An evaluation of the recruitment strategies at HiTec Essay

An evaluation of the recruitment strategies at HiTec - Essay Example If HiTec focuses on recruiting graduates to fill these vacancies, they will require training to keep up with the fast-paced evolutions in technology that support business operations as graduate maintain limited experience in modern IT. As illustrated by Gustafson (2002), this can be very costly from a financial perspective without guarantees of return on investment in a business environment where many graduates recruited struggle to keep up with the pace of technology development. Therefore, it is more conducive to keeping recruitment efforts low-cost, which makes recruitment of high-skilled employees already working in competing companies more viable for HiTec as this strategy reduces the need for ongoing and costly training to ensure recruited graduates are capable of keeping up with the pace of technology development. Primary issues facing HiTecHiTec currently has an insufficient recruitment methodology, consisting of headhunters and newspaper advertisements. Whilst this strategy brings the organisation thousands of applicants, these advertisements are not grabbing the attention of high-skilled employees with strong skills in advancements in modern IT technologies. Hence, for all of the time invested sorting through these applications, the company still maintains vacancies as not all applicants maintain the proper skill-sets needed to give the organisation competitive advantage. With headhunters representing such high costs without guarantee of return on this investment, the business maintains opportunities.

Application of Anthropological Concepts Essay Example for Free

Application of Anthropological Concepts Essay Concepts in anthropology, especially those which describe, predict, explain, and evaluate the behavior of groups or categories of people are termed as general or explanatory concepts. Kinship, marriage, religion, race, class, and language are some of the general concepts being studied in the field of anthropology. In a way, general concepts can also be used to create models that will facilitate hypothesis testing. In essence, this type of concept is generally a medium of creating specific concepts – concepts which represent a part of a general phenomenon. One may argue that it is difficult to delineate the boundary between a general and a specific concept. However, it should be noted that general concepts represent realities magnified by the rigours of scientific investigation. In some cases, general concepts are known as ideal types (although this is fairly incorrect since ideal types are measurements of existing systems – although derived from it). In this essay, two academic articles or books will be presented to highlight some important concepts applied in the study of anthropology. The first article is a review of Bronislaw Malinowski ethnographic study in the Trobriand Islands. This article focuses on the general effect of kinship to the latent system of a preliterate society and vice-versa. The general thesis of Malinowski study is summed up as follows: Kinship determines the structure of law; law determines the structure of the society. His thesis will be explained in detailed in the following pages. The second article is an ethnographic study of Indian reservations in the United States. Race is the central concept in this article. The thesis of the article is; modernization in the United States erased the Indian notion of race as embodiment of cultural identity. Kinship and Law Firth (1980), in his review of Bronislaw Malinowski study on the Trobriand Islands, identified two types of laws: civil law and criminal law. The first one is positive law governing all the phases of tribal life. The second type is made up of rules safeguarding such institutions as chieftainship, exogamy, rank, and marriage. Thus, the â€Å"civil law, in contrast to criminal, is the ‘law obeyed and not the law broken’† (Firth, 1980:73). The creation of a law system in the Trobriand Islands, according to Malinowski, is essentially based on kinship. The system of law was created to foster greater solidarity among kin or family members. This was later extended to clans outside the immediate kin. Thus, the first type of law (civil) was essentially created out of this purpose. Formal rules governing chieftainship, rank, marriage, and exogamy were essentially derivations of the former. According to Malinowski, since the law was created to maintain kinship ties, it has therefore four senses. Here are as follows: (1) the law of cultural determinism, (2) the law or rule of native conduct, (3) the law of order and maintenance, and (4) the mechanisms of law when breach occurs. In essence, these senses of the law determine the shape or form of preliterate societies. In general, kinship and law are highly associated concepts since they determine the outcome of social relationships. Specifically, according to Malinowski, societies as old as those found in the Trobriand Islands do not need a definite set of laws to define its kinship structure since rules are essentially derived from kin systems. Race and Modernity Lynch (1974), in his ethnographic study on Indian reservations, argued that the modernization process occurring in the reservations was generally dangerous for the whole Indian community in the United States. The dangers are as follows; 1) The basic assumptions of Indian-American culture are radically changing. For example, close family ties are becoming absent in some Indian reservations; 2) Race assumptions are also changing. In the past, â€Å"race† for Indians refer to â€Å"common cultural identity. † Nowadays, American Indians associate race with â€Å"stereotype labeling of an oppressed minority. † In short, the term race was used to convey a â€Å"glorious statement of cultural identity† in the past in contrast to its derogatory sense nowadays. 3) And, the modernization process is creating mediums for racial discrimination. For example, before 1960, it was illegal for Indians to work in mines unless certified by the Employment Bureau (this had been eliminated in the late 1960s, although Indians still face the insecurity and discrimination in the workplace). The author concluded that the modernization process of Indian reservations in the United States had been based on false assumptions; assumptions derived from the West. According to him, â€Å"it provided a glimpse of their future as well, a glimpse made all the more comforting to the West by the assurance it gave †¦ path to modernity† (Lynch, 1974:186). References Man and Culture: An Evaluation of the Work of Bronislaw Malinowski. 1980. Ed Raymond Firth. Britain: Redwood Burn Limited. Rethinking Modernization. Ed. John Poggie and Robert Lynch. 1974. Political Modernization in a Native American Community. Connecticut: Greenwood Press.

Norman Schwarzkopf :: essays research papers

Norman Schwarzkopf Norman Schwarzkopf and I are alike in many ways. He and I both have family in Germany. His father lives in Germany and my great grandparents live in Germany. He served in Vietnam and so did my grandfather. Norman and I also have many differences. His family has a popular military background and my family does not. He lived his whole life through the military and I am not going to do that. Norman also followed in his father’s footsteps that I am also not going to do. Now you see how many ways Norman and I are alike and different. Norman has accomplished many tasks in his lifetime, which I have not gotten a chance to yet. Norman Schwarzkopf got an education at West Point Military School and at Valley Forge Military Academy in Valley Forge, Pennsylvania. Valley Forge is a historic place known for its forces in the American Revolution. Almost all of Norman's family joined the military. His dad was in the military all of his life just as Norman was. The Schwarzkopfs are very well known in the military. Norman Schwarzkopf made many life choices in his military career. First, he chose to join the military following his father’s footsteps. Second, he chose to go to Valley Forge because the school he was attending, West Point, only taught students up to the tenth grade. One of his most important choices was in Vietnam. One of his fellow soldiers was shot and he carried him to safety when Norman already had four gun shot wounds in him. He was awarded three silver stars and controlled the air, ground, and water forces. I think anyone interested in joining the military, is currently in the military, or is just interested in these kinds of books, should read this biography by Libby Hughes. Others should think that Norman is a hero and that he should be widely known.

Middle East Colonization

In the early days of Western Civilization, imperialism and colonization was a primary means of economic and sphere of influence expansion. That is, a country such as France, Belgium or Great Britain would expand their empire by marching their armies into smaller and less powerful nations and conquer. After conquering the nation, the sovereign government would become a subject of the colonizer and the colonizing nation would then appropriate the resources of the dominated country in order to enrich the economy of the colonizer as well as providing further infrastructure for further expansion. It is no surprise that the European powers found the Middle East to be an area of the world that was a prime target for colonization. In addition to the incredible oil reserves, the Middle East also had a host of other natural resources and export materials that proved quite tempting. Actually, very little temptation was required as numerous countries set about incursions into the Middle East to acquire territory and resources. In many instances, whether it be during the Crusades or during more modern situations such as the French-Algerian War, these colonial conquests would lead to incredible unrest, fighting and instability in the region. What events were the inciting incidents of the colonization of the Middle East? There were several including France (under Napoleon) invading Egypt in the late 1700’s, an incursion that is considered the first European campaign of colonization of the Middle East by a European power. Of course, further incursions by European nations, particularly the British Empire, would perpetuate into the region of the Middle East and North Africa. This, of course, lead to violent suppression of the indigenous people as well  as eventual colonial uprisings over the year and, oftentimes, these uprisings would become quite bloody and violent. Eventually, the entirety of the Middle East and North Africa fell under the control of the European nations. The land and resources of the indigenous peoples were appropriated in a violent fashion. In some instances, bloody wars of conquest would carry on for years and, even after their conclusion, insurgent violence would perpetually continue.Because of this, the image of the European powers by those people who inhabited the regions of the Middle East was generally highly negative. This should come as no surprise as the presence of a foreign military power in the midst of what was once a sovereign territory alone would give rise to negative images. When this is coupled with the fact that the military powers would instill puppet and client governments into the territory in order to suppress the independence of the people whose land has been occupied, it is understandable that a great deal of resentment towards the foreigners would develop. This becomes even more complicated as the military invader starts to procure the natural resources of the indigenous people in order to feed the economy of the foreign power. In other words, the wealth derived from the natural resources of the colonized territory becomes the booty of the invader. Because of this, the local economy collapses and the quality of living takes a huge nosedive. Poverty and pestilence sets in and there is  little that the indigenous people can do to reverse such a situation. In the Middle East (as well as elsewhere in the world) the need to overthrow the foreign colonists became a tremendous priority. Numerous revolutionary movements started with the primary goal of removing the foreigners from the land.   From this scenario, there developed perpetual problems between the people of the Middle East and those who live in the Western World, problems that have never been resolved to this day. What drove the Europeans to push such a brutal campaign? To a great degree, the motivating factor was a sense of arrogance and superiority that justified the conquest. Often, the dogmatic belief of â€Å"civilizing† an underdeveloped world provided a moral grounding in the obvious invasion and suppression of a body of people. This is exactly what occurred in the Middle East during the early days of colonization and even exists to a certain degree to this very day. To say that great resent built in the Middle East towards European nations would be a dramatic understatement. This resentment festered throughout the 18th, 19th and early 20th Century and yielded a great number of colonial rebellions designed to remove the imperial invaders. While the nations of the Middle East eventually all achieved independence, resentment remained. The current situation of Europe’s involvement in the Middle East oil trade, in fact, still stokes the fires to this day.      

