Generation X Essay Example | Topics and Well Written Essays - 1250 words

Generation X - Essay Example At one point of time like Baby Boomers they have been center of the strategies of marketers and business strategists. According to Morton (2003) population of Generation X is approximately 46 millions and they have $125 billion spending power. The ethnic representation of various ethnic groups in the Generation X is as follows: Generation X had been different in the way it had reared, the kind of education they got and the socio-cultural changes they bought within the US society and are still bringing. At the time when Generation X was growing up, majority of them had experienced the pain of broken families. This lead to several changes in behavioral and cultural aspects of the society with Gen X. Generation X had less emotional dependency on their parents or family members. They had learnt to live in an emotionally independent environment where they had to live in stepfamilies, broken families or in a family where both the parents were working. The parents of their generation had less time and took less effort to provide emotional support and security to the children. Spending most of the time alone, individual of this generation had developed a mind set where they did not have trust on any kind of institution be it family or other social structures. Generation X was the first generation which stayed back home alone, in front of television sets. The programs of those days were full of violence, crime and pop culture. These impacted the mind of this generation which took the violence as a normal thing of life. There had been various stigma attached to Generation X. They had been stereotyped to be slackers etc. Although Generation X often is referred to as a homogenous group, it is actually comprised of many different subgroups of individuals, with differing backgrounds, outlooks, and beliefs. Members of the generation often are derided by a stereotype that casts them as "slackers" (persons who lack drive and

Drama Paper on Trifles †Susan Glaspell Essay Example for Free

Drama Paper on Trifles – Susan Glaspell Essay

Relationship Between Obesity and Socioeconomic Demographics

Relationship Between Obesity and Socioeconomic Demographics Chapter Five: Discussion The prevalence as well as the severity of obesity in adolescents is increasing at an alarming rate, making it one of the most serious health problems affecting this age group. In this study, a total of 161 adolescents (15.6%) were overweight and 224 ones(21.6%) were obese. A study conducted by National Health and Nutrition Examination Survey (NHANES 1999-2000) showed thatapproximately 30% of adolescents were at risk for overweight and 14% were severely overweight or obese (Troiano and Flegal, 1999). In this study, the prevalence of overfat was 9.1% and obesity was 21.8%. A study conducted by Lee ea al. (2006) showed thatthe prevalence of total 555 adolescentboys were overfat (20.4%) and 8.3% were obese. In our study, prevalence of obese adolescents, according to both BMI and total fat, was higher than overweight;this could be attributed to high rate of fast food consumption among adolescents 72%. Fraser et al. (2012) conducted a study in the United Kingdom and observed anassociation between obese adolescents and fat food consumption. The prevalence of waist circumferences≠¥90th percentile in this study was 9.4%. This is consistent with Spain’s result, prevalence of waist circumferences≠¥90th percentile among adolescents was 11.6% (Schr à ¶der et al., 2014). Association between anthropometric measurements and socio-demographic characteristics: In our study, the BMI was significantly related to family income (p=0.004). About 25.7% of obese adolescents had families whose income was >800 JD after adjusting variables effects of results including age, smoking and physical activity. Shafaghiet al. (2014) studied the relationship between BMI and family income, 22.4% of obese adolescents were from families whose income was high. Total fat was significantly associated with adolescents age (p= 0.027). Adolescents aged ≠¥12 and ≠¤14 years old were more predictable to have high fat percentage (25.6%) than adolescents aged ≠¥ 15 and ≠¤17 years (18.9%).This finding was consistent with Northstoneet al. (2014). In our study, total fat was related to family income significantly (p=0.022). Kubiket al. (2003) conducted a study of 844 students; the study showed that students with high family income tended to consume sweetened beverages and high-fat snacks. Region affected significantly total fat among adolescents (p=0.049). The prevalence of obese adolescents were higher in middle area than north and south areas; that could be attributed to high fast food intake in middle area (48.2%) comparing to north and south areas (35.3% and 16.6%respectively). Limited data to explain relation between body fat content with father’s and mother’s education. Trunk fat was significantly associated with adolescents age (p= 0.027). Adolescents aged ≠¥12 and ≠¤14 years old were more predictable to have high trunk fat (15.4%) than adolescents aged ≠¥ 15 and ≠¤17 years (10.8%). Fox et al. (2000) reported thatadolescents aged 11- 13 years were associated with high trunk fat using magnetic resonance imaging (MRI). Association between blood pressure and socio-demographic characteristics: Blood pressure was significantly related to adolescents’ age (p0.01).This relation showed that 35.7% of adolescents aged ≠¥ 15 and ≠¤17 years had stage 2 HT compared to only 20.3% among adolescents aged ≠¥12 and ≠¤14 years old had stage 2 HT. Mouraet al. (2004) concluded a study on 898 adolescents,prevalence of elevated blood pressure in students aged ≠¥ 15 and ≠¤17 years was more than students aged ≠¥12 and ≠¤14 years. Effect of food categories on the prevalence of blood pressure among adolescents: Fruit and vegetables consumption were significantly related to blood pressure (p=0.008 and p=0.033 respectively). This finding was consistent with the findings of studies (Whelton et al., 1997, Whelton et al., 2005, Appel et al., 2006, Witham et al., 2009). Apple et al. (2006) studied the contents offruit and vegetables from vitamins, minerals and fibers. Fruits and vegetablesalso contained potassium;their increase in potassium intake was associated with significantly reduction in blood pressure. The increase in potassium intake had same lowering effect on blood pressure as decrease in sodium intake. Potassium had a major role in balancing out the negative effects of sodium. Wheltonet al. (1997) recommended potassium for prevention and treatment of hypertension. Increasing serum levels of vitamins A, C, E (Appel et al., 2006)and D (Witham et al., 2009)were associated with lowering blood pressure. Meta-analysis suggested that increasing the dietary fiber intake had a lowering effect o n blood pressure (Whelton et al., 2005).According to this study, chocolate was significantly related to blood pressure (p=0.013). Studies explained chocolate’s role to lower blood pressure (Fisher and Hollenberg, 2006, Karim et al., 2000, Taubert et al., 2007). Chocolate contained cocoa that include polyphenols specially flavanols. Strong effects of flavnols on blood pressure as a vasodilator were applied by increasing the formation of endothelial nitric oxide. Families’ health status effect on adolescent’s blood pressure: Father’s and mother’s health status was significantly associated with blood pressure in adolescent (p=0.002, p=0.022 respectively). Many studies (Din-Dzietham et al., 2007, Dasgupta et al., 2006, Martin et al., 2004) confirmed that family history of hypertension and cardiovascular disease were risk factors for elevated blood pressure among adolescents. Family history of obesity including fathers’ and siblings’ obesity was significant with adolescents’blood pressure (p=0.004 and p=0.048respectively).Falkner.(2010) reported a positive relation between blood pressure among adolescents and family history of obesity. Association between blood pressure and anthropometric measurements: Alton. (2005) considered hypertension one of obesity risk factors. Lu et al. (2013) conducted a study in China, and found out that the risk of elevated blood pressure prevalence was 1.5 folds in overweight children and was 2.2 folds in obese children. High BMI increased the risk of insulin resistance. Endothelial dysfunction and inflammation led to elevated blood pressure mediated bythe increase sympathetic nervous system (SNS) activity (Tsioufis et al., 2011, Poirier et al., 2006). Our findings confirmed previous findings of high odds of stage 1 systolic hypertension among overweight adolescents 1.8 folds and 2.7 folds in obese adolescents, adjusting for confounding variables -age, smoking status and physical activity. Our result observed that adolescents with waist circumferences ≠¥90th percentile proportionally related to increase in blood pressure.Lu et al. (2013) reported a high significant association (p Increase in total body fat in our study was significant with increase in blood pressure proportionally. Pre-HTN, stage 1 HTN and stage 2 HTN were significant (p=0.009,p=0.004 and pet al. (2002)used DEXA and skinfolds to estimate total body fat and it’s relation asa predictor for blood pressure among adolescentboys unlike girls. Landsberg et al. (2013) explained that pathophysiology of fat accumulation in abdominal region led to an increase in blood pressure by increases in insulin secretion, (SNS) activity, renin-angiotensin-aldosterone system activity, angiotensinogen from intra-abdominal adipocytes, aldosterone production and renal sodium reabsorption. Our findings confirmed previous findings of high odds of stage1 systolic hypertension among adolescents with trunk fat ≠¥90th percentile had 4 times higher odds of having stage 1 systolic hypertension (CI 2.2, 7.1) and 5.5 higher odds of having stage 2 systolic hypertension (CI 3.4, 9.1). An association between adolescents visceral fat with blood pressure was observed among boys contrary girls (Pausova et al., 2012).Matsuzawa et al.(1995) explained increase that the in visceral fat to induce high level of free fatty acid excretion in liver via portal circulation after lipogenesis and lipolysis activity, gluconeogenesis, lipid synthesis and insulin resistance were response actions causedby excusive free fatty acid to induce hypertension and eventually atherosclerosis.Our results confirmed previous findings of high odds of stage 2 systolic hypertension among adolescents with visceral fat ≠¥90th percentile by 7.2 folds. Conclusion: The prevalence of total, truncal and visceral fat in our study were high. Excessfat,especially visceral fat significantly increased the risk for systolic blood pressure individually in older adolescents. The physiological relation between obesity and hypertension could not be attributed to a single factor. Factors that minimized the activity of renin-angiotensin-aldosterone system, sympathetic nervous system and renal sodium excretion had to be controlled, primarily the factors caused by excess fat. This finding based on measures of fat distribution and blood pressure in adolescent boys is important to help tracks cardiovascular risks from adolescence to adulthood. Strength of the Study This research has been conducted for the first time in Jordan to explain the prevalence and relationship between adolescents’ blood pressure and fat distribution. The study depends on data collected from a large sample that is representative to Jordan as a whole. Limitation of the Study An addition of a 24-hour recall form with this study combined with study’s FFQ could be more precise to estimate dietary and lifestyle habits among adolescents. Recommendations: Serious policies and actions for the sake of prevention, control weight and body fat specially as risks for elevated blood pressure, should be taken to apply an appropriate intervention on affected adolescents. Raise the schools’ role is for mass public enlightenment and health education on the threats of some nutritional behavior and lifestyle.

