Question answer Assignment Example | Topics and Well Written Essays - 500 words - 1

Question answer - Assignment Example mains, and for instance a mathematician can prove the conjecture that bundles of order two are commutative, from the axioms of the group theory, hence an accountant might develop axioms that define how the company grows and functions. These axioms eventually prove that employees health decrease with age. This example and several other tasks can be done by the ATP system, provided there is a suitable formulation of the problem in these three ways; conjecture, axioms and hypotheses. David Wheeler, born in 1927, is widely acknowledged as a significant pioneer in computing having invented the relational database model. According to Hey & PaÃŒ pay 2014, David Wheeler is a British computing pioneer, who made a significant contribution in the construction and programming of the EDSAC computer.   The relational model designed for database management is a model that is founded on the initial order predicate logic, and it is originally developed and presented by David Wheeler. In this model for the database, every data is displayed in the form of tuples, bundled into relations. A database developed in the form of the relational model is the relational database, and the purpose of the relational model is contrived to offer a declarative system for specifying the data and questions. In retrospect, the users directly declare what information the database has and the information they need from the database management system. Subsequently, the software takes care of defi ning the data structures of storing the information and retrieval system for answering the questions. Currently, a number of relational database use the SQL data description and question language, and these systems employ the engineering approximation that is the relational model. Henderson 2009, asserts that Ole-Johan Dahl and Kristen Nyagarard are pioneers in computing and are widely acknowledged for the ideas in object oriented programming through their development of the programming languages Simula 1 and

Journal Article Analysis Essay Example for Free

Journal Article Analysis Essay Current views of the world, desires, dreams, goals, and the demands placed upon society are constantly transformed by present epistemological beliefs. Schommer-Aikens and Hutter (2002) investigated the relationship between an individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter, 2002). Using a study group of 174 adults ranging in age from 17 to 71, Schommer-Aikens and Hutter (2002) posed questions assessing beliefs of knowledge and the speed control of learning. Feldman addressed how assumptions become scientific knowledge by stating â€Å"Sometimes we know things by reasoning or inference. When we know some facts and see that those facts support some further fact, we can come to know that further fact. Scientific knowledge, for example, seems to arise from inferences from observational data† (Feldman, 2003, p. 3). Understanding how assumptions move into scientific knowledge it becomes apparent how these assumptions are qualified in research. The authors used regression analysis to quantify the assumptions of the participants as they relate to knowledge, learning, multiple perspectives, and ultimately the development of epistemological beliefs. This analysis will further identify philosophical assumptions underlying the research; explain the practical significance of these assumptions and their effect on its applicability to other authors and post-positive thinkers. Philosophical Assumptions Underlying the Research Feldman (2003) stated that epistemology, the theory of knowledge is a philosophy that looks into the questions about knowledge and rational. Epistemologist`s tend to focus or concentrate on questions of principal aspects involving knowledge and how those beliefs regulate coherent belief. Those within the field are less concerned about the validity of knowledge or  coherent belief, be it correct or incorrect but focus more on causes (Feldman, 2003, p. 1). To that extent Schommer-Aikens and Hutter (2002) conducted a survey of 174 participants, including 120 women and 54 men. The ages of the participants ranged from 17 to 71 years of age and included various personal and educational backgrounds. Through the Schommer epistemological questioner participants, including chemical engineers, clerks, homemakers, factory workers, pharmacists, and teachers of both genders. These participants were asked a number of questions that incorporated religious, educational, societal and personal belief s. Questions were ranked in a likert- type scale ranging from strongly disagrees to strongly agree (Schommer-Aiker, Hutter, 2002). Philosophical Assumptions Schommer-Aikens and Hutter state â€Å"The results coming from epistemological research suggest that individual`s beliefs about the nature of knowledge and learning are linked to their comprehension, metacomprehension, interpretation of information and persistence in working on difficult academic tasks† (Schommer-Aikens, Hutter, 2002, p. 6). The authors contend that individuals who believe knowledge is isolated into segmented bits and not taken as a sum total perform more poorly in the compression of mathematical, physiological, and medical textbooks (Schommer-Aikens, Hutter, 2002). This statement confirms that knowledge or epistemological commitments are a collection of data and understanding and not segmented or isolated bits of information. The assumption is those who tend to segregate knowledge and who do not attain a higher degree of education have difficulty in their own epistemological commitments. This is further evident in the writings of Quine and Kuhn as these authors beleive science is a continuation of common-sense (Delanty Strydom, 2003, p. 22). According to these authors common, everyday decisions made by the common man and woman play a significant role in the creation of science. Whereas the purpose of the epistemological study was to extend epistemological beliefs to an individual’s everyday life, it was also designed to reflect on academic studies. This particular article using the Schommer epistemological belief survey makes several assumptions. Those assumptions state those with a higher level of education are more likely to take on multiple perspectives,  withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). The inference is those who take knowledge as a collection of data, not as segmented bits along with the attaining of a higher level of education were equipped for complex or critical thinking. This enabled each to understand the complexity of life, make crucial decisions, understand varying viewpoints and able to adapt as understanding grew. These assumptions have a practical significance and affect research. The Practical Significance of Assumptions and Their Effect on Research Inferences and practical assumptions are drawn during the research of this article, and one could argue some of the assumptions made were drawn before the research study ever began. Through personal epistemological beliefs society has long held the conviction those who attain a higher level of education are able to deal with the complexities of life. The practical significance of assumptions and their effect on the research conducted are visible in the work of Johnson and Duberley as they state â€Å"both within and outside of our organizations our behavior is internally motivated, and internally justified, by what we believe about â€Å"the World† (Johnson Duberley, 2000, p. 2). Often in preparing for such a survey the focus group of participants used along with the questions themselves distort the data and thus the results to achieve a desired result. While in this case the participants have diverse backgrounds and have achieved differing degrees of education, making such assertions could distort data. Assumptions and Research Methodology Kuhn preferred historical science and by building upon prior knowledge Kuhn (2012) believes this research and evidence was already available enabling that data to be tested using deferring mechanisms to either prove or disprove a current or prior theory. While not opposed to the empirical testing, it was his belief that details must be obtained for research. It is through this historical science and data that assumptions within society and within science about our understanding of epistemological belief have come into existence. Popper states the empirical method makes good use of a  criticized approach to the method (Delanty Strydom, 2003). The empirical method tests each system ensuring the best system moves forward after all methods have been tried, tested, and proved. Schommer-Aikens and Hutter (2000) used questions, including â€Å"You never know what a book means unless you know the intent of the author† and â€Å"Its a waste of time to work on problems which have no possibility of coming out with clear-cut and unambiguous answers† (Schommer-Aikens, Hutter, 2000). These answers along with others were used as a measurement in epistemological belief comparing their answers and their level of education to gauge how those answers compared with historical norms (Schommer-Aikens, Hutter, 2000). This data was then taken and a regression model developed to extract the stated research and ultimately assumptions made. Schommer-Aikens and Hutter (2000) in turn came to the same assumptions and epistemological commitments already held within social and physical science to date. The research quantified and validated the assumptions held by historical science that one’s epistemological beliefs are shaped and re-shaped by the ability to link through learning, multiple perspectives, and ultimately the development of epistemological beliefs. The ability for humans to use successfully address complex issues, attain paradigm shifts in their understanding of the world and develop are inevitably linked with thought processes and knowledge gained through high er education. Conclusion A person’s thoughts, feelings, emotion, and beliefs often shape ones decision-making process. Other components, including perception, memory, introspection, and reasoning also assist in the formation of opinions, shape our knowledge, and transform an individual’s viewpoint (Feldman, 2003, p. 3). Perception is how one sees the world around them, the sights, sounds, smells, and other senses creates an understanding of the external environment creating a mental image and often places an attachment to it. Through their research Schommer-Aikens and Hutter (2002) investigated the relationship between and individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter,2002). Using the regression model the authors quantified the beliefs and assumptions the conclusion of which is a culmination of historical science supported by this recent research. While  post-positive thinking like Kuhn, Quine, and Popper may differ in view about the empirical method, testing, and paradigm shifts as theories change over time the core belief of epistemological commitment remain comparable. A sentence sums up this article and the accompanying research as it pertains to epistemological belief. Those with a higher level of education are more likely to take on multiple perspectives, withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). References Delanty, G. Strydom, P. (Eds). (2003). Philosophies of Social Science: The Classic and Contemporary readings. Philadelphia, Pa: Mcgraw-Hill. https://ecampus.phoenix.edu/content/eBookLibrary2/content Feldman, R. (2003). Epistemology. Prentice Hall. The University of Phoenix. https://ecampus.phoenix.edu/content/eBookLibrary2/content. Kuhn, T. (2012). The Structure of Scientific Revolutions. Chicago, Il. University of Chicago Press .https://ecampus.phoenix.edu/content/eBookLibrary2/content. Schommer-Aikins, M., Hutter, R. (2002). Epistemological Beliefs and Thinking About Everyday Controversial Issues. Journal Of Psychology, 136(1), 5.https://ecampus.phoenix.edu/content/eBookLibrary2/content. Johnson, P. Duberley, J. (2000). Understanding Management Research: An Introduction to Epistemology. Thousand Oaks CA. Sage Publishing. Prentice Hall. https://ecampus.phoenix.edu/content/eBookLibrary2/content.

