consistency. However, by using specific machine, preparation time is cut in half thus, saving largely on time and energy. Modernization of food preparation, often being questioned in terms of its quality and heritage. Will this new way of food preparation maintain the taste and the quality of the dishes? Can the traditional ways of food preparation being preserve for the next generation to come? These questions always linger around the elderly, as some of them might be reluctant to accept modernization of food preparations. For them, traditional ways of preparation need to be preserved as it is part of our heritage. Beside of the many benefits seen, globalization on the other hand also invited contenders and modification to our Malaysian Cuisine. Years ago, since the early incoming of foreigners to Tanah Melayu, the ethnic food was able to maintain and preserve the originality in elements of ingredient used, preparation and taste of food. Now with globalization, abundance of Western ingredients flooded the food market giving new options for cooking style and selection of foods to be tried on. Moreover, foreign ingredients have been integrated in our Malaysian Cuisine causing it to gradually change over time. With the new generation living a fast paced life and being more health conscious, Malaysian Cuisine needs to be diversified according to current needs. The challenges are to maintain the originality of food but at the same time able to adapt to the new changing environment such as usage of new ingredients by considering diet and health and ways of food preparation that is time savvy. It is recommended that Malaysian Cuisine is given an extra consideration and thoughtfulness. As part of our culture and heritage, the governing bodies can promote this by introducing food tourism internationally in order to encourage tourist visitation. Other players in the industry can play their parts in introducing food tourism via tour packages, internet, and local and international events as well as advertisement. This cooperation which have multiplier effects need to be continuous and firm so that all stakeholders in the country can benefit largely from it. Preservation of Malaysian Cuisine as one of the elements in our cultural and heritage terrain is exceptionally significant in order for the coming generation to continue savours our food culture. Furthermore, as food is one of the cultural elements of a nation, tourist yearns for exploration on distinctive delicacy that they never tried before, consequently creating importance in ensuring continuous tourism development of the country. Undoubtedly, food cannot be separated from being culturally related and a heritage to be retained among a country. For Malaysian Cuisine, as pride of the nation we must be proud to possess such an exquisite food culture and heritage, and be blessed with the tranquillity and unity that our food culture entails. How to cite Cultural and Heritage with Malaysian Cuisine, Essay examples

Competition Vs. Monopoly Essay Example For Students

Competition Vs. Monopoly Essay 1. Analyze the fast food industry from the point of view of perfect competition. Include the concepts of elasticity, utility, costs, and market structure to explain the prices charged by fast food retailers. Firms within the fast food industry fall under the market structure of perfect competition. Market structure is a classification system for the key traits of a market. The characteristics of perfect competition include: large number of buyers and sellers, easy entry to and exit from the market, homogeneous products, and the firm is the price taker. Many fast food franchises fit all or most of these characteristics. Competition within the industry as well as market supply and demand conditions set the price of products sold. For example, when Wendys introduced its $.99 value menu, several other companies implemented the same type of changes to their menu. The demand for items on Wendys value menu was so high because they were offering the same products as always, but at a discounted price. This change in market demand basically forced Wendys competition to lower prices of items on their menu, in order to maintain their share of the market. The previous example illustrates the elasticity of the fast food industry. Supply and demand set the equilibrium price for goods offered by franchises within the industry. Competitors of Wendys must accept the prices established by the consumer demand for the value menu. If consumers didnt respond so positively to Wendys changes, other firms wouldnt have had to adjust prices.On the flip side of this concept, there is no need for franchises to further reduce prices below the current levels.At the current prices, firms may sell as much product as they want, thereby maximizing profits. This industry has a very high utility value. Utility is a measure of satisfaction or pleasure that is obtained from consuming a good or service. If consumers feel as if they get a good meal, at a good price, then theyre satisfied. This customer satisfaction coupled with relatively low prices keeps the industry profitable. Another quality of perfect competition that may be overlooked, but is vital to this industry is the ease of entry into the market.Start-up franchises within this market structure can begin operating with relatively low initial investments (compared to other industries). This is not the case where monopolies are concerned.There are numerous barriers to entry into monopolistic market structures, capital being one of the most prominent barriers. If a new franchise an offer the consumer a quality product at a reduced price, then the chances of success are greatly increased. For example, Chanellos and Little Caesars offer discounted pizza prices, and maintain the same quality as other pizza chains. These companies spend less on advertising and more on the actual product. Thats a very important concept in this industry, because their quality product at this discounted price gives them a niche in the market. Once a company establishes a niche, they become more visible to the consumer, thereby creating more demand, which leads to greater revenue. 2. Analyze sports franchises from the point of view of a monopoly. Sports franchises fall within the market structure of monopolies. Most professional sports teams fit most or all of the characteristics of a monopoly. For each sport, there are a limited number of teams and new entries into the league are few and far between. Also, there are many barriers to entry into the market, including large initial capital investment, dominance by one or few firms, and other legal issues that must be considered. An investor would initially need cash for payroll of players, payroll for management, advertising, playing facility, and many other miscellaneous costs. The new franchise owner would need to be very wealthy and have the backing of other wealthy individuals just to purchase the franchise. .u0ecc3c35fc2584ad75e309b788089872 , .u0ecc3c35fc2584ad75e309b788089872 .postImageUrl , .u0ecc3c35fc2584ad75e309b788089872 .centered-text-area { min-height: 80px; position: relative; } .u0ecc3c35fc2584ad75e309b788089872 , .u0ecc3c35fc2584ad75e309b788089872:hover , .u0ecc3c35fc2584ad75e309b788089872:visited , .u0ecc3c35fc2584ad75e309b788089872:active { border:0!important; } .u0ecc3c35fc2584ad75e309b788089872 .clearfix:after { content: ""; display: table; clear: both; } .u0ecc3c35fc2584ad75e309b788089872 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0ecc3c35fc2584ad75e309b788089872:active , .u0ecc3c35fc2584ad75e309b788089872:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0ecc3c35fc2584ad75e309b788089872 .centered-text-area { width: 100%; position: relative ; } .u0ecc3c35fc2584ad75e309b788089872 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0ecc3c35fc2584ad75e309b788089872 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0ecc3c35fc2584ad75e309b788089872 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0ecc3c35fc2584ad75e309b788089872:hover .ctaButton { background-color: #34495E!important; } .u0ecc3c35fc2584ad75e309b788089872 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0ecc3c35fc2584ad75e309b788089872 .u0ecc3c35fc2584ad75e309b788089872-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0ecc3c35fc2584ad75e309b788089872:after { content: ""; display: block; clear: both; } READ: An Education In Liberal Arts EssayOnce a franchise eventually enters the market, they have the ability to set the prices for that particular market. Monopolies are price makers and the products offered are not sensitive to changes in the market. The demand curve of a monopoly is not elastic, as is such in a perfectly competitive market. The monopolistic demand curve is the same as the curve for the industry since there is only one firm within the industry.This allows the franchise owner to maximize profits by setting the price of tickets and concessions at an amount that creates the most revenue. Consumers will pay the price, if they want to attend a particular sporting ev ent, no matter how outrageous the price.This price setting is allowable, because unlike perfect competition, there are no substitutes.Cities may have two or three teams of different types of sports (i.e. baseball, hockey, football), but few cities have more than one professional team of the same sport. Sports franchises, although theyre monopolies are not all bad. These teams bring million and millions of dollars in revenue to the city in which theyre located. First of all, jobs are created in the construction of the sports facility. Then there is revenue to the city from taxes, consumer spending at hotels and restaurants, tourist visits and numerous other avenues. Sports franchises are similar to the fast food industry in the respect that they also have a very high utility value. Fans are pleased when they witness a very competitive, hard fought sporting event, and they are willing to pay to do so. Just look at the price of Super Bowl or NBA finals tickets. Spectators pay hundreds and even thousands of dollars to witness these events year in and year out. As long as the teams are competitive and there are superstar players, consumers will continue to watch and attend events regardless of the price. Words/ Pages : 997 / 24

Protection Of The Commercial Use Of Free Speech Essays - Censorship

Protection Of The Commercial Use Of Free Speech If there is a bedrock principle underlying the First Amendment, it is that government may not prohibit the expression of an idea simply because society finds the idea morally offensive or disagreeable. It is because I believe these words by Justice Brennan, I stand for the negation of todays resolution, that When they Conflict, Respect for....... Cultural Sensitivity Ought To Be Valued Above Commercial Use of Free Speech. My value for todays debate is that of Free expression, which I will define as the freedom to express our thoughts, ideas, and beliefs, freely and openly, without restraint. My criteria is the degree to which free speech is allowed in the business environment. I have three contentions to support my value of Free Expression, and to negate the resolution. My first contention is, It is virtually impossible to avoid offending someones culture in our multi-cultural society. Second, Freedom of speech is based on our valuing the autonomy of individuals to make informed decisions. My third contention is that there is no moral responsibility of the commercial media to suppress certain speech because it violates some cultural sensitivity. My first contention is It is virtually impossible to avoid offending someones culture in our multi-cultural society. As Edward J. Eberle states, One mans vulgarity, is another mans lyric.. The concept of cultural sensitivity is too vague a concept to be enforced. One can intend no offense, and yet offense can be taken. How many people must be offended before it constitutes cultural insensitivity? In a country that will tolerate hate speeches by the Ku Klux Klan in the name of free speech, it is unreasonable to limit the commercial use of free speech because someone might be offended by a commercial. Let the general public determine what is offensive and they will react with disfavor. If the public felt strongly enough to boycott products and services because they were offended by a companys advertising, that company will pull the add. That is the American way, and it works. My second contention is that, Freedom of speech is based on our valuing the autonomy of individuals to make informed decisions. The resolution suggests that it would be wise to remove certain types of information from the public- those that violate the cultural sensitivity of some people. The resolution also suggests that individual members of our culture are not capable of making informed decisions on matters of cultural sensitivity. No one cultural outlook is so privileged that it cannot or should not be included in the testing that occurs in the marketplace of ideas. If we as a society ever get to the point that we view the diminishing of freedom of speech as moral, we endanger our ability to live in a free society. Because the resolution asks that we as a society we adopt a moral stance that can only be seen as changing the way free speech operates in our society, it cannot be affirmed. My third and last contention is that there is no moral responsibility of the commercial media to suppress certain speech because it violates some cultural sensitivity. The responsibility of the commercial media is to their audience and shareholders. This is the moral basis of capitalism- to meet the needs of the people in a free society. Consumers enter the marketplace to satisfy their needs. If by chance members of a specific culture are offended by media content, they are under no obligation to consume the products. They can put the book down. They can turn of their Television. They can leave the theater when an offensive movie is playing. They can also form boycotts against specific products and companies. These are the rights of the consumer. Because Free expression is a basic American value, and limitations on it should be minimized, and because the concept of cultural sensitivity is too ambiguous, I ask you to join me in negating the resolution. Social Issues

