Ir and Globalization

Ir and globalization CONENT: Introduction Body 1. What is Globalization and how it is related with the International Relations; 2. Advantages and Disadvantages of the Globalization; 3. Effectiveness of the Globalization Conclusion NTRODUCTION In my work I talk about the Globalization and its relation with the Globalization where I dwelled upon the Globalization. In the second part I did survey and focused on the advantages and disadvantages of globalization as the statistics show. After hammering out the two factors I wrote about de facto effectiveness of the Globalization and at the end I stated my estimation and conclusion.International Relation and Globalization As more nations, people, and cultures adapt to the ever changing international community, diplomats, politicians, and representatives must meet and deal with accordingly to the needs and wants of nations. Diplomacy can be exerted in many forms; through peace talks, written constitutions, field experiences, etc. Culture is a familiar term and remains unchanged by definition. However, globalization and international relations have constantly altered culture both positively and negatively.Globalization increases worldwide technology, and the readability of fast, effective communication and consumption of popular products. Globalization links cultures and international relations on a variety of levels; economics, politically, socially, etc. International relations have used globalization to reach its goal: of understanding cultures. International relations focus on how countries, people and organizations interact and globalization is making a profound effect on International relations. Understanding culture, globalization, and international relations is critical for the future of not nly governments, people, and businesses, but for the survival of the human race. In today’s increasingly interdependent and turbulent world, many of the leading issues in the news concern international affairs. Whethe r it is the continuing impact of globalization, Globalization – the process of continuing integration of the countries in the world – is strongly underway in all parts of the globe. It is a complex interconnection between capitalism and democracy, which involves positive and negative features, that both empowers and disempowers individuals and groups.From the other hand Globalization is a popular term used by governments, business, academic and a range of diverse non-governmental organizations. It also, however, signifies a new paradigm within world politics and economic relations. While national governments for many years dictated the international political and economic scene, international organizations such as the World Bank, International Monetary Fund and the World Trade Organization have now become significant role players. In this â€Å"Global Village† national governments have lost some of their importance and perhaps their powers in favour of these maj or international organizations.As a process of interaction and integration among people, companies and governments of different nations Globalization is a process driven by the International Trade and Investment and aided by Information technology. This process on the environment on culture, on political system, on economic development and prosperity, and on human physical well-being in societies around the world. Advantages and Disadvantages of Globalization Globalization has a range of advantages while it has also disadvantages. The Advantages include GDP Increase; statistics shows that GDP in developing countries has increased twice as much as before.Unemployment is reduced. Education has increased. Competition on Even Platform: The Companies all around the world are competing on a single global platform which allows better options o consumers. It increased fee trade between nations; The Corporations have greater flexibility to operate across borders. Global mass media ties the w orld together. Increased flow of communications allows vital information to be shared between individuals and corporations around the world. It increases in environmental protection in developed nations. Spread of democratic ideas to developed nations. Reduced cultural barriers ncreases in the global village effect. The Disadvantages are considered to be Uneven Distribution of Wealth, Income Gap Between Developed and Developing Countries, where the wealthof developed countries continues to grow twice as much as the developing world. Next disadvantage is Different Wage Standards for Developing Countries, which is explained by the following fat that the technology worker may get more value for his work in a developed country than a worker in a developing country thus there are in the later many dynamic, industrious and enterprising people who are well educated and ready to work with rigor.The reveal of Globalization is also considered as a disadvantage which is explaining by future fa ctors such as war that can be demand the reveal of the globalization and current process of globalization may just be impossible to reverse. There is also another aspect of disadvantage of globalization in media sphere. The threat that control of world media by a handful of corporations will limit cultural expression. And the final in my estimation is the chance of reactions for globalization being violent in an attempt to preserve cultural heritage.Effects of Globalization With the roster of the mentioned disadvantages and advantages Globalization culminates also effective facts. The following are considered the Effects of Globalization; * enhancement in the information flow between geographically remote locations * the global common market has a freedom of exchange of goods and capital * there is a broad access to a range of goods for consumers and companies * worldwide production markets emerge free circulation of people of different nations leads to social benefits * global envi ronmental problems like cross-boundary pollution, over fishing on oceans, climate changes are solved by discussions * more trans border data flow using communication satellites, the Internet, wireless telephones, etc. * international criminal courts and international justice movements are launched * the standards applied globally like patents, copyright laws and world trade agreements increase * corporate, national and sub-national borrowers have a better access to external finance * worldwide financial markets emerge multiculturalism spreads as there is individual access to cultural diversity. This diversity decreases due to hybridization or assimilation * international travel and tourism increases * worldwide sporting events like the Olympic Games and the FIFA World Cup are held * enhancement in worldwide fads and pop culture * local consumer products are exported to other countries * immigration between countries increases cross-cultural contacts grow and cultural diffusion takes place * there is an increase in the desire to use foreign ideas and products, adopt new practices and technologies and be a part of world culture * free trade zones are formed having less or no tariffs * due to development of containerization for ocean shipping, the transportation costs are reduced * subsidies for local businesses decrease * capital controls reduce or vanquish * there is supranational recognition of intellectual property restrictions, i. e. , patents authorized by one country are recognized in another CONCLUSIONIn conclusion I would like to state m estimation that despite all the formidable obstacles and stumbling blocks the effectiveness of the Globalization and cohesive efforts of people and the government will help to stand a positive stead prevail over the disadvantages. It will fortify to prevent migration which is inherent in third-world and back water countries and reduce social inequality which in its turn will benefit the advantages of the Globalization. A ll these mentioned facts are time-consuming and labour-intensive process but it will distinctly fortify and develop the Globalization. Ir and Globalization Ir and globalization CONENT: Introduction Body 1. What is Globalization and how it is related with the International Relations; 2. Advantages and Disadvantages of the Globalization; 3. Effectiveness of the Globalization Conclusion NTRODUCTION In my work I talk about the Globalization and its relation with the Globalization where I dwelled upon the Globalization. In the second part I did survey and focused on the advantages and disadvantages of globalization as the statistics show. After hammering out the two factors I wrote about de facto effectiveness of the Globalization and at the end I stated my estimation and conclusion.International Relation and Globalization As more nations, people, and cultures adapt to the ever changing international community, diplomats, politicians, and representatives must meet and deal with accordingly to the needs and wants of nations. Diplomacy can be exerted in many forms; through peace talks, written constitutions, field experiences, etc. Culture is a familiar term and remains unchanged by definition. However, globalization and international relations have constantly altered culture both positively and negatively.Globalization increases worldwide technology, and the readability of fast, effective communication and consumption of popular products. Globalization links cultures and international relations on a variety of levels; economics, politically, socially, etc. International relations have used globalization to reach its goal: of understanding cultures. International relations focus on how countries, people and organizations interact and globalization is making a profound effect on International relations. Understanding culture, globalization, and international relations is critical for the future of not nly governments, people, and businesses, but for the survival of the human race. In today’s increasingly interdependent and turbulent world, many of the leading issues in the news concern international affairs. Whethe r it is the continuing impact of globalization, Globalization – the process of continuing integration of the countries in the world – is strongly underway in all parts of the globe. It is a complex interconnection between capitalism and democracy, which involves positive and negative features, that both empowers and disempowers individuals and groups.From the other hand Globalization is a popular term used by governments, business, academic and a range of diverse non-governmental organizations. It also, however, signifies a new paradigm within world politics and economic relations. While national governments for many years dictated the international political and economic scene, international organizations such as the World Bank, International Monetary Fund and the World Trade Organization have now become significant role players. In this â€Å"Global Village† national governments have lost some of their importance and perhaps their powers in favour of these maj or international organizations.As a process of interaction and integration among people, companies and governments of different nations Globalization is a process driven by the International Trade and Investment and aided by Information technology. This process on the environment on culture, on political system, on economic development and prosperity, and on human physical well-being in societies around the world. Advantages and Disadvantages of Globalization Globalization has a range of advantages while it has also disadvantages. The Advantages include GDP Increase; statistics shows that GDP in developing countries has increased twice as much as before.Unemployment is reduced. Education has increased. Competition on Even Platform: The Companies all around the world are competing on a single global platform which allows better options o consumers. It increased fee trade between nations; The Corporations have greater flexibility to operate across borders. Global mass media ties the w orld together. Increased flow of communications allows vital information to be shared between individuals and corporations around the world. It increases in environmental protection in developed nations. Spread of democratic ideas to developed nations. Reduced cultural barriers ncreases in the global village effect. The Disadvantages are considered to be Uneven Distribution of Wealth, Income Gap Between Developed and Developing Countries, where the wealthof developed countries continues to grow twice as much as the developing world. Next disadvantage is Different Wage Standards for Developing Countries, which is explained by the following fat that the technology worker may get more value for his work in a developed country than a worker in a developing country thus there are in the later many dynamic, industrious and enterprising people who are well educated and ready to work with rigor.The reveal of Globalization is also considered as a disadvantage which is explaining by future fa ctors such as war that can be demand the reveal of the globalization and current process of globalization may just be impossible to reverse. There is also another aspect of disadvantage of globalization in media sphere. The threat that control of world media by a handful of corporations will limit cultural expression. And the final in my estimation is the chance of reactions for globalization being violent in an attempt to preserve cultural heritage.Effects of Globalization With the roster of the mentioned disadvantages and advantages Globalization culminates also effective facts. The following are considered the Effects of Globalization; * enhancement in the information flow between geographically remote locations * the global common market has a freedom of exchange of goods and capital * there is a broad access to a range of goods for consumers and companies * worldwide production markets emerge free circulation of people of different nations leads to social benefits * global envi ronmental problems like cross-boundary pollution, over fishing on oceans, climate changes are solved by discussions * more trans border data flow using communication satellites, the Internet, wireless telephones, etc. * international criminal courts and international justice movements are launched * the standards applied globally like patents, copyright laws and world trade agreements increase * corporate, national and sub-national borrowers have a better access to external finance * worldwide financial markets emerge multiculturalism spreads as there is individual access to cultural diversity. This diversity decreases due to hybridization or assimilation * international travel and tourism increases * worldwide sporting events like the Olympic Games and the FIFA World Cup are held * enhancement in worldwide fads and pop culture * local consumer products are exported to other countries * immigration between countries increases cross-cultural contacts grow and cultural diffusion takes place * there is an increase in the desire to use foreign ideas and products, adopt new practices and technologies and be a part of world culture * free trade zones are formed having less or no tariffs * due to development of containerization for ocean shipping, the transportation costs are reduced * subsidies for local businesses decrease * capital controls reduce or vanquish * there is supranational recognition of intellectual property restrictions, i. e. , patents authorized by one country are recognized in another CONCLUSIONIn conclusion I would like to state m estimation that despite all the formidable obstacles and stumbling blocks the effectiveness of the Globalization and cohesive efforts of people and the government will help to stand a positive stead prevail over the disadvantages. It will fortify to prevent migration which is inherent in third-world and back water countries and reduce social inequality which in its turn will benefit the advantages of the Globalization. A ll these mentioned facts are time-consuming and labour-intensive process but it will distinctly fortify and develop the Globalization.