Theories for Causes of Aggressive Behaviour

Theories for Causes of Aggressive Behaviour Compare and contrast social and biological accounts of the causes of aggressive behaviour. Aggression is defined as: (a) ‘a quality of anger and determination that makes you ready to attack other people’; (b) ‘violent and attacking behaviour’ (Collins, 2003). Whereas love, friendship and affiliation are positive, adaptive and constructive social influences, aggression is associated with violence, antisocial behaviour and destruction. Examples of aggressive behaviour range from arguments, to road rage, terrorism and war. Aggression then is physical or verbal behaviour that is intended to harm another person. This work examines aggressive behaviour in terms of biological and social-learning processes providing theoretical and research evidence. Ethologists like Konrad Lorenz (2002) have identified several human behaviours, including aggression, that allow animals to gather and keep the fundamental resources for survival, mating, reproducing and caring for children. Discovering, taking and holding a territory provides the background on which the life cycle occurs. Many animals engage in territorial signalling to defend their territory mostly for mating and feeding purposes. Territorial signalling is adaptive because it prevents potentially destructive aggressive behaviours. The majority of animal aggression is due to mating, therefore, natural selection predisposes animals towards aggressive behaviour. Male and female animals compete for mates and patterns of sexual behaviour help us understand various form of aggressive behaviour. Nevertheless, psychologists disagree about which of these biological inferences of other animals are relevant to humans. Evolutionary psychologists claim that they do apply to humans and postulate that territorial behaviour exists both in humans and in animals for the same reasons (Barkow, Cosmides Tooby, 1992). Most adults attempt to restrict their mate’s sexual activities, using territorial signalling and emotional displays. For example, jealousy and aggression during courtship and mating are seen in arguments (territorial signalling) and physical fighting (when signalling fails). This is obvious in that men in many cultures and subcultures continue to think of their wives as property – part of the territory they defend. Furthermore, comparison studies of identical twins that were brought up together and apart reveal a genetic effect on aggression. Twin studies (Miles Carey, 1997; Rowe, Almeida Jacobson, 1999) and the existence of gender differences (Buss Perry, 1992; Loeber Hay, 1997) support the idea that genes predispose a person towards being aggressive. The presence of the male hormone testosterone is also related to aggression. Laboratory experiments with mice and monkeys have shown that castration both lowers the levels of testosterone and aggressive behaviour. Contrary, the administration of testosterone to castrated animals and normal animals increase aggressive behaviour. Moreover, males who have been imprisoned for violent crimes and who are more violent than others while imprisoned, have higher testosterone levels than less violent prisoners (Dabbs, Carr, Frady Riad, 1995). In order to be able to decide effectively whether children learn aggressive behaviour, the theories of aggression which claim that it is an innate capacity will be considered. The view that aggression is innate comes from the fact that few parents actually teach their children to be aggressive. However, Bandura’s (1971) early work indicated that children who have seen another person behaving aggressively will be increasingly likely to demonstrate aggressive behaviour. Later he proposed that aggression is actually something we learn to demonstrate because it seems to be useful to us. The likelihood of children imitating the behaviour will increase if they see the person being rewarded (reinforced) for their aggression by getting what they want. For example, a child who has become a very aggressive bully at school because he has learned that he will get what he wants. Where has he learned to be aggressive? Bandura (1971) argues that children learn by seeing others behaving aggre ssively during their childhood, or adolescence, through their own experience of being bullied or through observation of the media. Knowing that we learn by observation is relevant to what we see on television. A number of studies have been conducted to discover whether television and cinema violence really does result in violent behaviour. Bandura (1971) reported that children who watched a video of other children punching an inflated stand-up toy (a ‘Bobo doll’) were more likely than others to behave in the same way when given the opportunity. In a follow-up to Bandura’s studies, children who watched ‘Mighty Morphin Power Rangers’ later imitated these character’s Karate kicks and mimicked their violent acts during play sessions with peers (Boyatzis, Matillo Nesbitt, 1995). Considering boys play which tends to include wrestling and fighting, Geary (1999) has claimed that play patterns represent an evolved adaptation that prepares boys for hunting and primitive warfare. Several researchers have reported short-term effects of television violence: young children (Singer Singer, 1986) and adolescents (Wood et al., 1991) behaved more aggressively immediately after watching a violent TV program. The causes of their immediate changes in behaviour were probably a result of heightened arousal and desensitisation from repeated viewings (Gunter McAleer, 1990). Overall, however, research results have been equivocal, suggesting to some psychologists that TV violence may cause less harm than first suspected (McGuire, 1986). Furthermore, environmental influences have been viewed as determinants of aggression. According to the frustration-aggression hypothesis, a person is more likely to become aggressive when frustrated; therefore, aggression is a predictable response to frustration (Dollard, Doob, Miller, Mower Sears, 1939). This theory, though, by itself does not predict aggressive behaviour but, for example, hot weather makes people uncomfortable and this result into some people behaving aggressively. Triandis (1994) claimed that the relationship between heat and violence is confounded by the gap between rich and poor and by single parent families. On the whole, research evidence supports that both biological and social learning approaches explain aggressive behaviour as internal and external influences respectively. Twin studies and differences in the way boys and girls play indicate a strong biological foundation for aggressive behaviour. People with higher levels of testosterone are more aggressive than those with lower levels. In addition, heat, poor economic conditions and TV violence are all associated with increases in violent behaviour. Nevertheless, it has been argued that some cultures are more aggressive than others. A person is 80 percent less likely to be murdered in Canada than in the United States (United Nations, 1997). The socio-biological approach postulates that genes interact with culture to produce unique examples of aggressive behaviour. References Bandura, A. (1971). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. Boyatzis, C. J., Matillo G.M. Nesbitt, K. M. (1995). Effects of the ‘Mighty Morphin Power Rangers’ on childrens aggression with peers. Child Study Journal, 25, 45-55. Buss, A. H. Perry, M. (1992). The aggression questionnaire. Journal of Personality and Social Psychology, 63, 42-459. Collins, Cobuild (2003). Advanced learners English dictionary. Glasgow: HarperCollins Publishers. Cosmides, L. Tooby, J. (1992). Cognitive adaptations for social exchange. In J. Barkow, L. Cosmides, J. Tooby (Eds.), The adapted mind: Evolutionary psychology and the generation of culture. New York: Oxford University Press. Dabbs, J. M., Carr, T. S., Frady R. L . Riad, J. K. (1995). Testosterone, crime and misbehaviour among 692 male prison inmates. Personality and Individual Differences, 18, 627-633. Dollard, J., Doob, L.W., Miller, N. E., Mower O.H. Sears, R. R. (1939). Frustration and aggression. New Haven: Yale University Press. Geary, D. C. (1999). Evolution and developmental sex differences. Current Directions in Psychological Science, 8, 115-120. Gunter, B. McAleer, J. (1990). Children and television: the one-eyed monster. London: Routledge. Konrad, L. (2002). Man Meets Dog. London: Routledge. Loeber, R. Hay, D. (1997). Key issues in the development of aggression and violence from childhood to early adulthood. Annual Review of Psychology, 48, 371-410. Miles, D. R. Carey, G. (1997). Genetics and environmental architecture of human aggression. Journal of Personality and Social Psychology, 72, 207-217. Rowe, D. C., Almeida D. M. Jacobson, K. C. (1999). School context and genetic influences on aggression in adolescence. Psychological Science, 10, 277-280. Singer, J. L. Singer, D. G. (1986). Family experiences and television viewing as predictors of children’s imagination, restlessness and aggression. Journal of Social Issues, 42, 7-28. Triandis, H. C. (1994). Culture and social behaviour. New York: McGraw-Hill. United Nations (1997). Information. United Nations Statistics Division. Available: http://unstats.un.org/unsd/default.htm Wood, W., Wong, F. Chachere J. G. (1991). Effects of media violence on viewer’s aggression in unconstrained social interaction. Psychological Bulletin, 109, 371-383.

Physical Therapy - An Exciting Healthcare Profession :: Exploratory Essays Research Papers

Physical Therapy Physical therapy is a fun and exciting healthcare profession that helps people. It is all about helping other people who have problems with their body, muscles, joints and other parts of their body. Patients includes accident victims and individuals with disabling conditions such as low back pain, arthritis, heart disease, fractures, head injuries, and cerebral palsy. Physical therapy will perform an evaluation of your problem or difficulty. They evaluate your problem by performing tests and measures to assess the problem. These tests includes muscle strength, joint motion, sensory and neurological, coordination, balance, observation, palpation, flexibility, postural screening, movement analysis, and special tests are designed for a particular problem. Next, they develop a treatment plan and goals and then manage the appropriate treatment to aid in recovery of a problem or dysfunction. Physical therapists are able to treat their patients by using many different treatments de pending on the type of injury. Some of the treatments are electrical stimulation, hot and cold packs, infrared and ultrasound to reduce swelling or relieve pain. These treatments are used to help decrease pain and increase movement and function. Therapeutic exercises instructions will help restore strength, movement, balance, or skill as a guide towards full functional recovery. Physical therapy provides "hands on techniques" like massage or joint mobilizations skills to restore joint motion or increase soft tissue flexibility. They will focus on basic skills such as getting out of bed, walking safely with crutches or a walker, moving specific joints and muscles of the body. Physical therapists treatment includes patient education to teach them how to deal with a current problem and how to prevent the problem in the future. Such documentation is used to track the patient's progress, and identify areas requiring more or less attention. They encourage patients to use their own muscles. Their main goal is to improve how an individual functions at work and home. Physical therapies do much more of than restore function to traumatize. They work with children with birth defects to overcome to restore movement and independent living. Physical therapy held about one hundred thirty-two thousand jobs in year of two thousand. The number of jobs is greater than a number because of practicing physical therapy become more therapists holds two or more jobs.