The Death of Anne Boleyn essays

The Death of Anne Boleyn essays Anne Boleyn's marriage to Henry VIII was an obvious failure. The only thing that satisfied him was the birth of a male heir. Despite her efforts, Anne Boleyn failed to bear a son, thus resulting in her tragic execution. The story of events leading up to the execution of Anne Boleyn shows the ignorance of the times and the cruel nature of Henry VIII. During Henry VIII's marriage to Catherine of Aragon, it was well known that he had many mistresses. He had grown tired of the marriage that failed to produce a male heir, and he was looking for a way out. One of his mistresses was Anne Boleyn, a beautiful young woman that happened to be in Catherine Aragon's court. From 1527, Henry VIII wanted one thing above all else from the Popea release from the marriage which could no longer give him an heir and freedom to marry his last mistress' sister, the young Anne Boleyn (Bindoff 84). More important to the King was the fact that early in 1533 it was known that Anne was carrying his child. De lay could not be allowed. For the legitimacy of the hoped-for heir, it would not matter whether Henry and Anne had married before or after the conception of the child as long as their union had been regularized before the child was born. Therefore, events were hurried on (Woodward 11). On May 23, Archbishop Thomas Cranmer pronounced the marriage null from the beginning. Five days later its successor was declared lawful, and on June 1, 1533, Anne Boleyn was crowned Queen of England. After more than six years, during which he had thought of little else, Henry got his way (Bindoff 92). Once the two were married, Henry could think of nothing but the son that he had hoped for. On September 7, 1533, Anne gave birth to a girl. This was her first and greatest failure. No one could then foresee the triumphant reign of the future Queen Elizabeth. Anne was not immediately discarded, but Henry made little attempt to conceal his disappointment; relations between ...

Web analytics Case Study Example | Topics and Well Written Essays - 2250 words

Web analytics - Case Study Example Photo box is an online based digital photo and e-card sale website with about eleven million users across the globe. The continued use of the Internet inspired photo box to use analytics to get more clients across the globe. Photo box analytics strategy was to understand the clients perfectly well. Data from clients was obtained through surveys, live chats, online community posts and focus groups. The data obtained was used to segment the customers into different segments depending on their location, behavior and tastes and preferences. Photo Box divided its clients into six different segments depending on these parameters. The various segments had varying tastes and demographics. All the customer data in each of the segments were profiled in a quest to understand them even better and provide products and services according to their tastes and preferences. The data were then used to predict future demand of the products and services from the customers. Analytics also helped photo box to make better decisions when doing their marketing in the different market segments leading to relatively higher conversion rates (Glagowski, 2010). OutcomeAt the same time, the company was trying to make it easy for the 350 staff to manage and profile the eleven million clients across the globe. Implementation of the analytics strategy at photo box had significant outcomes. The company could   do better intelligent and specific marketing to clients depending on their profiles and tastes and preferences.... The continued use of the Internet inspired photo box to use analytics to get more clients across the globe. Photo box analytics strategy was to understand the clients perfectly well. Data from clients was obtained through surveys, live chats, online community posts and focus groups. The data obtained was used to segment the customers into different segments depending on their location, behavior and tastes and preferences. Photo Box divided its clients into six different segments depending on these parameters. The various segments had varying tastes and demographics. All the customer data in each of the segments were profiled in a quest to understand them even better and provide products and services according to their tastes and preferences. The data were then used to predict future demand of the products and services from the customers. Analytics also helped photo box to make better decisions when doing their marketing in the different market segments leading to relatively higher co nversion rates (Glagowski, 2010). Outcome At the same time, the company was trying to make it easy for the 350 staff to manage and profile the eleven million clients across the globe. Implementation of the analytics strategy at photo box had significant outcomes. The company could do better intelligent and specific marketing to clients depending on their profiles and tastes and preferences. Within a short time, the company had been able to get 16% new clients from the marketing. There was a 14% increase in sales of photo box products and services. Email open rate to clients sent increased to 33% while the website click rate increased to 35%.

Identify a strategic leader Essay Example | Topics and Well Written Essays - 250 words

Identify a strategic leader - Essay Example Jobs does not just go into a product category and make what everyone else is making. Rather, he gets into the minds and hearts of customers by figuring out what he wants and eventually everyone ends up loving his products because of their uniqueness. He thinks ahead and builds future. Some assume that Apple Inc. will not be able to survive without Steve Jobs, however, Jobs says otherwise. He believes in the people working at Apple Inc. and claims that there are really capable people at Apple Inc. Thus he appreciates those working with him and does not take the entire credit himself. Hence by the way he deals with his employees and his products, he really is a strategic leader and has proven that by making Apple Inc. a dream come true. Assignment #2 Please respond to these 3 people comment please make it short and as a discussion format thank you Person#1 Meg Whitman is a former CEO of EBay. She joined EBay in 1998 when the company had only 30 employees and revenues of $4 million. Ori ginally, when Whitman had joined eBay, she found the website as a simple black and white webpage. She believed the site to be confusing and began by building a new executive team.

Cultural Evaluation Essay Example | Topics and Well Written Essays - 500 words - 1

Cultural Evaluation - Essay Example India is a diverse country with having deep rooted traditions, culture, and religion which lives with one of the fastest growing economies in the world. Cohen (2001) once said, â€Å"India is an ancient state but a modern civilization.† Globalization has affected India and its culture. â€Å"India is particularistic, communitarians, diffuse, outer-directed culture that favors ascribed status and has a synchronous perception of time.† (Overgaard, 2010) The deeply rooted traditions and cultures within every part of India are gradually changing due to this phenomenon as well as the moral values of the country. Furthermore, the whole system within this country is affected including the caste system, karma, and the eternal religion. Due to this, India has resulted in a more modern having urbanized Indians who are living a life with the ancient tradition, culture, and values even after trying to change their living way according to the Western lifestyle. But they have kept a hold to some values, tradition, and culture such as religion which is important. According to Tarakeshwar, Nalini et al., (2003), religion is a very important aspect of culture and a crucial factor when it comes to analyzing culture and predicting people’s behavior. Moreover, India has developed itself and its values to ascribed status which is connected to particularism. They caste system would have failed, had India been a universalistic culture nation. Therefore, it is said that youth of the nation will now be self dependent, individual, cosmopolite, and they would belong to a global culture. This proves the fact that India and its culture is still Westernizing. â€Å"There is, apparently, an underlying assumption in the Indian tradition that no individual can claim to have seen the truth for the first time and, therefore, that an individual can only explicate, state, and defend in a new form a truth that has been seen, stated, and defended by countless others before