Power of One Word

A single word can be used to belittle, hurt, and humiliate. One word can cause so much hurt to a person that they burst into tears or spiral down into a damaging hole that they can't get out of for an extended amount of time. Throughout history, names have been used to keep a population in its place. Insults have been hurled to make a single person understand what another thinks of them. Words are used all the time to cause damage to a person or an entire peoples soul. One word can have a lot of power. In â€Å"What's in a Name? †, Henry Louis Gates father was a well respected negro in his community.Maybe the better way to put it is more respected. He worked two jobs, and being more financially successful elevated the family's status. The Gates family was the only negro allowed into a local drugstore to actually sit down and eat. On one occasion, Mr. Gates and his father went in together for ice cream and his father greeted a white man. The white man, Mr. Wilson, responded, bu t called his father â€Å"George†. George was a disparaging name for black men. Mr. Gates asked his dad to correct the Mr. Wilson, thinking it had been a mistake. When he realized that Mr.Wilson had deliberately insulted his father, it changed something in him forever. I believe Mr. Gates could not comprehend Mr. Wilson acknowledging and belittling his father at the same time. Why did he say anything back at all? Why would he be rude on purpose? Mr. Gates, up until that moment, had believed that Mr. Wilson was a nice person. After Mr. Gates' father explained that he called every black man George, his opinion shifted. The white man insulted every black man he knew. This was the first time Mr. Gates could see that people were not always who they seemed.He was confused about why his father did not correct Mr. Wilson. Surely his father must have been insulted. He must have understood that Mr. Wilson meant to insult him. I believe he became embarrassed for his father and wanted hi m to correct Mr. Wilson, to stand up for himself. His mother called it â€Å"just one of those things† (Gates 6), and he was upset that they accepted that. It was painful that they had so many of those moments. He wanted his father to change something, to correct the wrong. Accepting it was painful and shameful. He wrote that he could never look Mr.Wilson in the eye again. One word, â€Å"George†, made a little boy see clearly a white man, his black father, their positions in society, and the injustice that society tolerated. It changed his view of the world and of his family forever. In A Lesson Before Dying, a black man, Jefferson, is sentenced to be electrocuted for a murder that he did not commit. He was in the wrong place at the wrong time with a couple of boys he had known his whole life, and they were trouble. They robbed a liquor store that was owned by a white man, and during the robbery the white man was killed.A black man at the scene of the crime never stoo d any chance of not being convicted. When the sentencing part of his trial came up, his lawyer tried to get him out of a death sentence. The lawyer claimed that he was the equivalent of a hog. â€Å"I ask you, I implore, look carefully- do you see a man sitting here? † (7; pt. 3, ch. 1)†¦ â€Å"What justice would there be to take this life? Justice gentlemen? Why, I would just as soon put a hog in electric chair as this. † (8; pt. 4, ch. 1) Jefferson and his godmother, Aunt Emma, are both deeply affected by the word hog.She calls on a family friend, Grant, to help Jefferson learn to be a man. She says, â€Å"I don't want them to kill no hog† and â€Å"I want a man to go to that chair, on his own two feet. † (13; pt. 2, ch. 2) She wants him to die with dignity. The first time they see him after the court date, Jefferson has taken being a hog to heart. He's so hurt that he snuffles and makes hog noises, saying that dignity is for â€Å"youmans† (83; pt. 8, ch. 11) and they should only be bringing certain foods that hogs eat, since he was a hog. Grant has no idea how to teach dignity to a man, but over time they start to communicate.They talk about ice cream, which Jefferson wants for his last meal, and Grant brings him a radio. This reminds Jefferson of his humanity, and he thinks maybe Grant is trying to do him some good. Grant had been struggling with his own demons since he came back to his hometown after college. He no longer believes in God and is bitter and beat down by the way black people are treated. He separates himself from his community because he thinks that he no longer belongs. He thinks that his family and friends don't understand how white people keep them all in their place, and that they are weak because they just accept it.He never wanted to help Jefferson and thought he would never be able to make a difference. Breaking through to Jefferson makes him realize that as much as he hates the way life is in their small town, he does belong. He is a part of it and the people. He can finally understand what Jefferson's aunt wanted him to do, and explains to Jefferson that he can die a man, that Jefferson can go to the chair with so much dignity that he strengthens the whole community. They all owe something to each other, and like it or not, they should all be trying to help each other out.Jefferson realizes that since he loves his aunt he should learn to â€Å"be a man† so she can have peace when he dies. When he finally goes to the chair, he is a man. He dies with dignity and leaves his mark behind. White men know deep in their hearts that his punishment was unjust. He starts a slow change in certain people in that town. Jefferson left behind more than he had brought with him to the world. One word, â€Å"hog† changed two men forever. Jefferson found himself and became something for the people to look up to. Grant realized that he was not better than everyone else, and be gan wanting to make his world a better place.The word hog took Jefferson down so low that he believed he should be eating slop off the floor and that they should just hurry up and slaughter him. When his time finally came, he was calm and understood that he could actually use this to do some good. He was a man. Females can be horrible to each other. They can be vicious and sneaky, and sometimes that is most evident in sororities. Sororities have intense and sometimes demeaning tasks and initiations to become a member. The older girls will tell their pledges that they are losers, fat, or stupid.There is one word that seems to be thrown out more often than not, and it should be a word that women don't use against each other, â€Å"bitch†. The girls that pledge to sororities are looking for somewhere to belong when they get to a new school and are away from home for the first time. In a lot of cases, instead of being welcomed and introduced to their new school in a friendly way, they are put through hazing and degrading situations. In Pledged, one of the initiations was putting the new girls in blind folds, stripping them down and laying them face down on the floor.Boys from a fraternity were then free to move around the room with markers and mark on the girls. The boys would highlight the areas on their bodies that the new girls needed to work on. (Robbins 259-260) Others sororities have branded their new girls with lit cigarettes or metal brands after encouraging the girls to drink heavily and then stripping them down without their consent. (Robbins 258-259) Any girls who objected to this treatment, however, would be called a bitch and kicked out. Women should not be treating each other this way.It is hard to understand that sororities, which should be lifting their members up, would want to subject their members to even worse treatment than what they already saw at home, in the outside world. They put each other down and are constantly telling them how to do their hair, how to dress, how much to weigh, and how to act. The whole time they are doing this, however, they are telling the new girls that they are not good enough, and probably won't be able to meet those standards. They are told that all of this is to help improve themselves and it's all for the greater good.If a girl decides to stand up for herself, she will have no choice but to leave the sorority for not being able to cut it. Girls that complained were called a bitch and had their rooms ransacked. (Robbins 359) The new girls are told that the sorority is tearing them down in order to build them back up. It destroys their trust in other girls and in a system they thought was going to protect and nurture them. In Born Round, Frank Bruni always had a little trouble with his weight. He came from a big Italian family, where big family dinners and having a lot of food in the house was normal.He had a personal struggle with food. He knew he should not eat so much and dieted f requently because he was embarrassed of his weight. When he got into adulthood, he gained quite a bit of weight at one point. He realized that he was judged, sometimes just by his weight alone. He liked to eat however, and got a job as a food critic. Starting out as a food writer, he managed to keep his weight down to a manageable level. As time went on, however, his weight started to creep back up. When he saw an old family friend while he was heavier, she judged him and told him he was so fat. Bruni, 35)This word. â€Å"fat† sent him into a slight depression, where he put on even more weight. He dieted again, continuing in his circle of up and down weight. It took him a long time to accept who he was and find his healthy weight, and most of his psychological problems with his weight came from the word fat. A single word can be used to belittle, hurt, and humiliate. One word can cause so much hurt that it makes a person doubt who they are and their self worth. It can, howeve r, make a person stronger. It can put events into motion that change a community. One word can change people forever.