Alcoholism and Theme Jake Doesn

The Sun Also Rises Quote Literary Element Commentary can't get away from yourself by moving from one place to ) conflict Jake is trying to explain that you can't find happiness by moving to another place. You have to find happiness within yourself wherever you may be in life. â€Å"l mistrust all frank and simple people, especially when their stories hold together† (12) theme Jake doesn't trust the ones who are upfront and real because he is so used to seeing everyone who is fake. â€Å"This is a good place,† he said. There's a lot of liquor,† I agreed. † (19) characterization From having a hard life, Jake has seem to fallen on alcohol to heal the wounds throughout his life. He is always drinking and being drunk during the story. â€Å"No, I don't like Paris. It's expensive and dirty. † (26) setting Here George explains to Frances how she doesn't like Paris for it is too expensive. Since this book Is placed In the sass's. Everywhere at this time was e xpensive because of WWW â€Å"l was a little drunk.Not drunk in any positive sense but Just enough to be careless. † (29) theme Jake refers to being drunk and he mentions It can be positive. The characters In this kook drink like it essential to living and that it is a great thing. â€Å"He looked a great deal as his compatriot must have looked when he saw the promised land†¦. He had that look of eager. Deserving expectation. † (29) characterization Cohn was looking at Brett because he thought she was absolutely stunning and he had hopes of being with her. â€Å"Couldn't we live together, Brett?Could we Just live together? † â€Å"l don't think so. I'd just trooper you with everybody. † (62) conflict Jake and Brett want to be together but Brett can't live with Sake's disability and she says that she would always cheat on Jake if they did live together. Never fall in love? † â€Å"Always,† said the count. â€Å"l am always In love. † (67) The count says he is always in love, this points out the fact that he is a hopeless romantic and it could also mean he Is not happy with himself so he seeks love to compensate. Friends,† said Mike. â€Å"l had a lot of friends. False friends. Then I had creditors, too. Probably had more creditors than anybody in England. † (141 ) theme Mike has lost all his money from having fake friends. HIS friends were only his friends because of his fortune and wealth. â€Å"Don't you know you're not wanted? † (146) Mike says this to Jake and It shows that Mike Is someone who has no filter on what they say. Whatever he thinks, he says. Under the wine I lost the disgusted feeling and was happy.It seemed they were all such nice people. (150) theme lake uses alcohol to mask his telling an like he wants to believe they are. That his trends aren't nice † ‘Oh, Jake,' Brett said, ‘we could have had such a damned good time together. ‘ ‘Yes,' I sa id. ‘Isn't it pretty to think so? ‘ † (251) conflict Brett and Jake wish that the could be together but they know they can't. If it wasn't for lake's impotence, then they could have a great life together.

Yellow Card

Yellow Card Yellow Card Yellow Card By Maeve Maddox In response to the rope-a-dope post, I received a clever email response couched in other sports analogies. I understood all but one: â€Å"yellow card.† Naturally, I hopped on the search engine to find out what sport that referred to. I discovered that in the sport of soccer, colored cards are held up by the referee when a player commits a foul. The color of the card indicates the nature of the penalty appropriate to the type of foul that has been committed. One of the cards is yellow. A soccer player who receives a red card or a black card is sent off the field. A player who is shown a yellow card continues to play, but has been cautioned that he’d better pay attention to his behavior. Now I understand a blog headline that previously left me puzzled: LIFE JUST HANDED ME A YELLOW CARD The blogger had survived a heart attack. The symbolism of soccer’s colored penalty cards has spread to other endeavors: London police are handing out soccer-style yellow cards to aggressive drinkers, banning them for 48 hours from their preferred drinking spots. In New York City, a comedian dressed like a soccer referee has been handing out red cards to pedestrians guilty of such transgressions as wearing the wrong shoes or taking selfies in inappropriate places. A female journalist has started a â€Å"red/yellow card project† to address harassment issues. She has designed cards that professional women can hand out to men who treat them inappropriately at conventions or in the workplace. The red card informs the recipient that he has done something â€Å"wildly inappropriate† and he’s lucky he got a card â€Å"and not a punch in the face.† The language on the yellow card is less confrontational: If you have received this card, you have done something mildly inappropriate to the person who handed this to you. Your intentions might have been good, but before future engagement make sure that you are being respectful and mindful of people’s boundaries. To a reader who understands the reference, to be told that someone was â€Å"shown the yellow card† is illuminating. For the reader who doesn’t know the expression, or the reader who is familiar with it in a different context, it’s another sports analogy that could be more confusing than enlightening. Other contexts in which â€Å"yellow card† is or has been used: Yellowcard, an American alternative rock band. Yellow Card Scheme, a UK initiative concerning reactions to medicines. Carte Jaune (Yellow Card), a vaccination certificate issued by the World Health Organization. Yellow Card, nickname for the IBM System/370 Reference Summary booklet in the 1970s. Correction and Clarification Update: As the comments below point out, black cards are not used in soccer. (The card descriptions in this post are based on the rules for Gaelic football.) The most pertinent information to take away is that when the term â€Å"yellow card† is used figuratively, it signifies a warning. On a secondary level, this post can serve to illustrate the fact that for some readers, sports analogies can be a source of confusion. The post can also serve as â€Å"a yellow card† to writers to take great care when researching a topic they know absolutely nothing about. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Spelling Test 1Yay, Hooray, Woo-hoo and Other Acclamations30 Words for Small Amounts

How to Write an Analytical Essay on Forensic Anthropology

How to Write an Analytical Essay on Forensic Anthropology The analytical essay can seem a daunting writing task, especially if you have never written anything like it before. Thankfully, it is not nearly as difficult as it may seem: The first step is understanding your objective. With the analytical essay, your goal is to present a claim, or an argument which your entire paper will analyze. In many cases, you might analyze a book, or a piece of writing. But in some cases you can analyze a key issue or idea within a book or a key concept inside of a broader topic. When doing any of these, you have to first break down the topic into different parts and then provide sufficient evidence for each part so that you can best support your claim.  If you want to argue, for example, that one forensic anthropologist’s work on a particular Native American culture comments upon the colonizing of their lands, then you might analyze a particular publication from that forensic anthropologist, or a particular technique used to discover certain things. In either case, this would serve as your thesis statement. The second step is deciding what you want to write about. In most cases your teacher will provide you with the topic or a list of possible topics from which to choose. Read over your prompt carefully and focus on your argument. If you are writing about a historical event through the eyes of forensic anthropology, you want to focus on what tools or techniques or findings contributed to what historical event took place. If you want to write about a scientific finding, you should follow the scientific method in order to analyze the results. But you always can use our list of topics on forensic anthropology. The third step is to brainstorm. You have to make a list of what possible angles there are for your argument, and which angle you want to use. Try and list those things which you feel are important, such as repeated ideas, metaphors, or phrases. Look over how the text you are analyzing works, or how the method you are analyzing works. You can analyze a type of forensic anthropological research and if so, you should consider the different methods and results of that research, and analyze whether the experiment had the right design. Dont forget to include only solid information that dont cause any doubts. You may use these facts on forensic anthropology as an example. The fourth step is to write out your outline. Start with your thesis statement. Your claim, or argument, has to take one side. It cannot be a fact that is uncontested. You must also make sure that whatever thesis you have selected can be adequately covered in the space you have at your disposal. Do not try and write about all of the different research methods possible in only 500 words. Pick one and analyze why it is the appropriate/or not appropriate method for a particular line of research. Make a list of the key paragraphs and the evidence you will present in those paragraphs. If, for example, you have three reasons why a particular research method is not appropriate, all three should have an individual paragraph. The supporting evidence you find should come from a primary source or secondary source, such as the text you are analyzing and other journal articles. When that is all done, write out your draft, edit, and revise. At CustomWritings.com you can hire an essay writer to get a custom analytical essay paper written from scratch. We guarantee you high quality and plagiarism-free!

Primary and secondary research Essay Example

Primary and secondary research Essay Example Primary and secondary research Essay Primary and secondary research Essay Many options would be available to an individual wishing to undertake some research and all involve the use of what is termed primary and secondary research. What is Primary Research? Primary research involves the collection and analysis of raw data through surveys, experiments, interviews etc. The data are analysed and the results or findings are then discussed and evaluated. New knowledge is produced, because the researcher gathers new information through direct investigation. What is Secondary Research? Secondary research is based on reading and it is sometimes called library research. It involves reading what other researchers have written about the issues involved in a topic. The arguments of these researchers are compared and evaluated and conclusions are drawn. This is often called synthesising. New knowledge is produced, because the researcher synthesises the arguments of other researchers to draw a new conclusion. A cross sectional study is based upon the investigation of people at a particular moment in time, for example, finding out different peoples opinions about the coming war. Longitudinal Research Longitudinal research studies individuals or groups over a period of time and even in some cases over years, for example studying the development of a baby from birth to six months. The problem with longitudinal studies in the time required to complete them, for example the person you are carrying out your study on may die. When researching you must be careful not to copy the other persons work. Plagiarism is the direct copying of someone elses work and is against copyright law, however it is possible to use someone elses work as long as the original author is acknowledged

International financial management Essay Example | Topics and Well Written Essays - 2000 words - 4

International financial management - Essay Example This is supposed to help their managers to know exactly what to do as and when they are in a situation where they have to make a critical decision about a big risk such as the one that Herr Ruhnau took. If such policies existed at Lufthansa, it would be easy to know whether the actions of Herr Ruhnau were careless and if he ignored standards in and to follow his gut feeling to make such a big decision (what kind of policies, list some of it). For instance, like having a limit on how must risk in terms of the amount of money involved a manager can take without involving the board of management. I have also talked about this in the conclusion) Herr Ruhnau’s decision can be viewed in two main perspectives. First it can be viewed from the perspective of the fact that as a manager, he had to take the action he thought was beneficial for the firm. Punishing him for making such a decision would be considered to be unfair in that when he took the role of the CEO of the firm, he took the responsibility to be making such decisions. As Ayse (212) says, it is not good for executive managers to be limited with regard to how they make their decisions. As a result, in determining whether Ruhnau’s actions were careless or necessary in that situation, it is necessary to tread carefully on the line and make sure that all factors are considered. Ruhnau decision was to leave fifty percent of the risk that the firm was taking with regard to buying the Boeing planes in advance and offering o pay later when the airplanes were delivered. This left the firm exposed to a risk of over 2.5 million dollars not covered. He also refused to consider other alternatives to cover the risk, such as forward contracts in order to protect Lufthansa from the risk of shifting exchange rates. He had analyzed that the dollar could only rise for a short time and so it would be expected that it could only go down from there. In