Comparison Of Two Learning Theories Education Essay

Comparison Of Two Learning Theories Education Essay Learning is a persisting changes in performance or performance potential that result from experience and interaction with the world (Driscoll, 2000, p.3). The way we process information is as individual as our genetic makeup, but research has shown that there are many different types of learning theories used for classroom education. (Merriam, Caffarella, Baumgartner, 2007; Weimer, 2002; Steiner, Floyd, Hewett, Lewis, Walker, 2010). The theories of behaviorist and cognitivist are important to compare because they are a part of the basic foundations in which other learning theories have been formed. In order to apply learning theories to nursing practice, the need to understand the basis of different theories is important. Theories have been researched and tested and have some importance as to how things work across different situations and circumstances. Theories can give some consistent ways of looking at classroom practice and some rational explanations for what happens within th e class. Philosophy Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action (Parkay Hass, 2000). In education, this type of learning falls into the reward/punishment category. The rewards must be important to the learner in order to give the incentive to respond favorably. Cognitive science began a move from behavioristic practices which emphasized external behavior, to a concern with the internal mental processes of the mind and how they could be utilized in promoting effective learning. The models that had been developed in the behaviorist tradition were not disregarded, but instead the task analysis and learner analysis parts of the models were elaborated on. Cognitivism is based on the thought process behind the observations. Changes in behavior are detected and perceived to be an indicator of what was happening inside the mind. The new models addressed component processes of learning such as knowledge coding and representation, information storage and retrieval as well as the incorporation and integration of new knowledge with previous information. (Saettler, 1990) Origins and Authors The foundation of Behaviorism, trace its roots to the early part of the 20th century. This was during a time when many psychologists emphasized self-analysis of mental processes (introspection) or the psychoanalytic theory of Sigmund Freud. In contrast, researchers like Ivan Pavlov, began to develop a framework which emphasized observable processes (environmental stimuli and behavioral responses). (Kentridge, 2007) Originators and important contributors to behaviorism believed that learning is confined to observational and measurable behavior. The two major schools of thought are based on ideas from Pavlov who showed classical conditioning and Skinner who believed in operant conditioning. One of the most famous experiments on classical conditioning is from Russian physiologist, Ivan Pavlov (1849-1936). Pavlov originally was doing an experiment regarding the role of salivation in digestion. From his observations, Pavlov noticed when his assistant brought meat into the laboratory; the dogs being used for in this experiment would automatically start to salivate. Further research into this phenomenon formed the famous Pavlovs stimulus and response experiment, known now as classic conditioning. Classic conditioning is a four-step learning procedure involving reflexes. (Fig. 1) http://www.simplypsychology.org/pavlov.html Fig. 1 Pavlovs Dog Experiment During classical (or Pavlovian) conditioning, human and animal subjects change the magnitude and timing of their conditioned response (CR), as a result of the contingency between the conditioned stimulus (CS) and the unconditioned stimulus (US). Whereas in classical conditioning, the US and the CS determine the form of the CR, in operant conditioning the strength and frequency, but not the form, of the response is independent of the US. (Schmajuk, 2007) B.F. Skinner (1974) coined the term operant conditioning; it means roughly changing of behavior by the use of reinforcement which is given after the desired response. Skinner identified three types of responses or operant that can follow behavior. Skinner believed that we do have such a thing as a mind, but that it is simply more productive to study observable behavior rather than internal mental events. In essence, Skinner believed we are what we have been reinforced for being (Olson Hergenhahn, 2009, p. 76). Operant conditioning has been widely applied in clinical settings (i.e., behavior modification) as well as teaching (i.e., classroom management) and instructional development (e.g., programmed instruction). This theory states that when learning is rewarded, behavior is perpetuated or maintained, while punished behavior is removed. In the classic experiment of Skinner Box, a rat may receive a food reward every time he presses the bar. He presses faster and faster. (Fig 2). http://www.simplypsychology.org/operant-conditioning.html Fig. 2 Skinners Rat Box The major techniques used in operant conditioning are: Positive reinforcement increasing a behavior by administering a reward. Negative reinforcement increasing a behavior by removing an aversive stimulus when a behavior occurs Punishment decreasing a behavior by administering an aversive stimulus Extinction decreasing a behavior by not rewarding it. Albert Bandura thought Skinners theories were too simplistic although he also believed many of the psychological constructs of previous psychological thought were far too laid back, and were neither problem-solving nor action-oriented (Bandura, 1997). He believed in reciprocal determinism, that is, the world and a persons behavior cause each other, while behaviorism essentially states that ones environment causes ones behavior, Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and ones psychological processes (ones ability to entertain images in minds and language). (Bandura, 1997) Cognitivism considers the learner as an information processor, much like that of a computer. It believes that the black box of the mind should be opened and understood. The information comes in, is processed and leads to certain outcomes. The concept believed that people are not just like rats that respond to stimuli but rather, they are rational thinking human beings that require active participation to learn. There are four major contributors to the Cognitivists theory. Howard Gardner believed that students learn in different ways. According to Gardner, we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, and the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains. (Gardner, 1991) Fig. 3 -Multiple intelligences Robert Gangne developed information processing theory identified eight levels of intellectual skills including: signal, stimulus-response, chaining, verbal association, multiple discrimination, concept formation, principle formation and problem solving. He also explained that there are five areas of learning outcomes: verbal information; intellectual skills; cognitive strategies; motor skills and attitudes. www.classweb.gmu.edu Fig. 4-Levels of Intelligence Allan Paivio discovered Dual coding theory that states people process information in two different ways; processing of images and the processing of language. Fig http://cslsrv.ice.ntnu.edu.tw/LabNews/Minutes01S/20010412joseph.htm Fig. 5- Dual Coding Theory Benjamin Bloom described six levels of learning in his model of critical thinking. These levels are also known as Blooms Txaonomy. . http://taspd.edublogs.org/2007/04/23/revised-blooms-taxonomy/ Fig. 6- Blooms Taxonomy Literature Review The two movements differ particularly in their views on behavior. Behaviorism, whose research subjects were mostly animals, views behavior as an irreducible consequence of environmental stimuli, whereas Cognitivism, whose research subjects are often humans, sees behavior as a point from which to abstract the mental processes behind the behavior. Skinners studies of operant behaviors have become very useful in the field of learning and cognition (Corey, 2009). Studies have shown that behavior can be conditioned by reinforcements, positively, which increases the probability of the behavior happening again, or negatively, which decreases the probability the behavior will happen again (Olson Hergenhahn, 2009). Skinners theories still remain in wide use, helping users understand and control behaviors in many disciplines as well as in issues ranging from advertising to parenting (Olson Hergenhahn, 2009). According to Corey (2009), the research of Kazdin (2001) and Spiegler Guevremont (2003) revealed that behavioral therapy is generally as effective as alternative therapies, and in some instances, more effective. The Cognitive Learning Theory supports the idea that learning includes different kinds of memories, motivation and thinking. One of the other important factors is that of reflection. Those that promote Cognitivsm believe that the learning process is internal and depends on memorized information from pre-existing knowledge. (Ausubel, 1974) The theory argues that the degree of which a person learns is not affected by the ability and quality of mental processing. (Craik Tulving, 1975; Craik Tulving, 1975) Cognitivism maintains that memory is stored by using a connective pattern of information that networks with other patterns by means of some type of a relationship. (Stoyanova Kommers, 2002) Use in Nursing Education Writing behavioral-based instructional objectives seems to specify clear, measurable terms to assist learners. According to Morrison (2001), behavior based objectives become the end rather than the means for instruction. Morrison continues to point out that cognitive focused instructional objectives overcome this problem by first stating a general objective to communicate the intent. Additionally, they observe that cognitive objectives are well suited for describing higher levels of learning. (Morrison et al., 2001, p. 97) In behaviorism, the learner is actively involved in learning, practicing, and demonstrating new behaviors and is extremely dependent on receiving feedback from the educator. The educator is responsible for identifying behavioral outcomes, controlling the environment, and providing feedback. Current use of behaviorism in education is most often associated with education and training (Merriam et al., 2007). Behaviorism does well in education because it promotes good behavior and recognizes that unwanted behavior has consequences. Students learn by observing and interpreting the behavior, and associated consequences, of others in a process termed vicarious reinforcement or modeling (Bandura, 1977). Learning by modeling involves a complex process of interpreting, coding, and retaining the information for future application, then engaging in the modeled behavior (Bandura, 1969). Cognitivists have influenced educational strategies by including prior knowledge in influencing how new information is digested. Cognitive learning theorists believe that learning is an internal process in which information is integrated or internalized into ones cognitive or intellectual structure. Learning occurs through internal processing of information. From the cognitive viewpoint, how new information is presented is important. In the first or cognitive phase of learning, the student learns the overall picture of what the task is and the sequences involved. In the second, or fixation learning phase, the learner begins to gain skill in performing the task. In the last phase of learning, the automatic phase, the student gains increasing confidence and competence in performing the task. (Elias et al., 1984) Personal Use I believe that we all use a part of the behaviorists way of learning, to some extent. We all like to be awarded for the work or behavior that we have accomplished. We know there are repercussions and consequences for not adhering to the rules. Our behaviors represent how we are perceived by others in society. The determination of how others behave is by the use of checks and balances of stimuli and response. The way we act and/or behave, teaches people how to respond to us. I believe that I am motivated to learn and acquire more knowledge. The ability to mentally organize, rehearse and comprehend new learning materials is one I strive to obtain. The motivation that has driven me to succeed in both by personal and professional lives has been founded on realistic and challenging goals. Conclusion There are many different ways of learning and teaching. Two of the earliest methods of learning can still utilized in todays classroom. The foundation of theories helps us as a framework to base our learning and teaching upon. We can use positive and negative reinforcement as well as modeling to teach our students how to absorb and maintain new materials. Behaviorism is a teacher based concept full of structure and rules. Examples are class lectures, note taking and role modeling. Cognitivist used a student based concept in which students can find out information by themselves by using case studies, research and discussions. These two types of learning theories can help to shape our future generations.

Cant Buy Me Love/3 Short Stories (check This Out) Essays -- essays res

Can’t Buy Me Love   Ã‚  Ã‚  Ã‚  Ã‚  The depression was an era of extremes. A person was more than likely extremely poor, or in the lucky upper 1% that was extremely wealthy. The middle class was virtually not existent. All of these income groups, including those characterized in our three stories, wanted money because it supposedly brought happiness, but were actually struggling to cling to the intangible, unreachable feeling of love.   Ã‚  Ã‚  Ã‚  Ã‚  If money leads to love, Dexter Green has bought it a thousand times over. He wanted not association with the glittering things and glittering people [but] the glittering things themselves† even if they come in the shape of an object, a person, a house, a manner, or as simple as a life (Fitzgerald Dreams 58). He is still the â€Å"proud, desirous little boy† of his youth (Dreams 64). This reincarnation of the Victorian gilded age reinstates the fact those things that look of worth might really be empty of value inside. This glittering hollowed thing for Dexter Green appears as Judy Jones. He wants her; he longs for her because he has everything else. â€Å"Often he reached out for the best without knowing why he wanted it;† just another trophy on his shelf, and seemingly the gift one might give a person who has everything (Dreams 58). He is desperate for the lifestyle, the glittering things, and belonging.   Ã‚  Ã‚  Ã‚  Ã‚  Judy, herself, is a symbol of wealth and to men, the ideal of love. She has proper breeding, incredible beauty, popularity, and above of all, lots of money. Though she is what men want to use as an example of love, she can not love. Rather, she is merely the idea of love and evidently the irony of love. She has no human capacity for it for she is only playing the game to prove that she can â€Å"[make] men conscious to the highest degree of her physical loveliness† and make them fall in love with her in an instant (Dreams 65). Judy had fun with men and â€Å"was entertained only by the gratification of her desires and by the direct exercise of her own charm† (Dreams 61-2). She optimizes the evils of money and loses all that is attractive about her when tied down to marriage. She was a goddess with no morals in the eyes of men but was desperate for power, lust, and the thought of finding love.   Ã‚  Ã‚  Ã‚  Ã‚  Francis and Margot add an interesting tw... ...r have (i.e. money, love, her sister life, freedom from responsibilities).   Ã‚  Ã‚  Ã‚  Ã‚  In Conclusion, all of these characters wanted something they could just not have. Most love, some courage, and some money, but the key here is that humans are driven by want. Money can buy a safari, or trip to Paris, or maybe a day on the links, but money can not buy happiness and money can not buy love. That is why all of these characters and all of us are desperate to feel wanted and loved because it is nothing you can buy; you have to earn it. Works Cited Page Fitzgerald, F. Scott. â€Å"Babylon Revisited†. Fiction `00. Third edition James H. Pickering. New York: Macmillan, 1982. 210-30. Fitzgerald, F. Scott. â€Å"Winter Dreams†. The American Tradition in Literature. Fourth edition. Sculley Bradley. New York: Grosset & Dunlap, 1974. 54-75. Hemmingway, Ernest. â€Å"The Short Happy Life of Francis Macomber†. The American Tradition in Literature. Fourth edition. Sculley Bradley. New York: Grosset & Dunlap, 1974. 1564-90. Zinn, Howard. A People’s History of the United States. New York: The New Press, 1997.