Certifications information security professionals. (job search) Essay

Certifications information security professionals. (job search) - Essay Example The availability of the certification ensures that the organisations do not have to undertake an extensive vetting for the candidates to assess their capabilities. The certifications and the job advertisement requirements do have significant differences in terms of the activities which ascertain the capabilities. While the accreditation is required for both of these jobs, further technical skills are also required to facilitate the selected nominee to carry out all the activities involved in the job. The technical knowledge and skill of an individual cannot be ascertained through the certification (Frank & Werner, 2011). The technical skills of the individuals are not assessed before certification, but the employers require ascertaining the technical skill to perform different activities which are not involved in the certification process. As a consequence of the evaluation of the job advertisement requirements and the certification requirements, an element of doubt arises upon the certification process. This is because despite the presence of certification, the job opportunities which are available have more requirements than the

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Human resources management - Essay Example As such, human assets are the fundamental operational structures within an organization, and other assets to the company, such as land, capital, and resources, only come in as supplementary resources for the productivity of the company. The organization’s main goal is to develop the wisdom, skills, as well as ability of its work force in order to enhance its efficiency and experience (Chidambaram & Ramachandran 2012, p. 279). The second article deals with cultural influence on the investment strategies of the firm, as well as on the training and development program of its workers. In most cases, especially where the location of the firm depends on labor from locals who do not have the proper kind of civilization as well as modernization, the company will have to suffer serious cultural influences from the hosts. For instance, a firm located in the Maasailand in Kenya would have to incorporate the deep Maasai culture into its organizational practices because these workers still uphold their traditional practices. These include a company dress code that permits the Maasai workers to adorn their full or partial cultural dress code, such as red khangas, or ornaments, or ear piercing for men, which in some cases in very uncouth for formality amongst most men, especially in the modern culture (Chowhan, Cooke, Karlene & Zeutinoglu 2008, p.26). The third article focuses on the way line managers involve themselves in the training and development programs of their employees. The increase of line mangers participation in the involvement of learning and development of its workers plays a critical role in changing the relationships that exist between managers and the human resource. These in most cases are advantageous signs especially because the line managers get to learn the exact personality, skills, and level of expertise of each of their employee. As such, they are able to assist them to become better workers by assisting them to develop their weaker areas. Eve ntually, this leads to enhanced productivity within the company in general; all thanks to the support, each worker receives from the management to improve their skills and prowess. Furthermore, the workers also develop deeper confidence and trust into the managerial level of their organization, as well as enable them to take initiative in order to undertake their duties and responsibilities at the organization (Eduardo & Rebecca 2011, p.16). The fourth article deals with the transfer of training skills and capacities from the worker to the organization, so that the company may enjoy the benefits of their trained workers. This is however not the case in many organizations as they often fail to transfer the knowledge from their trained workers after using billions of dollars for their development. These transfer problems make it impossible for these workers to put into practice the new skills that they learned through their training, especially basing on the characteristics of trainin g, which include self-efficacy, motivation, cognitive ability, as well as perceived utility of training. As such, a company should always ensure that all its trained employees put back into the company what they learnt through their training programs sponsored by the company (Gibb 2003, 291). The last article deals with the effect of on-the-job training offered to low paid workers in the state of Canada. It is evident that on-job-training is a very

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MKTG 3000 - Essay Example This paper briefly analyses the marketing strategies I might have used to market iphone, if I was the brand manager. Some customers give more importance to the brand rather the product. Apple is currently the most reputed and valued technological brand in the world according to Kim (2010). Moreover apple products are selling rapidly all over the world because of the huge brand value of Apple Company. Brand images construct some symbols in the minds of the customers which help the movement of the product in the market. Even without testing or watching the demo, some people purchase Apple products because of their immense confidence and trust in the abilities of Apple. Under such circumstances, I was the brand manager; I would capitalize more on the brand value of Apple while marketing iphone directly to consumers. Most of the consumers in the world are still unaware of the fact that Apple has surpassed even Microsoft in market capitalization and brand value. â€Å"The amount of effort a consumer puts into searching depends on a number of factors such as the market, product characteristics, consumer characteristics etc† (Perner). Market is overcrowded with millions of products of same and different natures which made the customer’s task more difficult in selecting a suitable product for them. In such circumstances, they will put their trust on brands rather than the products. Many of the consumers are still unaware of the fact that Apple became the most reputed technological company in the world. Moreover, they surpassed even Microsoft in market capitalization. In short, iphone advertising should convey all the above messages to the consumers. The iPhone’s functions can be easily accessed through a touch screen display using mainly by the finger commands. The picture quality (25,000 pixels per inch) of iphone is one among the bests in the category of new generation mobile phones. Moreover its display brightness can be adjusted automatically and the

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What is meant by transaction costs and what part do they play in our understanding of the reasons for the existence of firms - Essay Example Coase’s theory that the transaction costs form the economic groundwork for all firms, thus becoming the sole reason for the existence of any organisation within marketplace, however has met with a number of contradictions. Many economists contend that existence of firms is not solely dependent on transaction costs. Other abilities (like being able to handle large variety of resources)   are of great advantage to any firm, especially in the context of new technologies, which create various opportunities where the organisation can improve their production values and increase their revenues, where the earned benefits accumulate to ‘start-ups,’ capable of creating more contemporary firms (  Alchian, and Demsetz, 1972, 777-795). Thus here the basic question is: does Coase’s theory on transaction costs present a holistic view on explaining why firms exist? In  economics,  transaction cost  refers to the expenditure  incurred while making a financial exchange, which can be stated as the cost incurred when one wishes to participate in a market. Humans by nature are social animals and tend to group together to conduct their various daily affairs, conducting business being one of them. Bartering is also another basic human nature, and this is most evident in marketplaces, where individuals tend to seek the best bargain by competing with their opponents (Maynard, 1982). Markets are organised social spaces for conducting such businesses or exchange of items and have been in vogue from the ancient times. Right from its origin there has been two forms of market: external market, where trade took place between communities, located at long distances from each other; and internal market, which is located within a particular society or community (Swedberg, 2005, 234-235). The producers gather here for gaining more customers;

Intention Recklessness Case Study Example | Topics and Well Written Essays - 1000 words

Intention Recklessness - Case Study Example Intentionality in this case would depend largely upon the chance of death that Fabio was inflicting upon Alessandro. By the time the fourth bullet was in the gun Alessandro was more likely than not to kill himself with the next pull of the trigger. On the shot that actually killed him there was an 83.3% chance of Alessandro dying. Fabio committed an act that was likely to kill Alessandro. The fact that Alessandro "agreed" to the use of live bullets is irrelevant as a "reasonable man" would have known that the magician would have thought his manager was joking. The act of changing the black bullets for live ones was the equivalent of tying Alessandro up and loading a gun with one bullet, firing it, loading it with another etc. Fabio could be rationally charged (and would probably be convicted) of the intentional murder of Alessandro as he clearly had the mens rea through the use of live bullets and the actual swapping of the blanks for the real bullets was the actus reus (Simester, 2004). He had the oblique intent to kill him if not the specific intent. This case can be analyzed in three different stages. ... A reasonable person should know that such an active would be likely to cause harm to someone if they were hit by the car. The fact that schizophrenia could have the effect of depriving a person of the ability to know the inherent risk of what he was doing begs the question of whether it did in this case. Part of Toby's statement in court, "he hadn't though about he risk of hurting anyone" would suggest that the mental disease did indeed diminish his capacity but the subsequent comment "that he didn't really care" would suggest that he had at least a sense of "right and wrong". If a person states that they do not care about something there is the implication that they understand they should care. But this is Toby's state of mind in court, not at the time of the alleged offense. As he is a schizophrenic and as the court has accepted that this condition could cause him not to appreciate the risks involved with what he was doing, it seems that Toby did not recklessly cause Judy's injuries. There is sufficient doubt as to whether he could form the mens rea necessary at the time of the accident. Question 3 The fact that the Lords have attempted to give a satisfactory definition of "intention" on many occasions, the latest of which occurred in Woolin (1999) AC 82 HL does not necessarily render Williams' statement re. the impossibility of defining intention moot. In Woolin, a man killed his baby son while angry, throwing him onto a hard surface. The trial judge instructed the jury through a broad definition of intention, directing them that they could infer that Woolin had intended to kill his son if there was a "substantial risk" of injury. Woolin was convicted,