Air Pollution Summary 5

? Air Pollution Nicole Ergler Axia University of Phoenix Robert Orben once said â€Å"There's so much pollution in the air now that if it weren't for our lungs there'd be no place to put it all. † Did one ever think of how much pollution they are breathing in every day? Does one ever realize in what ways they are contributing to air pollution? Air pollution is environmentally a global catastrophe. However, the human population does not have the correct knowledge of how to help the environment from these harmful pollutions. How does the human population help stop contributing to air pollution? Air pollution is a persistent problem within the United States as well as worldwide. Air pollution is a matter in which human and animal’s lives are lost. (Quotationspage. com 2007) According to Columbia Encyclopedia (2008), air pollution is contamination of the air by harmful gases in amounts that are known to endanger the health of humans and animals. Combinations of gasoline, automobile emissions, and burning coals and oils all produce several types of air pollutions. According to Encarta. msn. com (2009), fossil fuel emissions are one of the leading causes of air pollution. According to Encarta. msn. com (2009), air pollution can come to our environment in the forms of snow and rain as well. Air pollution can harm a human and/or an animal as well as the environment. Corruption of plants, vegetables, aquatic life, humans, and drinking water are all examples of ways air pollution effects the environment. Air pollution causes respiratory diseases, loss in emotions, fatigue, headaches, loss of sense of direction, and decreased control of muscles and visual sharpness. A child’s lungs and the lung’s capacity are much smaller than a grown adult’s. How does a child react to air pollutants when the child has asthma? Researches Liu, Poon, Chen, Dales, Frescure, Montuschi, Ciabatonni, and Wheeler (2009) conducted a study on how air pollutants such as: sulfuric dioxide and nitrogen oxides, effected children with asthma. The conclusion to their study was significant. While there was a noticeable decrease in the airway function of lungs, there was also an increase of damage done to the child’s airway passage. In conclusion, air pollutants are much more potent and harmful to a child with asthma. Pollution to the Earth causes global warming. According to Encarta. msn. com (2009), global warming is the significant accretion of temperature in the Earth’s atmosphere, oceans, and land. According to Encarta. msn. com (2009), scientists believe Earth is currently experiencing a period of increased, fast warming brought on by increasing levels of greenhouse gases, in the atmosphere. Global warming exists when greenhouse gases trap heat and sun light in the Earth’s atmosphere. According to Thinkquest. org (2002), green house gases include but are not limited to: carbon dioxide, water vapor, nitrous oxide, and methane. Electrical pollution, when fossil fuels are burned creating energy, is a main source of energy used by humans that causes global warming. veryday fossil fuels are burned to create a source of energy. Therefore, pollution is seeping into the Earth’s atmosphere sickening adults, children, and animals. How can humans attack air pollution? According to Calef and Goble (2007), in 1990 California took its’ approach to zero vehicles on the road that produce vehicle emissions. California Area Resources Board conducted a plan to take all battery operated electric vehicles off the road and replace them with zero emissions vehicles. Today, zero emissions vehicles are known as hybrid cars. California Area Resources Board wanted to make the plan mandatory and sell only the zero emissions vehicles in a set amount of time. However, oil industries and popular automobile manufacturers brought controversy to this factor. The United States did not mandate the plan or follow through with the zero emissions vehicles plan. Now, in the year of 2009, hybrid cars are on the market. Although hybrid vehicles regularly cost about $5,000. 00 more than a battery operated vehicle, it will help contribute to saving the environment. Physorg. com 2009) There are dozens of other ways to help the environment. Using environmentally safe products for cleaning and killing pests are ways to improve pollution around your home, work, or school. Throwing away cut grass or trees at a local garbage company saves from waste in the yard. An individual can make a recycling bin at home to make it easier to recycle. Picking up after pets is a chore t hat most individuals cannot somehow manage. However, picking up after pets is a manageable chore and can also help attack air pollution. Carpooling, walking, or taking public transportation to work, home, shopping, or even school are easy ways to reduce vehicle emissions. Drying laundry on the laundry line outside instead of in a gas operated dryer will help conserve energy and decrease gas pollution. Simple tasks can help the environment, why not start now? (Lastormwater. org 2009) A plan is in desire need to help attack air pollution. In order to conduct a plan to attack air pollution, one must have research air pollution. Identifying sources of air pollution is a good start in order to be able to attack air pollution from those sources. Talk with school principals, city council, and representatives with the government about the plan. Because knowledge of air pollution and its effects is rare, develop an educational curriculum in which children will be able to put the attack into action. Develop a presentation for adults about the severity of air pollution and how the adults can contribute to helping. Speak with teachers and parents about the educational curriculum in which the children will be learning about attacking air pollution. Schedule dates and times that one can be available to the school in order to present the educational curriculum about air pollution. Schedule dates and times that one can be available to the city council in order to present the information to the adults. Pass out flyers to local businesses, schools, and homes about both programs. Present all information to both students and adults at all scheduled times. Firstly, I will research information on air pollution, its sources, and all effects to the environment, humans, and animals. Next, I will develop an educational curriculum for both students and adults. Then I will speak with all school principals, the city council, and the government in order to get my plan permitted. I will then speak with teachers and parents to educate hem on the benefits of the educational curriculum about air pollution. Next, I will schedule dates and times that is convenient for me, the city council, and the school’s teachers to present the information. I will speak with the local newspaper in order to get my flyers passed out with the newspapers for each time that I am going to prese nt the information at the city council. I will present all information to both students at schools and the adults at the city council at all scheduled times. Finally, I will conduct a website which will provide all the information that I have conducted and presented. In conclusion to my website, I will make myself available to any school, function, or city council that would like to have me as a guest to present my information. Researching information on air pollution, the sources of air pollution, and the effects of air pollution will be conducted from months one to five. During month’s two to three, I will develop an educational curriculum for both students and adults. Also during month’s two to three, I will speak with all necessary authority in order to get my plan permitted. During month three, I will speak with teachers and parents about the benefits of my educational curriculum. During month four, I will schedule dates and times for my information to be presented to both the city council and the schools in my county. I will also speak with the local newspaper during month four in order to get permission to distribute a flyer included in the newspaper about all scheduled dates and times that I will be holding a presentation. During month five, I will present all information that I have conducted at that specific point. Also during month five, I will establish a website that will hold all the information I have conducted. Students and adults both will benefit from my plan. As said in the above information, people from all around the world are unaware of the effects of air pollution. Presenting this information will help them better understand how air pollution is harming our environment, humans, and the animals that live in our environment. Presenting this information will also put a start to learning more about air pollution. Some teachers may like to include the effects of air pollution and how we can attack air pollution in their own daily or weekly educational curriculum. During month five of my plan, I will be concluding to the conduction of my website that I am available to present my information at any school, function, or city council conference. I am hoping to get a response from my conclusion in order to get the word out about air pollution. Challenges may be an issue before being able to present my information. I may not be permitted by schools to present my information to their students. Parents and teachers may not agree with the education curriculum that I have developed. City council may not see air pollution as a problem to our environment. Individuals may not ask me to participate as a speaker at any functions, schools, or city council conferences. However, I will continue to attempt to get my word out on air pollution if this may occur. In order to have success from my plan on how to attack air pollution, I will need government, global, and our society’s support. The government will also need to troubleshoot the effects of air pollution as well as how to attack air pollution. Globally, individuals should participate in helping to attack air pollution. Globally, individuals should take notice to my plan and establish a plan to present information in their own communities. Society should face the facts about the consequences of air pollution and take in the information on how to attack air pollution. In conclusion the above information, air pollution, again, is a global catastrophe. It has harmed and killed many species of animals. It has also caused humans and animals illnesses. Our environment is screaming for our help, for we are the only ones who can help. The environment cannot do this on its own. References Quotationspage. com. (2007). Quotation Details. Retrieved on May 14th, 2009 from http://www. quotationspage. com/quote/1033. tml Columbia Encyclopedia. (2008). Air Pollution. Retrieved on April 18th, 2009 from http://plus. aol. com/aol/reference/airpollu/air_pollution? flv=1 Encarta. msn. com. (2009). Air Pollution. Retrieved on April 18th, 2009 from http://encarta. msn. com/encyclopedia_761577413/air_pollution. html Liu, L. , Poon, R. , Chen, L. , Frescura, A. M. , Montuschi, P. , Ciabatonni, G. , Wheeler, A. , Dales, R. (2009). Acute Effects of Air Pollution on Pulmonary Function, Airway Inflammation, and Oxidative Stress in Asthmatic Children. Environmental Health Perspectives, 117(4), 668-674. Thinkquest. org. (2002). Global Warming. Retrieved on April 18th, 2009 from http://library. thinkquest. org/CR0215471/global_warming. htm Calef, D. , Goble, R. (2007). The Allure of Technology: How France and California Promoted Electric and Hybrid Vehicles to Reduce Urban Air Pollution. Policy Sciences, 40(1), 1-34. Physorg. com. (2009). Hybrid Cars Pros and Cons. Retrieved on May 14th, 2009 from http://www. physorg. com/news10031. html Lastormwater. org. (2009). How You Can Help. Retrieved on May 14, 2009 from http://www. lastormwater. org/Siteorg/residents/howucnhp. html

The theoretical developments of Modernism and Postmodernism The WritePass Journal