Supply Chain Case 1

Case Study 1 BioPharma, Inc. 1. How should BioPharma have used its production network in 2009? Should any of the plants have been idled? What is the annual cost of your proposal, including import duties? It produces and sells its same kind of products in both of chemicals for any parts of the world. If its plants in one country are not enough products, it would move products from other countries to add the number of products that are sold in this country. Plants of Relax in Germany and Japan have been idled. The total annual cost is $1,488. 1 million including: * Total Transportation Cost is $24. 85 million * Total Production Cost is $1,268. 31 million * Total Tariffs is $195. 15 million 2. How should Phil structure his global production network? Assume that the past is a reasonable indicator of the future in terms of exchange rates. Dollar and Peso have been decreased to compare with the Euro, Real, Rupee and the Yen the last three years include 2007, 2008, and 2009. However, the bu siness cycle needs to retain capacity and capabilities throughout the entire supply chain. Therefore, production can be diverted as currencies move against each other. 3. Is there any plant for which it may be worth adding a million kilograms of additional capacity at a fixed cost of $3 million per year? There is no any plant for which it may be worth adding a million kilograms of additional capacity at a fixed cost of $3 million per year. 4. How are your recommendations affected by the reduction of duties? If the BioPharma, Inc. wants to reduce duties, it would increase production in Germany, Japan, and The U. S. nd decrease imports into Latin America, Asia without Japan, and Mexico. 5. The analysis has assumed that each plant has a 100 percent yield (percent output of acceptable quality). How would you modify your analysis to account for yield differences across plants? To change the percentage yield, BioPharma, Inc. need to desert capacity or decrease the amount of shipment. 6. What other factors should be accounted for when making your recommendations? Factors should b e accounted for when making my recommendations such as disasters, delay, inaccurate forecasting, and inventory.

Pros of internet essays

Pros of internet essays I contemplate that internet is suitable, enjoyable and exceptional source for us to operate in our lives today. First, the internet assists us to collect knowledge about anything we desire to learn about. Secondly, the internet permits us to chat with our contacts and email the people around the world. Finally, on internet, we can shop online, visit online services and you can save a bunch of time with few money and gas. As my final point, these are few reasons that I think that the internet is reliable at present. There is an enormous quantity of information obtainable on the internet for just about every subject known to being, similar to government law and services. In addition, there is a lot more information on market information, new ideas and technical supports along with marketing or advertising. The Internet has brought new opportunities to government, business, and education. Internet is easy to use and allows us to make contacts thro My next purpose is that the Internet permits us to chat and send email to those we know. Through the Internet, we can chat and work on something vital at the same time. Email is now an essential communication tools in business. It is also excellent for keeping in touch with family and friends. The advantages to email is that it is gratis (no charge per use) when compared to telephone, fax and postal services. It is a great technique to meet up with people of similar interest and discuss common issues. Some people have web cameras that allow them to watch others and others to watch you except sometimes people just squander more than $30.00 for getting the pictures taken, after that getting them back then mailing it to somebody. Obviously, the Internet is a great place for shops and recreation for people. Internet shopping is one of today's most popular activities for shopper people. Shopping on the Internet can make people relax and take their time to think about the product that they ...

Learn About the Applications of Fiberglass Composites

Learn About the Applications of Fiberglass Composites The use of fiberglass started during the Second World War. Polyester resin was invented in 1935. Its potential was recognized, but finding a suitable reinforcing material proved elusive – even palm fronds were tried. Then, glass fibers which had been invented in the early 1930’s by Russel Games Slaytor and used for glass wool home insulation, were successfully combined with the resin to make a durable composite. Although it was not the first modern composite material (Bakelite - cloth reinforced phenolic resin was the first), glass reinforced plastic (‘GRP’) quickly grew into a worldwide industry. By the early 1940s, fiberglass laminates were being produced. The first amateur use – the building of a small dinghy was in Ohio was in 1942. Early Wartime Use of Glass Fiber As a new technology, resin and glass production volumes were relatively low and as a composite, its engineering characteristics were not well understood. Nevertheless, its advantages over other materials, for specific uses, were apparent. Wartime metal supply difficulties focused on GRP as an alternative. Initial applications were to protect radar equipment (Radomes), and as ducting, for example, airplane engine nacelles. In 1945, the material was used for the aft fuselage skin of the US Vultee B-15 trainer. Its first use of fiberglass in main airframe construction was that of a Spitfire in England, though it never went into production. Modern Uses Almost 2 million tons a year of the unsaturated polyester resin (‘UPR’) component are produced worldwide, and its widespread use is based on a number of features besides its relatively low cost: low technology fabricationdurabilityhigh flexing tolerancemoderate/high strength/weight ratiocorrosion resistanceimpact resistance Aviation and Aerospace GRP is used extensively in aviation and aerospace though it is not widely used for primary airframe construction, as there are alternative materials which better suit the applications. Typical GRP applications are engine cowlings, luggage racks, instrument enclosures, bulkheads, ducting, storage bins and antenna enclosures. It is also widely used in ground-handling equipment. Automotive For those who love automobiles, the 1953 model Chevrolet Corvette was the first production car to have a fiberglass body. As a body material, GRP has never succeeded against metal for large production volumes. However, fiberglass has a big presence in the replacement body parts, custom and kit auto markets. Tooling costs are relatively low as compared with metal press assemblies and ideally, suit smaller markets. Boats and Marine Since that first dinghy in 1942, this is an area where fiberglass is supreme. Its properties are ideally suited to boat building. Although there were problems with water absorption, modern resins are more resilient, and the composites continue to dominate the marine industry. In fact, without GRP, boat ownership would never have reached the levels it has today, as other construction methods are simply too expensive for volume production and not amenable to automation. Electronics GRP is widely used for circuit board manufacture (PCBs) – there is probably one within six feet of you now. TVs, radios, computers, cellphones – GRP holds our electronic world together. Home Almost every home has GRP somewhere – whether in a bathtub or a shower tray. Other applications include furniture and spa tubs. Leisure How much GRP do you think there is in Disneyland? The cars on the rides, the towers, the castles – so much of it is based on fiberglass. Even your local fun park probably has water slides made from the composite. And then the health club – do you ever sit in a Jacuzzi? That’s probably GRP as well. Medical Because of its low porosity, non-staining, and hard wearing finish, GRP is ideally suited to medical applications, from instrument enclosures to X-ray beds (where X-ray transparency is important). Projects Most people who tackle DIY projects have used fiberglass at one time or another. It is readily available in hardware stores, easy to use (with a few health precautions to be taken), and can provide a really practical and professional looking finish. Wind Energy Building 100’ wind turbine blades is a major growth area for this versatile composite, and with wind energy a massive factor in the energy supply equation, its use is certain to continue to grow. Summary GRP is all around us, and its unique characteristics will ensure that it remains one of the most versatile and easy to use composites for many years to come.

Ethics and Corporate Responsibility in the Workplace and the World Term Paper

Ethics and Corporate Responsibility in the Workplace and the World - Term Paper Example The end use customers of the products offered by the company are also stakeholders who are impacted by the operations of the company. It can also be seen that the regulatory authorities who oversee the operations of the company are also regarded as the other stakeholders in this particular case. 2. The concept of ethics is primarily concerned with differentiating between something that is good from bad (Robbins, 1993). By any standard, it can be seen that the conduct of PharmaCare in Colberia is unethical as a result of the fact that the indigenous population is treated in a bad manner compared to its executives. First and foremost, it can be seen that the healers in this area have volunteered to give their knowledge for free whilst the company is generating lots of revenue from this practice. The other issue is that these indigenous workers work for only $1 per day and they walk for five miles into the jungle to harvest the plants required for manufacturing medicine. These indigenou s people also carry heavy loads on their backs which can weigh as much as 20 pounds. The other issue of concern is that the indigenous workers live in primitive huts that do not have electricity or running water. Overall, the activities of the company in Colberia have destroyed the habitat in the area as well as endangered native species. However, the executives of PharmaCare live in a luxury compound that is comprised of a tennis court, golf course and swimming pool. The compound is electrified and it has running water. This is in stark contrast with the miserable lives being led by the majority of the residents of Colberia who are also the labourers at the above mentioned company. This practice amounts to exploitation and it should not be condoned since it is designed to enrich other people at the expense of the local people who should also benefit from their natural resources. The practice by the company shows that it does not take into account the concept of corporate social res ponsibility in its practice since it totally ignores the needs and interests of the indigenous people who are also supposed to be beneficiaries from the resources that are being plundered by a foreign company. 3. Allen has no legal basis to fire Ayesha, Donna and Tom. These people raised genuine issues that should be dealt with in an amicable way instead of firing them. Ayesha raised a complaint that she has not been promoted by virtue of being a Muslim. This is regarded as discrimination and it has no room in a democracy. All employees should be treated as equal and important to the organization. Donna got sick from the bad working environment in the company and filed for worker’s compensation. This is a genuine case given that the employer has an obligation to make sure that the workplace environment is safe and clean for the benefit of the employees. Thom has also threatened to file a complaint with OSHA as a result of the poor working environment of PharmaCare Company. Ac cording to the United States Department of Labour (nd), the Occupational Safety and Health Administration (OSHA) Act of 1970 states that companies must ensure â€Å"safe and healthful working conditions for working men and women.† It can be seen that Allen cannot legally fire the three mentioned people above since they have genuine complaints. Otherwise, any attempt to fire them will discredit the company since it may be viewed as engaging in unethical practices by different