Mergers and Acquisitions and Market Share Essay Example for Free

Mergers and Acquisitions and Market Share Essay Mergers and Acquisitions refers to the aspect of corporate strategy, corporate finance and management dealing with the buying, selling and combining of different companies that can aid, finance, or help a growing company in a given industry grow rapidly without having to create another business entity. A merger is a combination of two companies to form a new company, while an acquisition is the purchase of one company by another in which no new company is formed. Definition The main idea: â€Å"One plus one makes three†. The equation is specially based on Merger or Acquisition. The key principle behind buying a company is to create share holder value over and above that of the sum of the two companies. Two companies together are more valuable than two separate companies together. 1. Acquisition: An acquisition is the purchase of one company by another company. Acquisitions are actions through which companies seek economies of scale, efficiencies and enhanced market visibility. All acquisitions involve one firm purchasing another there is no exchange of stock or consolidation as a new company. Acquisitions are often congenial, and all parties feel satisfied with the deal. Acquisition has become one of the most popular ways since 1990. Companies choose to grow by acquiring others to increase market share, to gain access to promising new technologies, to achieve synergies in their operations, to tap well-developed distribution channels, to obtain control of undervalued assets, and a myriad of other reasons. So, because of the appeal of instant growth, acquisition is an increasingly common way to expand. 2. Mergers: The combining of two or more entities into one is called merger. Therefore, a merger happens when two firms agree to go forward as a single new company rather than remain separately owned and operated. What makes Mergers and Acquisitions? These motives are considered for making of mergers and acquisitions: 1. Economy of scale: This refers to the fact that the combined company can often reduce its fixed costs by removing duplicate departments or operations, lowering the costs of the company relative to the same revenue stream, thus increasing profit margins. 2. Economy of scope: This refers to the efficiencies primarily associated with demand-side changes, such as increasing 3. Synergy: Better use of complementary resources. 4. Taxes: A profitable company can buy a loss maker to use the targets loss as their advantage by reducing their tax liability. 5. Geographical Diversification: This is designed to smooth the earnings results of a company, which over the long term smoothen the stock price of a company, giving conservative investors more confidence in investing in the company. 6. Empire building: Managers have larger companies to manage and hence more power. 7. Increased revenue or market share: This assumes that the buyer will be absorbing a major competitor and thus increase its market power (by capturing increased market share) to set prices. 8. Cross-selling: For example, a bank buying a stock broker could then sell its banking products to the stock brokers customers, while the broker can sign up the banks customers for brokerage accounts. Or, a manufacturer can acquire and sell complementary products. 9. Resource Transfer: Resources are unevenly distributed across firms and the interaction of target and acquiring firm resources can create value through either overcoming information asymmetry or by combining scarce resources.