Essay --

A very common nutritional disease is anemia. Anemia is a condition that can develop when a person’s body lacks healthy red blood cells or hemoglobin. Hemoglobin is the way red blood cells receive oxygen. Four percent of the children in the United States between three and five years old are anemic. Anemia can run in families and it can be passed down through generations and it can affect your whole life. On a positive note anemia can be treated and those with this nutritional disease can live regular lives. Cause of Anemia Anemia has three main causes. The most common cause of anemia is blood loss. Anemic women usually lose a large amount of blood with heavy menstrual cycles. When blood is coming from the digestive or urinary tract blood can also be lost. Surgeries and caner also can cause blood loss. If a large amount of blood is lost the body may lose a lot of red blood cells causing anemia. Another cause is when red blood cells can’t be produced. You can inherit having a small amount of red blood cells, meaning your parents passed the disease to you. Or having few red blood cells can be acquired, which means you weren’t born with the disease. You can acquire anemia by having a poor diet, having off balance hormone levels, having an ongoing diseases, or pregnancy. Lastly if a person has a red blood cell destruction can cause anemia. If too many red blood cells are destroyed you are still losing red bloods cells. This can happen if someone has an enlarged or diseased spleen. The spleen removes old red blood cells out of the body. If the spleen is enlarged or diseased, it could remove more red blood cells than necessary which would lead to having anemia. Also if too many red blood cells are destroyed that can lead to sickle cell ... ...ies which will decrease their amount of physical activity Conclusion Anemia is a condition that can develop in anyone of any age. It can range from being minor or warning signs of something more serious. When a person lacks enough healthy red blood cells anemia can occur. Anemia can be treated with medication and changes in one’s diet. References Nordqvist, C. (2009). What Is Anemia? What Causes Anemia? .MedicalNewsToday.com. Retrieved December 14, 2013, from http://www.medicalnewstoday.com/articles/ 158800.php Edmundson, A. (2013, May 13). Understanding Anemia - the Basics. WebMD.com. Retrieved December14, 2013, from http://www.webmd.com/a-to-z-guides/understanding-anemia basics (N.A.). (2012, May 18). What Causes Anemia?. nhlbi.nih.gov. Retrieved December14, 2013, from http://www.nhlbi.nih.gov/health/health-topics/topics/anemia/causes.html