COPORATE FINANCE Essay Example | Topics and Well Written Essays - 3500 words

COPORATE FINANCE - Essay Example This capital need not be paid back to the investors as long as the company is in existence. Thus, equity source is the least risky source of fund from the view point of borrower. At the same time, when the company makes huge profit, the profit left after meeting all obligations might be distributed among the equity shareholders, and this is the most appealing factor of equity capital. That does not mean that company has to distribute capital whenever it makes residual profit (profit left after making all other payments). The decision to distribute or not to distribute divisible profit is ultimately taken by the Board of Directors. The return to ordinary shareholders (dividend/cost to the company) is paid after meeting all payments like dividend to preference share holders and interest payments to debenture holders and other long term suppliers of funds. Financial needs are continuous for any growing firm. As the needs for expansion and diversification enhances these days. This capital can come from debt or equity. When companies can finance themselves with either debt or equity, certain questions arise. Is one better than the other' If so, should firms be financed with all debt or all equity' If the best solution is some mix of debt and equity, what is the optimal mix' It is generally understood that the optimal capital structure of a firm is the composition of debt and equity which results in the minimum cost of capital. But the determination of an optimal capital structure is not an exact science. Firms have to first analyze a number of factors such as the firm's business risk, its need for financial flexibility, shareholder wealth maximization, survival against competition, assurance of a steady source of funds, acquisition and maintenance of a good rating in the market, profitability, and growth rate before deciding upon an app ropriate capital structure. All these factors are a pointer to one important fact, that, companies will have to search for the right capital structure which enhances firm value while minimizing costs. The capital required for investment, while often scarce, can be generated from a variety of sources. How firms choose among these various sources and why, have been the source of much debate in financial literature. Many theories have been developed to show the relationship between capital structure and firm value. There are different views on how capital structure influences firm value. Some authors argue that there is no relationship between capital structure and the value of the firm, whereas others hold that financial leverage has a positive effect on firm value. There are also some who take the intermediate approach that financial leverage has a positive effect on the value of the firm that is only up to a certain point and thereafter there will be negative effect, another contention that, other things being equal, the greater the leverage, the greater the firm value. According to the net income approach when leverage varies, the cost of debt and the cost of equity remain unchanged. Therefore, the weighted average cost of capital declines as leverage increases and the value of the firm will increase. Under the net operating income approach, the overall capitalization rate remains constant for all degrees of leverage and therefore, the value of the firm will remain unchanged.

What's Up with the Weather by Jon Palfreman Essay

What's Up with the Weather by Jon Palfreman - Essay Example Wigly of the National Center for Atmospheric Research, and conservative scientists and industrialists including James Tefril and Fred Singer of George Mason University and Fred Palmer of the Western Fuels Association. The subject : The burning of fossil fuels increases atmospheric carbon dioxide levels, exacerbating the "greenhouse effect." According to Fred Palmer from Western Fuels, "There is no basis to say that more carbon dioxide in the air is going to lead to a catastrophic global warming." But Marty Hobert of New York University states that "If man is going to have a future on this planet, it is absolutely inevitable we must find another source of energy." Tom Wigly of the National Center for Atmospheric Research believes that the time for mankind is near an end, that due to the doubling of carbon dioxide in the atmosphere, the average world temperature will soon rise five degrees Celsius, eight degrees Fahrenheit. Fred Singer and Jamjes Tefril of George Mason University find the data ambiguous. "You're dealing with something that's very complicated," says Teferil. "You're dealing with something where there's legitimate uncertainty in the science." In 1997 Charles Keeling published forty years of observations which showed a rise in carbon dioxide levels from 330 to 370 parts per million, directly attributable to the use of fossil fuels by industry.

Williams Presents Essay Example for Free

Williams Presents Essay Eddie and Mickey were born from the same mother Mrs. Johnston, but they have extremely different lives. They were identical twins; they look exactly the same. But Mrs. Lyons separated them and made them have a different life. From then on, one of them, Mickey stayed with Mrs. Johnston lives in a big, poor family and the other one who was taken by Mrs. Lyons became very rich and got everything. They have been in a different world because of many factors surrounding them to rich or poor from the moment they have been born. I think the most influential factors are the family they have got and the family classes different. The different kind and level of education they have got did also influence them much. Also, the religion of the family is one of the factors that affect the life of the child as well. Different thing has different amount of influence to Mickey and Eddies life. I am going to discuss the factors one by one. The social context is messy at the time between late 70s and early 80s that the play was set. It is called recession. Margaret Thatcher is the Prime Minister; she encouraged people to make lots of money. As a result, the rich people in middle or upper class can earn much money but the poor people in working class lost their jobs. Life is very hard for working class, as they get poorer without a job. Mickeys family is suffered from this social climate. His family is poor. Unlike Eddie, his family is in middle class, he is rich. They have a great contrast in their life because the classes are different. Marilyn Monroe is the social icon of the day at that time. She is very glamorous, rich and she represents a life of fantasy. Everyone wants to be her. We know that from the book on p. 14, Act 1, Scene 1, it said He told me I was sexier than Marilyn Monroe, which is about Mr. Johnston said her wife was sexier, lovelier than Marilyn Monroe. It shows the value of that time. But that is what totally different from Mickey. Mickey is poor; he dressed scruffy. He lives in council house and his family is working class. He does not have money to buy everything he wanted. But Eddie, he is rich, he has got new clothes, and he looks smart. He lives in private house and his family is middle class. They are exactly the same, but the way of living is really different with one of them is living in a rich environment and another lives in a poor world. This is how the classes different influence their life. The size and people in their family have also influenced them. Mickey has a big family with 7 brothers and sisters. The speech of the mother in p. 14, Act 1, Scene 1, told us about that. She said: Seven hungry mouths to feed and one more nearly due. Mickey is the youngest in the family; he has to fight for food and everything with the elder brothers and sisters. Therefore, he needs to grow up fast and look tough to protect himself in case of beaten up by others. He also wants to his elder brother Sammy because he wants to get older so he can do everything he loves. We can see how much he wants to be Sammy in the book on p. 30, Act 2, Scene 1, he has repeated the sentences I wish I was our Sammy. - for five times. He does everything Sammy did; however, Sammy was not a good example for Mickey to learn. So Mickey becomes a joker and streetwise since he has got influenced by his brother Sammy. The family of Eddie, we know that he is the only child in his rich family and they are in middle class. He lives with his mum only most of his life. We dont know much about Eddies father because the book does not mention about him much. Mrs., Lyons, Eddies mother, loves her son very much. She gives him a good shelter, gives him everything he wanted. This makes very weak and soft and he will not know the hardship of the working class since life is easy for him. Time ran through quick by dramatic devices in the book. We can see how much difference between Mickey and Eddie over a long period. At first, when they are born, they are not much different from each other in either class or education. But when they are at the age of 17, Mickey is dropped out from school and on the other side Eddie was going to University. Then, when they both go to work, Mickey loses his job and Eddie is the boss of a factory. The education level made them have such a big difference. Mickey is poor educated as he left school when he was 17. He was study in government school. Normally, there is nothing bad to study in government school. But compare to Eddie, Eddie was study in private school, he was well educated. He could use a dictionary at the age of seven while Mickey do not even know what a dictionary is. We knew that from the conversation between Mickey and Eddie. Eddie said, I shall look it up in a dictionary. from p. 33, Act 2, Scene 2. From the speech of the narrator at p. 56, Act 4, Scene 1, we know Mickey and Eddie are getting older as they are 18. This is the job of narrator to take us through time and speed things up. Eddies goes into a University straight after he left his college but at that time Mickey was already dropped out from the school and working in a factory. Then, Eddie got a job, which is the boss of the factory, straight after he finished his studying. By that time Eddie becomes really powerful and rich but the other one, Mickey, is just a worker in a factory! They are identical twins but we can see how education makes them go into a different life. Superstition is one of the influences. Mrs. Johnston is very superstitious as we can see from the several events from the book. On p. 18, Act 1, Scene 3, Mrs. Lyons put a pair of new shoes on the table then Mrs. Johnston saw it and tell her never do this. This is a superstition thinking that something had will happen to you, which you will never notice. This shows that Mrs. Johnston is superstitious. I believe that she believes in religion. And this makes Mickey kind of superstitious as well. He believes what blood brother is. On the other side, I dont think Mrs. Lyons has any religion at all. She does not respect Mrs. Johnston and always use the weakness of Mrs. Johnston, that she is superstitious, to coerce her into doing something. At first Eddie does not believe any superstition things but Mickey influences him. He admires Mickey and everything Mickey does. He likes Mickey and wants Mickey likes him as well. On p. 32, Act2 2, Scene 2, we know Eddie gives sweets to Mickey. This reflected he is eager to please. Eddie used to dont know much about colloquial until Mickey told him. He thought everything Mickey said was smashing. And he believes that what Mrs. Johnston told her on p. 35, Act 2, Scene 2, about bogeyman. This shows that he is nai ve and innocent. In conclusion, I can divide the influences on the lives of Mickey and Eddie in four main sections. The differences between Mickey and Eddie in the family, the social class they are, the education they have and the religion of the family. They are identical twins but they have got a very different life, I think it is because these things that I have mentioned before influenced them.