The theoretical developments of Modernism and Postmodernism Introduction The theoretical developments of Modernism and Postmodernism IntroductionReferencesRelated Introduction Sociologists Cohen and Kennedy   (2000) have traced the emergence of ‘modernity’ to the 17th century and the dawn of the revolutionary Enlightenment age which brought about historic changes and influenced European societies by dramatically transforming primary and secondary institutions. The term ‘modernity’ encapsulates the progress of society, from primitive civilisation through modern era characterised by industrialisation and capitalism and arriving at the current post-modern state of globalisation which is shaping contemporary society at an ever increasing momentum (Giddens, 2002). The Industrial Revolution in Western Europe throughout the mid-eighteenth century and the French Revolution of 1789 gave rise to the realisation of democracy which free-thinking people demanded (Browning, Halchi and Webster 2000:166). This radical defining feature of Enlightenment brought about significant changes in society and in the way people thought about the world (Cr aib, 1997). In short, science became the basis or the main source of knowledge and the notion of ‘people’ and ‘democracy’ replaced ‘religion and the monarchy’ as the main platform of government (Kirkby, 2000:503). Previously agricultural and rural societies were transformed by urbanisation and industrial productions. These developments collectively led to the emergence of modern society and modernity. Lyotard suggests that modernity is not an epoch but a mode within thought, speech and sensibility and which is governed by the Idea of emancipation (1997:24). Depending on the philosophies of history or the grand narratives that attempt to organise this mass of events, the Idea of emancipation is framed in many ways. There is the Marxist narrative of emancipation from exploitation and alienation through the socialisation of work, the capitalist narrative of emancipation from poverty through techno industrial development, the Aufklrer narrative of emancipation from ignorance and servitude through knowledge and egalitarianism etc.(Lyotard, 1997:25). Whatever the narrative, universal freedom or fulfilment of all humanity is regarded as the end product, however elusive it may be. Similarly, the movement of emancipation in modernity is one in which the third party who are initially external to the emancipator avant-garde, join the community of speakers. It is an only you and me tradition. However, in the course of the last fifty years the principles behind the grand narratives of emancipation have become invalidated. Auschwitz is a prime example that refutes the doctrine that ‘all that is real is rational, and all that is rational is real’. (Lyotard, (1997:29). Hence, Postmodernism developed with the growing signs of the failing of modernity. It grew out of a profound dissatisfaction with the modernist project of enlightenment and reason. It holds that rational thinking and scientific perspectives have fallen short in providing the ‘truths’ they were once presumed to hold. During the industrial era, science, rationality and technology were thought to hold promises of a better, safe and humane world. However, postmodernists now question the validity of scientific enterprise often pointing to the unforeseen and unwanted consequences of resulting technologies. There is however, much difficulty in defining postmodernism. Andreas Huyssen claims that ‘the amorphous and politically volatile nature of postmodernism makes the phenomenon itself remarkably elusive and the definition of its boundaries exceedingly difficult, if not per se impossible’ (Huyssen 1988:58 cited in Earnshaw 1994:24). Hassan also concurs that there is no clear consensus about its meaning among scholars (Hassan 1985:121 cited in Earnshaw 1994:24). Nevertheless, Lyotard describes it as ‘incredulity towards metanarratives’ (1984: xxiv). Basically, Postmodernism rejects the concept of western history as ‘progress’ which was present in the sociologies of both Functionalism and Marx. They have rejected the ‘grand narratives’ and replaced them by a more dispersed and discontinuous set of narratives which, has led to a shift from structuralism to post structuralism. They have also rejected the concept of science and rationalism a s leading to truth about the world and replaced it by a model of sociology which is always open to both falsification and subjectively based biases in the paradigms that are chosen. The French philosophers Michel Foucault and Jacques Derrida were important figures in constructing postmodernism. Foucault completely rejects the premodern idealist and realist claims that there are universal and unchanging truths and contends that what experts pronounce to be objective truth is really a disguised rationale for the elites to hold power and want to use it over others, especially the poor, the minorities, and women (McNicol 2005). Sociology as a discipline arose out of a series of debates which began during the period of Enlightenment between philosophers, scientists and other intellectuals about the origin and nature of human societies (Skidmore, 1979:1). During the period of Enlightenment questions began to be asked about what societies are and how they function, the relationships between individuals and societies and about social change. Different views, perspectives and ideas emerged in response to these questions leading to the development of sociological theories which are explanatory frameworks within which specific social phenomena can be understood as part of a much larger social, cultural or economic processes. Skidmore (1979:4) suggests that most sociological theories are developed out of our desire to find solutions to ‘theoretical problems’. Theories have arisen in order to explain modern societies of which Marxism, Functionalism and Interactionism are important. Marxists believe that modernity was brought about by the development of capitalist societies which comprise of two classes with different aims, always at conflict with each other. Marx’s view of society in The Communist Manifesto states ‘Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other – Bourgeoisie and Proletariat ‘ ( Marx pg 82, cited in Kidd et al 2004:135). According to Marx the bourgeoisie or the ruling class own the means of production (land and factories) whereas the proletariat or working class work for the ruling class to survive. This forced labour alienates people from their true nature and identity as ‘the work is external to the worker†¦not part of his nature, that consequently he does not fulfil himself in his work but denies himself, has a feeling of misery, not of well-being†¦Ã¢â‚¬â„¢(Marx cited in Kidd et al 2004:135). Thus, capitalism makes peopl e slaves to work, oppressing and dulling their senses and alienating them from their true identities. Marxists view society as a system having an economic base infrastructure which shapes everything in society and a superstructure which includes all the major agencies of social control such as education, politics, medicine, and religion. The superstructure inevitably reflects the interests and desires of the dominant bourgeoisie class. Human relationship in this society is defined in terms of money and position in the division of labour. Individuals are shaped by power and authority and social order is maintained through force. People are seen as commodities that can be brought and sold to the highest bidders (Kidd et al 2004:135). Functionalists, on the other hand believe that modern societies developed out of consensus and mass production using industrial technology. Functionalism emerged from biology and sociology and states that ‘society is an organism which requires people and organisations to perform functions in maintaining social order’ (Rojek 1995:36 cited in Hermans 2003:27). It examines society through a functional framework which stresses that everything no matter how strange, out of place or harmful they may seem all serve a purpose. Functionalists consider society as a system having interconnected parts all working together to form a whole. Hence, social institutions like family, religion are analysed as part of the social system rather than as isolated units. Bohm states that the world is a system of interrelated parts, and each part makes a necessary contribution to the vitality of the system (Bohm, 2001). Division of labour according to Functionalists is based on meritocracy where people are rewarded on the basis of their achievements and capabilities. People are not discriminated on the basis of class, gender, or race. They further contend that roles and identity in modern society are achieved and not ascribed and society ensures that the most important positions are conscientiously filled by the most qualified persons using social stratification. This ensures effective role allocation and performance to the positions in society. Society hence, moulds people to perform societal functions. In short, functionalism maintains that the dominant condition of society is order reinforced by stability and consensus and not conflict based on coercion and dissention. Interactionism in sociology grew out from the works of Charles H Cooley, George H Mead, and John Dewey. According to Interactionists, society is created through our constant action and interaction with each other and not through structures or systems of society. They contend that the structures and systems of society do not create or shape our thoughts, actions, and behaviours but that people as reflective and thinking beings create their own identity in modern society. This is because according to Blumer ‘human beings interpret or define each other’s actions’ (Blumer 1962:19 cited in Rosenberg 1983:153). People are able to anticipate and weigh possible reactions to their behaviour because social situations are seen from the perspectives of others. Interactionists believe that individuals create their own social world through interactions or sharing and it is through that, that social order is maintained. This is in contrast to the views of functionalists and Marxists where social order is imposed upon people. This however leads to difficulty in understanding where power in society comes from. Social change in their view occurs when the position and communication with each other changes. Postmodernism however, is the view that society has now entered into a new phase which is fundamentally different from the societies described by functionalists, Marxists, or interactionists. Society is now increasingly fragmented and not built on the value consensus described by functionalists not class division described by Marxists because new social divisions have arisen based on gender, sexuality, ethnicity etc. People can now have varied identities rather than being classified as middle or working class people. The characteristics of post modernity have been identified in terms of work, culture, identity, globalisation, and knowledge. According to Michael J Piore (1986) capitalist societies have now entered into a post-Fordist era where work is now organised according to the principles of flexible specialisation (Cited in Haralambos et al, 2004: 641). As consumers are increasingly demanding more specialised products, technology is helping industries meet the changing demands resulting in a decrease in the mass-production of articles. These developments have resulted in flexible working practices and flexible specialisation. People no longer expect a job for life but are continuously driven to increase skills that lead on to job satisfaction. Postmodernists believe that people’s behaviour and sense of identity comes from the images that they consume via the media. This is contrary to the meritocracy beliefs of functionalists and class beliefs of Marxists. Taylor states that ‘society has now been transformed into something resembling an endless shopping mall where people now have much greater choice about how they look, what they consume and what they believe in’ (Cited in Moore et al 2001:20). Postmodernism is also characterised by cultural diversity and pluralism in a range of social context like family, media, youth culture etc. Consumption has now become the central defining feature of post-modern culture where global marketing of cultural forms like cinema, music and computer games and global expansion of trans-national companies have enabled consumption on a global scale. Postmodernists also contend that people in the post modern society cannot put their faiths on great truths. They insist that truth is both unattainable and irrelevant in the post modern world. They stress on the relativity of knowledge, ideas, and lifestyles and that one explanation is in principle as good as another and should be judged on how useful and helpful people find them. Since society is changing education is also going through profound changes in terms of purpose, context, and methods. The difference in modern and post-modern conditions of knowledge lies in the purpose of knowledge (Lyotard, 1984). The dissemination and generation of knowledge in modernity is justified in relation to the grand narratives and its contribution to liberty, pursuit of truth and the betterment of humanity. Rationality, discipline, and scientific investigations are legitimised by the grand narratives which also form the basis for the development of state supported educational practices. In post modernity however, the purpose of knowledge is ‘performativity’ which is taken to mean ‘the optimising of efficient performance’ (Usher et al 1997:14). Education is necessary in order to develop transferable skills, self-motivation, self-supervision, and creativity to meet the rapid pace of globalisation and technological changes in the present world. According to Usher (1997, cited in Webb et al 2004: 145) education in the modern society is controlled by the state and takes the ‘one size fits all’ approach whereas in the post-modern society it is controlled by the communities and is diverse and customised to the needs of individual learners. Education is fixed in time and space and takes place during a fixed period of an individual’s life in modern society whereas it is more flexible and learning takes place throughout an individual’s life in order to meet the needs of the changing economy in post-modern times. Similarly, in modern society education is teacher led where learners are passive recipients of knowledge whereas in post-modern education the learners are active participants who learn through their own experiences. Thompson (1992) too, argues that education is changing to meet the differing needs of diverse communities as societies become more fragmented. Postmodernists reject the fact that education produces class inequalities but rather diversity. They envisage a diverse education system that responds to the need of different individuals and groups. They are sceptical of the functionalist claims that education produces shared values and social solidarity, of liberal claims that human potential can be achieved through education and radical claims that education can produce equality of opportunity in a just society. Usher and Edwards (1994) say, ‘Postmodernism teaches us to be sceptical of foundationalism in all its forms, of totalising and definitive explanations and theories and thus of the dominant taken-for-granted paradigms in education, whether these be liberal, conservative or progressive’ (cited in Haralambos et al 2004:128). In their analysis of education postmodernists us e the concept of subordination where the powerful elite control disempowered groups and classes, and marginalisation where the social, political, economic, and educational processes push powerless groups to the edges of society. Consequently, as demarcation between formal and informal education institutions are continuously breaking down adult education is filling up some of the spaces created by the fragmentation of the modern educational systems and is closely linked to post-modern consumption. According to Usher et al (1997) adult education has been particularly responsive to the post-modern trend towards greater choice and diversity. Individual needs are met through greater tailoring of the content and pace of education through flexible and distance learning programmes. According to Bryson adult education in modernity is seen as ‘all the activities with an educational purpose that are carried on by people engaged in the ordinary business of life’ (1936:3-4). It is a voluntary learning activity initiated by learners themselves. The motives being personal improvement, remedial, occupational, liberal, political, or relational. However, in post-modern times adult education has become more of a consumer product involved in lifestyle choices where it is more of a playful leisure activity rather that a purposive goal orientated one. Knowledge is valued on the basis of its usefulness and its ability to be exchanged for money in the labour market rather than for just providing ‘the truth’. Furthermore, since it can be consumed, many people are consuming it to escape from oppression and disadvantage. Usher et al say ‘there