Differentiated Instruction Essay

â€Å"What Is a Differentiated Classroom?† is the title of the first chapter of our course text. Below the title is a quote from Seymour Sarason’s â€Å"The Predictable Failure of Educational Reform.† The quote states: â€Å"A different way to learn is what the kids are calling for †¦.All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no matter what their individual needs – has failed them. This is a powerful statement and one that admittedly paints an accurate picture of much of my teaching style coming into this course – â€Å"a one-size-fits-all delivery system.† My initial reaction to the opening statement was a bit defensive and off-putting. As I continued to read, I was momentarily validated when shortly afterwards I read that teacher’s often ask the question â€Å"How can I possibly divide time, resources and myself so that I am an effective catalyst for maximizing talent in all my students?† There are seemingly just too many needs and variables to reach the masses in a classroom. Teach to the middle seems to be a logical strategy. If we assume the 80-20 rule, we can reach 80% of the students fairly effectively with this methodology. Of the remaining 20 %, some portion of them should be able to glean part of the information. To be sure, I am available and encouraging of questions to assist in understanding. Additionally, I may grade an individual’s work with some reasonable variance. But other than some on-the-fly adjustments I may make to assignments as I see need that is the extent of my differentiation in the classroom. SEEMS reasonable enough! Or should I say SEEMED reasonable enough!! The remainder of chapter one promptly provided a stern but inspirational slap-in-the-face. It offered a quick but stark contrast to my seemingly logical method of operation. A few of the â€Å"differentiation† concepts highlighted which served as motivation a prompted further reading: †¢Teachers begin where students are, not from the start of a curriculum guide †¢Teachers must be ready to engage students in instruction through different modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity †¢Teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student’s road map for learning is identical to anyone else’s. †¢Teachers begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills. †¢It is difficult to achieve a differentiated classroom because there are few examples of them. (Tomlinson, 1999) With these thoughts as an introduction and tapping into my drive for continual improvement the stage was set for the course. Moving forward, I see in retrospect, what chapter one did for peeking my interest in differentiated instruction I believe the rest of the book, the course workbook and the course itself did for laying the foundation towards true implementation. The following are four lesson plans I have developed to begin the process of differentiating lessons for my students. The differentiated concepts utilized are Entry Points, Problem Solving, Sternberg’s 3 Intelligences and Extension Menu’s. These lessons, while unique in their methodologies, all reflect the underlying assumption of Differentiated Instruction (DI). And that assumption, as reflected in a graphic organizer in our course workbook, is that †¦.Differentiation is a response to the learner’s needs using learning profiles, interests and readiness in content, process and product. The first lesson constructed utilizes Howard Gardner’s â€Å"Entry Points† strategy. This lesson is designed to account for the various learning profiles of student’s and is based off of Gardner’s Multiple Intelligences theory. The major tenet of MI theory is that people learn, represent, and utilize knowledge in many different ways. These differences challenge an educational system which assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to educate and test student learning. According  to Gardner, â€Å"the broad spectrum of students–and perhaps the society as a whole–would be better served if disciplines could be presented in a number of way s and learning could be accessed through a variety of means.† The Multiple Intelligences postulated in this theory are: †¢Linguistic Intelligence –The capacity to use oral and/or written words effectively. †¢Logical-Mathematical Intelligence –the ability to effectively use numbers and to reason. †¢Spatial Intelligence –the capacity to accurately perceive the visual/spatial world and create internal mental images. †¢Bodily-Kinesthetic Intelligence –the ability to skillfully move one’s body and to move and manipulate objects. †¢Musical Intelligence –a sensitivity to and grasp of the elements of music. †¢Interpersonal Intelligence –the capacity to perceive and distinguish moods, intentions, and feelings of others. and using simulations to learn about events, feelings and alternative strategies for behaving. †¢Intrapersonal Intelligence –the ability to know one’s self and act on the basis of that knowledge. †¢Naturalistic intelligence – the ability to recognize and classify plants, animals, and minerals including a mastery of taxonomies. (The Theory of Multiple Intelligences) Stemming from the MI theory is Gardner’s â€Å"Entry Point† strategy for education. According to this strategy, Gardner proposes student exploration of a given topic through as many as five avenues: Narrational (presenting a story), Logical-Quantitative (using numbers or deduction), Foundational (examining philosophy and vocabulary), Aesthetic (focusing on sensory features), and Experiential (hands-on). (Grants and Research Office) In utilizing the Entry Point strategy in the first lesson plan, students will explore and be introduced to the world of â€Å"new products and services through invention, innovation and discovery† via four of the five entry points listed: Narrational, Logical-Quantitative, Foundational and Aesthetic. The fifth entry point, Experiential, is included in the unit lesson and will be used as a summative experience. The differentiated design of this lesson taps into the multiple learning styles of students through a variety of processes. Teaching Strategies Entry Point Strategies for subject â€Å"New Products†: †¢Narrative: Students browse the internet searching for new products which have recently been introduced to the consumer. Student’s compile a list of their findings as they progress. †¢Logical/Mathmatic: Students gather statistics regarding the sales of a product over the products life cycle. Student’s then incorporate that statistical data into a graph via excel †¢Aesthetic: Students create a collage of new products along with the demographic who would utilize the product †¢Foundational: Entrepreneurship: Students view three of a possible five video clips on the role of Inventors/Innovators/Entrepreneurs and their connection to new products. Discussion to follow †¢Experiential: Field Trip to QVC to view new products as they are being displayed, advertised and sold The second of the four differentiated lessons centers on the essential question of â€Å"What is the Six Step Developmental Process?† The differentiated strategy employed in this lesson is based on Sternberg’s Triarchic Theory of Human Intelligence. I looked forward to putting this lesson together as Sternberg’s theory is one that resonates with me. Coming from the business management world, and being new to the vocation of teaching, I find much of my class instruction project based with a real world â€Å"practical† slant.  Additionally, as a manager in business, one is constantly striving to place the correct people in the correct roles within a company. Hiring’s, training, evaluations, promotions, firings, relocations are all a product of a manager’s evaluation of employees strengths, talents, weaknesses and deficiencies. When evaluating and placing individual’s the criteria often looked at are an employee’s analytical, cre ative and practical skills. This theory strikes me as a perfect correlation between educational/intellectual theory and real world application. A brief summary of Dr. Sternberg’s Triarchic Theory of (Successful) Intelligence contends that intelligent behavior arises from a balance between analytical, creative and practical abilities, and that these abilities function collectively to allow individuals to achieve success within particular contexts. Analytical abilities enable the individual to evaluate, analyze, compare and contrast information. Creative abilities generate invention, discovery, and other creative endeavors. Practical abilities tie everything together by allowing individuals to apply what they have learned in the appropriate setting. To be successful in life the individual must make the best use of his or her analytical, creative and practical strengths, while at the same time compensating for weaknesses in any of these areas. This might involve working on improving weak areas to become better adapted to the needs of a particular environment, or choosing to work in an environment that values the individual’s particular strengths (Plucker). As applied to the classroom, it is important to provide students with the opportunity to learn based off of their natural and stronger intellectual ability(ies). Too often, education has tried to fit everyone into the â€Å"Analytical† mold. However, it is to be noted, teachers should also strive to provide the opportunity for students to learn subject material via their weaker intellectual ability as well so as to simultaneously develop intellectual learning abilities as well as a base of knowledge in a particular subject matter. Teaching Strategies Sternberg Based Strategies for lesson – â€Å"Developing New Products – The Six Step Process†: †¢Analytical †¢Identify the Six Step Developmental Process in developing a new product. †¢Choose and research one of the product options given and cite how that product progressed through each of the six step process †¢Write a one page summary on your thoughts of the effectiveness of the Six Step Process in the development of the product you chose. Would you have followed the same process or deviated at any point? State why or why not and if you would have deviated state how and why. †¢Creative †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a fictional product that you would like to see invented †¢Assume the role of an inventor and take your fictional product through the Six Step Developmental Process. Describe the considerations and possible decisions made at each step. †¢Create a model of your product via a picture or prototype †¢Practical †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a product you use and find valuable in everyday life †¢ Assume you were the inventor/innovator of the product you described, describe some of the considerations and decisions you believe were made at each step of the Six Step Developmental Process. †¢In a presentation, show and demonstrate the product you have chosen and describe some of the elements of the Six Step Developmental Process you believe were critical in its development. The third of the four lesson plans has as its content the â€Å"Marketing Mix.† The essential questions the students are to acquire answers to and achieve understanding for center around the â€Å"Distribution† component of the Marketing Mix. The DI teaching strategy to be utilized in this lesson is that of â€Å"Problem Based Learning.† As with Sternberg’s Triarchic Theory of Learning this particular strategy also resonates strongly with me. Again, coming from the business world, I see great value in a Problem Based Learning approach. It is very often how business gets done. Answers to problems must be contemplated, researched, solutions designed, implemented, evaluated †¦process repeated. Taking both DI approaches a step further, I see that merging Sternberg’s theory with Problem Based Learning (PBL) is a way of maximizing the PBL approach. A quick summarization of PBL: Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with a situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shift–from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: †¢Learning takes place within the contexts of authentic tasks, issues, and problems–that are aligned with real-world concerns. †¢In a PBL course, students and the instructor become co-learners, co-planners, co-producers, and co-evaluators as they design, implement, and continually refine their curricula. †¢The PBL approach is grounded in solid academic research on learning and on  the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. †¢PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning. (Purser) Below is a diagram located from the University of California, Irvine website. I found it succinct and anticipate it to be very helpful as I move forward in the implementation of Problem Based Learning in my classroom. WHAT: HOW? WHY? Student-centered & Experiential Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to student interests. Students are also responsible for locating and evaluating various resources in the field. Relevance is one of the primary student motivators to be a more self-directed learner Inductive Introduce content through the process of problem solving, rather than problem solving after introduction to content. Research indicates that â€Å"deeper† learning takes place when information is introduced within a meaningful context. Builds on/challenges prior learning If the case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies, and facts. The literature suggests that learning takes placewhen there is a conflict between prior learning and new information. Context-specific Choose real or contrived cases and ground the count in the kinds of challenges faced by practitioners in the field. Again, context-specific  information tends to be learned at a deeper level and retained longer. Problems are complex and ambiguous, and require meta-cognition Select actual examples from the â€Å"real life† of the discipline that have no simple answers. Require students to analyze their own problem solving strategies. Requires the ability to use higher order thinking skills such as analysis, synthesis, evaluation, and creation of new knowledge. Creates cognitive conflict Select cases with information that makes simple solutions difficult: while the solution may address one part of a problem, it may create another problem. Challenges prior learning as noted above. The literature suggests that learning takes place when there is a conflict between prior learning and new information. Collaborative & Interdependent Have students work in small groups in order to address the presented case By collaborating, students see other kinds of problem solving strategies used, they discuss the case using their collective information, and they need to take responsibility for their own learning, as well as their classmates’. (Gallow) †¢What are the four components of the â€Å"Marketing Mix† and which component deals with the delivery of a product to the consumer market? †¢What are the three methods of distribution†? †¢How does the method of distribution a company selects impact availability to the consumer? Teaching Strategies â€Å"Problem Based Learning† Strategy for lesson on the Marketing Mix component of â€Å"Distribution†: †¢Problem/Scenario: In pairs, â€Å"Marketing Partners† will determine the best methodology to â€Å"DISTRIBUTE† the product assigned to their â€Å"Marketing Firm.† †¢Problems to solve/Questions to answer: †¢What distribution channels does the competitor use? †¢Create in table form your competitors names, distribution channels and relative success of the competitor †¢What distribution options are viable for your company? †¢Create in table form a list of all possible distribution channels for your product as well as the benefits and drawbacks of each channel †¢In email form, compose a letter to your Director of Marketing defining the three levels of distribution intensity (Intensive, Exclusive and Selective) and indicate which level you recommend utilizing and explain why. †¢Based on the distribution intensity strategy you selected, create a data base (excel or word using tables) of at least 10 stores that may be a good fit to carry your product. Database should include the prospects: name, address, phone number, email and a short list of products carried. †¢Create a â€Å"Marketing Proposal Presentation† to deliver to your co-workers (class) which outlines your proposed distribution plan. The fourth lesson plan created and to be implemented as part of my new-and-improved DI Classroom of the future will utilize the strategy of Extension Menus. This lesson, as with the previous lesson, will have as its content the â€Å"Marketing Mix.† However, the focus and essential questions will center on the concept of â€Å"Promotion.† I see the significance and benefits of extension menus as many. Among the value points of extension menus is that they can be created to meet student needs using all three of the discussed vehicles: Learning Profiles, Interest and Readiness. In researching and then summarizing Extension Menus I have summarized the key elements in bullet form: Definition of Extension Menu An extension menu is an array of independent learning activities to provide students with choices for extending or enriching the essential curriculum. Purposes of Extension Menus †¢Enrich or extend the essential curriculum †¢Challenge the abilities of highly able students †¢Provide alternative activities that address the differing abilities, interests, or learning styles of students Advantages of Extension Menus †¢Can be written for any curriculum area †¢Provide rigorous and challenging learning activities for highly able students †¢May be tiered to accommodate all levels of instruction in the classroom †¢Can be used to target specific learning activities for an individual student or group of students †¢Allow student choice as well as challenge †¢Encourage the development of independent thinkers †¢Allow the teacher to monitor students’ choices and behaviors to learn more about their interests, abilities and learning styles †¢Promote student use of higher level thinking skills †¢ Promote flexible grouping in the classroom †¢Allow the teacher to be a facilitator Varied Uses of Extension Menus †¢Follow-up activity after a lesson †¢Culminating activity at the end of a unit †¢Anchoring activity (defined by Carol Ann Tomlinson as, â€Å"meaningful work done individually and silently especially when children first begin a class or when they finish assigned work †¢Learning center for enrichment and/or extension of the curriculum †¢Independent activity for students who have compacted out of specific curricular objectives or who have completed their work (Byrdseed, 2009-1012) Below is an Extension Menu I came across in my research. It will serve as a model moving forward. I thought it appropriate to include as an illustration of excellence. Tic-Tac-Toe Menu Collect Facts or ideas which are important to you. (Knowledge) Teach A lesson about your topic to our class. Include as least one visual aid. (Synthesis) Draw A diagram, map or picture of your topic. (Application) Judge Two different viewpoints about an issue. Explain your decision. (Evaluation) Photograph Videotape, or film part of your presentation. (Synthesis) Demonstrate Something to show what you have learned. (Application) Graph Some part of your study to show how many or how few. (Analysis) Create An original poem, dance, picture, song, or story. (Synthesis) Dramatize Something to show what you have learned. (Synthesis) Survey Others to learn their opinions about some fact, idea, or feature of your study. (Analysis) Forecast How your topic will change in the next 10 years. (Synthesis) Build A model or diorama to illustrate what you have learned. (Application) Create An original game using the facts you have learned. (Synthesis) Memorize And recite a quote or a short list of facts about your topic. (Knowledge) Write An editorial for the student newspaper or draw an editorial cartoon. (Evaluation) Compare Two things from your study. Look for ways they are alike and different. (Analysis) (schoolloop.com) For my first crack at Extension Menus I am offering a choice between three options. The projects assume a given level of â€Å"Readiness† as they are culminating exercises. â€Å"Interest† and â€Å"Learning Profiles† are tapped into as the choices offered are through the mediums of graphics (brochure), audio recordings (radio announcement-recorded or recited) or writings (public relations article). Additionally, the exercises also tap in Sternberg’s Triarchic Theory by meeting â€Å"Creative† and â€Å"Practical† components. †¢What are the four components of the â€Å"Marketing Mix† and which component deals with making the public aware of a business’ products or services? †¢What are the various methods of â€Å"Promotion†? †¢How do promotional activities influence consumers? Teaching Strategies Extension Menus for lesson on the Marketing Mix component of â€Å"Promotions†: Following unit lesson regarding the â€Å"Promotions† aspect of the Marketing Mix, students will be provided the opportunity to select one of three extension projects to demonstrate their knowledge of the subject. The basic nature of each assignment will vary to allow students the opportunity to select a methodology in which they are more inclined. The students will create either an artistic, written or verbal/kinesthetic product. †¢Extension Menu Project An entertainment group has just booked a three week engagement at your cities convention hall. Your marketing firm is one of two firms being considered to promote this event. You have been tasked to provide a sample marketing piece to win the job. Choose one of the following methodologies and create a â€Å"Promotional† piece for this event. Details of the event will be distributed. †¢Tri-fold Brochure: Using â€Å"Word† or a similar program, create a tri-fold brochure which pictures the entertainment groups major events and as well as various features of their business. †¢Public Relations Article: Using †Word,† create an article publicizing the coming of the entertainment group to your city and generate a â€Å"buzz† that will draw attendance to the various events. †¢Radio Announcement: Using a recording program, create a radio advertisement announcing the coming of the entertainment group to your city and highlight several of the main events. Also promote your station’s on-site appearance at one of the events. OR Write your radio announcements and perform them live for the class. As the saying goes †¦.†If you’re not moving forward – you’re moving backwards!† The challenge for us in this course, through classroom instruction, discussion, exercises, text readings and research, is to move forward in our instruction by way of transitioning from traditional methods of instruction to differentiated methods. I came into the course skeptical. I exit via this LEP project as encouraged and inspired. We talked about starting small and moving towards the greater goal. With these lesson plans and the tools acquired during class/research the foundation of a start have been laid. Works Cited (n.d.). Retrieved July Wednesday, 2012, from schoolloop.com: http://pps-pajaro-ca.schoolloop.com/file/1303568322190/1312697332954/8516106516570643153.pdf Byrdseed, I. (2009-1012). Byrdseed. Retrieved July Wednesday, 2012, from Offer Choice with Extension Menus: http://daretodifferentiate.wikispaces.com/file/view/Extension+Menu+directions+9.1.04.pdf Gallow, D. .. (n.d.). University of California, Irvine. Retrieved July Tuesday, 2012, from Problem-Based Learning Faculty Institute: http://www.pbl.uci.edu/whatispbl.html Grants and Research Office. (n.d.). Retrieved July Monday, 2012, from Applying Research to Practice:

How To Specify Durations of Time in Spanish Sentences

How To Specify Durations of Time in Spanish Sentences Spanish has several ways of describing how long an event or activity occurs. Which you use depends partly on whether the activity is still in progress, and in some cases on whether youre talking about a long or short time period. The most common way of describing the length of time of an activity in progress is using the verb llevar. Note the use of the present tense in these examples even though the English uses a present perfect or present perfect progressive verb. El bloguero ya lleva un aà ±o encarcelado. The blogger has already been incarcerated for a year. El cantante lleva cinco aà ±os esperando para grabar bachata con el ex Beatle. The singer has been waiting for five years to record bachata with the former Beatle. Mi hijo de dos aà ±os lleva un mes con mucosidad y tos. My 2-year-old son has had a runny nose and cough for a month. La mujer lleva cinco semanas en huelga de hambre. The woman has been on a hunger strike for five weeks. Nuestro paà ­s lleva muchos aà ±os en proceso de deterioro. Our country has been deteriorating for many years. You may be tempted to use the preposition para, usually translated as for, in sentences like the above, but its use is limited to being part of a phrase that acts like an adjective, especially one that refers to how long something lasts or is used. Las ensaladas son las mejores opciones para un dà ­a de piscina. Salads are the best choices for a day at the pool. Tenemos una dieta completa para una semana. We have a complete diet for a week. Los Cavaliers han llegado a un acuerdo para dos aà ±os con el atleta. The Cavaliers have reached a two-year agreement with the athlete. The construction hacer time period que can be used much like llevar above in translating sentences using ago. The verb following que is in the present tense if the action is continuing to now: Hace tres aà ±os que juega para los Piratas de Campeche. He has been playing for three years for the Campeche Pirates. Hace dos horas que estoy sentada en mi cama. I have been seated on my bed for two hours.  ¡Hace una semana que no fumo! I havent smoked for a week! If the event no longer continues, the verb following que is usually in the preterite: Hace un aà ±o que fui a mi primer concierto. A year ago I went to my first concert. Hace un minuto que estuviste triste. You were sad a minute ago. Hace pocos meses que Imagine Dragons pasaron por Argentina. A few months ago Imagine Dragons passed through Argentina. Just as para has limited use with durations of time, so does por. Por is almost always used with brief periods of time or to suggest that the period of time might be less than expected: La economà ­a est pasando por un momento de transicià ³n. The economy is passing through a moment of transition. Creà ­ por un segundo que me amabas. For a second I thought you loved me. Precalienta el plato en un horno microondas por solo un minuto. Preheat the plate in a microwave oven for just a minute.

Pavlovs Dogs Essay Example

Pavlovs Dogs Essay Example Pavlovs Dogs Essay Pavlovs Dogs Essay Learning and Conditioning Ivan Pavlov studied dogs, metronomes, salivation, and the discovery of the conditioned reflex nearly 100 years ago. Ivan will be remembered as the man who changed psychology by his experimentations with the salivation of dogs. Pavlov learned through experimentation of the unconditioned responses due to unconditioned stimuli and of the potential to condition responses from previous no stimuli. Pavlov performed his experiments at the Institute of Experimental Medicine in Petrograd. There, he reflected on his previous work. He had noticed during his previous work that dogs naturally produced amounts of saliva depending on what they were given to eat. The dogs salivated little amounts for moist food, larger amounts for dry food, and varying amounts for inedible objects. He then had the theory that the dogs had learned from experience to associate food with the appearance of certain signals- the conditioned stimuli. He set up a lab to train dogs to salivate at random signals, conditioned stimuli. Pavlov succeeded in training dogs to drool from hearing the sounds of footsteps, bells, metronomes and the smell of vanilla. He associated the food, unconditioned stimuli, with the previously neutral stimuli and then repeated the combination until the dogs would salivate at the scent or sound without the need of the unconditioned stimulus. The most important finding of the study was that if a neutral stimulus was in contact with the dogs after the unconditioned response took place, the neutral stimulus would stay a neutral response. The impact of Pavlov’s work taught us about our behavior and the impact that conditioning has upon humans. The theory of classical conditioning is universally accepted and has remained unchanged since its conception through Pavlov’s work. Other psychologists have worked with Pavlov’s conditioning. John B. Watson, for example, conditioned 11-month-old little Albert to fear a white rat (and other furry things) by employing the same principles Pavlov used to condition salivation in dogs. Conditioning also directly relates to the nature vs. nurture arguments. Pavlov’s work shows that the environment in which we are surrounded by has a part in our actions. In conclusion, it is unlikely that such a cohesive, elegant, and well-articulated theory of the conditioned reflex would ever have existed if Pavlov had not made the decision to risk his career and venture into the untested, uncharted, and highly questionable science of nineteenth-century psychology.

Root Causes of Financial Crisis in the 1990s The WritePass Journal

Root Causes of Financial Crisis in the 1990s Introduction Root Causes of Financial Crisis in the 1990s ]. Bisgnano J. (1999). Precarious Credit Equilibria: Reflections On The Asian Financial Crisis. BANK FOR INTERNATIONAL SETTLEMENTS Monetary and Economic Department Basle, Switzerland Working Papers. Joosten W. (2004). The Asian Financial Crisis in Retrospect. What Happened? What Can we conclude? CPB Memorandum. CPB Netherlands Bureau for Economic Policy Analysis. Li, K., Kwok m. (2008). Output volatility of five crisis-affected East Asia economies Japan and the World Economy,  In Press, Corrected Proof,  Available online 24 April 2008. Lopez-Mejia, A. (1999), â€Å"Large Capital Flows: A Survey of the Causes, Consequences, and Policy Responses†, Working Paper 99/17, IMF. Mahui, M. N., Maru, J. (2010), â€Å"Financial Liberalisation and the Impact of the Financial Crisis on Singapore†,   Third World Network 131 Jalan Macalister, 10400 Penang, Malaysia. Pathan, S., Skully, M. Wickramanayake, J. (2008) Reforms in Thai bank governance: the aftermath of the Asian financial crisis, International Review of Financial Analysis, 17 (2), 345-362. World Bank (2000), East Asia: Recovery and Beyond, New York: Oxford University Press.