How the Media Affect What People Essay Example for Free

How the Media Affect What People Essay The standard assertion in most recent empirical studies is that media affect what people think about, not what they think. The findings here indicate the media make a significant contribution to what people think—to their political preferences and evaluations—precisely by affecting what they think about. A he belief that long dominated the scholarly community is that news messages have minimal consequences (Katz and Lazarsfeld, 1955; Klapper, 1960). Many media scholars still endorse something close to this view (cf. McGuire, 1985; Gans, n. d. ; Neuman, 1986; also M. Robinson and Sheehan, 1983). The more popular recent view is that media influence is significant, but only in shaping the problems the public considers most important—their agendas (McCombs and Shaw, 1972). In some respects, agenda research challenges the minimal consequences view, but both approaches share a core assumption. Both assume audiences enjoy substantial autonomy in developing their political preferences. Research contradicting the notion that media have minimal consequences or only influence agendas has emerged during the 1980s (see, e. g. the pioneering yet disparate work of such authors as Bartels, 1985; Patterson, 1980; Iyengar and Kinder, 1987; and Page, Shapiro, and Dempsey, 1987; cf. Rob- The author gratefully acknowledgesfinancialsupport from the John and Mary R. Markle Foundation and the Institute for Research on Poverty, University of Wisconsin, and thanks this journals referees and editors for useful suggestions. JOURNAL OF POLITICS, Vol. 51, No. 2, May 1 989 Portions of this article appear in DEMOCRACY WITHOUT CITIZENS: THE MEDIA AND THE DECAY OF AMERICAN POLITICS by Robert M. Entman.  © 1989 by Robert M. Entman. Used by arrangement with Oxford University Press, Inc. 348 Robert M. Entman inson and Levy, 1986). 1 But this burgeoning research has not yet generated a theory that explicitly refutes the assumption of audience autonomy and explains more fully the medias impact on public opinion. This article probes the theoretical underpinnings of the autonomy assumption and provides empirical evidence that media messages significantly influence what the public thinks by shaping what they think about. THE RESEARCH TRADITION The audience autonomy assumption provides the foundation for the minimal consequences position. The assumption is that audiences form their political opinions in relative independence from the media. There are two somewhat distinct variants of this position. The first emphasizes that audiences think about communications selectively, screening out information they do not like (Klapper, I960; cf. McGuire, 1985). The second holds that audiences pay so little attention and understand so little that the news cannot influence them (Neuman, 1986; cf. MacKuen, 1984). 2 In practice, both the selectivity hypothesis and the hypothesis of inattention and incomprehension (hereafter just inattention) hold that media messages tend only to reinforce existing preferences rather than helping to form new attitudes or change old ones. Thus the media have little net impact on politics. The central assumption of the more recent agenda setting research has been that media do exert significant influence, but only in a narrow sphere. In this view, the publics autonomy is not complete, but its susceptibility to media influence is limited to agendas. Agenda research almost always includes a sentence like this: Although a minimal effects model most accurately describes the medias ability to change opinions, recent research has shown that the media can play a much larger role in telling us what to think about, if not what to think (Lau and Erber, 1985, p. 60; almost identical assertions appear throughout the literature, e. g. , McCombs and Shaw, 1972; MacKuen, 1984, pp. 72, 386; and even radical critiques such as Parenti, 1985, p. 23; also see MacKuen and Combs, 1981; Behr and Iyengar, 1985; Miller, Erbring, and Goldenberg, 1979). 3 Agenda scholarship does not provide a comprehensive theory that explains why media influence is confined to agendas, but selecDeFleur and Ball-Rokeachs dependency theory (1982) describes an important theoretical alternative to the autonomy assumption, but that work predates most of the re cent surge in empirical evidence. 2 Neuman (1986, chap. ) grounds his argument in the lack of evidence that media can teach specific information or enhance political sophistication. The concern in this paper is with political evaluations and preferences, which do not require much information—often a simple emotional response will do (cf. Abelson et al. , 1982). A related argument cites the publics inability to recall specific stories. But the influence of a single news story or show is rarely of interest. The primary concern is the effect of repeated news messages over time (cf. Graber, 1984). But compare Iyengar and Kinder, 1987, and Protess et al. , 1987, for agenda setting research showing that media influence of agendas also shapes, respectively, the mass publics criteria of political judgment and public officials behavior. 1 How the Media Affect What People Think 349 tivity and inattention again seem to be key. In the agenda setting view, the media can overcome these bar riers in determining the issues people think about but not in shaping how they evaluate issues or candidates (the most explicit discussion is MacKuen, 1984). The problem with the agenda setting position is that the distinction between what to think and what to think about is misleading. Nobody, no force, can ever successfully tell people what to think. Short of sophisticated physical torture (brainwashing), no form of communication can compel anything more than feigned obeisance. The way to control attitudes is to provide a partial selection of information for a person to think about, or process. The only way to influence what people think is precisely to shape what they think about. No matter what the message, whether conveyed through media or in person, control over others thinking can never be complete. Influence can be exerted through selection of information, but conclusions cannot be dictated. If the media (or anyone) can affect what people think about—the information they process—the media can affect their attitudes. This perspective yields an assumption of interdependence: public opinion grows out of an interaction between media messages and what audiences make of them. I will call this the interdependence model. The competing positions, the minimal consequences and the agenda perspectives, both endorse the assumption that audiences form preferences autonomously. I will call this the autonomy model. INFORMATION PROCESSING AND MEDIA IMPACTS Combining a recognition of the interdependence of audiences and media with information-processing models developed by cognitive psychologists may offer the best foundation for a new understanding (cf. Gra ber, 1984; Kraus and Perloff, 1985). There is no consensus among those who study information processing. But a number of generalizations pertinent to the mass medias impacts can be gleaned from their work. Information-processing research shows that people have cognitive structures, called schemas,4 which organize their thinking. A persons system of schemas stores substantive beliefs, attitudes, values, and preferences (cf. Rokeach, 1973) along with rules for linking different ideas. The schemas direct attention to relevant information, guide its interpretation and evaluation, provide inferences when information is missing or ambiguous, and facilitate its retention (Fiske and Kinder, 1981, p. 73). Schemas are not filters used to select out all unfamiliar or uncomfortable information. As Bennett writes, [I]nformation processing constructs [i. e. schemas] like party identification and ideological categories should not be reScholars have used many other terms, including scripts, inferential sets, frames, and prototypes. While there are subtle differences among them, they need not concern u s here. The term schema is as good as any, and for claritys sake I use the English plural schemas instead of the awkward schemata. 4 350 Robert M. Entman garded as rigid cognitive frameworks that work infixedways to screen out unfamiliar information (Bennett, 1981, p. 91). Certainly people fail to think about much of the news, but not necessarily because they choose only congruent messages, or because they inevitably misunderstand or deliberately ignore media reports. Selectivity and inattention are stressed by the autonomy model, but that model fails to explain why many citizens do think about a great deal of the new information they encounter. Information-processing theory recognizes and helps explain how attitudes emerge from a dynamic interaction of new information with peoples existing beliefs. In Bennetts (1981, p. 92) words, political thought is data-driven by external information and conceptually-driven by internal schemas. Information-processing theory suggests that whether people ignore or pay attention to new information depends more on its salience, on whether it meshes with their interests, than on whether it conflicts with their existing beliefs (Markus and Zajonc, 1985, pp. 162 and passim; Kinder and Sears, 1985, pp. 710-12). While people may resist knowledge that challenges their fundamental values (Axelrod, 1973), most can accommodate new information and even hold a set of specific beliefs that may appear dissonant, contradictory, or illogical to an outsider (cf. Lane, 1962). The explicit model of thinking that cognitive psychologists have been putting together thus contradicts the implicit model in much of media research. Rather than resisting or ignoring most new or dissonant media reports, as the autonomy model assumes, the information-processing view predicts that people are susceptible to significant media effects. In the information-processing perspective, a person first assesses a media report for salience. If salient, the person processes the news according to routines established in the schema system. Processing may lead the person either to store the information or discard it; if stored, the information may stimulate new beliefs or change old beliefs. So selectivity and inattention are not the whole story. Often people may screen out information that contradicts their current views; but other times they think about disturbing reports they find relevant. The notion of an audience that actively resists all potentially conflicting information rests upon an assumption of a deeply involved and knowledgeable citizenry, a vision that does not apply to most people (e. g. , Converse and Markus, 1979; Kinder and Sears, 1985). Common sense suggests it takes more information and time to change the minds of strong adherents than weak ones, but sometimes even loyalists do change. When the implications are not obvious—for example when the information is contained in the form of a subtle slant to the news (see Entman, 1989, chap. )—the probability increases that even activists will store conflicting data without experiencing any immediate dissonance. And while it may take many repetitions of a media message to pierce the publics indubitable haze of neglect and distraction, this very same political indifference may enhance the likelihood that messages which do penetrate How the Media Affect What People Think 351 will have an impact. Ju st because on most matters Americans have so little knowledge and such weakly-anchored beliefs, information provided by the media can significantly shape their attitudes. Not only do the majority of audience members lack detailed, expert knowledge or strong opinions (cf. Fiske, Kinder, and Larter, 1983); sometimes there are no old attitudes to defend. Many of the most significant political contests are played out over emerging issues or leaders; audiences do not have set attitudes toward them. That clears the path for significant media influence. TESTING MEDIA INFLUENCE Identification as liberal, moderate, or conservative is a key component of the political schema system that much of the public applies to political information. Ideological leanings affect responses to specific media eports; different identifiers may read the same message differently. This is why the media, in common with all other sources of information, cannot dictate public views and why an interdependence model seems appropriate. The interdependence model predicts that media influence varies according to the way each person processes specific news messages. Instead of treating ideo logy as a tool people use to screen out reports that conflict with their liberalism or conservatism, the model sees ideology as a schema that influences the use people make of media messages in more complicated ways. The interaction between the attributes of the message and the schemas of the audience shapes the impact of the news. One element of this interdependence is message salience, which may vary among the ideological groups. Stories that interest liberals may bore conservatives; items that intrigue ideologues on either side may not interest moderates, who have few strong beliefs. Another aspect of interdependence involves whether the message is relevant to peripheral or central attitudes. The centrality of a message may vary for different groups, since liberals and conservatives appear to structure their ideas distinctively. Central to liberalism is attachment to ideals of change and equality; central to conservatism is attraction to capitalism (Conover andj^eldman, 1981). The two groups probably process some media messages^differently. This decidedly does not mean liberals, for example, screen out all material that challenges liberalism. Consider an editorial praising the ideal of capitalist markets and proposing to make the post office a private enterprise. While the message conflicts with liberal ideology, it does so peripherally, since government ownership of public utilities is not fundamental to American liberalism. The message may not only bolster conservatism