are many groups who see empowerment in terms of the increased consumption of desired goods†¦Ã¢â‚¬â„¢ (1997). Therefore, new forms of provision and delivery in the contemporary education landscape are developing. Open and distance learning has increased in prevalence where ‘the post-modern phenomenon of space-time compression has meant that learners and providers become increasingly available to each other on a global scale’ (Edwards 1994 cited in Usher et al 1997:23). The diverse desires of a diverse range of adult learners are readily satisfied by ODL provision. The relationship between learning, face-to-face interaction and pre-planned curricula is fractured without the need to attend specific places of learning at specific times. The postmodernist interpretation of contemporary society is that fragmentation, diversity, difference and multiple identities are replacing cohesion, convergence sameness, and singular identities in working, civic, and private lives. This is true of the UK’s population which has become inundated with immigrants from different nations, speaking many different languages and dialects. There are refugees, asylum seekers, migrant workers, family migrants and members of settled communities who are in turn, not homogeneous (Dalziel and Sofres (2005), Ivanic et al (2006), Baynham et al (2007) and Pitt (2005). Although diverse, there are some commonalities within and across these groups and there is a wide spectrum of needs and expectations. Learners from these groups bring diverse educational, cultural, employment backgrounds, life experiences, histories and skills. Their circumstances affect what they want to learn as well as where and how they want to learn. Their motives to learn t he English language varies from securing and progressing in sustainable employment, accessing services, supporting children and taking up opportunities to participate in community and cultural activities. Hence adult education in the form of ESOL (English for Speakers of Other Languages) as an activity is seen as becoming more urgent and central. The nature of ESOL how it is talked about, how it is practised, and how it is affected by other areas of social policy has changed over time and continues to do so. The 2000’s saw an unprecedented policy focus on adult education via the Skills for Life strategy which in turn grew out of the Moser report to the Department of Education (DfEE 1999). Adult ESOL in the UK has been included under the Skills for Life policy umbrella along with adult literacy and numeracy. The attempt to fit adult ESOL into generic Skills for Life pedagogy built up tensions as it is distinct, and a generic one-size-fits-all focus threatened to sideline the needs of ESOL learners. With the publication of the working group report, Breaking the Language Barriers (DfEE 2000) ESOL entered wholly into the adult basic skills agenda. This brought about the creation of a statutory ESOL Core Curriculum (DfES 2001), a new teacher training framework and qualifications mapped against the national standards. With t he Leitch (2006) report, the drive for an across-the-board improvement in the skills base of the UK arose so that the country could compete in the global market. This strengthened the connections in policy between learning in the Further Education sector and business. ESOL departments in colleges are expected to provide work linked courses and cooperate closely with local employers through various programmes. Similarly, the rapid rate of globalisation, technological and social changes is making it extremely imperative to up skill or reskill. Firms are being forced to increase efficiency through down sizing, out sourcing and providing flexible working practices. Even low skilled workers are expected to have basic literacy, numeracy, and IT skills along with the ability to learn and adopt. Both the government and individuals themselves are seeking opportunities to raise their qualifications and skills to enhance employability and avoid the fate of being marginalised in developed societies. (Hutton, 1995). As such, education and training programmes are required to produce more people who have higher levels of language competency and skills. The ESOL policy therefore aims to respond to the global economic changes by seeking ways to increase the general level of language competency and skills of learners. The values expressed in the Adult ESOL Core Curriculum (AECC) mainly corresponds to the Reconstructivism value system which focuses on the knowledge and skills relevant to the learner’s everyday life needs and the practical needs of society. The strategies used are community-based learning, group work, role-playing, inquiry, and discussions which are in line with post-modern perspectives of learning. These strategies require learners to process new materials and make personal sense of it. It involves the practise of high-order mental skills such as creativity, evaluation, synthesis and analysis and also practise common skills like the ability to work with and communicate with others (Petty 2004:219). Learners and teachers work together to uncover, solve, and propose solutions to selected problems. Reconstructionists believe that students learn more, remember it longer, and apply it to new situations better if they learn through experience rather than through being told to do s omething. Hence, AECC is a learner centred curriculum which focuses on the learning needs and future goals of learners and finds meaning from student feedback. Since focus is on learners it provides direction for the curriculum and forms the basis of a post-modern curriculum design. As the nation’s population has become diverse with multiple identities, educators have sought instructional practices that will expedite English language acquisition in a practical, efficient, and meaningful way. Amongst the plethora of theories that have evolved Constructivism is deemed as the post-modern technique of knowledge. It is the main underlying learning theory in post-modern education (Braund 1966). The basic idea behind this theory is that knowledge is constructed or invented in the mind which opposes the modernist mindset which says that knowledge is discovered rather than constructed. Knowledge is seen as a human construction, tentative and conjectural, which keeps on undergoing revision as learners acquire more experience. Usher and Johnston assert that this experience is not to enumerate the knowledge gained and become a better person but, is an end in itself, leading to further experience (1997:10). Constructivists and postmodernists ‘leave behind one-size-fits-all methods and negotiate activities and objectives based on the needs of the learner, using knowledge of learning styles and multiple intelligences and encouraging meta-cognition and self-reflection in order to increase students’ self knowledge and capacity for making conscious meaning’ (Diaz-Rico, 2008). Likewise, they stress on the fact that collaborative learning or the sharing of experiences and ideas through language makes language both a personal and social construction (Zahorik, 1995:10-13). This is in contrast to the modernist view where individual consciousness is seen as the absolute origin of knowledge and action (Hadden, 1997:19). Consequently, Task based instruction has been chosen as the best method of language teaching by post-modern ESOL teachers. The ‘learning task provides a framework for meaningful interaction to take place, using ‘purposeful’ situations which ref ine cognition, perception and affect’ (Breen and Candlin, 1980:91). According to Ellis, tasks can be seen as tools for constructing collaborative acts. He states that tasks cater for learning by providing opportunities for learners to use new language structures and items through collaboration with others, subsequently engaging in more independent use of the structures they have internalized in relatively undemanding tasks and finally using the structures in cognitively more complex tasks (Ellis, 2003:178). Task based learning combine many features of post-modern education, viz. collaboration, autonomy, student-centeredness and negotiation of meaning. Tasks involve the learners in their learning which in turn promotes active decision making, problem-solving, critical thinking and responsibility of learning. It also includes formative self-assessment which requires learners to set goals, assess their achievements and reflect on their needs. This is a key aspect of post-modern education which considers every learner to be unique having a unique learning style. Despite education being greatly influenced by postmodern practice, according to Taylor (1992:2) Postmodernity is not just a new theory in sociology but rather a challenge which questions the very bases of conventional sociological understanding. Incredulity as referred to by Lyotard is a scepticism that results from discrepancy between modernity’s ideas and promises and the actuality of the oppression and destruction that characterises the contemporary world. Postmodernity however cannot provide an alternative grand narrative making it impossible for adult educators to completely disinvest from the ‘grand narratives’ despite gradually losing faith in them. This is evident in the fact that adult educators cannot avoid talking in terms of ‘progress’ while at the same time doubting whether more of the same will automatically continue to do so (Usher et al 1997:7). In other words, modernist discourse provide us with ways of talking and knowing which we ca nnot readily dispense with and postmodern attitudes enable us to recognise this. Although postmodernism lacks a concrete model, consumerism has taken the place of science, religion, and reason. People see themselves as consumers and producers. One implication of this on education is that it is seen as a product having a customer service. Learners are viewed as customers who are allowed to select the products they desire and the nature of the delivery of the products. This is a fundamental paradigm shift from the traditional model of education where students accepted the school’s prerogative in defining the nature, purpose, and methods of the educational experience. Learners are now able to look for the best deals, feel a sense of entitlement, negotiate, and can become litigious if disappointed. Education these days teach that truth is relative, all cultures are equally deserving of respect, and all values are subjective. We cannot however ignore the fact that Western culture continuously comes under severe criticism and racism, sexism, classism, and homophobia are considered to be universally evil. Subject matter of courses have shifted dramatically away from traditional fare as colleges and universities are increasingly offering courses that are non traditional which focus on themes of sex, race, gender. Similarly, the Open University is an example of a postmodern education organisation which uses a more flexible approach to teaching. It uses electronically mediated communication to advertise and teach within higher education both domestically and globally. Although postmodernism seems to have evolved in the higher education sector of the UK it has not been openly received by the education system as a whole. Schools are still bound to the concept of performativity like nationwide league tables and standard attainment target tests and the education system continuous to be shaped by wider political and economic forces which postmodernists tend to ignore. According to Apple (1997 cited in Haralambos 2004:730) types of knowledge that are valued by postmodernists particularly cultural theory, are not highly valued or seen as important in the exercise of power. Instead he believes that ‘technical/administrative knowledge’ is considered to be of the highest value and people gain position, power, and influence by possessing such knowledge. Apple argues that contemporary societies are still run by capitalism and we should not allow postmodernists make us think otherwise. Furthermore, although consumption has increased in importance the nature of consumption still depends upon income which is in turn is determined by occupation and social class. Hence, much disparity still exists in education as it relates to racial, ethnic, or disadvantaged groups. The national curriculum still represents a male-dominated, European-centred, Western and capitalist culture and contributions of underrepresented groups like Asians, Africans, the economically disadvantaged etc. are still not included. A culturally diverse curriculum is still to be created in order to reach all the learners especially those marginalised in contemporary schools. This however remains at odds with the centralisation of power in the hands of the government. Hence, although postmodenists have been anxious to attack all grand narratives they have avoided claiming their approach as a coherent theory. Conversely, they have attempted to offer an explanation for what and how education works which in itself can be regarded as a theory. Having said that, postmodernism lacks sufficient empirical research to test its propositions. Although it does represent an important social theory, it fails to live up to the promise of sociology or to develop a set of scientifically and empirically tested propositions about how the social world works. References Baynham, M., Roberts, C., Cooke, M., Simpson, J., and Ananiadou, K., (2007) Effective teaching and learning ESOL London: NRDC Bohm, R. M., (2001) A Primer on Crime and Delinquency Theory Wadsworth Belmont CA Breen, M.P., and Candlin, C. (1980) The essentials of a communicative curriculum in language teaching Applied Linguistics 1/2, 89-112 Browning, G., Halcli, A., and Webster, F. (Eds) (2000) Understanding Contemporary Society: Theories of the Present London: Sage Publications Ltd Bryson, L., (1936) Adult Education New York NY: American Book Company Cohen, R. and Kennedy, P., (2000) Global Sociology Hampshire: Palgrave Macmillan Craib, I. (1997) Classical social Theory: An Introduction to the Thought of Marx, Weber, Durkheim and Simmel Oxford: Oxford University Press Dalziel, D. and Sofres, T.N., (2005) ESOL Pathfinder Learner’s Survey and Prisons Report London: DFES Danaher, G., Schirato, T., and Webb, J., (2000) Understanding Foucault London: .Sage Publication DFEE (2001) Skills for Life: the national strategy for improving adult literacy and numeracy London: Department for Education and Employment Diaz-Rico, L. (2008) Strategies for Teaching English Learners (2nd edn) Boston: Pearson Education Inc DIUS (2007) Leitch Implementation Plan: World Class Skills: Implementing the Leitch Review of skills in England, London: Department for Innovation, Universities and Skills Earnshaw, S., (1994) Postmodern Surroundings Rodopi Ellis, R., (2003) Task-based Language Learning and Teaching   Oxford: Oxford   University Press Giddens, A. (2002) Runaway World: How Globalisation is Reshaping our Lives London: Profile Books Ltd Hadden, W. R., (1997) Sociological Theory: an introduction to the classical tradition University of Toronto Press Haralambos, H. and Holborn, M., (2004) Sociology: Theories and Perspectives 6th Ed Collins London Hermans, A. M. C., (2003) Participatory Learning: religious education in a globalising society Brill Hutton, W., (1995) The State We’re In Chatham: Mackays Ovanic, R., Appleby, Y., Hodge, R., Tusting, K., and Barton. D., (2006) Linking Learning and Everyday life: a social perspective on adult language, Literacy, and numeracy classes London: NRDC Jayapalan, N., (2001) Sociological Theories Atlantic Publishers and Distributors Kidd, W., Abbott, D., and Czerniawski. G., (2004) Sociology A2 Heinemann Kirkby, M., (2000) Sociology in perspective Heinemann Lawson, T., Heaton. T., and Brown, A., (2010) Education and Training 2nd Edition Palgrave, Macmillan Basingstoke Lyotard, F, J., (1995) Toward the Postmodern Humanities Press New Jersey Lyotard, F, J., (1997) The Postmodern Explained University of Minnesota Press McNicol, J, G., (2005) Foucault and Education New York: Peter Lang Moore, S., Chapman, S., and Aike, D., (2001) Sociology for AS level Collins Olssen, M., (2006) Michel Foucault: Materialism and Education Boulder, Col: Paradigm Publishers Petty, G., (2004) Teaching Today A Practical Guide 3rd Edition Nelson Thornes Pitt, K., (2005) Debates in ESOL Teaching and Learning London: Routledge Rosenberg, M., (1983) Introduction to Sociology Routledge Schaefer, R,T., and Lamm, R. P., (1998) Sociology New York : The McGraw Hill Companies, Inc Skidmore, W., (1979) Theoretical Thinking in Sociology, Cambridge: Cambridge University Press Slattery, M., (2003) Key Ideas in Sociology Nelson Thornes London Taylor. S., (1999) ‘Postmodernism: a challenge to Sociology’, ‘S’ Magazine No. 4 Pg 14 Trifonas, P, P. and Peter, M., (2004) Derrida, Deconstruction, and Educations: Ethics of Pedagogy and Research Oxford UK: Blackwell Usher, R., Bryant, I., and Johnston, R., (1997) Adult Education and The Postmodern Challenge Routledge London Usher, R., and Edwards, R., (1994) Postmodernism and Education (Different voices and different worlds) Routledge Zahorik, A.J., (1995) Constructivist Teaching, Bloomington Ind: Phi Delta Kappa Education Foundation