Four Styles of Creative Intelligence Essay Example | Topics and Well Written Essays - 750 words

Four Styles of Creative Intelligence - Essay Example The four styles of creative intelligence are as follows, first is Intuitive, this is based upon the past experience and it is one of the most widely trusted styles of creative intelligence. The biggest advantage of this style is that the past experience is taken into consideration when adopting this method, when past experience is considered many new things can be learnt from the same as experience is believed to be the best teacher. Many mistakes can be avoided making the most of this method; hence it is a very good style to follow as far as creative intelligence is concerned. Second style is Innovative; this is another highly adopted style. Organizations come across new problems everyday and in order to solve the problem one needs to come up with new solutions and what Innovation is all about. Innovation focuses upon new methods to tackle problems, every organizations looks for this quality in its employees. Innovation is based upon a systematic approach to problems and it's all about coming up with solutions to the problem. This is another very highly adopted style of creative intelligence which is used by more organizations than one these days. The third style of creative intelligence is Imaginative. ... There is no certainty whether their ideas would prove beneficial to the organization or not. On the contrary if the ideas click then the organization would surely find itself sitting in a very comfortable position. So it is like a gamble which might pay off or it might not pay off. The last style of creative intelligence is Inspirational; this is more like motivation where the employees are inspired and motivated to achieve the goals of the organization. Every organization should follow this style in order to make sure that all the employees work towards the same goals set by the organizations. Using this style has many advantages; the biggest of them all is that the employees start working selflessly and ultimately the growth of the organization as well as the employees take place. So it is advisable to use this style of creative intelligence to make sure that the employees try and meet all the goals set by the organization. The five forces that influence the mind set and hence go on to influence the decision making procedure are as follows; First is the entry of competitors, this brings a lot of worries to an organization. The organizations starts considering various factors like "What are the Absolute cost advantages Which barriers do exist How easy or difficult is it for new entrants to start competing" (Porters Five forces model, 13 October 2008). It is very essential to do an in-depth analysis on the competitors in the market to know where the organization relay stands, hence this step becomes inevitable. The next is Threat of Substitutes, things like "How easy can a product or service be substituted Can products be made cheaper What are the switching costs" (Porters Five forces model, 13 October 2008) come

How do consumers engage with fashion, textiles or jewellery as a Essay

How do consumers engage with fashion, textiles or jewellery as a routine aspect of everyday life examine this question with ref - Essay Example Fashion is regarded as a driving force that shapes the way people live. That is it influences hairstyles, apparels, food, art, cars, cosmetics, toys, music, furniture, and other aspects of daily lives that people tend to take for granted. Fashion is also a principal component of the popular culture that keeps changing. For example, what might have been regarded fashionable in the 1800s when fashion first emerged may not be considered fashionable today. Today, apart from the basic functioning of cloth, it also serves as fashion items, which can signify how significant a person is and express an individual’s status, as well as what their personal image are like, according to O’Cass (2000, p.545). As a result, clothing can be used as a means of presenting an individual’s identity. Lerkpollakarn and Khemarangsan (2012, p.15) note that consumer behavior towards a fashion clothing affects all aspects of the fashion industry, production, design and merchandising and pro motion at all levels. This also applies to the retail market, according to Crane (2000, p.51). This paper will explore how consumers engage with fashion as a routine aspect of daily life. Clothing is regarded as one of the basic human needs that one cannot do without. Clothing helps keep the body warm, as well as covering the nakedness. This aspect signifies the importance of clothing in human life. However, in addition to the basic function, of clothing in human life, nowadays clothing also serves as a fashionable item, which people use to tell their significance to the society, express their status as an individual, as well as what their personal image are. Thus, people also use clothing as an expression of personal identity (Rocha and Hawkins 2005, p.382). Because of the importance of fashion in the live of consumers, a number of factors influence the buying behaviors of consumers. The factors include identity, physical, lifestyle and store environment. Lerkpollakarn and Khemaran gsan (2012, p.18) claim that identity factors strongly influences consumer behavior in the fashion clothing. This is because some people only choose products based on mood, reliance, personal style, brand image or celebrity influence. Packard and Raine (1979, p.16) reveal that fashion is based on mood and emotions as being conquering to others, aesthetically beautiful and emotional factors based on the feelings and the emotions of consumers. In this regard, research indicates that people tend to engage with fashion based on the emotional factors that make consumers buy clothes, in order for them to be able to look modern and attractive. Lerkpollakarn and Khemarangsan (2012, p.18) argue that more than often, people buy fashionable clothing not just because they need them but for pleasure. DeLace (2011, p.11) observed that the behavior of modern consumer is based on a search for pleasure with the consumption experience itself. As a result, consumers tend to look for new sensations, ne w stimuli. Skoggard (1998, p.56) shows that consumers tend to look for a chance to spend money for clothing when they feel good and satisfied with it. For example, fashion tends to force women to put on clothes that they do not necessarily need. For instance, during the winter season, one may wonder seeing a woman dressed in light clothes that reveal most body parts in the name of fashion, attraction and pleasure that comes with

Position Paper Term Example | Topics and Well Written Essays - 1000 words

Position - Term Paper Example Without personal development realizing one’s dreams and aspirations are not possible. I continually thrive to achieve personal development through inspirations and small things in life. Accepting the things we cannot change and appreciating the things that we are have are critical for personal growth in my experience. I also believe that one has to do the things that he/she love in order to succeed in anything. Without the passion for doing things, it cannot be a success. I always try my best to believe in myself and to give my all when I am engaged to a particular work. According to the personal development based on me2 questionnaire my personality analysis ranked me very high as a curious person but very uncomfortable with uncertainty and ambiguity. I do not like to be in situation which I cannot take control of. For me, I have to certain in what I do and my curious nature often drives me to understand the world the world around. Hard working is the key to any success but wi thout values and personal growth, it is not a complete success as we as a human should evolve through our experiences and beliefs. I believe one of the reasons I felt confident in my learning experience, my personality and my career path is that I know for a fact that this is where I want to be. Confidence is very crucial when it comes to business management and I believe that if you are not confident about yourself or your work, it is not possible to grow. In the confidence zone, I perceived myself to be reasonably confident in my capacity to generate and work with ideas. My beliefs, values and confidence give me the positive learning environment. I often spend tie analyzing each sessions of my class and focusing on how I can improve my learning goals. This gives me the perspective of what I need to improve and develop. My flexibility also gives me the confidence to tackle any task given to me. For me change is the way of life and one should be open about change if it is for the po sitive cause. â€Å"Change equates with life, with our own personal, social, mental and physical development and with our ability to learn, to adapt, and to play an active role in social and community activities† (Andriopoulos & Dawson 2009, p.14) for me life is about making compromises when it matters and one should be flexible enough to welcome change. I also believe any personal, professional and career growth cannot be achieved without confidence and flexibility. I always believe in myself and this boost my confidence level which makes me extremely goal oriented. Although over confidence is what drives people to making stupid and irrational decisions, so I always calculated my options before I make any big decisions. I can say that I have grown personally over the past few years; I still need to work on many areas of my path to achieve my goals. But, I also believe that with my confidence and myself motivation, I can definitely achieve my career goals in life. My self â⠂¬â€œ efficiency is what makes me believe that I am capable of successfully performing a task assigned to me. I rate my level of self- efficiency to be very strong and this gives me the confidence to face new task or challenges. Idea generations can define as â€Å"The process of creating, developing, and communicating ideas which are abstract, concrete, or visual. The process includes the process of constructing through the idea innovating the concept, developing

Psychology Evaluate addiction in terms of brain dysfunction Essay

Psychology Evaluate addiction in terms of brain dysfunction - Essay Example In fact it does not require the individual to feel positive pleasure from the behaviour (West, 2006). There are two types of forces that forces that enhances purposeful behaviour in human beings: inhibitory forces and impulses. Each of these forces is balanced, checked and regulated by tasks of planning and evaluation. The behavioural plans that human beings propose for themselves, and the evaluation they make of their behaviour help to give identity and purpose (Baxter & Hinson, 2001). For instance if a man recognizes himself as addicted to smoking, but evaluate the smoking behaviour as a risk to mental functioning, then he will be able to formulate a plan that would displace the behaviour. Theory of addiction is viewed as chronic brain disorder that can be managed with all the tools at medicine's disposal. The addict's brain is claimed to be malfunctioning, just like the pancreas of someone with diabetes. The major distributing factor is the behaviour and lifestyle choices (Eugene & Heather, 2003). Genetics have found that there are gene variants that predispose people to addiction that explains why some people who tries addiction becomes hooked on it. The laboratories that are operated and funded by PET and National Institute on Drug Abuse (NIDA) are forcing the addicted brain to yield up its secrets. According to West (2006), Neuroscientists are mapping the intricate network of feedback loops and triggers that are set in motion by the taste, sight or thought of a beer or a cigarette. They have learned to identified a signal that an alcoholic is about to pour a drink, and trace the impulse back to its origin in the primitive midbrain. Among the numerous compounds tested by NIDA are compounds that block the intoxicating effects of drugs. They include vaccines that train the body's own immune system to bar them from the brain Addiction as Brain dysfunction Addictive drugs like heroine and cocaine flood the brain with the neurotransmitter dopamine, which is a chemical that induces a sensation of pleasure and trains the subconscious mind to remember everything that proceed that sensation. Alcohol, amphetamines and nicotine, together with cocaine and heroine are considered the hardest drugs to give up (West, 2006). Drugs are substances that tap into brain's operation system and disrupt the way nerve cells normally send, receive and process information. Drugs can disrupt the brain's operation in two ways: can imitate the brain's natural chemical messengers and over-stimulate the reward circuit of the brain. Most drugs fool the brain's receptors and activate the nerve cells to send abnormal messages (Bannon et al, 2002). Nearly all drugs target the brain's reward system; they do this by flooding the circuit with dopamine. With continued drug abuse, the brain adapts the overwhelming surges in dopamine by reducing the number of dopamine receptors in the reward circuit; this will lessened the impact on the reward circuit, hence reducing the users ability to enjoy the drugs and things that earlier brought pleasure (West, 2006). According to Bannon et al (2002), long term abuse causes changes in other brain systems and circuit as well as facilitating non-conscious learning, which makes the learner to experience uncontrollable carvings whenever they see a person or place that is associated with the drug experience. Research indicates that drug-addicted individuals are show changes in regions of the brain that

Dividend Valuation Model Essay Example | Topics and Well Written Essays - 2000 words

Dividend Valuation Model - Essay Example Brown & Medoff, (1988), stated that the dividends that have not become ex dividends are not required for forecasting because they have just been announced. The forecast are also based on the detailed financial models running over 2 to 5 year. This model also assumes the constant growth rate. The method is useful when evaluating then value of a company in the short and medium term, however, in long term valuation, it may not be suitable but the management can only use this model if the shareholder agree to accept the assumptions that the dividend payout policies will be maintained for future calculations ( Jensen, &, Ruback, 1983, pp5–50).. The model has limitation that makes it less appropriate. For example, the model has imitations making it difficult to use for short term forecasting as opposed to the long run because the system dividends on the ability to while the order details of host companies have an attitude while most companies use the links because it is not subscribed. Most companies also understand that the models Is dependent on the input data. Finally, the divided discount model is also not preferred by other companies because the model omits cash flows (PWC, 2007, 1-50).