Unstructured Free Time for School Age Children

Unstructured Free Time for School Age Children How Important is Unstructured Free Time for School Age Children? It has been said that children do their best learning when they do not believe they are doing so. We most often see this trend with kindergarteners, of whom find themselves playing games to learn to count, and singing songs to learn their ABCs. While the classroom has been an efficient location for the learning of academics, the playgrounds have been spheres of critical social skill development. These periods of unstructured free time, also known as recess, are essential for the childs development. The skills they learn during these periods of constant personalized play and imagination provide benefits that extend far beyond sharing and friendship making. There isnt one single reason as to why recess has been eliminated from many schools by their local school boards; there are a combination of factors of which have catalysed this motion. The most influential being a concern for safety and adequate supervision during the childrens recess periods. Some parents and administrators have felt that letting kids roam free for even 20 minutes during the school day is a safety hazard for the child. They fear that the child could get lost, or injure themselves from the unstructured and guiding free environment. This is the reason why many schools have banned dangerous games and activities, which further constricts what the child can and cannot do. Additionally parents also express concerns for the number of staff, meaning teachers or aids, available to supervise their children. Every parent wants their child to be the center of attention, and many carry with them the fear of their child being forgotten or ignored if something were to happen. Mor e often than not the issue rises to a greater level in the schools which lack an excess of funding to be able to hire extra aids in order to fill the teacher to student ratio requirement; most frequently the urban schools which lack much of the property taxes that fund rural schools. Additionally the past few decades have seen a larger push for academic success within our schools. States have pushed for schools to educate children where it matters, forcing the children to sit still and be quiet (Adams, Caralee). We can link this trend to the No Child Left Behind Act of 2001. It was created with the aims to even the playing field for disadvantaged students, but it instead lead to many controversial reactions and effects. Schools were required to test the students annually, and were required to show progress and success both as a whole district and on the individual student level. Those who failed to meet the acts requirements were penalized; meaning the school could be shut down or t he leadership team within the school could be changed entirely. (Lee, Andrew) The constant pressure to succeed in the classroom lead many schools to restrict recess for the children, and increase the amount of classroom focused time. It is unfortunate to see that when recess is concerned, the hazards outweigh the countless advantages which can be brought unto the childs mind and body. On the forefront of a childs development we most often find their social and emotional skills at an immediate influence. School is a large jump for many students, and their periods of recess activity have been found to be even more influential than their time in their classrooms. Socially, the free time provided during recess can facilitate the cultivation of new relationships by the children with their classmates. These relationships lead to the development of valuable communication skills and coping mechanisms. Take for example a group of children trying to organize a kickball game. First they must decide between themselves which people will be the captains, hence the development of their negotiation skills. Then they must choose which children will be on each team; creating the foundation of their cooperation skills, and problem solving abilities. Taking turns between kickers and outfielders is a prime example of sharing, as well as perseverance when someone gets tagged out and se lf control when someone gets upset about a decision. It has been seen that these skills, which can be perfected over the duration of the childs schooling, last for years past their graduation into higher education levels as well as the outside world. Learning to cope with problems and communicate when an issue arises are two social skills which can be continuously put into action throughout ones lifetime. Recess is a period of time wherein a child is given the freedom to choose; and even when the child doesnt participate in large group games they are still able to develop emotionally and socially. They can hopscotch and hula hoop; forming smaller and closer friendships with their counterparts. They have the ability to watch the kickball game; all due to the fact that recess gives the child the ability to chose to be themselves freely unlike in a classroom where the teacher makes most of the decisions. (Murray, Robert et.al) It is not to say that social and emotional skill arent deve loped in the classroom; we see children learn to understand authority through the teacher as well as when and where play is appropriate. Instead it can be said that the skills learned through free play create the foundation upon all other skills can be based. Where some have argued that recess is a waste of crucial school time, others have been able to recognize the cognitive and academic benefits unstructured free time provides for children. Through their own imaginative actions and experiences, children construct their own individual understanding mechanisms. The periods of recess create what is referred to as optimal processing; meaning a period of unstructured interruption after structured cognitive work. In order to effectively learn, the children need recess to subconsciously process all that has gone into their brains during the preceding classroom time. While they freely play, the childs brain files all of their newly acquired knowledge into new files and sections of their brain for future use. It has also been observed that recess serves as a means for children to become more attentive. When they burn off excess energy and are able to let their imaginations run free, returning into their classroom settings allows them to produce more attentive and productive work (Murray, Robert et.al). Not only is their work more productive, but their brains are then rewired to be better. The complex environment on the playground leads to the complex rewiring of the childs prefrontal cortex. This is alternately known as the executive control center; where emotional, planning, and problem solving skills develop. Complex situations become easier to navigate for the child, as circuits construct themselves through the free play recess allows them to have. If recess is used in the manner by which it was designated, then we could see new generations better prepared for life, love, and higher education (Hamilton, Jon). Children must learn to be children, and all else can fall behind this simple fact. Just as it is essential for a child to go to school, it is also vital for them to learn how to use their imaginations. We can not as a society force children into all work and no play environments; it would be hypocritical seeing as our previous generations have always had recess and some had even had it twice a school day (Adams, Caralee). As it has been said, all work and no play makes Jack a dull boy. Recess provides the essential periods of play for the childs development into a creative and productive adult. We must remember as a society that we are raising our future generations, not crafting mindless robots always focused on work. Our ancestors didnt create new inventions with rigid minds. They were innovative and creative to forge a new path forward for their futures, and our today. Thus, it is imperative that instead of following societys trend of fear and worry, we weight recesss benefits mor e heavily. It isnt about play; but about childhood and the betterment of our futures. Works Cited Adams, Caralee. Recess Makes Kids Smarter. Instructor 120.5 (2011): 55-59. ERIC. Web. 23  Dec. 2016. Hamilton, Jon. Scientists Say Childs Play Helps Build A Better Brain. NPR. NPR, 6 Aug.  2014. Web. 22 Dec. 2016. . Lee, Andrew M.I. No Child Left Behind (NCLB): What You Need to Know. Understood.org.  Understood, n.d. Web. 02 Jan. 2017. Murray, Robert, MD, and Catherine Ramstetter Catherine Ramstetter, PhD, et al. The Crucial  Role of Recess in School. The Crucial Role of Recess in School | From the American Academy of Pediatrics | Pediatrics. American Academy of Pediatrics, Jan. 2013. Web. 22 Dec. 2016.

Cindy Sherman Essay -- essays research papers

Artist: Cindy Sherman Born: 1954 Glen Ridge, NJ and raised in suburban Long Island School: Earned a BA Degree in 1976, Buffalo State University of N.Y., where she initially   Ã‚  Ã‚  Ã‚  Ã‚   studied painting. She failed the requisite introductory photography course because   Ã‚  Ã‚  Ã‚  Ã‚   of her difficulties with the technological aspects of making a print. She credits her next   Ã‚  Ã‚  Ã‚  Ã‚   photography teacher with introducing her to conceptual art, which she says had a   Ã‚  Ã‚  Ã‚  Ã‚   liberating effect on her.   Ã‚  Ã‚  Ã‚  Ã‚   Graduated in 1977 and moved to N.Y. Exhibit: First survey exhibition of her work, the Stedelijk Museum, Amsterdam 1982   Ã‚  Ã‚  Ã‚  Ã‚   followed by a retrospective at the Whitney Museum of American Art, N.Y. 1987   Ã‚  Ã‚  Ã‚  Ã‚   The complete series (Film Stills) was first exhibited at the Hirshhorn Museum in   Ã‚  Ã‚  Ã‚  Ã‚   Washington D.C., 1995   Ã‚  Ã‚  Ã‚  Ã‚   Lives and works in N.Y. Film Stills: Series of black and white photographs created from 1977 to 1980, series of 69,   Ã‚  Ã‚  Ã‚  Ã‚   includes 7 color works ranging in date from 1980 to 1992   Ã‚  Ã‚  Ã‚  Ã‚   Many taken in Sherman's apartment, she plays every role herself, although they are   Ã‚  Ã‚  Ã‚  Ã‚   not self-portraits. She does not reveal herself, but shows the many masks of   Ã‚  Ã‚  Ã‚  Ã‚   f...