Research Paper on France

Research Paper on France A number of key features and concepts affected France at the beginning of the 20th century. Some of them strengthened France as a nation, while others significantly weakened her. As it would be almost impossible to discuss all of them I will just briefly talk about those features and concepts that made the biggest mark in France. These include imperialism, militarism, nationalism, technological change and aggression and war. Most of these concepts and features were integrated, meaning that the rise of one issue led to the rise of another. For example the rise of nationalism resulted in the rise of militarism, as the French felt that they should unite in their bid to get revenge on Germany. Nationalism also resulted in imperialism as the French put their interests first and disregarded the needs of other nations. Imperialism affected France at the beginning of the century in positive and negative ways. It opened up opportunities that otherwise would never have existed, such as the building of the Suez Canal, which was to give France an advantage over Britain by providing them with a shipping route from the Mediterranean to the Red Sea. Imperialism also provided France with a new source for markets and resources. On the negative side imperialism created tensions between France and the other powers, that by the beginning of the century, were threatening peace in Europe. It created a number of disputes over land, in particular with Germany, which had joined the ‘scramble for Africa’ after France and the other powers. Militarism was also an important concept in France at the beginning of the 20th century. This was largely due to the Franco-Prussian war in 1870-71, which was the war that unified Germany and created a change in the balance of power in Europe. The war was relatively easily won by the Prussians and France was forced to pay an indemnity of $1 billion to the Prussians. This at the time was a huge sum of money. What was even more humiliating for France was that Alsace, except for Belfort, and much of Lorraine were conceded to Germany. What this did to France was create a desire for revenge. Many of their policies after the defeat were based around that desire. They became major participants in the arms race and tried to form alliances with other European powers. What this militarism did by the turn of the century was create a feeling amongst the French that they were ready to enter a war. A concept that went hand in had with militarism was nationalism. Nationalism resulted in the belief that the French nation was superior to others and that French interests should be placed above the interests of all other nations. What helped the spread of nationalism were the concepts of urbanisation and industrialisation. As a result of them the government was able to spread its propaganda more easily. Thus for the first time in history the whole of France could be united. People from all over France could hear the message of nationalism. A key feature in France at the beginning of the 20th century was the technological change and the impact it had on France’s economic, political, social and cultural circles. At this time France was experiencing healthy growth. Even after the defeat at the hands of the Germans post 1870s, France’s industrial sector was rapid improving every day with the latest technology available. France was desperate to make up for her humiliating defeat in the Franco-Prussian war and in 1889 France was host to the Universal Exhibition which was to commemorate the centennial of the French Revolution. This famous exhibition gave France a chance to show of to the rest of Europe her latest technology. The exhibition displayed France’s latest cars, aeroplanes, the invention of the escalator amongst other things, and also displayed the construction of the Eiffel Tour. Another key feature in France at this time was aggression and war. I’ve already mentioned the impact the Franco-Prussian war had in terms of militarism. France under took large scale militarism and spent large amounts of money on its defence force. She was becoming heavily industrialised and preparing for the almost inevitable war. With the recent loss of some of its colonies such as Vietnam, Frances foreign policy was becoming more aggressive, determined to keep control of the colonies it still had such as Algeria, Tunisia and Morocco in Africa and to a lesser extent Tahiti. The reason for Frances increased militarism and aggressiveness was its insecurity on its own soil. The inevitability of World War One was clear to everyone in Europe, and France saw this as the perfect chance for not only revenge but to regain respect, dignity and most of all Power. In conclusion France at the beginning of the 20th century had many more strengths than weaknesses. It was still one of the most powerful nations in the world, with an empire that stretched around the entire globe. Nationalism was high, creating a sense of unity amongst the French people and the increase in military power made France an even more formidable nation. France was also a forerunner in terms of technological advances. While nationalism was a strength, it was also a weakness in terms that it made the French feel invincible. The people were actually excited when the war started as they felt that France would win easily. So it can therefore be said that one of the few weaknesses of France at the beginning of the 20th century was her eagerness to go to war.