A global perspective on Philadelphia Community Based Organizations Essay

A global perspective on Philadelphia Community Based Organizations - Essay Example des safe, engaging and fun learning experiences to help children and youth develop their social, emotional, physical, cultural and academic skills† - Debbie Stabenow. â€Å"Afterschool is the time when young people discover their interests and strengths hat often lead to decisions they will make as adults. This program will truly impact the lives of this young people with profound and positive long- term benefits.† – Gina Warner; Executive Director Partnership for Youth Development. In most of the schools, the ringing of the 3 p.m. normally marks the end of school day activities for many students. This means that they can go home and play and the same time do whatever they please. The students end up engaging in activities that are not productive since they have no one to guide them. The parents who would have guided them are busy the same time either at work or pursuing further studies. In turn, this had led to the children going through a series of poor performance. The pupils also don’t have the time to develop their potential in terms of creativity (Old Pine Community Centre). The Old Pine Community Centre Afterschool Program plays the role of ensuring that the students done waste their time. This is through the provision of the essential services like the supervised and safe environment. It also provides healthy meals and snacks, academic enriching activities and supportive and caring mentors for the students. The children are also taken through exercises which ensure that they are healthy. These activities are provided to the children and family that need most the support. The services are also offered in a cost effective manner compared to the gains that the children get. The program provides the children with the clubs that enable them to interact and share their interests. The services offered are done through qualified personnel such as the counselor or the teachers. This ensures that the services are of quality and addresses the issues

Psychology Evaluate addiction in terms of brain dysfunction Essay

Psychology Evaluate addiction in terms of brain dysfunction - Essay Example In fact it does not require the individual to feel positive pleasure from the behaviour (West, 2006). There are two types of forces that forces that enhances purposeful behaviour in human beings: inhibitory forces and impulses. Each of these forces is balanced, checked and regulated by tasks of planning and evaluation. The behavioural plans that human beings propose for themselves, and the evaluation they make of their behaviour help to give identity and purpose (Baxter & Hinson, 2001). For instance if a man recognizes himself as addicted to smoking, but evaluate the smoking behaviour as a risk to mental functioning, then he will be able to formulate a plan that would displace the behaviour. Theory of addiction is viewed as chronic brain disorder that can be managed with all the tools at medicine's disposal. The addict's brain is claimed to be malfunctioning, just like the pancreas of someone with diabetes. The major distributing factor is the behaviour and lifestyle choices (Eugene & Heather, 2003). Genetics have found that there are gene variants that predispose people to addiction that explains why some people who tries addiction becomes hooked on it. The laboratories that are operated and funded by PET and National Institute on Drug Abuse (NIDA) are forcing the addicted brain to yield up its secrets. According to West (2006), Neuroscientists are mapping the intricate network of feedback loops and triggers that are set in motion by the taste, sight or thought of a beer or a cigarette. They have learned to identified a signal that an alcoholic is about to pour a drink, and trace the impulse back to its origin in the primitive midbrain. Among the numerous compounds tested by NIDA are compounds that block the intoxicating effects of drugs. They include vaccines that train the body's own immune system to bar them from the brain Addiction as Brain dysfunction Addictive drugs like heroine and cocaine flood the brain with the neurotransmitter dopamine, which is a chemical that induces a sensation of pleasure and trains the subconscious mind to remember everything that proceed that sensation. Alcohol, amphetamines and nicotine, together with cocaine and heroine are considered the hardest drugs to give up (West, 2006). Drugs are substances that tap into brain's operation system and disrupt the way nerve cells normally send, receive and process information. Drugs can disrupt the brain's operation in two ways: can imitate the brain's natural chemical messengers and over-stimulate the reward circuit of the brain. Most drugs fool the brain's receptors and activate the nerve cells to send abnormal messages (Bannon et al, 2002). Nearly all drugs target the brain's reward system; they do this by flooding the circuit with dopamine. With continued drug abuse, the brain adapts the overwhelming surges in dopamine by reducing the number of dopamine receptors in the reward circuit; this will lessened the impact on the reward circuit, hence reducing the users ability to enjoy the drugs and things that earlier brought pleasure (West, 2006). According to Bannon et al (2002), long term abuse causes changes in other brain systems and circuit as well as facilitating non-conscious learning, which makes the learner to experience uncontrollable carvings whenever they see a person or place that is associated with the drug experience. Research indicates that drug-addicted individuals are show changes in regions of the brain that

A global perspective on Philadelphia Community Based Organizations Essay

A global perspective on Philadelphia Community Based Organizations - Essay Example des safe, engaging and fun learning experiences to help children and youth develop their social, emotional, physical, cultural and academic skills† - Debbie Stabenow. â€Å"Afterschool is the time when young people discover their interests and strengths hat often lead to decisions they will make as adults. This program will truly impact the lives of this young people with profound and positive long- term benefits.† – Gina Warner; Executive Director Partnership for Youth Development. In most of the schools, the ringing of the 3 p.m. normally marks the end of school day activities for many students. This means that they can go home and play and the same time do whatever they please. The students end up engaging in activities that are not productive since they have no one to guide them. The parents who would have guided them are busy the same time either at work or pursuing further studies. In turn, this had led to the children going through a series of poor performance. The pupils also don’t have the time to develop their potential in terms of creativity (Old Pine Community Centre). The Old Pine Community Centre Afterschool Program plays the role of ensuring that the students done waste their time. This is through the provision of the essential services like the supervised and safe environment. It also provides healthy meals and snacks, academic enriching activities and supportive and caring mentors for the students. The children are also taken through exercises which ensure that they are healthy. These activities are provided to the children and family that need most the support. The services are also offered in a cost effective manner compared to the gains that the children get. The program provides the children with the clubs that enable them to interact and share their interests. The services offered are done through qualified personnel such as the counselor or the teachers. This ensures that the services are of quality and addresses the issues