among conservatives, but weaken liberals commitment to liberalism, if only at the margin. Another point of interdependence involves whether the message comes from an editorial, with its overtly persuasive intent, or from a news story that is ostensibly designed merely to inform. Conservatives may be more likely 352 Robert M. Entman o screen out editorial than news items that favor the left, since the slant of news may not be obvious. Afinalaspect of interdependence lies in how new or unfamiliar the reported topic is. All else being equal, the less familiar the object of the news, the less likely a person will respond by fitting the report into an established category and maintaining a set attitude. Where the subject of the news is unfamiliar to all sets of ideological identif iers, all will be susceptible to media influence. Four hypotheses emerge from this use of information processing theory to develop an interdependence model of media influence. They are not all the hypotheses that merit exploration, but they are the ones that can be tested with the data available, and they should provide support for the superiority of the interdependence over the autonomy model. Hypothesis #1: Editorials affect ideological identifiers more than moderates. Those identifying as liberals or conservatives are likely to find ideologically-charged editorial messages salient. Those with less-focused commitments, the moderates, may not find ideological editorials relevant. Hypothesis #2: Liberal editorials should exert a leftward push on those attitudes of conservatives not central to their ideology. Hypothesis #3: Editorial content has stronger effects on new subjects of news coverage than on long-familiar ones. Hypothesis #4: News affects beliefs among liberals, moderates, and conservatives alike. People will tend to screen out news messages less than editorials. Shaped by objectivity rules, news stories are designed to appear neutral to audiences (e. g. , Schudson, 1978; Tuchman, 1978; Molotch and Boden, 1985). The appearance of neutrality may soften the audiences defenses. DATA The dataset combines a national survey on Americans political attitudes from 1974 and 1976 with information on the political content of the newspapers read by respondents. The 1974 Michigan Content Analysis Study provides extensive information on the front page news and editorial page content of ninety-two newspapers throughout the country. The total number of news and editorial items employed here is nearly 18,000. 5 The content information (Institute for Social Research, 1978) is matched to data from a representative national survey, the University of Michigan Center for Political Studies poll of 1974. The sample analyzed consists of those who were surveyed and read  ° The study included ninety-six newspapers, of which four had incomplete data; readers of those four were excluded from the analysis. How the Media Affect What People Think 353 one of the ninety-two newspapers included in the Content Analysis Study, a total weighted sample of 1,292 persons. 6 Excluded were those who did not read a paper (approximately 30% of those surveyed) or who read papers for which no data were collected. 7 The content data were gathered for ten days during October and November, 1974. Even though the data were obtained over a short time period, a check suggests they accurately reflect the typical stands of the papers. For example, among the ninety-two newspapers, the Washington Post scores higher in editorial liberalism than the (defunct) Washington Star; the New York Daily News scores to the right of the New York Times, and so forth. 8 In any case, while far from perfect, the dataset is the most comprehensive collection linking media content to peoples attitudes. One measure of newspaper content taps diversity in news stories, the other liberalism in editorials. I expect both aspects of the newspapers message to encourage opinions to move toward more sympathy with liberal politicians, 6 The actual number of people interviewed was 1,575. The answers of some members of the sample were counted three times to make a weighted sample of 2,523. This was done in order to ensure adequate representation in the sample of sparsely populated areas of the country. Thus, the we ighted sample is the most representative. 7 The demographics of the final reader subsample closely parallel those of the 1974 national cross section as a whole. The mean education of the entire original sample, including non-readers (n = 2,523), is 11. 5 years, the mean of the sample analyzed (n = 1,292) is 12. 2; the mean income, about $11,000 versus $12,000. On other demographic and political characteristics, the two groups are virtually identical. 8 Further enhancing confidence in the validity of the content measures is their use in such important studies as Erbring, Goldenberg, and Miller, 1980. 9 Each editorial item was coded for zero, one, or two assertions favoring or opposing liberal and conservative policy stands. The editorial liberalism index is a percentage formed by first counting the number of times a paper endorsed a liberal position or opposed a conservative position, then subtracting assertions favoring conservative or derogating liberal stands. The result was divided by twice the number of editorial items, since each item was coded for up to two liberal or conservative assertions. The higher the score, the more liberal the editorial page. This index uses variables 21 and 28 in the CPS Media Content Analysis Study 1974. A second measure employed data on news (variables 27 and 34 in the CPS study). The news diversity measure taps a dimension of news slant that audiences are less likely to screen than editorial liberalism. Like most aspects of news slant, it is a subtle trait of reporting that few audience members would notice. The front page news items were coded for mention of zero, one, or two problems. For each problem mention, coders noted whether two different actors overtly disagreed with each other. Each news item was coded as having zero, one, or two instances of two actors asserting different points of view. The diversity index is the number of times two actors expressed different positions divided by twice the number of stories. The higher the score, the more diversity of news. Examples of the actors coded in this variable include Gerald Ford, Richard Nixon, Nelson Rockefeller, Democratic Party, Republican candidates, and business leaders. Thus, a story might concern inflation and unions, and might contain opposing assertions by Gerald Ford and a Democratic Senate candidate on both the causes of inflation and the value of unions. The story would be coded 2 for one disagreement on each of the two problems. If the two actors agreed (or voiced no opinions) on unions but disagreed on inflation, the code would be 1. If they agreed on both or neither agreed nor disagreed, the code would be 0. 354 Robert M. Entman groups, and ideas. The basis for predicting that news diversity moves audiences leftward is that the majority of local newspapers appear to promote a generally Republican and conservative perspective (cf. Bagdikian, 1974; Radolf, 1984). Their editorial and perhaps news inclinations do not favor liberalism. All else being equal, I believe those papers with higher diversity probably provide more information that challenges the conservative editorial baseline. In addition, the mere presence of conflicting views in the news may convey an awareness of the diversity of the country, including its variety of races, economic classes, and viewpoints. Such consciousness may promote tolerance of change, and empathy for positions or groups that challenge the status quo. 0 Diversity may also undermine authority by conveying the impression that a range of ideas is plausible, that the existing distribution of power, wealth, and status is not immutable. As for the other content measure, while many readers no doubt skip editorial pages, Bagdikian (1974) shows that the editorial perspective tends to be mirrored in news slant. The editorial liberalism index may indirectly reflect the political tendency of news coverage. The survey incl uded feeling thermometer questions. Interviewers asked respondents to express their feelings toward several well-known groups and politicians. Respondents chose numbers ranging from 0 for the coldest feelings, through 100 for the warmest, with 50 meaning neutral or mixed feelings. I constructed five attitude indexes using factor analysis. 11 The Liberal Feelings Jndex combined ratings of Edward Kennedy, Hubert Humphrey, liberals, Democrats, and unions. The Radical Feelings Index consisted of thermometer ratings of radical students, black militants, civil rights leaders, and policemen. The Poor Feelings Index tapped thermometers of poor people, blacks, and George Wallace. The Republican Feelings Index was created from ratings of Gerald Ford, Richard Nixon, and Republicans. Finally, the Conservative Feelings Index rated big business, the military, and conservatives. 12 The Michigan survey also asked respondents for their stands on government guaranteed jobs; dealing with urban unrest by solving the problems of unemployment and poverty; protecting legal rights of those accused of crimes; A competing hypothesis might be that diversity challenges initial viewpoints, so that it would promote conservatism among liberals and vice versa. That idea is not borne out by the data. Diversity is consistently associated with more liberal views. 1 Surveys are described in Institute for Social Research, 1979. All feeling thermometers were classified on their face for relevance to the liberal-conservative continuum. Pertinent items received varimax factor analysis. Five factors had eigenvalues greater than 1. 0. Indexes added together scores on all feeling thermometer responses loading above . 40 on a factor. In two cases, items loaded more than . 40 on two factors; these were included on their highest loaded index. All dependent variable attitude indexes used in this paper have Cronbach Alpha reliability scores greater than . 80. 12 Policemen and Wallace loaded negatively on their respective factors. The feeling thermometer responses to each were subtracted from the sum of the other items in forming the indexes. 10 How the Media Affect What People Think 355 busing to achieve racial balance; the Equal Rights Amendment; integration of schools; government aid to minorities; and self-placement on the liberalconservative spectrum. 3 Using factor analysis again, all but one of the responses (to the ERA) were associated together and became the Policy Preferences Index. Twofinalvariables come from readers of sampled papers who participated in surveys during both 1974 and 1976. Their responses in 1976 provide an opportunity to check for media impacts on feelings toward a previously unknown presidential candidate, Jimmy Carter (Carter Index), and on presidential vote (Vote76). FINDINGS Testing the four p redicted media effects requires probing for impacts of editorial liberalism and news diversity on the seven attitudes and on presidential vote. Regression analysis enables us to see whether, with all else equal, readers of more liberal or diverse papers exhibit more liberal attitudes and voting behavior. Editorial liberalism taps the persuasive element of the newspaper, or, in agenda-setting terms, the aspect of the paper that attempts to tell people what to think. News diversity taps the putatively informational element that only tells people what to think about. The interdependence model holds that both editorials and news provide information to think about and thereby influence attitudes, whether intentionally or not. If selectivity or inattention precludes media influence, or if the effect is limited to agendas, the regressions should reveal no significant associations between attitudes and newspaper content. 14 Table 1 summarizes regression results for the impacts of newspaper content on the beliefs of the entire sample of readers. The feeling thermometers are coded from 0 to 100 so that higher scores are warmer (more favorable). The higher the policy preferences score, the more conservative the responses. Vote76 is 1 for Carter, 0 for Ford, so higher scores indicate voting for Carter. The regressions include the following additional variables to control for forces that might also influence attitudes: urban-rural place of residence; age; years of education; family income; race; region; party identification; and ideological self-identification. 15 The impacts of these non-media variables follow expecVariables 2265, 2273, 2281, 2288, 2296, 2302, and 2305 in the 1974 NES Codebook. Although partisanship and ideology are not truly interval variables, the results of the regressions suggest that it is quite reasonable to treat them as such. 15 These variables are coded as follows. Age: coded in years; non-South: 1 = North or West, 0 = South; income: coded in thousands; party i. d. : 7-point scale, 0 = strong Democrat, 3 = independent, 6 = strong Republican; urbanized: 1 = urban, suburban, 0 = rural; white race: 1 = white, 0 = nonwhite; education: coded in years; policy preferences index: adding six 7-point scales, so range is 6 = most liberal, 42 = most conservative; and ideology identification: 1 = most liberal, 4 = middle of the road or dont know, 7 = most conservative. On the latter, note 14 13 356 Robert M. Entman tations, which bolsters confidence in the validity of the attitude measures. For a full display of coefficients for all independent variables, see Entman, 1987). Multicollinearity among the independent variables is not a problem. Of the forty-five intercorrelations, only three exceed . 20. The strongest was between education and income (r = . 357). Table 1 shows that the more editorially liberal the paper, the more warmly their readers respond on the Liberal Feelings Index. This relationship suggests that editorial liberalism influences the publics evaluations of key leaders and groups associated with the liberal coalition: in this case, Hubert Humphrey, Edward Kennedy, Democrats, unions, and liberals.