SAT Historical Percentiles for 2010, 2009, 2008

SAT Historical Percentiles for 2010, 2009, 2008 SAT / ACT Prep Online Guides and Tips If you took the SAT from 2008-2010, you may be wondering what your percentile score is on the SAT. Is a 2000 on the SAT in 2010 the same percentile score as a 2000 in 2008? Do percentile scores change over time? In this article, I will explain SAT percentile scores, how they change, and I'll provide the percentile scores for SAT combined scores and section scores for 2010, 2009, and 2008. What Are Percentile Scores? Percentile scores reveal how well you did in relation to other people. If you scored in the 99th percentile, then you did better than 99% of the people who took the test. If you scored in the 40th percentile, then you scored higher than 40% of the people who took the test. The College Board determines its percentile scores annually from the scores of college-bound high school seniors who took the SAT. The higher your percentile score, the better you did relative to other high school seniors. Do Percentile Scores Change? Generally, percentile scores for equivalent SAT scores stay the same from year to year. For example, a combined SAT score of 1800was the 81st percentile in2010, 2009, and 2008. However, percentile scores for the same combined and section scores can change very slightly. A combined score of 2100 was the 96th percentile in 2010, but it was the 97th percentile in 2009 and 2008. Similarly, a score of 640 on Critical Reading was the 88th percentile in 2010 and 2009, but it was the 87th percentile in 2008. The SAT does try to utilize its scoring system so that equivalent SAT scores are indicative of the same percentile scores and skill level, regardless of when the test was taken. The purpose of the SAT is to provide a valid way to compare students. A score of 1700 from April 2015 is supposed to be equivalent to a 1700 from both May 2015 andMay 2007. How Should You Use This Data and Why Is It Important? Your percentile score is the most straightforward way to determine if you got a good or badSAT score. If you scored higher than the majority of test-takers, then you did well. However, when you apply to a specific college, you're being compared to the other students who apply to that school. Most colleges publicize their 25th and 75th percentile SAT scores. If you want to be competitive for admission at a certain college, then your target score should be aroundthe school's 75th percentile score. Also, percentile scores help put your scores in context. There may not seem to be much difference between a 680 on the Critical Reading section and a 600 on Math, but that Critical Reading score is the 93rd percentile while the Math score is the 74th or 75th. Raising each section score by 100 points would raise the Critical Reading percentile ranking by 6 points but the Math by about 15. If you're considering retaking the SAT, your percentile scores can help you determine how you should prioritize your time. Similarly, a small composite score increase can have a huge impact on your percentile score if you received a middle score. For example, a 1520 is the 51st or 52nd percentile but a 1760 is the 77th or 78th. Raising your score 250 points can raise your score from average to among the top 1/4 of test-takers. Finally, seeing the percentile scores for multiple years shows how little variance there is between percentile scores for the same SAT composite or section score in different years. If you're worried about how an older SAT score stacks up with more recent scores, take a look at these charts to get an idea of how it compares. Frii Spray/Flickr Composite Score Percentiles, 2008-2010 Score 2010 Percentile 2009 Percentile 2008 Percentile 2400 99+ 99+ 99+ 2390 99+ 99+ 99+ 2380 99+ 99+ 99+ 2370 99+ 99+ 99+ 2360 99+ 99+ 99+ 2350 99+ 99+ 99+ 2340 99+ 99+ 99+ 2330 99+ 99+ 99+ 2320 99+ 99+ 99+ 2310 99+ 99+ 99+ 2300 99+ 99+ 99+ 2290 99+ 99+ 99+ 2280 99+ 99 99 2270 99 99 99 2260 99 99 99 2250 99 99 99 2240 99 99 99 2230 99 99 99 2220 99 99 99 2210 99 99 99 2200 99 99 99 2190 98 98 98 2180 98 98 98 2170 98 98 98 2160 98 98 98 2150 98 98 98 2140 98 97 98 2130 97 97 97 2120 97 97 97 2110 97 97 97 2100 97 97 97 2090 96 96 96 2080 96 96 96 2070 96 96 96 2060 95 95 95 2050 95 95 95 2040 95 95 95 2030 94 94 94 2020 94 94 94 2010 94 94 94 2000 93 93 93 1990 93 93 93 1980 92 92 92 1970 92 92 92 1960 91 91 91 1950 91 91 91 1940 90 90 90 1930 90 90 90 1920 89 89 89 1910 89 89 89 1900 88 88 88 1890 87 87 88 1880 87 87 87 1870 86 86 86 1860 85 86 86 1850 85 85 85 1840 84 84 84 1830 83 83 84 1820 82 83 83 1810 82 82 82 1800 81 81 81 1790 80 80 80 1780 79 79 80 1770 78 79 79 1760 77 78 78 1750 76 77 77 1740 75 76 76 1730 75 75 75 1720 74 74 74 1710 73 73 73 1700 72 72 72 1690 71 71 71 1680 70 70 70 1670 68 69 69 1660 67 68 68 1650 66 67 67 1640 65 66 66 1630 64 65 65 1620 63 64 64 1610 62 63 62 1600 61 62 61 1590 59 61 60 1580 58 59 59 1570 57 58 58 1560 56 57 57 1550 54 56 55 1540 53 55 54 1530 52 53 53 1520 51 52 52 1510 49 51 51 1500 48 50 49 1490 47 49 48 1480 46 47 47 1470 44 46 46 1460 43 45 44 1450 42 44 43 1440 41 42 42 1430 39 41 41 1420 38 40 39 1410 37 39 38 1400 36 37 37 1390 35 36 36 1380 33 35 35 1370 32 34 33 1360 31 33 32 1350 30 32 31 1340 29 30 30 1330 28 29 29 1320 26 28 28 1310 25 27 27 1300 24 26 26 1290 23 25 25 1280 22 24 24 1270 21 23 23 1260 20 22 22 1250 19 21 21 1240 18 20 19 1230 18 19 18 1220 17 18 17 1210 16 17 17 1200 15 16 16 1190 14 15 15 1180 13 14 14 1170 13 14 13 1160 12 13 13 1150 11 12 12 1140 11 11 11 1130 10 1 11 1120 9 10 10 1110 9 10 9 1100 8 9 9 1090 8 8 8 1080 7 8 8 1070 7 7 7 1060 6 7 7 1050 6 6 6 1040 5 6 6 1030 5 6 5 1020 5 5 5 1010 4 5 5 1000 4 4 4 990 4 4 4 980 3 4 4 970 3 3 3 960 3 3 3 950 3 3 3 940 3 3 3 930 2 2 2 920 2 2 2 910 2 2 2 900 2 2 2 890 2 2 2 880 1 2 1 870 1 1 1 860 1 1 1 850 1 1 1 840 1 1 1 830 1 1 1 820 1 1 1 810 1 1 1 800 1 1 1 790 1 1 1 780 1- 1- 1- 770 1- 1- 1- 760 1- 1- 1- 750 1- 1- 1- 740 1- 1- 1- 730 1- 1- 1- 720 1- 1- 1- 710 1- 1- 1- 700 1- 1- 1- 690 1- 1- 1- 680 1- 1- 1- 670 1- 1- 1- 660 1- 1- 1- 650 1- 1- 1- 640 1- 1- 1- 630 1- 1- 1- 620 1- 1- 1- 610 1- 1- 1- 600 Enokson/Flickr Section Score Percentiles Here are the percentile scores for each section for 2008-2010. Critical Reading Score 2010 Percentile 2009 Percentile 2008 Percentile 800 99 99 99 790 99 99 99 780 99 99 99 770 99 99 99 760 99 99 99 750 98 98 98 740 98 98 98 730 97 97 97 720 97 97 96 710 96 96 96 700 95 95 95 690 94 94 94 680 93 93 93 670 92 92 92 660 91 91 90 650 89 89 89 640 88 88 87 630 86 85 85 620 84 84 83 610 82 82 82 600 80 79 79 590 77 77 77 580 75 75 74 570 72 72 71 560 69 69 68 550 66 66 65 540 63 63 62 530 59 60 58 520 56 56 55 510 53 53 51 500 50 49 48 490 46 46 44 480 42 42 41 470 39 39 37 460 35 36 34 450 32 32 31 440 29 28 27 430 26 26 25 420 23 22 22 410 20 20 19 400 17 17 17 390 15 15 15 380 13 13 12 370 11 11 10 360 9 9 9 350 8 8 7 340 6 6 6 330 5 5 5 320 4 4 4 310 3 4 4 300 3 3 3 290 2 2 3 280 2 2 2 270 2 2 2 260 1 1 1 250 1 1 1 240 1 1 1 230 1 1 1 220 1 1 1 210 1 1 1 200 Mathematics Score 2010 Percentiles 2009 Percentiles 2008 Percentiles 800 99 99 99 790 99 99 99 780 99 99 99 770 98 98 99 760 98 98 98 750 97 97 98 740 97 97 97 730 96 96 97 720 95 95 96 710 94 94 95 700 93 94 93 690 92 92 92 680 90 91 91 670 89 89 89 660 87 88 88 650 85 85 86 640 84 83 83 630 82 81 81 620 80 79 79 610 77 77 76 600 75 74 74 590 72 72 71 580 70 69 68 570 66 67 66 560 64 63 63 550 61 61 60 540 58 58 56 530 54 55 53 520 51 51 50 510 48 48 47 500 45 45 43 490 41 41 40 480 38 38 36 470 35 35 33 460 31 31 30 450 28 28 27 440 26 26 25 430 23 23 22 420 20 20 19 410 17 17 16 400 15 15 14 390 13 13 12 380 11 11 11 370 9 9 9 360 8 8 7 350 6 6 6 340 5 6 5 330 4 5 4 320 4 4 4 310 3 3 3 300 2 2 3 290 2 2 2 280 1 2 2 270 1 1 1 260 1 1 1 250 1 1 1 240 1 1 1 230 1 1- 1 220 1- 1- 1 210 1- 1- 1- 200 Writing Score 2010 Percentiles 2009 Percentiles 2008 Percentiles 800 99+ 99+ 99+ 790 99 99+ 99+ 780 99 99 99 770 99 99 99 760 98 99 99 750 98 99 99 740 98 98 98 730 98 98 98 720 97 97 97 710 96 96 97 700 96 96 96 690 95 95 95 680 94 94 94 670 93 93 93 660 92 92 92 650 90 90 90 640 89 89 89 630 87 87 87 620 86 85 85 610 84 84 83 600 82 81 81 590 79 79 79 580 77 77 76 570 75 74 73 560 72 72 71 550 69 69 68 540 66 66 64 530 63 63 62 520 60 59 58 510 57 56 54 500 53 52 51 490 50 49 47 480 46 46 44 470 43 42 40 460 39 39 37 450 36 35 33 440 32 32 30 430 29 29 27 420 25 25 23 410 22 22 20 400 19 19 18 390 17 17 15 380 14 14 13 370 12 12 11 360 10 10 9 350 8 8 7 340 7 7 6 330 5 5 5 320 4 4 4 310 4 4 3 300 3 3 3 290 2 2 2 280 2 1 2 270 1 1 1 260 1 1 1 250 1 1 1 240 1 1 1 230 1 1 1 220 1- 1- 1- 210 1- 1- 1- 200 What's Next? Check out the SAT historical percentiles for 2014, 2013, 2012, and 2011, and learn more about how to understand your SAT scores. Also, you may be interested in this post about whether SAT scores predict success. Finally, read this article if you're wondering if you need SAT scores to transfer colleges. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Corporate strategy Essay Example | Topics and Well Written Essays - 1750 words