The Spanish Republic and the civil war 1931-1939 Essay Example for Free

The Spanish Republic and the civil war 1931-1939 Essay Tragically in 1939, after three years of bitter civil war and with the loss of around 750,000 Spanish lives, Spain fell to the rule of a Fascist dictatorship that was to last for almost four decades. The Spanish tragedy has been told and analysed by countless historians, and of these works Gabriel Jacksons The Spanish Republic and the Civil War 1931-1939 is widely referred to as the definitive liberal history of the Spanish Republic. Jackson begins with an outline of the nineteenth century monarchical and political upheavals that preceded the birth of the Spanish republic in 1931. From there, we are given a detailed account of events leading to Francos final victory in 1939 and finally a synopsis which attempts to address some of the criticisms that have been levelled at Jacksons depiction. One such criticism is that Jackson leaves a crucial part of the story untold, namely that of the struggle of workers and peasants against not just the nationalist forces, but too against the conditions of capitalism and semi-feudalism. One of Jacksons most ardent critics has been Noam Chomsky, who through his Objectivity and Liberal Scholarship has provided an excellent theoretical framework to enable a critical reading of Jackson, primarily in his depiction of events from 1936-1937. In this work Chomsky points to the subordination of liberal intelligencia, universities in particular, to the military- industrial complex, in this case the American State and big business. In other words, writers of ostensibly objective historical works become compromised by their social, economic and political ties to the prevailing ideology, leading them to interpret events with the notion in mind of the inevitability and desirability of bourgeois democracy. Alongside this, according to Zbigniew Brzezinski, the largely humanist-oriented, occasionally ideologically-minded intellectual-dissenter, who sees his role largely in terms of proffering social critiques, is rapidly being displaced either by experts and specialists, who become involved in special governmental undertakings, or by the generalists-integrators, who become in effect house-ideologies for those in power, providing overall intellectual integration for disparate actions.1 The search for objective truth then is subordinated in these instances to the subjectivity of the author/investigator and in the final instance we are given a partial and distorted view of historical events, as is the case with Jacksons work. The motivations and actions of those directly involved are written out of the story, and instead the logic of liberal scholarship gives precedence to the political leadership of the natural parties of government. As Chomsky points out, Jackson makes it abundantly clear that he is, in favour of liberal democracy, as represented by figures such as Azana, Casares Quiroga, Martinez Barrio, and other responsible national leaders. and, makes little attempt to disguise his antipathy towards the forces of popular revolution in Spain, or their goals. 2 Therefore, mass action is generally regarded as of secondary importance to the manoeuvrings of the Popular Front government, even when in practice it was often powerless. Further, when these masses threaten the natural order of capitalist production, by acts of collectivisation, expropriation, land seizure and abolition of money, they are described as, naà ¯Ã‚ ¿Ã‚ ½ve, counterproductive, ill educated, fundamentally conservative and misled. Only when these masses follow the lead and policies of the natural elite does Jackson recognise and applaud mass contribution, and Jackson fails to recognise the crucial nature of the revolutionary/counterrevolutionary period from the summer of 1936 to 1937 in which, the revolution was largely spontaneous with mass participation of anarchist and socialist industrial and agricultural workers; the counterrevolution was under communist direction3 To partly summarise Chomskys criticisms, two examples of Jacksons subjective analysis of this period are, the role of the Communist Party in Spain and collectivisation in Catalonia. Under a Moscow directive, the PCE was founded in Spain with only 800 members in 1930. This number grew to around 20,000 in 1934 while the PCE had dropped its social fascist stance regarding other left groupings, to embrace all parties of the left under the Popular Front umbrella. Stalin had concluded that international fascismposed a threat after allHis answer was the adoption during 1934/35 of a Popular Front policy for resisting fascism.4 This membership grew to over 250,000 during the first eight months of the war, 40% of this number being made up the petit bourgeoisie. The PCE, again under orders from Moscow, embraced bourgeois democracy, their only task to defend the Republic, and revolutionary action by the masses was not on Stalins agenda. In responding to a plea from help from Spains Popular Front government, Stalin was perusing what he perceived to be in the foreign policy interest of the Soviet UnionWhat Soviet aidbegan to reach Spain in October 1936, was emphatically not intended to advance the cause of social revolution in Republican Spain.5 Jackson however claims, The interrupted movement toward world revolution, as well as the security of the Soviet Union, might well be advanced by a Republican victory in Spain.6 Chomsky rightly regards Jacksons view of The Soviet Union as a nation hungry to embrace world revolution as entirely mistaken, and indeed the Soviet Union of the 1930s had come a long way from the days of the storming of the Winter Palace in the November Revolution of 1917. Russia is a totalitarian regimethe frame of mind its leaders is cynical and opportunist. To expect such men to lead a social revolution in Spain, where the wildest idealism is combined with great independence of character, was out of the question.7 Political purges and show trials in the Soviet Union in 1934-36 had seen potential political opposition to Stalin brutally removed, many being accused, as was Leon Trotsky, of having been in league with Hitler. Russia was then a country with a revolutionary past, not a revolutionary present.8 Stalins main aim in 1936 was to ward off any threat from Hitlers Germany, by allying himself with Britain and France. Accordingly, a proletarian revolution in Spain could not be allowed to succeed, bringing as it would a threat of instability to ruling classes the world over, and a shift in the balance of European power. Communist policy as regards Spain then was one of subordinating their [PCE] national policies to the USSRs supposed international interests.9 In effect this meant the defence of all legitimate middle-class authority at the expense the grass root militancy that could have helped avert the tragic outcome to Spains civil war. As one communist student of the time, critical of such policy noted, But a more revolutionary course will only frighten the democracies, people said. What nonsense! The capitalist democracies were frightened enough already by what was happening in Spain. Stalin wont agree, said others. But was that the case? Would Stalin not have had to do what he did anyway and a lot more, perhaps if we had pursued a more revolutionary course? Could he afford to be seen betraying a proletarian revolution?10 The next bone of contention, is the account Jackson gives of collectivisation. In the initial process of collectivisation, Jackson berates unions in Valencia and Barcelona for abusing their sudden authority to place the sign incautado on all manner of buildings and vehicles.11 However, as Chomsky notes, this wording belies Jacksons ignorance towards the reality of the revolutionary situation. While Jackson recognises the occurrence of ..the most profound social revolution since the fifteenth century..12, it seems that he is not inclined to recognise the actions that are an integral part of such a profound social revolution. Later, Jackson claims that in 1936, the revolutionary tide began to ebb in Cataloniaaccumulating food and supply problems, and the experience of administering villages, frontier posts, and public utilities, had rapidly shown the anarchists the unexpected complexity of modern society.13 Chomsky on the other hand points to the attack led by the Communist Party to destroy the gains made by workers and peasants without the blessing of any legitimate government force. First win the war then make the revolution, was the slogan that epitomised the drive to subordinate the revolutionary aspirations of the masses to the will of the legitimate powers. Collectivisation brought order to the chaotic situation All the parties and organisations solemnly agreed to respect the letter and the spirit of the new law; but within three months the Republican parties were systematically obstructing it; and soon afterwards the communists were sabotaging it..14 and International capitalism was determined to do everything in its power to force the failure of the collectivised Catalan economy.15 Chomsky too challenges Jacksons attitude towards and analysis of war production and distribution in collectivised areas. For example, In Catalonia, the CNT factory committees dragged their heels on war production, claiming that the government deprived them of raw materials and was favouring the bourgeoisie,16 Firstly this is in stark contrast to Jacksons charitable attitude towards production methods in fascist controlled areas, and his fairly uncritical depiction of later communist methods which involved substantially restoring a free market in essential without any apparent benefits to the war effort. Secondly, as Chomsky notes, Jackson does not substantiate his statement with fact. These two criticisms perhaps point to another instance where Jackson noticeably favours traditional capitalist production against that of the collective. In any case, evidence points to the fact that while conditions were favourable, with access to raw materials for example, collective production rivalled that elsewhere in Spain. The war industry in Catalonia had produced ten times more than the rest of Spanish industry put together and .this output could have been quadrupled as from beginning of September if Catalonia had had access to the necessary raw materials that were unobtainable in Spanish territory.17 Further, it is evident that the central government denied much needed financial assistance because of its lack of sympathy with, rather hostility towards collectivisation. Only in exchange for government control would they give financial assistance.18 Whatever accusations may be levelled at the running of the collectives, at least two points must be remembered. Firstly, in many instances, collectivisation came as the result of a huge surge from below, The revolution was like a dog shaking itself when it comes out of the water the Spanish people shaking itself free of 400 years injustice. There was nothing we militants could do but go ahead or shoot ourselves.19 Secondly, against overwhelming odds, the Catalan working class kept collectivised production going for thirty months of war.20 In conclusion, this paper has only managed to briefly capture Chomskys detailed criticism of Jackson, and to follow on from Chomsky is no easy task given his coherent, thoroughly researched critique. Chomsky highlights Jacksons apparent lack of understanding of the true nature of revolutionary struggle, which leads him to mistakenly identify the 1930s Soviet Union as a revolutionary force and to disparage the actions of mass movements lacking conventional political leadership. The first mistaken belief is, as Chomsky points out, entirely in keeping with the American Cold War mythology that has invented an international Communist conspiracy directed from Moscow to justify its own interventionist policies.21 The two beliefs together lead him to significantly underplay the destructive role played by Communist policy in Spain, which, while not wholly to blame for the Fascist victory, significantly dented the workers will to fight. Many theorists have argued that only a successful revolution could have ultimately beaten the fascists, and that an early arming of workers could have averted three years of carnage. However, We werent being armed because the Republican authorities were more frightened of the working class than off the military. (Francisco Cabrera, Communist Youth, Seville) Communist insistence on an exclusively Popular Front, petty bourgeois programme was disastrous, which ultimately undermined the fight against Fascism. The loss of the Civil War in Spain to the fascists was more than just a military defeat, as in the words of Ronald Fraser, For the objective was not only to castigate the defeated but to crush for all time working class militancy and the threat of socialist revolution, so that Spanish capitalism could prosper. Quotes 1 Chomsky, N, Objectivity and Liberal Scholarship, p30 2 Chomsky, p75 3 Chomsky, p81 4 Blinkhorn, Democracy and Civil War in Spain, p36 5 Blinkhorn, p36 6 Jackson, The Spanish Republic and the Civil War 1931-1939, p259 7 Chomsky, p84 8 Chomsky, p85 9 Fraser, Blood of Spain, p328 10 Fraser, p329 11 Jackson, p279 12 Jackson, p277 13 Jackson, p314 14 Fraser, p215 15 Fraser, p216 16 Jackson, p365 17 Chomsky, p89 18 Chomsky, p90 19 Fraser, p229 20 Fraser, p234 21 Chomsky, p86 Bibliography Jackson, G, 1965, The Spanish Republic and the Civil War 1931-1939, Princeton University Press Fraser, R, 1979, Blood of Spain, Penguin Blinkhorn, M, Democracy and Civil War in Spain Chomsky, N, Objectivity and Liberal Scholarship