Is Democracy good for women? Essay

Democracy without women is no democracy! (Declaration †¦ of Independent Women’s Democratic Initiative 1991:127) Women have tried to change the contours of a male-defined concept of democracy and assert the struggles for democracy which have been present within women’s movements as integral to a democratic body politic. (Rowbotham 1986: 106-107) Democracy is not something which, as a matter of ill-fated fact, has failed to deliver on its promises to women. It exemplifies ideals which guarantee that it will never deliver unless it gets on upon wide critical examination of its own philosophical assumptions. In brief, the charge made against democracy is that, for women, it was never more than an article of faith, and while two hundred years of democratization have failed (and are still failing) to bring equality for women, even faith is giving out. The uncharitable might interpret these remarks as nothing more than proof of feminist paranoia and of women’s general incapability to distinguish when they are well off. It is therefore significant to stress that the charge is not simply that democratic states are, as a matter of fact, ones in which women are deprived (though they are), but rather that democratic theory is, as a matter of principle, devoted to ideals which guarantee that that will remain so. As a faith, democracy was always a false faith, and its prophets (including nearly all the main political philosophers of the past two hundred years) are now exposed as false prophets. These are staid, depressing, and even dangerous charges. The more so if we have no preferred substitute to democracy, and no revised interpretation of its central ideals. The tasks for modern feminism are therefore twofold: first, to justify the claim that traditional democratic theory leads to undemocratic practice; secondly, to recognize the ways in which that theory might be reinterpreted so as to come closer to democratic ideals. The previous is feminism’s critique of the faith; the latter is feminism’s revision of the faith. Feminist theory and practice occupies a revealing position in debates concerning the relationship between social movements and democracy. As both a social movement and an academic body of thinking. It also offers a distinguishing, if marginalized, theoretical contribution. Though feminists are not the only movement contributors to have been both objects of and subjects in academic debates, they are debatably unique in emphasizing issues of democratic barring and inclusion. This emphasis stems from the chronological experience of women’s marginalization in the polity, their subordination within fundamental movements, and the complexities that feminists have faced in their attempt to create an independent, comprehensive movement of women. From these experiences, two discrete trails of analysis have emerged. The first, feminist democratic theory focuses on the integration of women in the polity. The second, emerging from debates concerning feminist organizing, centers on the democratization of relationships within the movement itself. Both are entrenched in a critique of the masculinity limits of liberal, republican, and leftist democratic theory and practices and are entrusting to constructing liberal, inclusive, and participatory alternatives. Since Mary Wollstonecraft, generations of women and some men wove painstaking arguments to demonstrate that excluding women from modern public and political life contradicts the liberal democratic promise of universal emancipation and equality. They identified the liberation of women with expanding civil and political rights to include women on the same terms as men, and with the entrance of women into the public life dominated by men on an equal basis with them. After two centuries of faith that the ideal of equality and fraternity included women have still not brought emancipation for women, contemporary feminists have begun to question the faith itself. (Young 1987: 93) Women’s marginalization within liberal democratic institutions was simply obvious at the end of the nineteenth century and the start of the twentieth. The vote was regularly extended, at least supposedly, to all adult men decades before it was to women. Full female suffrage was not won in Great Britain, for instance, until 1928. In France it was not granted until after the Second World War and in Switzerland not until the seventies. Early feminists felt that the elimination of women from the vote and other rights and privileges liberals accorded to â€Å"mankind† was conflicting and ignorant, a hangover of pre-Enlightenment prejudice and tradition that needed only to be brought to public attention to be remedied. However, it â€Å"turned out to be the merest tip of the iceberg: a daunting hint at deeper structures that stay women politically unequal† (Phillips 1993: 103). This is not to say that women do not use their vote as often or as autonomously as men. This has been the conclusion of some non-feminist studies of female voting behavior, which have argued that women are apolitical and ready to delegate decision making to the male head of family. Consequent feminist studies have concluded that gender disparities in voting behavior are extremely context specific, stratified by social and geographic location, and expected to diminish as women gain access to education and formal employment (Randall 1987: 50-53; Conway et al. 1997: 77-80; Baxter and Lansing 1983: 17-39). though, once we move beyond the vote, the participation of women of all backgrounds in those institutions inner to the functioning of liberal democracies, from parties to lobbying groups, remains considerably less than that of comparable men, though the proportion still varies eventually and space (Randall 1987: 53-58; Conway et al. 1997: 80-128). At the utmost levels of government, the numbers of women shrink radically, with little difference between democratic and non-democratic regimes. A sweeping experiential survey of both reveals: A bleak picture of women’s contribution as national leaders, cabinet ministers, members of national legislatures and sittings in the high civil service. At the end of 1990, only 6 of the 159 countries represented in the United Nations had women as chief executives. In almost 100 countries men held all the senior and deputy ministerial positions in 1987-89. Worldwide, only 10 percent of national lawmaking seats were held by women in 1987. (Chowdhury et al. 1994:15) There are disparities in the degree of women’s participation, even at this level. Most notably, Nordic countries have long outpaced other liberal democracies in the percentage of women in their legislatures as of facilitating welfare reforms, an democratic culture, and the overture of political quotas. For instance, women made up 37. 5 percent of the legislature in Norway in 1994 (Nelson and Chowdhury 1994: 775) and 47. 4 percent of the cabinet in 1991 (Bowker-Sauer 1991: 277). Jane Jaquette has argued that there were obvious increases in indicators of women’s demonstration in many regions during the 1990s. Yet the figures she cites underline the devastating reality of continuing female marginalization: â€Å"In the United States, women now make up 11. 2 per cent of Congress†; more than double the figure of 1987, certainly, but the fact remains that men still constitute 88. 8 percent (1997: 26-27). To take another example, women gained around 20 percent of the seats in the British Parliament in the 1997 elections. This was a vivid rise, but one leaving around 80 percent of representatives male. What is more, these advances remain brittle. In the British case, they were the consequence of the victorious Labour Party having ensured that a percentage of its candidate shortlists were composed of women, a move that consequently was ruled illegal. Finally, any advances have been compensated by the sharp drop in female levels of contribution during the East Central European transitions to liberal democracy. The significant point to recognize is that Nordic uniqueness and recent incremental advances in some countries do not basically alter the stark and relatively static discrepancy between male and female levels of contribution in liberal democratic institutions wide-reaching. Women have also not been incorporated as equals into substitute visions of democracy. The previously Marxist-Leninist regimes in East Central Europe made an overt effort to establish a considerable women’s presence within their policy-making institutions, attaining an average proportion of between 25 and 35 percent. Though, this was again much lower than women’s presence in the general population and it was attainned through quotas. Though they are not essentially undemocratic in themselves, quotas meshed with male-dominated, authoritarian rule to inflict a female presence lacking in legitimacy, autonomy, and real power. Additionally, efforts to democratize relations of production continued circumscribed by the top-down imposition of decisions by the party and by ongoing gender hierarchies within the party, workplace, and home. Women were integrated in large numbers into the workers but in lower paid, lower status work. They remained burdened with domestic responsibilities, and their capability for autonomy at work and in the home was thus not efficiently increased (Jaquette 1997: 27; Janova and Sineau 1992: 119-123). Anti-colonial radical movements that arose elsewhere throughout the twentieth century, from Vietnam to Nicaragua, were apparently more popular-democratic in nature and often succeeded in mobilizing large numbers of women in a wide diversity of roles. Though, they have also shown a propensity to relapse to more traditional divisions of labor on attaining state power, excluding women from positions of authority. The record is not much better for fundamental movements that are not primarily tilting toward gaining state power. The New Left, for instance, mobilized many women and was distinguished by an egalitarian, participatory democratic ethic, but it generated mainly male spokespeople and privileged masculinist modes of behavior. It also failed to challenge the sexual objectification of women and channeled them into community-oriented activism and supportive, administrative tasks (Evans 1979: 108-155, 177-179). Similar stories of women’s subordination and the trivialization of their concerns have emerged from more recent fundamental nonstatist movements’ organizations, from the Israeli peace group â€Å"The 21st Year† (Rapoport and Sasson-Levy 1997: 8) to the ecological activists â€Å"Earth First! † (Sturgeon 1997: 49-57). A major approaching of early second-wave feminist thought was the classification of gender itself as a site and source of hierarchical power, functioning to benefit masculine traits, roles, and values over feminine comparables. This brought with it an prominence on the pervasiveness of power and a focus on its operations at the micro level of daily interactions, or what Nira Yuval-Davis calls â€Å"primary social relations† (1997a: 13). This contrasted with the focus of most modernist approaches on power in â€Å"more distant secondary social relations† (Yuval-Davis 1997a: 13), namely the state and/or economy. Early second-wave feminists explicated the causes and operations of gendered power under the rubric of patriarchy. The factual meaning of patriarchy as rule of the father, â€Å"the principle of the authority of senior males over juniors, male as well as female† (Uberoi 1995: 196), was stretched in very diverse directions. It was conceptualized by â€Å"radical† feminists as the primary and most essential form of power, exercised by all men over all women all through the world and originating in either male biological capacities and psychological disaffection or women’s susceptibility to physical attack and pregnancy. Patriarchy in this sense was understood to be retained through male aggression, the philosophy of heterosexuality, and the institutionalization of both in marriage and the family. on the contrary, feminists working within Marxist and socialist theoretical traditions concerted on the operations of patriarchy in capitalist modernity. Some argued that capitalism was essentially patriarchal, with varying stress given to the gendered division of labor, the reproductive role of women, or the purpose of the household within the economy. Others insisted that patriarchy and capitalism were distinct if inter-related systems of power, though they disagreed on the specific nature of that interrelationship. All established that neither patriarchy nor capitalism must be systematically or politically privileged, both being equally major forms of power. In addition, socialist feminists agreed that patriarchy was a property of structures that located both women and men in patterned roles within society. Most socialist and radical feminists held to the view that it was both potential and essential to abolish patriarchal and capitalist power relations and thus form a power-free world. A third strand in second-wave feminist thinking concerning gender and power drawing a division between power over as authority and control and power to as creative capacity, exercised in involvement with others rather than at their expense. The latter form of power also featured as an significant strand in republican thinking. Feminists have argued that it reflects especially feminine, relational modes of being and acting, of the kind typically exercised in close realms of life and in local communities. Such arguments have usually not been intended as a refusal of theories of patriarchal power over but do adapt them by insisting that women’s experiences are not completely negative and that their capacity for agency must be recognized alongside the constraints imposed upon it. This entails that patriarchal power has not completely prevented women from making an involvement to democracy although it has ensured that their involvement has not been fully valued. Second-wave feminist criticisms of the limited extent of most