Various sources of short-term finance Assignment

Various sources of short-term finance - Assignment Example The researcher of this essay aims to pay special attention to various kinds of short-term finance sources available to the business entities. Four of those short-term sources are discussed below. Trade credit is a conventional source of short-term finance such that the traders and manufacturers are facilitated by their suppliers to purchase the raw material on credit. The amount of credit is not provided in the form of cash rather the goods are supplied by the suppliers to the manufacturers or traders with facility to pay for those goods after a certain time period generally ranging from 30 to 90 days. Banks also provide the short term credit facility to their customers especially to the business with the availability of funds in the form cash. Normally banks offer different kinds of credit facilities including loans, overdrafts, cash credit and discounting of short-term bills. At times, when the goods are quite costly or they are to be delivered in bulk and large quantities, the cus tomers are asked by the companies to at least pay some amount in the form of advances. These advance payments are used by the companies to meet their short-term obligations. Cooperative banks are created at the district, community levels such that these banks offer credit facilities to the business entities. They offer better credit facilities as compared to the commercial banks in terms of interest rates and the repayment of the credit. ... ntional source of short-term finance such that the traders and manufacturers are facilitated by their suppliers to purchase the raw material on credit. The amount of credit is not provided in the form of cash rather the goods are supplied by the suppliers to the manufacturers or traders with facility to pay for those goods after a certain time period generally ranging from 30 to 90 days. Bank Credit Banks also provide the short term credit facility to their customers especially to the business with the availability of funds in the form cash. Normally banks offer different kinds of credit facilities including loans, overdrafts, cash credit and discounting of short-term bills. These facilities mainly differ in terms of interest rates, repayment mechanisms, credit limits, etc. Customer’s Advances At times, when the goods are quite costly or they are to be delivered in bulk and large quantities, the customers are asked by the companies to at least pay some amount in the form of ad vances. These advance payments are used by the companies to meet their short-term obligations. Generally, the customers do not feel any hesitation in providing advances to the customers when they are aware of the fact that those goods would require some time to be delivered and the goods are also not available easily elsewhere. Loans from Cooperative Banks Cooperative banks are created at the district, community levels such that these banks offer credit facilities to the business entities. They offer better credit facilities as compared to the commercial banks in terms of interest rates and the repayment of the credit. However, those business concerns are obliged to become the members of those communities in order to avail the credit facilities provided by these cooperative banks. Comparison of

Critical Article Review Example | Topics and Well Written Essays - 500 words

Critical Review - Article Example His main aim in writing this article is to show the role black residents of Tennessee played in the Civil War in Tennessee, and the impact their presence had on the victory of the Union army. The article is a good read, although it is riddled with a lot of facts and figures regarding the United States Colored Troops regiments. This is one of its strengths as well; the effort Lovett must have taken in writing this article is apparent by his extensive referencing as well as his quotation of figures regarding the Colored Troops regiments. At the end of the article, he has presented a fact sheet, detailing the Colored Units and their battles and engagements between the period of 1863 to 1866. This is a clear sign of his methodical research and attention to detail. Lovett also tries to capture the human emotion behind the involvement of slaves in the Union Army. He gives anecdotal references, of course well-documented, with regard to the atmosphere of Tennessee and the condition of blacks therein. The article is clear in pointing out the aversion the rebel army had to arming blacks due to the racism very much prevalent and rife in the South, and this, Lovett, points out is what caused their defeat in the end. He makes out a very good case regarding how the Union Army took the opportunity of enlisting blacks and, thus, won the war.

Free Topic Essay Example | Topics and Well Written Essays - 500 words

Free Topic - Essay Example The inner thoughts of the protagonist, Mrs. Mallard, form the leitmotif of story. News of a railroad accident in which Mr. Brently Mallard had supposedly died and what happens in the span of an hour afterwards form the plot. Chopin focuses on Mrs. Mallard’s unique psyche through the narrative technique of interior monologue. Her sister Josephine and Mr. Mallard’s friend Richards break the news of Mr. Mallard’s death as gently as possible. The readers are also led to believe that the news could have a devastating effect on her. She is described as responding instantaneously to the news by weeping at once, â€Å"with wild abandonment†. Contrary to many women who would have remained in a paralyzed inability to accept the news and its significance, she did let her emotions flow on a stretch. However, she went alone to her room once the storm of grief had subsided. No one was allowed to follow her there. The time she spent alone in her room happens to be the tu rning point in the story. She continued sobbing absent mindedly for a while, in a stupor-like condition. But she kept on staring outside through the open window, supposedly in a â€Å"suspension of intelligent thought†. She realized something coming to her, but was unable to realize it fully. Her demeanor changed dramatically as she realized that it is freedom that is awaiting her. She got very excited at this prospect. Even as she reflected on the necessity to weep once her husband’s dead body arrives, the state of excitement refuses to fade away from her essence of being. She thought of love as something that existed only occasionally in her relationship with her husband. Love seemed like an unsolved mystery to her while she was swept away by a possession of self-assertion. She perceives that she is free altogether now, body and soul. The twist in the end reveals that the information regarding the death of Mr. Mallard was baseless, and he turns up

Strategic Management Case Study Example | Topics and Well Written Essays - 500 words - 4

Strategic Management - Case Study Example o corporate in the work place to ensure smooth work flow in the organization since shared productivity is key to any success in a company (Hill & Jone, 2012). The company has also decided to create fair business environment in the society. After the Ivanovic had sold the company earlier to the d Avigon, they decided to create a new brand rather than provide similar commodity so that they could avoid business misunderstanding with their friends. This cannot be said of the regular bakeries who might have ventured on the same business creating unhealthy competition in the market The company also offered language training to the immigrants so that they could create an effective communication and organized events such as soccer. These measures created unity both at work place and back at home that ensured peaceful coexistence in the society which is the quiet opposite of the regular bakeries. The company insisted in the use of organic in the production of bread instead of the cheap inorganic components. Expensive use of raw materials leads to high costs in the production. This leads high prices that negatively affect the sale of the products (Hill & Jone, 2012). In fact, this might have formed part of the decision to sale part of the business in order to raise the funds. Hiring was majorly done on inexperienced workers who had to undergo training in the company. This affects the organization in terms of time consuming and increased expenditure. The organization would have hired mixed workers so that the inexperienced can learn in the process of work and save the costs. The company was in dire need for expansion and they refused the venture and franchising measures proposed to them. These groups only act as capital providers and do not take the firm away (Hill & Jone, 2012).They even raise more healthy capital for the organization than the loans. If I were the Ivanocic, i would have accepted their proposal to oversee the growth in the company. After hiring

Social Contraction vs. Ethical Egoism Essay Example | Topics and Well Written Essays - 1500 words

Social Contraction vs. Ethical Egoism - Essay Example This theory also holds that it is alright to be this way; it is rational. However, in the real world, if everybody blindly followed their hearts desires then there would be chaos. To this situation, this theory calls for application of rationality from a different angle. This angle prescribes that people should cooperate with one another and cut down on the purely self serving pursuits. This aspect defines the social contract nature of this theory (Shafer-Landau 188). People will not live life to the fullest, but they will avoid a worse fate of being in constant upheaval with society. What constitutes upheaval? Economists answer this question through the hypothetical prisoner’s dilemma situation. In this situation, two individuals must undertake actions that are not beneficial to the other party. Since it is rational to do the best for ones self, then the individuals both undertake these actions knowing full well that the other party will suffer. In a life time, there are coun tless situations that mirror the conflicts in this hypothetical situation. Maximizing self interest as it turns out is not a worthwhile approach to life. People while be brutal indulging horrid actions just to stay ahead (Shafer-Landau 192). There will be no trust, hope or peace for those with the slightest urge to be â€Å"nice† hence the constant upheaval. ... These persons can range from parents at home to the government. Form this explanation; it is clear that cooperation needs more than one person. As such, this theory describes morality as a social phenomenon (Shafer-Landau 194). In the same way, this theory justifies the existence of moral laws; it justifies breaking these laws. It provides that, in the event, that cooperation fails then there is no need to uphold the moral laws. On the other hand, the theory justifies punishment of the law breakers. From this theory’s strengths, critiques derive dooming weaknesses. A moral theory has the duty to promote doing the right thing. However, this theory entertains the possibility of having a rational wrong for instance when a contract is void. Also, the approach of using rationality to justify action is lacking. As observed by Shafer-Landau (204) if the consequences of an unjust action are not as far reaching as the benefits, then it is rational to act unjustly. Much as, Hobbes tries to define rationality to co-exist with virtue, this is only possible in a world where justice prevails. In the event that the world is in a â€Å"natural state† (Hobbes description of anarchy), then being rational means survival for the fittest. A second theory that tries to define the extents of morality in regard to human behavior is ethical egoism. Ethical egoism describes how humans ought to act. Ethical egoism further asserts that moral duty should rely on doing actions that reflect best self interest. In doing so, one should not avoid actions that help others but is not under any obligation to pursue self interest in regard to the well being of others. Despite this radical stand, ethical egoism clearly states that self interest is not merely pleasure seeking.