Political Leadership: Napoleon Bonaparte

Political Leadership: Napoleon Bonaparte Political Leadership: Napoleon A study in political leadership: Napoleon Bonaparte Napoleon Bonaparte is one of the most contentious and polarising figures in world history. Some historians such as J David Markham and David P Jordan believe him to be the epitome of the revolutionary struggles that preceded him and indeed the natural continuation of the French Revolution. Others such as Paul Johnson and Claude Ribbe see Napoleon as an autocratic ruler who not only used and abused the French Revolution but also proceeded to rule in a totalitarian manner. These contrasting views do, to some extent, illustrate how adept Napoleon was as a political leader. In changing and unsettled conditions that called for both a strong leader and paradoxically the lessons of the Revolution of representation by plebiscite and the throwing away of the ‘Ancien Regime’, Napoleon was in effect able to straddle both divides so successfully it is still difficult to get to the bottom of his leadership. I will show how through Napoleons skill, hard work, intelligence and even luc k, he was not only able to straddle this divide but set and achieve his goals in every area of French society and government, and indeed Europe. Most people know Napoleon by the wars that bear his name in the early 19th century, the fatalities caused by these and the Empire he built. It is clear that Napoleon had aims which were military by design and goals which could only be carried out by military ends and though these are clearly an integral part of his leadership, it is important to note that his social and political tasks were as important, if not more significant, when looking at Napoleon as a political leader. It is the social and political aspects of his rule that I shall focus on. Napoleon’s swift ascent to power, in 1799, on the back of the French Revolutions successes and ultimately it’s failures, found France in a weak position both internally and in Europe. The Revolution had introduced such massive change in social and political arenas from that of the ‘Ancien Regime’, that France did not have a workable position on every aspect of life in France from the economy, education and government to the church. There were hostile nations eyeing the French land in its moment of weakness, especially Austria and Prussia, which only served to hasten the need for internal workings. Napoleon therefore had two key tasks in front of him which themselves incorporated multiple key goals – make France workable again and keep France and its territories secure from hostile states. As Markham declares, â€Å"France was looking for someone who could preserve the benefits of the Revolution while bringing credibility back to government† Napoleon was very clever in his leadership in that he did not have an overbearing ideology, differing with both the revolutionaries and the ‘Ancien Regime’ and with this he had an exceptional understanding of where he needed to position himself to not only remain strong in his own position, but to build a strong France and Empire, as Dwyer states: â€Å"Napoleon eliminated the factionalism that had torn the country apart†¦ The introduction of a unified code of law†¦ monetary and financial reforms and the Concordat with the Catholic Church†¦ Were all designed to create the social, economic and political stability necessary to consolidate and maintain power.† The results of this meant that the positions Napoleon took on the domestic issues at hand are remarkable in essence to that of Tony Blair and the ‘third way’ doctrine. As Norman Davies states, â€Å"The eventual offspring (of Napoleons legislative agenda) often consisted of strange hybrid creatures, neither ancien fish nor revolutionary fowl.† For instance the Revolution dismantled all hereditary titles and classed every citizen as the same, Napoleon however created his own hierarchical system based on merit, thus at the same time creating the much-needed stability of the time without betraying everything that the Revolution stood for. Indeed the ‘Code Napoleon’, the grand law system Napoleon created was, as Davies says, â€Å"a middle path between the Roman law of the south and the customary law of the north, between egalitarian principles of 1789 and authoritarian, propertied reaction of the Directory.† Further pointing out Napoleons success is Emsley in ‘Napoleon’: â€Å"Napoleon Brought internal stability to France after the upheaval of the revolution. He fostered reconciliation between old and new elites and restored the Catholic Church – on his own terms. The 15 years of Napoleons rule witnessed significant reorganisation within France.† It is clear then that Napoleon did succeed in his goals of creating a stable and strong France capable of governing and maintaining its position – in fact expanding it’s position – on the world stage. However it is simply not enough to state what ideology – or lack thereof – Napoleon followed in determining what kind of political leader he was. It is important to state how he worked in creating his legislative agenda and how effective this was in his political leadership throughout his rule. Napoleon is fabled for his long hours and incredible ability to not only dictate multiple memos and letters, legislation and law, at the same sitting for vast periods of time but for also using vast quantities of information accurately from the top of his head. â€Å"He (Napoleon) was extremely hard working and able†¦ When in Paris he was known regularly to work through much of the night, going to bed at 10pm, rising at 2am†¦ His days in Paris were then filled with meetings, readings and correcting documents and receiving petitions, with food being eaten while he was standing or on the move. His insatiable thirst for, ability to absorb, knowledge enabled him to discuss science with scientists, and to debate, at high level and with experts, history, geography, literature†¦ He expected regular reports†¦ and he read them.† Napoleons clear controlling nature and ambition does provide strength in his political leadership. A strength in so much as that it is this mans desire and drive which not only got him to his goals but enabled him to ensure that things were being run the way he envisioned them, the right way. This way of dealing with leadership could be down to the good fortune that Napoleon undoubtedly seemed to gain during his career both on the way up and while in power, as Markham puts it, â€Å"Some†¦ have suggested that he (Napoleon) simply had incredible luck and was always at the right place at the right time. The latter was certainly often true†¦ The trip to Egypt come(s) to mind.† But this sense of good fortune and wanting to make the most of it may not be the reason for Napoleons controlling way in power. Before he gained power his ambition and jealousy of those in power at the time is widely quoted, â€Å"I wish to undermine the Republican party, but only for my own prof it and not that of the ancient dynasty†¦ As for me†¦ I have tasted authority and I will not give it up. I have decided that if I cannot be the master I will leave France.† It would seem then that the seeds for his controlling and overbearing nature as a political leader were sewn before he even encountered power. This leads on to both his clear weakness and ultimately his failure as a political leader. Not only the insistence on controlling and influencing all aspects of the legislative agenda but then the tight grip he held those implementing the agendas in, meant that as Johnson states, â€Å"He (Napoleon) could not rule on a long-term basis. No one has ever been faster than he was at overturning existing governments, setting up new administrations, and imposing constitutions to fit them. None lasted more than a few years, some only a few months†¦ It always bore hallmarks of his impatience and his lack of tenacity in sustaining the long haul.† It would seem paradoxical that though his great task and success was bringing stability and competence in the management of French affairs at home, as the Empire grew, so did the inability in controlling it all. This is probably understandable when you look at some occasions where this controlling nature is highlighted such as, â€Å"In o ne week, shortly after becoming Viceroy of Italy, Eugene de Beauharnais received 21 letters providing advice and instructions, some of them running to several pages (from Napoleon).† It is precisely this level of detail and control that helped make France so strong and stable, which ultimately made the control of the empire so uncontrollable and unstable. The lack of heirs to manipulate and have ready to follow him in power may well have been part of this weakness in his leadership. It is hard to imagine he would have pressed so hard, so long for an empire as big as he did if he understood that he had someone he could mould into his place and watch continue his work, this too might have compounded his controlling nature. The fact that the siblings he had, after he put them into power in differing nations, his brother Joseph in Spain for instance, let him down so miserably in the majority of cases, could have contributed in this regard as well. All this leads to his political and military overstretching which would eventually lead to his downfall. Part of the legacy of Napoleon, as much as a tool for his control over both the people of France and the empire, and a continuation of his character as a political leader, was his great ability in propaganda. â€Å"Nothing lies like a Napoleonic bulletin.† Is a common understanding of the power Napoleon had in the art of getting the masses and the elite to understand and support what he wanted them to understand and support, a lot of what we would call ‘spin’ nowadays, just as much as propaganda. Markham explains the role Napoleon used propaganda in effectively: â€Å"In media-centred times†¦ we take for granted advertising and propaganda†¦ In Napoleon’s lifetime, such self-promotion was not nearly so widespread†¦ Napoleon, however, realised the value of such activities and was quick to use them to promote his rise to power. His proclamations, bulletins and letters to the government were all written with his own interests in mind†¦ His Italian and Egyptian campaigns became, in the eyes of the public, crusades of good against evil, those of an enlightened hero against the barbarians.† So not only was he a political leader of great ambition, confidence, intelligence, hard work, luck and control but also a leader who knew how to use new techniques and harness them for his and the nations own ends. Like many leaders however it was many of these same qualities that brought so much glory, which also brought the end. The overt confidence and control, pushing the hard working man to pursue too much, too soon without doubting, or allowing those around him to question enough, the merits of certain decisions. Why I mention propaganda as a part of Napoleons legacy is because Napoleon used it as such throughout his time in power, via portraits, sculptures and even after he left power through the written word in his autobiography. â€Å"Napoleon had always been conscious of how to best portray himself and his achievements†¦ Napoleon manipulated the arts and the media towards his personal glory†¦ Artists were commissioned and prizes were offered for works celebrating key moments of his career. Historical accuracy was less important than the image presented in both paintings and sculptures.† To a large extent this clever way of trying to secure a legacy has worked. When looking at Napoleon we undoubtedly think of pictures and paintings we have seen. For some people seeing Jean Auguste Dominique Ingres’ portrait of Napoleon on the imperial throne or the famous image of Napoleon crossing the Alps by Jacques Louis David, is all they have to go on, Napoleon from these image s looks very much how he wanted to be remembered, a successful, dashing, Emperor. There are other aspects of course to his legacy, one major part being that he brought Europe, especially what we now call Germany and central Europe, not only up to date in terms of the political and social institutions inside the nations, but also economically as well. On top of this before Napoleon controlled mainland Europe with his Empire, Europe was made up of many, often splintered, states. After Napoleon left power for good in 1815, the face of Europe looked completely different. The state structure, divided up by the Allies, was completely different and much of the current state system is therefore part of Napoleon’s legacy. For instance â€Å"Thomas Nipperdey began his acclaimed history of nineteenth-century Germany with the words ‘In the beginning was Napoleon.’† The other significant legacy Napoleon left was the ‘Code Napoleon’, the sets of laws, governing system and administration. As Emsley states, â€Å"The administrative system and structures that were to govern France for the nineteenth and twentieth centuries were essentially those that emerged during the Consulate.† And you can see exactly why the ‘Code Napoleon’ did survive, â€Å"The universal rights of citizenship, and of equality before the law, were confirmed. In family law, civil marriage and divorce were retained†¦ This Code has profoundly influenced the social development of at least thirty countries.† It is clear that Napoleon Bonaparte was a very astute and complex political leader and also one of great importance. Napoleons determination and ambition to succeed may well have been the reason behind both his rise and fall. â€Å"Few individuals have had more impact on history than Napoleon Bonaparte. He is the grandest possible refutation of those determinists who hold that events are governed by forces, classes, economics, and geography rather than by the power of wills of men and women†¦ Few persons of ambition have failed to see Bonaparte as an exemplar or a spur.