formulations of democracy focus predominantly on the dissimilarity between public and private life. Many feminists have accepted the force of Marx’s analysis of the liberal divide between public life and the private world of civil society. though, they have added that both liberalism and Marxism, and other approaches to democracy, rely on and reify a diverse public/private peculiarity, that between the domestic realm and the rest of social life (Pateman 1989: 118-140). The gendered nature of the domestic globe was openly recognized and defended in early moderate and republican work, and criticized in some Marxist and anarchist tracts, but it has since been included within the nebulous mass of civil society. Women’s continued involvement with the domestic, and the positioning of the domestic as especially private and outside of the public, has served to accept the relations of inequality between the genders that structure all dominions of life and to ensure that most women remain politically indiscernible. Whereas some second-wave feminists have formed historical and transcultural theories of this trend, others have stressed that it’s precise formulation and the consequences for women have diverse over time and place. Carole Pateman’s significant analysis of the recasting of this relationship in modernity (1989) describes a evolution from a monumental public patriarchal order, in which paternal control of the household was subordinated to a masculine hierarchy descending downwards from God and the King, to a system of private patriarchy whereby male heads of households were reconstituted as free and equal agents in the public globe through the continuation of hierarchical gender relations in the home. This meant that the state and the allegedly private civil sphere were constructed as fraternal associations of especially masculine equals. This argument is resistant by feminist critiques of the masculinist and Eurocentric character of public modes of behavior and language, such as balanced speech and impartial judgment. Feminists have argued that the supremacy of these modes is predicated on the relegation to the private sphere of bodily, affective, and illogical ways of being and those people, including women, who are considered to mark those (Young 1987). Perhaps most feminist investigations of the public/private divide in modernity, mainly those influenced by Marxism, have focused on the gendered division of labor under capitalism: the methodical allocation of accountability for â€Å"public,† paid work to men and â€Å"private,† unpaid labor to women. This is not an argument that women have been completely absent from the public economy. Total imprisonment to the home must be understood as a bourgeois ambition rather than a reality for most women. It was legitimately rejected in apparently socialist regimes and is increasingly being redundant by women of all classes in most locations. Though, women still take on the irresistible responsibility for family and domestic chores and this, joint with associated ideologies of domesticity, romance, and sexuality, channels them into marginalized, subordinated, and frequently sexualized roles in the formal economy. Precisely where the causal means in this process has been situated by feminists has depended on their precise analysis of the way patriarchy works and its relationship with capitalism. There has, conversely, been general agreement on the effects. In the West, women are intense in public welfare provision and service sectors, clerical and non-unionized manufacturing occupations, and part-time and lower paid rungs of the workforce. Women in emergent economies carry out the bulk of textile and electronics production, typically in non-unionized conditions that are often appalling. Those on the fringes of the world economy eke out a living from marginal agriculture, the informal economy, and sexual and domestic work. The dual burden of insecure and low-paid work in the formal economy and domestic chores in the private sphere operates as what feminist political scientists call a â€Å"situational constraint,† restrictive the participation of women, particularly those from certain classes, races, and locations, in public, political activities (Randall 1987: 127-129). All the above arguments focus on the gendered segregations arising from the restraints of politics to the public sphere. Feminist analysis also entails that the gendered hierarchies of the private sphere require to be recognized as political. This was the interpretation behind one of the most renowned second-wave slogans, â€Å"the personal is political. † The slogan insisted that in fact personal issues typically faced by isolated individuals behind closed doors such as whether to have sex, whether to have children, or how to systematize caring roles and responsibilities were analytically shaped by structures and relations of power that disadvantaged women relative to men. These power relations also limited women’s entree to partaking in those areas of life more characteristically understood as political and they requisite collective contestation (Randall 1987: 12-13). Effectively, this necessitated a refusal of restricted notions of politics as a characteristic activity separated out from social life, or as limited to a explicit realm or social struggle. Politics was extended to encompass the maintenance or contestation of coercive power relations wherever they were marked. This is a fundamentally agonistic formulation of politics as essentially confliction. It brought with it a liberal notion of democratic politics as the contestation of coercive power relations, and the disparities and marginalization they produce, in even the most intimate areas of life. It could be argued that this too is an agonistic formulation, one that anticipates the postmodern reconfiguration of democracy as a continuing process of conflict and contestation rather than an attainable end state. However, there is another element to the expansive feminist formulation of democracy, and that is the ambition to construct more cooperative, inclusive, and participatory relationships between individual women and the community. Certainly, second-wave feminists have had greatly different visions of possible â€Å"utopias† to which they desired and they have advocated very diverse routes to get there. Moreover, their arguments have hardly ever been articulated using the language of democracy per se. But the general point remains that much of untimely second-wave feminism sought to ease the self-determination and creative flowering of individual women and the development of more democratic and authentically consensual relationships between women and/or between women and men. This reverberates strongly with revolutionary arguments about democracy. One cause for the second-wave emphasis on participatory modes of democracy was a distress with women’s political agency and its chronological erasure. â€Å"Male stream† approaches to democracy were condemned for universalizing masculinist ideas concerning who can act in democracy and how they do and must act, in ways that function to eliminate women or marginalize their activities. One center of criticism was the liberal notion of the political subject as an asocial individual affianced in the rational pursuit of pregiven ends. Drawing on histories of the social and cultural collision of gender roles, psychoanalytic theories of gender establishment, and the experience of giving birth and living in families, feminists have argued that women hardly ever have the opportunity or the desire to live as entirely separate and discrete persons to the degree presumed by liberal ontology. Men can do so simply if they distance themselves from feminine traits and roles, relying on women to assume the major accountability for domestic labor and emotional interrelationships in the domestic spheres. The more social conceptualization of citizenship put onward by republicans, whereby individual autonomy is achieved through public consideration, has been seen as little better as it shares with liberalism the insistence that all corporal differences and particularist emotional attachments should be transcended in the public sphere. In early liberal and republican formulations, the gendered allegations of this move were made explicit. The bodily disparities of women from men and their involvement with sexuality, childbirth, and childrearing earned them a subsidiary service role in the private (Jones 1990: 790-792). Also, second-wave feminists have noted that the chronological connection between nationality and military service, predominantly evident in republican formulations, has resistant women’s internment to the private by positioning them as vulnerable and in require of protection. The fact that women finally won formal inclusion as citizens (and, somewhat, as soldiers) has not, many feminists have argued, altered the fundamental masculinist model. Women’s participation is probable to remain partial and driven with disagreements. This is supported by the findings of feminist political scientists with consider to the situational constraints faced by women with childcare responsibilities and the socialization of young girls into domestic roles and inert traits, both of which bound women’s capacity to become political actors as conservatively understood (Randall 1987: 123-126). A final area of second-wave feminist criticism has drawn consideration to the limits of strategies for change in â€Å"male stream† democratic frameworks. This is not to contradict that many feminists have established conventional strategies. Reformism has been and remains advocated by those working within laissez-faire and social democratic frameworks, who insist that women have to grab the opportunity to lobby for incremental change by exercising their vote and organizing cooperatively as an interest group to put more direct pressure on states, parties, and legislatures. The state is seen here as an unbiased arbiter of contradictory interests those women have an equal chance to shape to their purposes if they muster collectively. Their capability to do so, welfare liberal and social democratic feminists add, can be eased through economic redistribution. Such an approach has long been condemned by other feminists for its lack of radicalism, its search for compromise, and its emphasis on the activities of comparatively educated and economically privileged women. A conservatively Marxist model of revolutionary change through seizure of the state has often been pursued by more left wing feminists, often from within existing leftist organizations. The argument here is that gendered relations of power will collapse with capitalism and the liberal state, and a state proscribed in the interests of the working classes will facilitate a more substantive democracy for both women and men to expand. This view has been condemned by those who snub to subordinate feminist demands to anti-capitalist struggle. As the experience of so-called socialist states established, such subordination is probable to continue after the revolution. Gendered inequalities, though they may be considerably reconfigured, are unlikely to be determinedly overturned. Reference: †¢ Baxter, Sandra, and Marjorie Lansing. 1983. Women and Politics: The Visible Majority. Rev. ed. Ann Arbor: University of Michigan Press. †¢ Bowker-Sauer. 1991. Who’s Who of Women in World Politics. London: Bowker? Sauer. †¢ Chowdhury, Najma, and Barbara J. Nelson, with Kathryn A. Carver, Nancy J. Johnson, and Paula L. O’Loughlin. 1994. â€Å"Redefining Politics: Patterns of Women’s Political Engagement from a Global Perspective. † In Barbara J. Nelson and Najma Chowdhury, eds. Women and Politics Worldwide. New Haven and London: Yale University Press. †¢ Conway, M. Margaret, Gertrude A Steuernagel, and David W. Ahern. 1997. Women and Political Participation: Cultural Change in the Political Arena. Washington, DC: Congressional Quarterly Press. †¢ Declaration from the Founder Members’ Meeting of the Independent Women’s Democratic Initiative. 1991. â€Å"Democracy Without Women Is No Democracy! † Feminist Review 39: 127-132. †¢ Evans, Sara. 1979. Personal Politics: The Roots of Women’s Liberation in the Civil Rights Movement and the New Left. New York: Vintage Books. †¢ Janova, Mira, and Mariette Sineau. 1992. â€Å"Women’s Participation in Political Power in Europe: An Essay in East-West Comparison. † Women’s Studies International Forum 11/1: 115-128. †¢ Jaquette, Jane S. 1997. â€Å"Women in Power: From Tokenism to Critical Mass. † Foreign Policy 108: 23-37. †¢ Nelson, Barbara J. , and Najma Chowdhury, eds. 1994. Women and Politics Worldwide. New Haven and London: Yale University Press. †¢ Pateman, Carole. 1989. The Disorder of Woman: Democracy, Feminism and Political Theory. Cambridge: Polity Press. †¢ Phillips, Anne. 1993. Democracy and Difference. Cambridge: Polity Press. †¢ Randall, Vicky. 1987. Women and Politics: An International Perspective. 2d ed. Basingstoke, UK: Macmillan. †¢ Rapoport, Tamar, and Orna Sasson-Levy. 1997. â€Å"Men’s Knowledge, Women’s Body: A Story of Two Protest Movements. † Paper presented at the First Regional Conference on Social Movements, 8-10 September, Tel Aviv, Israel. †¢ Rowbotham, Sheila. 1986. â€Å"Feminism and Democracy. † In David Held and Christopher Pollit, eds. New Forms of Democracy. London: SAGE in association with the Open University. †¢ Sturgeon, Noel. 1997. Ecofeminist Natures: Race, Gender, Feminist Theory and Political Action. London: Routledge. †¢ Uberoi, Patricia. 1995. â€Å"Problems with Patriarchy: Conceptual Issues in Anthropology and Feminism. † Sociological Bulletin 44/2: 195-221. †¢ Young, 1987. â€Å"Impartiality and the Civic Public: Some Implications of Feminist Critiques of Moral and Political Theory. † In Seyla Benhabib and Drucilla Cornell, eds. Feminism as Critique: Essays on the Politics of Gender in Late-Capitalist Societies. Cambridge: Polity Press. †¢ Yuval-Davis, Nira. 1997a. â€Å"Women, Citizenship and Difference. † Feminist Review 57: 4-27.