Free Topic Essay Example | Topics and Well Written Essays - 500 words

Free Topic - Essay Example The inner thoughts of the protagonist, Mrs. Mallard, form the leitmotif of story. News of a railroad accident in which Mr. Brently Mallard had supposedly died and what happens in the span of an hour afterwards form the plot. Chopin focuses on Mrs. Mallard’s unique psyche through the narrative technique of interior monologue. Her sister Josephine and Mr. Mallard’s friend Richards break the news of Mr. Mallard’s death as gently as possible. The readers are also led to believe that the news could have a devastating effect on her. She is described as responding instantaneously to the news by weeping at once, â€Å"with wild abandonment†. Contrary to many women who would have remained in a paralyzed inability to accept the news and its significance, she did let her emotions flow on a stretch. However, she went alone to her room once the storm of grief had subsided. No one was allowed to follow her there. The time she spent alone in her room happens to be the tu rning point in the story. She continued sobbing absent mindedly for a while, in a stupor-like condition. But she kept on staring outside through the open window, supposedly in a â€Å"suspension of intelligent thought†. She realized something coming to her, but was unable to realize it fully. Her demeanor changed dramatically as she realized that it is freedom that is awaiting her. She got very excited at this prospect. Even as she reflected on the necessity to weep once her husband’s dead body arrives, the state of excitement refuses to fade away from her essence of being. She thought of love as something that existed only occasionally in her relationship with her husband. Love seemed like an unsolved mystery to her while she was swept away by a possession of self-assertion. She perceives that she is free altogether now, body and soul. The twist in the end reveals that the information regarding the death of Mr. Mallard was baseless, and he turns up

Social Contraction vs. Ethical Egoism Essay Example | Topics and Well Written Essays - 1500 words

Social Contraction vs. Ethical Egoism - Essay Example This theory also holds that it is alright to be this way; it is rational. However, in the real world, if everybody blindly followed their hearts desires then there would be chaos. To this situation, this theory calls for application of rationality from a different angle. This angle prescribes that people should cooperate with one another and cut down on the purely self serving pursuits. This aspect defines the social contract nature of this theory (Shafer-Landau 188). People will not live life to the fullest, but they will avoid a worse fate of being in constant upheaval with society. What constitutes upheaval? Economists answer this question through the hypothetical prisoner’s dilemma situation. In this situation, two individuals must undertake actions that are not beneficial to the other party. Since it is rational to do the best for ones self, then the individuals both undertake these actions knowing full well that the other party will suffer. In a life time, there are coun tless situations that mirror the conflicts in this hypothetical situation. Maximizing self interest as it turns out is not a worthwhile approach to life. People while be brutal indulging horrid actions just to stay ahead (Shafer-Landau 192). There will be no trust, hope or peace for those with the slightest urge to be â€Å"nice† hence the constant upheaval. ... These persons can range from parents at home to the government. Form this explanation; it is clear that cooperation needs more than one person. As such, this theory describes morality as a social phenomenon (Shafer-Landau 194). In the same way, this theory justifies the existence of moral laws; it justifies breaking these laws. It provides that, in the event, that cooperation fails then there is no need to uphold the moral laws. On the other hand, the theory justifies punishment of the law breakers. From this theory’s strengths, critiques derive dooming weaknesses. A moral theory has the duty to promote doing the right thing. However, this theory entertains the possibility of having a rational wrong for instance when a contract is void. Also, the approach of using rationality to justify action is lacking. As observed by Shafer-Landau (204) if the consequences of an unjust action are not as far reaching as the benefits, then it is rational to act unjustly. Much as, Hobbes tries to define rationality to co-exist with virtue, this is only possible in a world where justice prevails. In the event that the world is in a â€Å"natural state† (Hobbes description of anarchy), then being rational means survival for the fittest. A second theory that tries to define the extents of morality in regard to human behavior is ethical egoism. Ethical egoism describes how humans ought to act. Ethical egoism further asserts that moral duty should rely on doing actions that reflect best self interest. In doing so, one should not avoid actions that help others but is not under any obligation to pursue self interest in regard to the well being of others. Despite this radical stand, ethical egoism clearly states that self interest is not merely pleasure seeking.

Issues in Scottish Curriculum Design Essay Example for Free

Issues in Scottish Curriculum Design Essay The way that any curricula is broken up into is two main ways; one being the curriculum in action, where the aims, content and experiences of the curriculum on paper are implemented in practice. The other is the curriculum on paper which is the ideology of what should be implemented in education across the board. The ideology in curriculum can be split up into four main categories. Most papers on this topic, agree to an extent what the four ideologies constitute of, but Schiro’s (2008) ideologies are the most commonly known. The ‘Scholar Academic’, the ‘Social Efficiency’, the ‘Learner Centred’ and the ‘Social Reconstruction’ ideologies are the four main categories explained in the Curriculum Theory that will be discussed in this paper in relation to The Curriculum for Excellence, the current curriculum in Scotland. The oldest of the four ideologies is the Scholar Academic ideology which focuses on the accumulation of knowledge and understanding. The aim of this ideology is to pass on the knowledge of certain disciplines (subject areas), to allow there to be future scholars in that particular area and therefore, further develop understanding. The academic disciplines are the result of the culture’s compiled knowledge and understanding of each area, and with this in mind, the purpose of education is to assist pupils to learn this knowledge. The next ideology is Social Efficiency. This is pretty dominant in our curriculum today and means to prepare the learner for becoming an efficient and contributing member in society. The learner’s objective is to learn certain skills that will in turn achieve certain objectives that benefit society (Lorrie A. 2000). The individual will learn a mixture of knowledge and skills that can be put together, therefore making the skills more efficient and more beneficial to society. The learner centred ideology focuses more on the needs and interests of the individual rather than the c ontent they are to learn. The idea behind this theory is that learning will take place due to the interactions between the individual and their environment, therefore being more down to the experiences rather than the content. The newest of these ideologies is Social Reconstruction. This is where the social reconstructionists are aware of the problems in society and see the job of the educator to correct these problems in the classroom, hoping that it will reconstruct their society as it is (Groenke, S. 2009). The focus of the curriculum would not be based on knowledge but more of values and opinions that would benefit the society and make it attain the greatest satisfaction of its members. In ‘Building the Curriculum 3: A framework for learning and teaching’ it has examples of all four of the classifications of the curriculum ideology provided by Schiro (2008). It has examples of Academic ideology as it discusses the importance of knowledge and the ability and opportunity to increase the depth of knowledge already acquired as it states â€Å"Throughout a young person’s learning there will be increasing specialisation and greater depth, which will lead to subjects increasingly being the principal means of structuring learning and delivering outcomes.† (page 20, Building the Curriculum 3). From this quote we can relate the academic ideology through the concentration on developing knowledge further to specialisation in certain subjects, therefore being able to pass on the knowledge and allow it to grow from there. There are many examples of ‘The Social Efficiency Ideology’ in the paper as it focuses on health and wellbeing experiences and outcomes where the individual’s get the opportunity to gain skills that benefit the individual in life and work, but also the community around them. This is to help them become effective contributors in society: †¦support all children and young people in developing skills which they will use throughout their life and in their work, including the development of pre-vocational, enterprise and employability skills, personal skills, high levels of cognitive skills and the opportunity to put learning into a practical context. (page 15, Building the Curriculum 3) This example shows that the curriculum is aiming to encourage the learning of certain skills that will improve chances of employability and life skills that will help the young people settle into society and be able to play their part within it. The Curriculum for Excellence sees itself as being centred on the learner, and their individual needs. There are plenty examples throughout the paper of this ideology where the child is involved in what they are learning and setting themselves goals to achieve and having choice in what they learn within the curriculum, â€Å"All children and young people should experience personalisation and choice within their curriculum, including identifying and planning for opportunities for personal achievement in a range of different contexts† (page 17, Building the Curriculum 3). This quote shows that the idea of the curriculum is to give young people freedom to make their own decisions in what they are learning and at their own level. There are four capacities that make up the purpose of the curriculum that are described in this paper. ‘Successful learners’, ‘confident individuals’, ‘responsible citizens’ and ‘effective contributors’, are the capacities that the curriculum aims to enable young people to become. ‘Responsible citizens’ is a good example of The Social Reconstructive ideology as it explains how they will learn respect and about different cultures and how to behave responsibly within the community in all aspects (political, cultural or otherwise). As Building the curriculum states: †¦able to develop knowledge and understanding of the world and Scotland’s place in it, understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex. (page 22, Building the Curriculum 3) Here in this example, it shows that the curriculum wants to provide young people with varied knowledge so that the decisions they make in the future will help to create a better society. The idea is to teach them about values and respect so that they may make better informed decisions as to what is best for the society around them. Building the Curriculum 3 contains examples of all four of the ideology categories, but there are two that are most prevalent, ‘Learner Centred’ and ‘Social Efficiency’. Upon examining the evidence in more depth it seems that the ‘Social Efficiency’ ideology is the most dominant within this paper. Its main focus is on preparing and equipping individuals for future endeavours. For instance, the skills needed for future work prospects upon which Kridel’s (ed.2010) summary, of David Sneddon’s idea of social efficiency, explains the curriculum as a way to make individuals efficient for work. As discussed by Arnoldy (online), social efficiency in education is more for the benefit of the social economy than for the individual, but contradicting that theory in this paper, are the examples of learner centred ideology that is dotted throughout. Though, combining these two theories, Valades’ (online) talks about the idea that to help out society, educating young people to learn and improve their skills and capabilities to help the community in the future, is the way forward. From Building the Curriculum 3 and having summarised that the main ideology behind it is focusing on preparing the individuals to become more efficient and productive for contributing to our society, we can see that there will be some implication for teachers. Teachers who have been teaching for years under the same curriculum will struggle to accept the new curriculum, if it is as completely different way to how they have been teaching before. Although the main focus of the curriculum in Scotland has been focused on preparing individuals for the future, it has not been focused on the more individual level. This may cause implication for teachers as they only have specific allocated times to be with classes and it will be hard to offer each individual, the time and attention they need to develop specific skills to the point of being efficient. The teacher will have to focus more on the experiences and outcomes the learners are objected to, to develop the skills needed for the real world. This causes some problems as it depends highly on what the school can afford to give in ways of experiences, as most of these will probably be met outside of school. So, teachers need to find a way of achieving the outcome of making the individual a more effective contributor to society by combining what they learn in and outside of the classroom. This would be a task for teachers, as the environment each individual they teach will be different and this therefore means that the teacher will have to find a way to combine these different environments or find a similarity and focus on that. Building the Curriculum 3 has some implication for teachers, but the focus being on social efficiency means that in some ways there are not so many changes from the past as at least for the last hundred years the school curriculum has been focused on making learners that will have skills that will help them achieve objectives that will make the society a more efficient place. A Comparative Overview of the Curriculum Ideologies Chapter 6 http://www.sagepub.com/upm-data/47671_ch_6.pdf (visited 29th dec 2012) Critical Pedagogy and Teacher Education in the Neoliberal Era: Small Openings pp 3 Springer Netherlands, 2009 volume 6 Susan L. Groenke http://www.geocities.ws/rf_valades/index2.htm Social Efficiency Theory SAVE SOMETHING TODAY Rodrigo Valades visited 29th dec 2012 The Role of Assessment in a Learning Culture Lorrie A. Shepard Vol. 29, No. 7 (Oct., 2000), pp. 4 American Educational Research Association http://www.sagepub.com/upm-data/47671_ch_6.pdf Chapter 6 A Comparative Overview of the Curriculum Ideologies visited 29th dec 2012 Encyclopedia of Curriculum Studies edited by Craig Kridel SAGE Publications Inc 2010 Pg 4-7 Curriculum Theory: Conflicting Visions and Enduring Concerns, Schiro, M. (2008a) SAGE Publications, Inc Pg 199-245 Curriculum Theory: Conflicting Visions and Enduring Concerns Second Edition, Schiro, M. (2012b) SAGE Publications, Inc Building the Curriculum 3: A framework for learning and teaching, The Scottish Government, 2008