† Though I do not agree with all the sentiments in the last quote, I agree with the latter. The sheer brilliance of the man, who, however you look at it has come from a background of mediocrity and middle class, to rule France in a way which benefited both himself, his nation and Europe as a whole, is an inspiring example certainly to me. His genius is of course exceptional, but the attention to detail, the hard working mentality and the ability to successfully negotiate a tough balancing act, is equally as inspiring. He clearly had some flaws both personally and politically but I take my inspiration not so much from every policy he passed but what attitude he held, and that is nothing but inspiring. Bibliography Davies, Norman (1997) Europe – A History. Pimlico. Dwyer, Philip G. – edited by (2001) Napoleon and Europe. Pearson Education. Dwyer, Philip G. and Forrest, Alan – edited by – (2007) Napoleon and his Empire – Europe, 1804-1814. Palgrave Macmillan. Emsley, Clive (2003) Napoleon – Conquest, Reform and Reorganisation. Pearson Education. Johnson, Paul (2002) Napoleon. Phoenix. Markham, J. David (2003) Napoleon’s Road to Glory – Triumphs, Defeats and Immortality. Brassey’s. McLynn, Frank (1997) Napoleon – A Biography. Pimlico. Lesson plan: defining aims Lesson plan: defining aims Lesson plan: Defining Aims What is a lesson plan? Before we do anything we must plan what to do, how to do, why to do and when to do. Also in the teaching, a teacher must plan what he wants to teach the students, why he wants teach and how to teach. The first thing that a teacher must do is preparing a lesson. It is called a lesson plan. What is a lesson plan? These are many definitions of lesson plan.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A lesson plan is a teachers detailed description of the course of instruction for an individual lesson or a teachers document used to plan a lesson. (en.wikipedia.org)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A writing noting the method of delivery, and the specific goals and timeline associated to the delivery of the lesson content. (longwood.com)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  An organized outline for single instructional period. it is a necessary guide for the instructor in that it tells what do you do, in what order to do it, and what procedure to use in teaching the material of a lesson (www.dynamicflight.com)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A written document used in planning a presentation. (wps.prenhall.com)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A teacher-developed and teacher-written study plan that guides instruction. It contains an outline of the important, points of a lesson arranged in (natomagroup.com)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In my opinion, a lesson plan is a teachers document planning for teaching. How to do the lesson plan?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The first thing a teacher must do is decide on the lesson plans focus. The teacher creates one idea or question they want the students to explore or answer. Next, the teacher creates classroom activities that correlate with the established ideas or question. This includes individual and group activities. A lesson plan must correlate with the text book the class uses. The school or the teacher usually selects the text book or provides teachers with a limited text book choice for particular unit. The teacher must take great care and select the most appropriate book for the student. A good lesson plan can reflect interests and need of students. It incorporates best practices for the education filed. The lesson plan correlate with the teachers philosophy of education. Which is that the teacher feels is the purpose of the student. Lesson plan is preferable, because it allows a teacher to create various research, writing, speaking , and reading assignment. How to consider lesson plan? To know who the students are. Know ability levels, backgrounds, interest levels, attention spans, ability to work together in groups, prior knowledge and learning experience, special need or accommodations, and learning preferences. This my not happen as quickly as you would like, but it is important for designing instruction that will meet the needs of your student. Thats key in successful teaching and learning. To know the content. It is important for you to research the subject matter that you will be teaching. You should also utilize curriculum guides published by the state in which you teach and the local school district that employs you. It is also a good idea to know the national standards and state standards that drive curriculum frameworks and that will give you a lot of information relative to your subject area. TeAch-nology.com has a large number of links that will help you to search for information relative to that subject matter you are employed to teach. one link that can help is as follows To know the materials that are available to help you teach for success. Take and keep an inventory of the materials and resources that are available to you as a teacher. for example: technology , software, audio/visuals, teacher mentors, community resource, equipment, manipulative, library resources, local guest speakers, volunteers, or any materials that can assist you in teaching Planning For Instruction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Before the teacher starts teaching, the teacher must plan for instruction in order to make successfully in teaching. Content The teacher must list the important facts, key concepts, skills, or key vocabulary terms that you intend to cover. You can also prepare an outline with key learning outcomes. Remember to refer to your curriculum guides. Goals To identify the aims or that you want your students to achieve as result of the lesson you plan to teach. goals are end produce and are sometimes broad in nature. Goals relate directly to the knowledge and skill you identify. Goals determine purpose, aim, and rationale for what you your students will engage in during class time. The goals are typically written broad educational or unit goals adhering to state or national curriculum standards. Objectives To identify the objectives that you hope your students will achieve in the tasks that will engage them in the learning process. objectives are behavioral in nature and are specific to performance. Objectives tell what you will be observing in student performance and describe criteria by which you can measure performance against. In many way, objectives represent indicators of performance that tell you, the teacher, to what extent a student is progressing in any given task. Instructional objectives can start with. A given that describes a condition that enables your students to perform any given task. A given could be any activity, a specific set of direction ,materials needed to perform a task, any assignment, for anything that set up a condition for students to engage in the task being observed and measure for performance. The heart of the objective is the task that the student is expected to perform. it is probably one of the most important part of the lesson plan becaus e it is student centered and outcome based. Objectives can range form easy to hard tasks depending on student abilities Materials List the materials and recourses that will be need for the lesson to be successful, the teacher also use technology resources needs to achieve objectives. Introduction Describe or list a focusing event or attention grabber that will motivate the students to want to pay attention and learn about what the teacher plan to teach. It will depend on the ages and stage and of the students and will rely on students interests and backgrounds. The teacher must remember to get the students to attend and respond to the introduction will set the stage for the rest of lesson. Development Describe how the teacher plans to model or explain what the teacher wants the students to do. Modeling the learning behaviors the teacher expects of his students is a powerful development tool and provides demonstration that students can then imitate or practice on they town. During development, models of teaching are used to facilitate students learning. Models can include direct instruction, inquiry, information processing strategies, or cooperative learning strategies. Practice The teacher must list or describe ways in which the teacher will provide opportunities for the students to practice what the teacher wants the students to learn. The more opportunities the teacher provides, the better chance they have to master the expected outcomes. These opportunities are in classroom assignments or tasks that give the teacher, the chance to guide and monitor progress. Independent Practice The teacher should list or describe ways to provide opportunities for the students to complete assignments to measure progress against the goal of instruction. These assignments are meant to give the teacher s the chance to determine whether students have truly mastered the expected outcomes. Remember to only plan for task that the teacher believes students can accomplish without guidance. Accommodations The teacher should list or describe ways that the teacher will differentiate instruction according to students needs. This can include any curricular adaptations that are needed to meet special needs students. Checking for Understanding To list or describe ways that the teacher will check for understanding. Assessment and ongoing feedback are necessary for monitoring progress. This can include questioning, conferencing, or journal writing. Closure To list or describe ways that can wrap up a lesson. This can include telling students in the most important concepts that were covered in lesson, asking the students what they thought were the key concepts, or preparing them for the next lesson building upon what was presented. The key is to leave the students with an imprint of what the teacher hope to achieve in any given lesson. Evaluation The teacher must list or describe the ways to assess or measure the student success in achieving the outcomes that the teacher planed to reach. This can include a variety of ways to evaluate student performance. Aims Aims are general statements briefly outlining the content of the training being offer. Well written objectives are much more specific and should clarify the aims in more detail. Well written aims and objectives will help to provide a sound basis for identifying the content of a course or training program. Defining Aims Aims provide the teacher with the goal of the teaching-learning process. In other words, you know your destination when you begin instruction. They answer the question, what are the students supposed to know or be able to do once the unit or lesson is completed? Aims provide a clear framework for assessment is, after all, an effort to determine to what extent students have reached or achieved the objective. Aims provide the students direction and a goal for learning. Students have a better opportunity to stay the course when they know the goal of the learning. Ruth Hamilton wrote about the aims and sub-aims, by no means exhaustive by in http://www.philseflsupport.com/lessonplanaims.htm. Introducing and practicing new vocabulary. Revising previously taught vocabulary. Introducing a new grammatical point. Introducing new functional language. Revising or reviewing one or more grammatical points. Revising or reviewing functional exponents. Giving controlled/less-controlled/freer practice of a language point. Contrasting two (or more) grammatical points. Contrasting two (or more) functional exponents. Warmers/icebreakers getting to know your students. 11. Raising awareness/ear training and/or practicing aspects of phonology: a) pronunciation of phonemes/individual sounds b) word stress c) sentence stress d) intonation e) features of connected speech Error correction work (usually revising previously taught language) Self-access work. Learner training. Developing reading skills prediction/skimming/scanning/inferring, etc. Developing listening skills prediction/gist/for specific information/inference, etc. Examples of Aims The students can pronounce the words correctly. The students can tell the meaning of words. The students can ask and answer the direction to the bus station. The students can write the sentences about daily life. The students can read a short passage and answer the questions. My English Class Before I start my teaching English, I always prepare my lesson by planning what I will teach my students; the contents, the objectives or aims, materials or instruments, worksheets, and activities that I will use in the class. I use the varied activities in my English class such as games and songs depend on the contents in that period. The important thing that I must do is write the aims or the objectives of learning and tell the students what they are able to do after the learning. The teacher can check how the students success in the lesson by using the assignments, the test or any activities. References Mitchell, Diana, and Stephen Tchudi. (1999). Exploring and Teaching the English Language Arts. (4th Ed.) Boston, MA: Allyn Bacon. Raymond W. Donny Lee, Jr.(2004). Writing Learning Objectives for Unit and Lesson Plans. Tip of writing Objectives. http://www.okbu.edu/academics/natsc/ed. http://www.teach-nology.com en.wikipedia.org longwood.com natomagroup.com/basecamp/infodev/tpdhandbook/glossary.doc www.dynamicflight.com http://wps.prenhall.com Function : Asking and answering about time, routine, or activities. Teaching Procedure/Activities : Warm up/Lead in: The teacher lets the students play the number game. The teacher shows the clock and asks the students about the time. Then tells the students about the purpose of learning. Presentation: The teacher presents the vocabulary about the time. The teacher pronounces the words correctly and lets the students repeat. The teacher asks the questions about activities or routines and answers the questions. The teacher explains how to use the words and how to tell the time. Practice: The students practice by asking and answering the questions in pairs about the time and activities or routines. The teacher asks the students about their activities or routines. Checks the correct answers. Production: The teacher lets the students do the assignments by writing the sentences about their routines. Materials: word cards a clock pictures about activities Evaluation and measurement: Observing in the class Correcting the assignment