Satisfying Customers Needs And Wants Marketing Essay

Satisfying Customers Needs And Wants Marketing Essay Marketing has often been defined in terms of satisfying customers needs and wants. Critics however maintain that marketing goes beyond that and creates needs and wants that did not exist before, According to these critics, marketers encourage consumers to spend more money than they should on goods and services they really do not need. Marketing process can be explained as creating value for customers and building customer relationship by doing this the organisation makes profit The various elements of marketing process can be classified as follow Fig 1 Understanding the market place and customers needs and wants is achieved through in-depth market research and thereby identifying a product gap or needs gap. This will involve trends , how to make things easier , comfortable, better and user friendly. In the early 80s there were few or no mobile phones. A thorough market research has created the need for mobile phones, then came the massive first generation mobile phones. This were later followed by smaller ones and these days we can see the smart phones with inbuilt cameras, time online movies and news ability to actual work from your mobile Samsung note to the new tablets. Every day specialist market research companies, innovators, technicians and scientist all work hand on hand to create a new niche market or brand that makes our lives much more comfortable. Even the pay as you go concept became apparent as people could not continue to pay the incredible high cost then been charged by manufacturers who were looking at ways to cover the cost of their research and development. So the critics may not be far from the truth but the ideal is marketers coming with ways and products that makes our lives easy. Design a customer driven marketing strategy. Marketing strategy is a long term means of achieving a corporate objective. If we take the example of the mobile phone industry where the likes of Samsung, IPhone, Nokia are in serious competition each as to design a marketing strategy to capture a share of the market. Like a military personnel will define the art of going to warfare. Marketing program that delivers superior value : This refers to the marketing mix that is the 4ps Usually referring to E. Jerome McCarthys  [1]  Ã‚  4 P classifications for developing an effective marketing strategy, which encompasses: product, price, placement (distribution) and promotion. When its a consumer-centric marketing mix, it  has been extended to include  three more Ps: people, process and physical evidence, and  three Cs: cost, consumer and competitor. Depending on the industry and the target of the marketing plan, marketing managers will take various approaches to each of the four Ps. The benefits and cost of marketing orientation Market orientation is the understanding of customers requirement and creation of marketing mix which will meet these needs. Market driven means the firms capability to understand, attract and keep valuable customers G. Armstrong and P. Kotler define marketing as social and managing process by which the individuals and groups procure what they need by creating and exchanging values with others.  [2]   A market-oriented company is in a position to achieve competitive advantage thanks to its unique innovative approach to customers. In addition to this, according to the opinion of P. R. Dickson, a competitive advantage should be understood in the sense of dynamics of competition. He expresses disagreement with the standpoint of neoclassic theory of market equilibrium and claims that the main characteristic of the market is its disequilibrium. He sees marketing as a science and skill of creating changes (disequilibrium) in the market in the manner that would provide for the changes that are beneficial for the company. Various responses of salespersons and customers to changes in supply and demand, thinks Dickson, create possibilities that could be used by the company that understands market. He underlines the importance of adjusting company to the market occurrences.  [3]   Benefits and cost of market orientation Figure 2: Customer relationship groups Source: G. Armstrong, P. Kotler, Marketing: An Introduction, 7. ed., Pearson/Prentice-Hall, Upper Saddle River, NJ, 2005, p. 25. The above summaries the benefits and cost of market Orientation other advantages and disadvantages. Responding to Demand Building Customer Value Disadvantages Extensive and Expensive Research and Increased cost. Micro and Macro environmental factors that affect marketing Decision The micro environmental factors are factors that can be controlled by the organisation and relates directly with the business these are considered using the factors in fig 3 Micro Environmental factors Fig 3 Fig 4 shows how different public affects organisation. The public that affect the marketing decision of the yet they can be controlled and are regarded as micro are the relation with the following members of this public e.g Financial public this is based on say for example the organisations annual returns. Fig 4 Macro Environmental Factors The Target market for mobile phones companies and IT companies are more likely to be the high income earning spectrum of the society or the new graduates and the city bankers and young people in the top echelon of society who will be able to afford the integrated packages that are about to be launched into the market very soon The package will include home entertainment, office package, security package, phone and video calls and financial/banking package all launched as one integrated hand held device. Market segmentation, and Target is followed by positioning, this should be developed and implemented by creating an image for the product, profiling the target market, High Tech gadgets like this integrated hand held device will be bought based on the technical specification what comfort or ease of doing a task it provide. Buying Behaviourur is the way and act of people involved in buying and using products. To understand these we need to consider, why a buyer will make a purchase, what factors influence will influence a buyer to buy a certain product. Buying Behaviour refers to how people will behave when buying a certain product. A firm needs to consider and study buying behaviourur and peoples reactions to the organisation marketing strategy has this will have great impact on the firms success. The marketing concept show how a marketing mix (MM) that satisfies (gives utility to) customers, hence it important to understand the what, where, when and how consumers buy. Stages of the Consumer Buying Process There are Six Stages to the Consumer Buying Decision Process (For complex decisions). Problem Recognition Information search The evoked set. Evaluation of Alternatives Purchase decision- Post Purchase decision Buying behaviour is often determined by the level of consumer involvement in the purchase decisions, the importance and level of interest the consumer decisions is determined by the motivation to seek information about the product or service. High involvement purchase such as buy a luxury car or other expensive items. Also the element of risk involved in the use of the product that is the social risk and the economic risk. The four type of consumer buying behaviour: Routine Response/Programmed Behaviourr, Limited Decision Making, Extensive Decision Making/Complex, impulse buying, Routine Response/Programmed behaviour this are low involvement very little or no decision effort is required E.g. A can drink . Limited Decision Making- This are product bought occasionally example are like clothing but not brands Extensive Decision Making/Complex: This involves unfamiliar, expensive and infrequently bought goods. It involves a high degree of economic performance, and psychological risk. e.g. cars, homes, computers, it also involves a lot of time seeking information and deciding. and consumers will go through all six stages of the buying process. Impulse buying, this are purchase which are unplanned it like buying chewing gum in the Conner shop without actually thinking about it. Also prices at time lead to impulse buying. They are usually low valued items. Ethan Lyon said The goal of market positioning is to find the ideal opportunity in the market based on customer needs, market forces and financial and strategic considerations. Once the market opportunity is identified then the organisation can further develop its product and elevate its brand to deliver outstanding value. To clarify the market position, the firm will need to find an overarching theme, then define the details. (sparxoo.com) Brand Idea-The idea is an aspirational concept it defines the idea of what the company. For example the Samsung note goes with the concept of designed for human Value Proposition- A customer or a consumer buyers the Samsung note they see high value and high quality Differentiating Attributes-Samsung has distinguished itself from Apple by targeting the main stream yet providing quality and comparable or better phones than those provided by Apple Word count1450

Edna St. Vincent Millays Sonnet I, Being Born a Woman and Distressed E

Edna St. Vincent Millay's Sonnet "I, Being Born a Woman and Distressed" Edna St. Vincent Millay’s sonnet, â€Å"I, Being Born a Woman and Distressed,† serves as an excellent example of a multi-faceted piece. From one angle, it is simply a Petrarchan sonnet, written with a slight variation on rhyme scheme – but that variation, taken deeper, reveals new layers of meaning. Added to Millay’s choice of meter and end-stop, along with a background of Millay’s person, this sonnet seems not so â€Å"simple† after all. Millay, though she married in 1923, was known to have extramarital affairs, purportedly with both women and men. (wikipedia.com) In the context of this particular sonnet, such seems revealing indeed – for it seems the speaker of the sonnet is involved in some sort of affair. Or perhaps Millay’s sonnet is addressed to her husband, for it was published in 1923; however, that seems unlikely, since the sonnet frames a rejection of her lover. More likely, I see it as a final ‘goodbye’ to her lover before marriage, for she â€Å"find[s] this frenzy insufficient reason† to continue seeing him (or her). Though Millay had an â€Å"open† marriage – that is, she and her husband consented to each other’s affairs – she likely did not want to begin her marriage with two lovers. The 1920s was a booming period, and Millay fit in perfectly with her independent demeanor. Women had gotten the right to vote in 1920, and this, I think, furthered Millay’s interest in independence, and perhaps caused her to think about the â€Å"traditional† roles of women. The typical image of a ‘damsel in distress’ fit her poorly; hers was a more forthright existence. On the outside, however, she was a woman, and was thus restrained by her own appearance – much ... ...er skills. This reflects in her poetry; particularly â€Å"I, Being Born a Woman and Distressed.† Millay took an established form, and ‘altered’ it to fit her meaning – even taking its original purpose into consideration – to create an ironic sonnet that broke with the norm. After an analysis of both the technical and social features of this sonnet, its hidden meanings and subtle emotion become readily apparent. Works Cited: The Norton Anthology of Poetry, Fifth Edition. Margaret Ferguson, Mary Jo Salter, & Jon Stallworthy. Copyright 2005, W.W. Norton & Company, Inc. â€Å"Edna St. Vincent Millay.† Wikipedia. 21 October 2005. Non-profit Wikimedia Foundation. 31 October 2005. Gale, Robert L. â€Å"Edna St. Vincent Millay’s Life.† Modern American Poetry. Accessed: 31 October 2005. (This source was used solely to confirm the information on Wikipedia.)

Essays --

Pro life is when people oppose or don’t support the right to life of an abortion. People that that are pro-life think that abortion is a murder of the fetus, the child inside the woman. Religion also plays a role in abortion. Many religions think that abortion is not a rightful thing to do and some do not allow it. In the encyclopedia of the Global Religion, Maguire says in his section of the encyclopedia that with Christianity for example, the Roman Catholic hierarchy disagrees with the act of contraception and abortion. In most of the catholic countries, birth control was widely used. For example, France was the first country to experience high fertility rates and Italy and Spain had the lowest fertility rates in the world. Most religions might disagree with the act of abortion, but some religions like Hinduism strongly disagree and think it’s an atrocious thing to do. As a Christian, God says in the bible in Genesis 9:5 that murder is forbidden. Pro-choice Christians say that they believe that they have the ultimate say over what happens to their bodies. However, the Bible says that God has the right to say what is right and that he is in control of your body, because our body is God’s temple. Religious groups also use the idea of the soul for their disagreement of abortion. Some groups state that the soul describes the fetus and how it is a human being and it doesn’t leave the body until it is time for its natural death. This means that humans and even soul humans deserve to be treated equally and the same through their development. While there are many religions in different countries that are against abortion, there are some that highly support abortion. â€Å"Abortion is not only permitted, it is, in fact, mandated, as when th... ...ills are available for younger women now who are 18 and older. Plan B pills and OC pills, which stand for oral contraceptive pills are used to help prevent pregnancy before it even happens. The use of drugs causes the embryo and the product used to be passed through the vagina. A disadvantage of medical abortions is that the medicine and drugs taken might take weeks or even months and woman might go through vaginal bleeding after the first drug. Even though it can be risky to take pills and think that you will be safe from being pregnant, it is important to make sure and go to the doctors to check if you are pregnant right away because the fetus might grow faster than you think. Between the surgical and medical abortion, medical abortions can be safer than the surgical because surgical involves surgical risks, but can take days to know if you are actually pregnant.