Mcdonalds As Good Corporate Citizens Marketing Essay

Mcdonalds As Good Corporate Citizens Marketing Essay Introduction The topic area of this research paper is to explore corporate social responsibility. A specific company will be chosen, researched and analyzed in depth to confirm or disconfirm whether it is truly socially responsible in its business practices. The chosen company in question is McDonalds Restaurant. In the past, McDonalds has been seen as both corporately irresponsible and socially responsible and has since been trying to keep its reputation high within its local communities and worldwide. By studying in depth the positive and negative research associated with McDonalds and its business practices, a stronger decision can be made on whether it is truly a socially responsible corporation or is putting on a faà §ade. Literature Review From initial research, many articles on social responsibility exist, however literature specifically involving McDonalds and its social responsibility do not. As a result, the topics preliminary research started on the company website to obtain an idea of what McDonalds claims to be doing to be socially responsible. The movie Supersize Me, in which the producer eats himself into an unhealthy life and body with McDonalds food, has given McDonalds a particularly unhealthy reputation. Yet, McDonalds seems to be going out of its way to battle this reputation. However, the corporations out-of-its-way actions lead to questioning whether or not there is a line between doing it out of genuine care or doing it to put on a show. Thus, this research paper serves to test the question of the fine lines of corporate social responsibility. Methodology The approach for answering the questions mentioned above is to research as much as possible to find both negative articles against McDonalds approach to social responsibility and positive articles supporting McDonalds and its many social business practices. The goal is to collect as much positive and negative data from all types of sources, such as journal articles, magazine articles, newspaper articles, databases and corporate websites. After all the research resources have been exhausted, the articles will be analyzed in terms of relevance to the question at hand and the most relevant examples will be analyzed individually in terms of the ethics of social responsibility. After interpreting all of the research together as a whole, the final result of whether McDonalds is a socially responsible corporation will be answered. Expected Results The group expects that the deep research into McDonalds intentions will yield more negative results than positive ones. It is expected that McDonalds is trying to put on more of a faà §ade than put into place actual socially responsible practices. Aside from its main and original charity practices, like the Ronald McDonald House and childrens charities, the group expects that the socially responsible acts that the corporation boasts on its website are not more than mere future promises that change with time but never become fully completed. Actual Results Environment McDonalds boasts that it prides itself on being environmentally safe and continuously innovative in its business practices. In the past, McDonalds eliminated its polystyrene packaging that had a problem being recycled and turned to newer, more environmentally friendly cardboard packaging. One of McDonalds more recent focuses have been on what they refer to as the Big Mac Problem, which is that beef production is one of the highest generators of greenhouse gases and the production practices are inefficient. However, without the pull in the beef production industry and without being able to eliminate the production of beef altogether, McDonalds would like to form a beef coalition, in which it trades with environmentally friendly groups and rallies or pushes many companies and farmers towards reducing greenhouse gases (Warner, 2009). Though McDonalds does not have the pull to change the direction of the beef production industry, it certainly has a plan to create that pull. The corporati on has also agreed to help reduce the amount of pesticide used in its potato supply chain by surveying suppliers and picking the ones that have the best pesticide reduction practices (Nations Restaurant News, 2009). As well as pesticide reduction, McDonalds has already implemented efficient, environmentally friendly, daily operating practices. The corporation has installed new fryers that are energy efficient and use less cooking oil, thus less waste (Nations Restaurant News, 2008). All around, McDonalds is implementing an act utilitarianism view into all of its environmental practices. By helping the environment, all of society benefits in health, in sustainability and in welfare. McDonalds may be taking smaller steps than what is expected of such a large corporation to help the environment and reduce their carbon footprint, but they are making sure they are benefitting the most people in every way while they do it. Health McDonalds is the most popular fast food chain in the world. With that prestige and recognition, comes the weight of both the positive and negative attributes associated with fast food. The largest criticism is by far the overall quality and health of their food. Amid the hype surrounding the 2004 documentry Super Size Me, there is a serious underlying issue that needs to be addressed. In favour of low prices and convenience, unhealthy and potentially dangerous fast food is consumed à ¢Ã¢â€š ¬Ã‚ ¦an average of 11 times every two weeks (Heart and Stroke, 2005). This is certainly not a situation unique to McDonalds, but the company receives a large amount of negative attention because of it. To combat the McDonalds image of unhealthy living and its association with obesity, the company launched several initiatives in the 2003-2005 timeframe. They completely retooled their menu to include Healthy Choices salads, improved Happy Meal options such as: à ¢Ã¢â€š ¬Ã‚ ¦low fat white and chocolate milk, apple juice, and Apple Dippers (White, 2006). With the menu change, came a complete marketing overhaul. This included McDonalds new Im Lovin It campaign promoting an active lifestyle, as well as the use of Ronald McDonald as a positive health role model for kids. Throughout the launch of the campaigns until the present, McDonalds has remained committed to their new vision, testing such ideas as mini-gyms for children in select stores (Horovitz, 2006), and including stepometers with certain purchases (White, 2006). McDonalds recognized that their previous business practices and overall product were not consistent with what the general public was demanding. The cultural norm has shifted over the last few decades, and the average customer began demanding that options were made available that were consistent with a healthier lifestyle. The company knew it was losing touch with its customer base, and implemented the theory of Ethical Relativism when determining what the best course of action to take was. First, they considered if their actions were the cultural norm. In the past, selling greasy hamburgers and fries may have been enough to appease the public, but today the average person is concerned with their diet and overall lifestyle. This push for an alternative from fast food chains meant that McDonalds had to consider alternate menu options if they wish to meet that cultural demand. Next McDonalds asked if offering only unhealthy options was causing harm to anyone. They saw that by offering o nly nutritionally poor foods and ignoring the promotion of exercise, people were definitely being hurt. This is represented by the climbing obesity rates, and the escalading rates of heart disease and other diet-contributing diseases. Overall, McDonalds saw that the ethical thing to do was to promote better diet and lifestyle practices in addition to their traditional menu, and went above and beyond what was expected of them to achieve this. Toy Safety McDonalds has always been very committed to safety, and this is revealed through their commitment to the safety of their toys. The toys included in McDonalds Happy Meals are a staple for kids and parents alike, and McDonalds realizes that it is important these toys are the highest quality they can be. McDonalds has been recognized for their exceptional safety standards by the U.S. Consumer Product Safety Commission, and acknowledges their contribution of both funds and technology to the commission. According to the Office of Information and Public Affairs, the funds donated purchased, à ¢Ã¢â€š ¬Ã‚ ¦a computerized virtual child and a life-like breathing mannequin designed to evaluate choking and suffocation hazards (2001). This is a commitment to safety that goes above and beyond what was ever expected of McDonalds, and their track record indicates that their strict protocols are effective. Act Utilitarianism promotes the greatest good for the greatest number of people. McDonalds could have chose to save the money donated to the USCPSC, but decided that the financial pain experienced by spending this money is worthwhile when considering the overall well-being of its large youth consumer base. McDonalds could have also chose to produce cheap and unreliable toys for their Happy Meals to save money, but again, they have demonstrated that the price of potentially unsafe toys is not worth the small financial gain by doing so. Ronald Mcdonald House The Ronald Mcdonald house is just one of the ways Mcdonalds is being socially responsible. The program began in the 1970s when the first fund raiser launched to help children with leukemia. This program provides housing for families with very sick kids. The homes are nearby to hospitals which helps to keep the families together in a very difficult time for a very low cost (Ronald Mcdonald House). There are 12 Ronald Mcdonald Houses in Canada. Another part of the Ronald Mcdonald House is the Ronald Mcdonald Room. This is a room located within the hospital where the families of sick children can go. This room provides a place for parents and families to do their laundry shower, dine, cook food and use the bathroom facilities. Based on Act Utilitarianism, which is a theory that states that an action is ethical if it creates the greatest amount of happiness or pleasure for the largest amount of people. When Mcdonalds provides services for children with serious illnesses and their familie s this is creating happiness for all parties involved. The children are able to have their whole family around them in a time that is without a doubt scary for young kids. Because the children have their familys support and love this benefits the child greatly, as this will assist in their recovery from illness. Ronald Mcdonald House also benefits the parents of the children because they do not have to worry about the hassle of finding a place to live near the hospital at an affordable rate (A World of Charity: Children, families turn to RMHC in time of need, 2005). Parents are able to be close to their children when they are needed the most (Busch, 1998). The actions of the Ronald Mcdonald House are moral because they also conform to the theory of Rule Utilitarianism. Rule Utilitarianism is based on the fact that an action is moral if it creates the greatest good for the greatest amount of people but can also be sustained if everyone took that action in society. If every business i n todays society chose a charity that management felt strongly about this would be sustainable and create the greatest amount of good for all members of society. McHappy Day McHappy Day is one of McDonalds longest traditional events, held annually to help support sick children around the world. This event was established in 1977 as a one-day fundraiser for the Ronald McDonald House Charities, and has raised nearly over 26 million dollars in the past sixteen years (Z99, 2009). On this day, when you purchase a Big Mac sandwich, McMuffin sandwich or Happy Meal, McDonalds will donate $1.00 to its various childrens charities, which help support children in desperate need. In addition to the donations collected on this day, 10 cents from each Happy Meal sold regularly is donated to the Ronald McDonald House Program. (Marketwire, 2009) There are many ways in which someone can support McHappy Days in addition to purchasing the selected sandwiches. There are wristbands available for a donation of $2.00, or you can buy one of the McHappy Day products available for sale such as an apron, mugs, pens, bags, etc. You can also donate online through the McHappy Day website. Proceeds collected by the Ronald McDonald house Charities will help, à ¢Ã¢â€š ¬Ã‚ ¦build and maintain houses close to hospitals, allowing ill children to stay close to their families, creating homely retreat rooms within hospitals, and [providing] free holiday accommodation for terminally ill children and their families (McDonalds, n.d.). McDonalds McHappy Day celebrations are a special day for everyone in the McDonalds environment. Some locations are visited by special guests, sports and media personalities, politicians and entertainers as they roll up their sleeves to work behind the counter and show their support (Marketwire, 2009). This may be the biggest draw for the crowd: seeing celebrities and local figures, à ¢Ã¢â€š ¬Ã‚ ¦swap their glamorous day jobs for flipping burgers (Katu, 2007). For example, last years McHappy Day, Senior chief Mike Metcalf of Peel Regional Police visited his local McDonalds restaurant to lend a hand, helping to raise money for McHappy Day. Some of the proceeds from the purchase of selected sandwiches were also donated to the William Osler Hospital Foundation in Brampton, ON and Credit Valley Hospital in Mississauga (Silver Creek, 2009). McDonaldsalso holds McHappy Days for elementary and middle schools. Students are given an opportunity to see their teachers flip burgers, deep fry fri es, fill drinks and more, on their designated McHappy school days. Teachers hand out McHappy school cards to their students, which are stamped with their schools name and address. When purchasing, they give the cashier the card and $1.00 of their purchase is given to their school. At the end of the day, employees, customers, volunteers, and sponsors alike embrace the spirit behind McHappy Day; the spirit of joy. They take comfort in knowing that they made a difference and helped someone that was less fortunate then themselves. The actions performed by McDonalds in partnership with the Ronald McDonalds House charities take the characteristics of Act Utilitarianism. Ones actions must promote happiness and avoid those actions that cause unhappiness. The consequences of your actions should matter to everyone, not just those that surround you. McHappy Day promotes happiness for all. It helps the less fortunate by allowing those that wish to make a difference to participate in their community, even though they may be too busy to volunteer in more detailed ways. It truly makes a world of difference for a sick child to know that someone cares enough to participate. Animal Welfare Another way in which Mcdonalds acts in an ethical manner is that they have begun to demand that suppliers treat animals with respect. The current process for slaughtering chickens is: the live chicken is picked up and hung upside down on hooks, they are then shocked in water that has electricity running through it (which does not always kill the chicken) and finally their throats are cut. Mcdonalds is currently working with their animal welfare board to find a more humane way of slaughter called controlled atmospheric killing (CAK) (Garber, 2005). The CAK method puts the bird to sleep painlessly with the use of a gas, which would eliminate a lot of the suffering that is endured during the traditional slaughtering process. Another action Mcdonalds is taking to promote the better treatment of animals is by asking hen farmers to stop the process of debeaking and molting hens. Debeaking is a common practice as it prevents the birds which are confined to tight cages with several other birds, from killing each other. The process is extremely inhumane, leaving the hens beakless. Mcdonalds has also got its suppliers to stop molting hens, this process is carried out when the hen is at the end of their egg producing life. At this point the hens are starved, which makes them produce even more eggs. This process is inhumane as it can result in the death of the hen. Although this is only a small step in the right direction with respect to the issue of animal welfare, Mcdonalds is moving toward a more humane treatment of food animals. The theory of rights (more specifically animal rights) proves that making sure animals are treated humanely before being slaughtered is the moral action to take. At first blush one may think that it is not in the best interest of Mcdonalds to be sure their suppliers are treating animals fairly because this will only drive the price of meat products up, which in turn will drive Mcdonalds sales down. However, whether Mcdonalds is taking this action out of a sense of duty to animals or to keep their corporate image high in the eyes of the consumer it is the moral thing to do (Fast Food and Animal Rights: An Examination and Assessment of the Industrys Response to Social Pressure, 2008). The fair and humane treatment of animals can and should be enforced, whether the animal is a pet or being prepared for slaughter, has t he right to live as close to it would in nature, be treated fairly, and free from abuse. Corporate Social Responsibility Making Good Business Sense, written by Richard Holme and Phil Watts, (representing the World Business Council for Sustainable Development) described Corporate social responsibility as the the continuing commitment by business to behave ethically and contribute to economic development while improving the quality the quality of life of the workforce and their families as well as the local community and society at large. (Holme Watts, 2000) Many feel that McDonalds owes a debt to society, and that any ethically initiated activity that McDonalds takes part in is a ploy to divert peoples attention from the real issue of obesity. However, McDonalds has been interested in portraying the role of a Socially Responsible company for a longer period of time than societys recent search for a scape goat to take the blame of the wealthiest nations of the worlds rapidly growing obesity problem. In 2002, McDonalds released its first Social Responsibility Report. This report was a message to the stockholders of McDonalds, and their consumers that they were interested in ethics, and that it played an important position in the role of the company. In the report, McDonalds stated its various core values such as Giving back to the communities in which we do business, [being] committed to people and [being] dedicated to providing customers unparalleled levels of Quality, Service, Cleanliness and Value. (McDonalds CSR, 2002) Despite McDonalds efforts, both the Social Responsibility Report and the company were heavily criticized. McDonalds April 14 Report on Corporate Social Responsibility is a low- water mark for the concept of sustainability and the promise of corporate social responsibility. It is a melange of generalities and soft assurances that do not provide hard metrics of the company, its activities or its impacts on society and the environment. (Hawken, 2002) in essence, H awken and many other critiques argument is that McDonalds used a qualitative one-sided narrative to keep people stockholders happy and consumers spending. They avoided any real issues and just used numbers and data in the scenarios that would make the company look good. McDonalds has released four more CSR reports since 2002. With every new report, McDonalds has committed to increasing the transparency of the corporation to the public, and including more quantitative data rather than simply focusing on future goals. In addition, with every outcry from the public over an issue with McDonalds business the company has strived to address the issue and documented the results. McDonalds also has a code of ethics the Chief Executive Officer (CEO) and Senior officers must adhere. The waiver that each must sign can be listed in the appendix. In addition, Ethisphere even listed Bob Langert, VP of Corporate Social Responsibility at McDonalds, one of its top 100 most influential people of 2008 . Ethisphere had this to say: Langert and McDonalds unveiled a state of the art corporate responsibility report in 2008. If your company is working on a CSR report at the moment, it would be a waste not to take a look at McDonalds for a little inspiration. (Ethisphere, 2008) This serves as a testimony to virtue ethics. The executive officers at McDonalds are striving to cultivate virtues characters and pursue the right life for the corporation. Conclusion Critiques still argue that the CSR reports are biased and many people will argue that McDonalds is a two faced company that is only working on repaying their super sized debt to the worlds health. This will most likely continue to do so for the length of time that North Americans blame other people for their own self indulgence issues that lead to obesity. McDonalds offers a product that people ask for. There are many different types of food that are unhealthy in copious amounts. The restaurant exists however, because there is demand. McDonalds makes enough money that customers are not just paying for food; but they are also paying for McDonalds to take the blame for bad health conditions. However it is important to realize that despite the general mood that people have towards McDonalds, their policies towards maintaining environmental sustainability, auditing supply chains to prevent animal cruelty, supporting children communities, offering healthy menu alternatives, company trans parency and reporting on social responsibility demonstrates that McDonalds has dedicated itself to behave ethically and contribute to economic development while improving the quality of life of the workforce and their families as well as the local community and society at large.