Corporate strategy - Essay Example The sections outlined include; evaluation of growth strategies, implementation of the various models and identification and evaluation of strategies for internal improvement of the company. These various models are discussed at length and a conclusive recommendation, drawn on the best way McDonalds can retain its position as a leading market player in the fast food industry. McDonalds is a group of fast food restaurant companies. According to a previous study, the company stands as the world’s largest chain serving more than 119 countries across the world (Maria, 2013); however, it is faced with many challenges and threats. In this report, strategic measures that can be implemented by McDonalds to curb various challenges that hinder its growth and development are discussed. It involves an in-depth discussion of analysis of several management models and possible suggestions that will help the company with implementation of better ways to solve the challenges and hence retain its glory as market leader in the fast food industry. The Boston Consulting Group (BCG), a worldwide management consultancy firm, developed a BCG model that for investment and growth (BCG, 2014). The company can be divided into strategic business units according to their market shares and growth rates to enable a concise evaluation of the model. Cash cows; according to the model, this is where the company has high market share in a much slower growing industry. They generate a reasonable amount of cash used to maintain the business although it is given low investment which usually leads to wastage in a low-growth industry. In McDonald’s, sale of a vast array of fast food products fall under the cash cow category. Dogs; they are units with low market share in a mature and slow-growing industry. They usually don’t generate enough cash, although they are used by investors

Nanotechnology and water purification Essay Example | Topics and Well Written Essays - 3500 words

Nanotechnology and water purification - Essay Example It has been proved that contaminated water is the worldwide cause of death and is responsible for different complex diseases to have affected mankind as well as plants and other marine animals. Industries too, are facing major obstacles in the path of advancement, because of this problem. Water is the elixir of life without which any living creature cannot survive. The problem is that since it is so vital to mankind, human beings are unable to stop using water whether it is for drinking or external uses. There is no substitute for water and all countries ranging from the developed Western countries like the UK, USA or Germany to developing nations like India, Brazil, China and under-developed countries like South America and Africa, are facing this major problem of water pollution. Water is the main element for survival for every living being and so, paradoxically, it is also where bacteria and germs thrive and water becomes the breeding ground for new germs which are capable of killing humans and other animals. The Industrial revolution which made things easier for mankind is also responsible for water pollution. Ironically, it is the increased levels of contaminated water which are also creating havoc for these very industries whose existence in the first place gave rise to water pollution. But, no steps are being taken to curb this menace. To safeguard itself from the devastating effects of contaminated water, mankind came up with different ways to purify water so that it could be 100percent pure and germ-free. Human beings began by simply boiling water because the process of boiling water sterilizes it so that it becomes germ-free and fit for human consumption. Then they discovered that chlorine and iodine could also be used for purifying water but it was found to be leaving a strange after-taste. At last, they started purifying water by using the process of osmosis and reverse osmosis. (Meyer,  

English Composition. (Discussion Forum 3) Essay Example | Topics and Well Written Essays - 250 words

English Composition. (Discussion Forum 3) - Essay Example There is nothing more perfect than the New York skyline which suggests various business opportunities and challenges one can find in the City. But New York is not just the Wall Street, the Empire State Building or the Statue of Liberty; it is more than that. It too is a place of culture as evidenced by the presence of the Metropolitan Museum of Art, Museum of Modern Art and the Solomon R. Guggenheim Museum (New York Department of Economic Development , par 4). For people who prefer to be near nature, they can always visit the Central Park and the 265 acres of wildlife at the Bronx Zoo. After mingling with nature, one can satisfy his gastronomic desire by stopping over at any one of the 20,000 restaurants offering a wide range of culinary experience (New York Department of Economic Development , par 6). But the New York experience does not end here. Shoppers will have a heyday at New York visiting the Fifth and Madison Avenues which hosts some of the most popular designer boutiques. New York City is a paradise in itself. The unforgettable experience that one encounters in this city makes up for whatever flaws it has. It is the perfect natural environment where humans can exist, whether one fancies the unhealthy polluted air or the breath-taking scent of nature’s

Strengths and Weaknesses of Napoleon as a Military Leader (research Essay

Strengths and Weaknesses of Napoleon as a Military Leader (research paper) - Essay Example There is a volume of academic material on his military legacies that are studied as examples in military colleges (Abbott 23). The simple argument of Napoleon Bonaparte swirls feelings. He was indeed one of the ‘greatest army minds’ in the record of combat. The activities of his life have motivated the creativeness of researchers, fictional numbers, instructing authorities, filmmakers and learners as well. Both the limitless compliment and highly effective criticisms placed on such a famous determine have provided considerably to the development of the Napoleonic legend. The available historical material touching on the life of Napoleon Bonaparte reveals lack of consensus among historians concerning his qualities as a military leaver. While others commend him for his extraordinary skills as an organizer and a charismatic leader, on the other hand, others have argued that he was not a schemer and strategic thinker. This line of argument has it that Napoleon was over-dependent on the strategies of his predecessors, and only managed to improvise military strategies rather than effectively plan war schemes (Antonmarchi 34). Those who hold this line of thought further suggest that his eventual downfall can be directly attributed to his weakness, although those who disagree argue that it is his characteristics that propelled him to dominating much of Europe. This paper seeks to assess the strengths and characteristics of Napoleon Bonaparte that made him a successful military leader. The paper also draws on his weakness and failures, in order to come up with a balanced analysis of his military legacy. In doing the analysis, evidence from some of his expeditions will be used together with empirical evidence from scholarly materials. Armed with an unending ambition and cunningness, Napoleon came into power in 1799 through a military coup d’Ã ©tat, and in 1804, he crowned himself emperor of France in a ceremony that was

Brain Rules Essay Example | Topics and Well Written Essays - 500 words

Brain Rules - Essay Example Therefore, the question posed by the researchers was that is the sedentary population turns out to be active. Will their cognitive scores rise? In this case, the answer given is a yes; the reason given is that exercise is aerobic. They further describe that executive functions had to improve after 4 months; memory scores also had to improve(Medina John, 2010)..There are two reasons given on why exercise improves cognition and it includes the following: Firstly, oxygen flow to the brain is increased as a result of exercise. This reduces the brain bound radicals. One of the fascinating results for previous decades is that oxygen increase is usually accompanied by an uptick in mental sharpness. Secondly, the brain’s molecular machinery is acted upon by exercise directly. It improves the neuron’s survival, creation as well as resistance to stress and damageThe information provided is very useful because exercise has been indicated to be very important in terms of boosting b rain power. It has also been reflected that having enough rest can be critical because it can make someone productive. In this regard, if I put the information into action, then my learning power could be improved. Oxygen flow to the brain is increased as a result of exercise. This reduces the brain bound radicals. In regard to this finding, it can be seen that exercise is good for the health and when exercise is taken into consideration practically. Another advantage reflected is that exercise influences executive function positively.