The History of the Computer :: Computers Technology Electronics Essays

The History of the Computer Computers in some form are in almost everything these days. From Toasters to Televisions, just about all electronic things has some form of processor in them. This is a very large change from the way it used to be, when a computer that would take up an entire room and weighed tons of pounds has the same amount of power as a scientific calculator. The changes that computers have undergone in the last 40 years have been colossal. So many things have changed from the ENIAC that had very little power, and broke down once every 15 minutes and took another 15 minutes to repair, to our Pentium Pro 200’s, and the powerful Silicon Graphics Workstations, the core of the machine has stayed basically the same. The only thing that has really changed in the processor is the speed that it translates commands from 1’s and 0’s to data that actually means something to a normal computer user. Just in the last few years, computers have undergone major changes. PC users came from using MS-DOS and Windows 3.1, to Windows 95, a whole new operating system. Computer speeds have taken a huge increase as well, in 1995 when a normal computer was a 486 computer running at 33 MHz, to 1997 where a blazing fast Pentium (AKA 586) running at 200 MHz plus. The next generation of processors is slated to come out this year as well, being the next CPU from Intel, code named Merced, running at 233 MHz, and up. Another major innovation has been the Internet. This is a massive change to not only the computer world, but to The History of the Computer :: Computers Technology Electronics Essays The History of the Computer Computers in some form are in almost everything these days. From Toasters to Televisions, just about all electronic things has some form of processor in them. This is a very large change from the way it used to be, when a computer that would take up an entire room and weighed tons of pounds has the same amount of power as a scientific calculator. The changes that computers have undergone in the last 40 years have been colossal. So many things have changed from the ENIAC that had very little power, and broke down once every 15 minutes and took another 15 minutes to repair, to our Pentium Pro 200’s, and the powerful Silicon Graphics Workstations, the core of the machine has stayed basically the same. The only thing that has really changed in the processor is the speed that it translates commands from 1’s and 0’s to data that actually means something to a normal computer user. Just in the last few years, computers have undergone major changes. PC users came from using MS-DOS and Windows 3.1, to Windows 95, a whole new operating system. Computer speeds have taken a huge increase as well, in 1995 when a normal computer was a 486 computer running at 33 MHz, to 1997 where a blazing fast Pentium (AKA 586) running at 200 MHz plus. The next generation of processors is slated to come out this year as well, being the next CPU from Intel, code named Merced, running at 233 MHz, and up. Another major innovation has been the Internet. This is a massive change to not only the computer world, but to

Word Processing, Database and Spreadsheet as Applications of Productivi

Word Processing, Database and Spreadsheet as Applications of Productivity Software Throughout the course of a person’s life, he or she will probably use a computer, which maybe for school, work, or personal reasons. These tasks could become tedious and long. But, there is certain software that has been developed to ease the difficulties of getting these things done. Productivity software can help to make people’s activities more effective as well as efficient. Three widely used applications are word processing, database, and spreadsheet. Word processing is a popular application that is used for creating, editing, and formatting text-based documents. These documents include letters, memos, reports, fax cover sheets, mailing labels, newsletters, and many others. All of the things can be formatted by changing fonts and font size, changing the colors of characters, and organizing text. Many other functions are applied by word processing. Changing margins, adding and deleting text, adding clip art and pictures, finding and replacing text, using headers and f...

Children with Reading Problem Essay

The article by Susan M. Tancock focuses its attention to the needs of special students. These students are considered poor readers. They are usually behind in reading and writing skills when compared to their classmates (peers). The special instruction that these students receive ordinarily involves the recognition of identifying sounds of letters and words instead of the construction of their meaning within the context of the text or story. In the article we are told the poor readers are usually asked to read aloud more often than other more skilled readers. Also, their teachers interrupt their reading instead of encouraging them towards a self monitoring approach to their reading. Tancock stresses the importance of being sensitive to certain ideals when tutoring young children who have reading difficulties. First of all, she feels it is of utmost importance that the tutor should truly believe that their tutee can and will become a good reader and writer. Secondly, she states that the tutee needs predictable material to help encourage successful reading habits. To accomplish this task it is best if the tutor uses quality children=s books written by well-known authors. Children can be encouraged to Aread like a writer@ by using themes that are built around the child=s personal interests. This will provide the student with a more in depth involvement with the reading process. Tutors must build lessons around the child=s strengths to build confidence within the child for future reading tasks. The students also need to be encouraged to make predictions in their reading to help develop them into risk takers. In the lesson with Gayla and Chase the author described how Gayla first sets out familiar reading material (books) for Chase to choose from so that he could read aloud. Because Chase is already familiar with these books and has probably read them in the past, it will enable him to be become confident in guessing when it comes to something difficult for him to read. By Gayla=s reminding him to read aloud so that it sounds interesting and stopping him to praise his good efforts, will involve him more in the context of the meaning of his reading efforts. One particular technique that Gayla used, was to have Chase emulate her as she reads to him. This helped to emphasize the diction and inflection for Chase. One of Chase’s books of choice related to his background knowledge of fishing and this was of great help for him to be able to recall prior knowledge when he read. Before he began reading Gayla engaged him in a conversation about his past experiences with fishing. Gayla understood this would allow Chase to explore his mind and make connections to his fishing encounters. She wanted Chase to learn how to find cues for helping himself to make guesses that would eventually lead him out of difficult spots in his reading. Gayla also from time to time used Directed Reading B Thinking Activity (DR — TA). In this illustration, Chase made guesses during reading and then by his continued reading he could then discover whether his guesses were correct or incorrect. This practice can eventually help a student to apply self-help strategies when reading in the future. Chase was also asked to recall times of difficulty and to discuss ways in which he used to solve those reading problems. Gayla then stimulated his thinking by asking him key questions. During the writing parts of the lesson, Chase was able to apply the brainstorming technique when planning what he was going to write about. After brainstorming Gayla then helped him sort his writing by relating it to his prior reading involvement. The finished writing project can also serve as a tool for future successful reading assignment because it is the student=s creation from his own personal relationship with the topic. Chase was then asked to sort some words that he had some difficulty with during his reading and writing session. In this particular student=s case he was asked to sort words beginning with s and sh. After he was done sorting he was asked to write down the few words so that he could make the connection with reading and writing. Finally Gayla read a book she had selected to read to Chase. Even though she had chosen the book, she had still remained within the theme that had been set. But the reading Gayla chose was nevertheless a little bit more difficult. After the lesson was over Chase then chose a book to take home to read to his family. Tancock states, Afluency suffers when children focus their attention more on the details of print than the meaning of the text; thus comprehension suffers too. @ Consequently as a tutor, it should be our responsibility to relieve the unneeded pressures of the details on the printed page, and to allow the child to learn with as much ease as possible the meaning of the text. Bibliography Tancock, Susan M. AA Literacy Lesson Framework for Children with Reading Problems@ The Readind Teacher, Volume 48. No. 2 Oct. 1994 Word Count: 826Ã'Ž

Much Ado About Nothing †Benedick and Beatrice Essay

Benedick and Beatrice have close connections in the play, Benedick is portrayed to be a staunch bachelor, whereas Beatrice a combative character, also ironically, due to this being set in the Renaissance era, outspoken. Benedick is seen as very misogynistic. Benedick is portrayed as a misogynistic character to the audience; this is presented on multiple occasions. Benedick inquires if Claudio would, â€Å"Buy† Hero. The verb â€Å"Buy† suggests that women were seen as objects in the Renaissance era. Claudio responds to Benedick, â€Å"Can the world buy such a jewel?† Benedick’s response also backs up the point that women were seen to be commodities in his view as he declares you can indeed buy her, â€Å"and a case to put [her] it in†. The noun â€Å"case† shows us that Benedick’s views are presented to the audience about his misogynistic sentiment. Benedick states that all women shall, â€Å"Pardon† him. He will do himself, â€Å"the right to trust none† explaining that he doesn’t trust women. Beatrice is presented to the audience as being a very witty character, this is shown at the ‘masked ball’ where Beatrice pretends she doesn’t realise that the man in the mask is Benedick. Beatrice’s crude comments towards Benedick such as he is the, â€Å"Prince’s jester, a very dull fool†, Incorporating a sardonic tone in order to incorporate excess agony for Benedick. Benedick is presented as a character that staunchly defends his decision to remain single, claiming he â€Å"will live a bachelor† forever. We can tell from the modal verb ‘will’ that he is in attempt to avoid women at all costs. Benedick’s explanation of a perfect women being, â€Å"fair†¦virtuous†¦ rich†¦ mild† is impossibly perfect, presenting him as not wanting a wife due to the fact there was no women with all these attributes in the Renaissance era therefore his status as a single man, a bachelor would remain unchallenged. Beatrice is presented as a combative and outspoken character; this is shown immediately at the beginning of the play where Beatrice challenges Benedick to an intellectual battle of wits. Beatrice inquires why Benedick is â€Å"still talking†, when â€Å"nobody marks [him] you. The pronoun ‘nobody’ reinforces her low regard for him however still ironically reveals that she is the only person still interested in what he is saying. This shows Beatrice is uncharacteristic of the Renaissance paradigm of virtue in a woman, also challenging men. In conclusion we can see the feelings regarding Beatrice and Benedick, and that they are portrayed towards the audience as argue mental towards each other. There conflicts may have a hidden meaning†¦ such as when Beatrice was the only one interested in what Benedick was saying after she referred to no one being interested. Benedick is presented to the audience as being misogynistic and a staunch bachelor however he may have deeper affections for Beatrice. Beatrice is presented to the audience as being witty, combative and outspoken however her combative attempts are to do with her inner affection for Benedick.