Operations Decision Assignment Example | Topics and Well Written Essays - 1500 words

Operations Decision - Assignment Example The main difference between this Company and its main competitors is that it very tasty and good to look at low calorie food stuffs that are also healthy. With more and more people increasingly focusing on healthy eating, the company also manages to constantly outshine its key competitors that have much higher calorie foodstuffs. Most residents in the UK prefer low calorie foods since they are much more concerned about their health than in the previous years. This hands the company an added advantage over its competitors like KFC and Mac Fries that have higher calories food on their respective menus. Most of its customers are of the ages from 20 to 55 years coming from all the socio-cultural backgrounds. Amongst the two genders, women form the largest segment of their customers since they tend to watch their health and weight much more keenly than their male counterparts.. These refer to the internal and external factors that affect the company’s marketing opportunities. This analysis identifies the strengths, weaknesses, opportunities and threats, which are significant in determining actions or aspects that are necessary for the marketing plan. The company tries to make good food in a simple and more sustainable manner while at the same time striving to meet its commercial goals. The company has ensured that it is capable of balancing the four main elements of marketing so as to achieve the above states objective. A successful product or service has to incorporate a distinctive marketing mix for it to be successful. The right mix of these elements will ensure the company has a higher chance of achieving this stated objective that leads to increased customer satisfaction. This consists of four P’s that include: product, price, place and promotion. In the food and beverage industry, the product has to look and taste good as well as constituting the right ingredients. The products’ prices also need to be

Brain Rules Essay Example | Topics and Well Written Essays - 500 words

Brain Rules - Essay Example Therefore, the question posed by the researchers was that is the sedentary population turns out to be active. Will their cognitive scores rise? In this case, the answer given is a yes; the reason given is that exercise is aerobic. They further describe that executive functions had to improve after 4 months; memory scores also had to improve(Medina John, 2010)..There are two reasons given on why exercise improves cognition and it includes the following: Firstly, oxygen flow to the brain is increased as a result of exercise. This reduces the brain bound radicals. One of the fascinating results for previous decades is that oxygen increase is usually accompanied by an uptick in mental sharpness. Secondly, the brain’s molecular machinery is acted upon by exercise directly. It improves the neuron’s survival, creation as well as resistance to stress and damageThe information provided is very useful because exercise has been indicated to be very important in terms of boosting b rain power. It has also been reflected that having enough rest can be critical because it can make someone productive. In this regard, if I put the information into action, then my learning power could be improved. Oxygen flow to the brain is increased as a result of exercise. This reduces the brain bound radicals. In regard to this finding, it can be seen that exercise is good for the health and when exercise is taken into consideration practically. Another advantage reflected is that exercise influences executive function positively.

My role as an Officer Essay Example | Topics and Well Written Essays - 500 words

My role as an Officer - Essay Example I also have been trained to specialize in operating maritime vehicles; this is not something that every Warrant Officer will be responsible for, however each will specialize in some field such as with aircraft, special units and equipment, organized tasks and other events. I have been trained to specialize in maritime vehicles because so many other roles within the Army are not so focused; Army personnel are generally trained in a little of every aspect of the entire organization and it is my job and the job of other Warrant Officers to take the lead on tasks that require a deeper knowledge base. Another important part of my job is to function as a teacher for other Army personnel. I possess the skills to train a variety of personnel in general studies as well as to help recruits who have been chosen to specialize get their studies underway. It is up to me to share my own knowledge of how the Army is organized and how each person fulfills a role within that framework so that every new recruit understands their function and what they are responsible for within the larger unit. As a Junior Warrant Officer, I was involved more in the day-to-day tasks of my unit; dealing with machinery and exercises.

Coffee and Starbucks Essay Example for Free

Coffee and Starbucks Essay Then.. ï  ± First Starbucks opened in Seattle Washington. ï  ± March 30, 1971 ï  ± Jerry Baldwin – English teacher ï  ± Gordon Bowker-Writer ï  ± Zev Seigl-History teacher ï‚â€" Then†¦ ï  ± Entrepreneur Howard Schultz joined the company in 1982. ï  ± Director of retail operations and marketing. ï  ± Ideas of selling beverages. ï‚â€" Then†¦ ï  ± April, 1984 first store to sell beverages was opened. ï  ± Served 400 customer- over the 250 customer average at their best score. ï  ± II Giornale Acquires Starbucks. ï  ± Howard Schultz- Starbucks president and CEO. ï‚â€" Now†¦ ï  ¶ World’s premier roaster and retailer of specialty coffee. ï  ¶ 8,812 company-owned stores. ï  ¶ 7,812 licensed stores in more than 50 countries. ï‚â€" Now†¦ ï  ¶ Annual sales of about US$14.89 Billion. ï  ¶ Sell: Whole bean coffee, Ground Coffee, pastries, beverages and coffee related products. ï‚â€" Mission Statement 1990- October 2008 Establish Starbucks as the premier purveyor of the finest coffee in the world while maintaining our uncompromising principles as we grow. ï‚â€" Vision†¦ Starbucks Digital Network, in partnership with Yahoo! Its vision is to provide best cup of coffee to include providing the best digital experience. They are now offering music among choices from their digital network. ï‚â€" Opened with Tata global beverages. (50-50)% partners First In Mumbai, October 19, 2012 Now 54 stores in Four cities (in 17 months) ïÆ'Ëœ CEO of TATA Starbucks is Avani Saglani Davda. ïÆ'Ëœ Starbucks also get source to coffee beans from Kodagu (Karnataka) ïÆ'Ëœ Opened with investment of US$66 Million. ïÆ'Ëœ ïÆ'Ëœ ïÆ'Ëœ ïÆ'Ëœ ï‚â€" Ethics†¦ Starbucks and Shared Planet is committed to doing business responsibly. A better way to help each other and planet. ï‚â€" SWOT Analysis ï‚â€" Strengths†¦ ïÆ'Ëœ Leading retailer and roaster for brand specialty coffee in the world. ïÆ'Ëœ Known for providing superior products and services. ïÆ'Ëœ Number 7 on Fortune Magazine’s â€Å"100 best companies to work for†. ïÆ'Ëœ Consistent high quality of service. ïÆ'Ëœ Limited no. of strong competitors. ïÆ'Ëœ High market share and market growth. ï‚â€" Weaknesses†¦ ï‚ § High prices because of quality ingredients used. ï‚ § Starbucks refuses to guarantee that milk, beverages, chocolate, ice cream and baked goods sold in the company’s stores are free of genetically- modified ingredients. ï‚ § Strong presence in U.S. more than three quarters of its cafes located in the domestic market. ï‚ § In order to reduce business risk, expansion is needed. ï‚â€" Opportunities†¦ ïÆ' ¼ High growth of economy and market in Indonesia, especially in urban areas. ïÆ' ¼ Could diverse their product not only in coffee. ïÆ' ¼ The potential employees are educated peoples which make it easier to train them. ïÆ' ¼ Strong financial support. ï‚â€" Threats†¦ ï  ¶ Competitors and copycat could pose potential threats. ï  ¶ Sentimental issues to the bad effect of coffee from society. ï  ¶ Global financial crisis-make people tend not to spend. ï  ¶ Exposed to rises in the cost of coffee and dairy products. ï‚â€" Competition†¦ ï‚â€" Company Financial Report ï  ± Revenue: US$14.89 Billion ï  ± Operating Income: US$325.4 Million ï  ± Net Income: US$8.8 Million ï  ± Total assets: US$11.5167 Billion ï  ± Total Equity: US$4.48 Billion ï‚â€" Conclusion†¦ ï  ± Summary Strengths Opportunities Threats Conclusion Weaknesses Overpriced coffee. ï  ± Health concerns regarding caffeine and caloric intake. ï  ± Main focus on expansion rather than internal improvement. ï  ± Total revenue of $10.7 billion in 2010. ï  ± Starbucks has added an average of two stores on a daily basis since 1987.

Queen Elizabeth 1 Essay -- essays research papers

Elizabeth I (also known as Elizabeth the Great, or the "Virgin Queen") was born in 1533 into a dangerous world of political intrigue. When she was only two years old, her father, King Henry VIII killed her mother, Ann Boleyn, because she had not yet produced a male heir. Henry's routine killing of her successive stepmothers every few years traumatized Elizabeth, who loved her father. Although Henry finally did father a son, Edward VI, the boy did not live long, dying at the age of sixteen after a six-year reign, and thus Elizabeth's older sister Mary I came to the throne in 1553. Meanwhile, the young Elizabeth showed exceptional intelligence, excelling at her studies well beyond any of the other royal children. A Catholic, Mary married the Hapsburg prince of Spain, the soon-to-be Philip II. Mary would come to be known as "Bloody Mary" for her harsh treatment of English Protestants in her attempt to restore Catholicism to England. When Sir Thomas Wyat the Younger's Rebellion threatened Mary's rule, she believed Elizabeth to have been involved in the plot and imprisoned her in the Tower of London. By a combination of luck and skillful persuasion on the part of her political allies, Elizabeth survived this ordeal and became queen when Mary died in 1558. Elizabeth quickly consolidated power and returned the country to Protestantism, passing the Acts of Supremacy and Uniformity, although by Reformation standards Catholics fared well under these acts. Wi...

What Is Politics? :: Essays on Politics

What Is Politics On hearing the word politics, what usually springs to mind are images of government, politicians and their policies or more negatively the idea of corruption and dirty tricks. The actual definition seems to have been obscured and almost lost by such representations and clichà ©s that tend not to pinpoint the true essence, which defines this thing, called politics. In order to make an attempt at a definition of politics a systematic approach is required. To begin with, a brief historical overview will be considered, to understand the origins of politics. Following this, different core concepts, which are imperative to a definition of politics, will be discussed, in the hope to discover a true and fair interpretation of the word politics. The word politics comes from the Greek word "polis", meaning the state or community as a whole. The concept of the "polis" was an ideal state and came from the writings of great political thinkers such as Plato and Aristotle. In his novel "The Republic", Plato describes the ideal state and the means to achieve it. Hence, the word politics originally has connotations in the ways in which to create the ideal society. An ideal society is in practice a rather difficult aim and even an impossible aim to achieve. Politics implies measures which could and should, in the views of their devisor, be implemented in the hope to create a better society, than that which is already present. The very fact that Plato and Aristotle saw imperfections in the societies in which they lived, prompted them to write their political philosophies. These philosophies provided the first written recognition of politics. In his writings his "The Politics", Aristotle states that "Man is by nature a political animal"(The Politics, 1) in another words, it lies deep within the instinct of man. It is almost primal. Due to his nature man should consider and realise his role within the "polis". So according to Aristotle Politics is not a dreamt up concept, but rather an inherent feature of mankind. To begin with, the basest premise that underpins the notion of politics should be considered in order to arrive at a fair definition. Man is self-preserving by nature. He thinks and acts, whether that is as an individual or as a group who share interests, with foremost regard to his own interests. Self-perpetuation is the number one rule. He therefore possesses his own interests, ideas and preferences, which may