The Canterbury Tales By Geoffrey Chaucer - 862 Words

The Canterbury Tales is a book made by Geoffrey Chaucer in 1478. The Canterbury tales consist of twenty-four stories; each story being spoken by a person within a specific group. The Canterbury tales begin by introducing an unbiased host who chooses to go on a pilgrimage to Canterbury, England. He wishes to visit the Saint Thomas Becket in Canterbury Cathedral and thank the martyr for its assistance. While staying in a tavern, he comes across a large group of individuals who are also attempting to make the trip to Canterbury. The group consisted of twenty-nine people, all who had varying personalities and professions. The host takes a liking to this group and wishes to travel with them. Throughout the prologue the host describes each person that catches his interest. The host is very descriptive and speaks of each person using three different types of descriptors: The person’s title, their personality and the article of clothing they were wearing throughout their journey. It i s through these descriptions that we, as the reader, begin to fully understand each of the individuals who are on this journey to Canterbury, England. When the host addresses the individuals within the group of twenty-nine people, he chooses to mention their title. The host chooses to begin his list with the Knight, as he is the person with the highest social standing. From there he goes down the list of people, basing them off their title and social standing. This description choice is important inShow MoreRelatedThe Canterbury Tales, by Geoffrey Chaucer1582 Words   |  7 Pages Geoffrey Chaucer wrote the Canterbury tales a collection of short tales in the 14th century. The compilation of stories are told by different characters within the narrative as part of a game proposed by the host. Each individual must tell two stories on their journey and two stories on their way back. Each story tells some aspects of English life during the time and often added satire like qualities to the English life. In particular Chaucer often tells stories with elements of the relationshipRead MoreThe Canterbury Tales By Geoffrey Chaucer913 Words   |  4 PagesThe Canterbury Tales by Geoffrey Chaucer consists of frame narratives were a group of pilgrims that are traveling from Southwark to the shire of St. Becker in the Canterbury Cathedral, tell each other to pass time until they arrive at their destination. During The Canterbury Tales the reader is exposed to many characters that represent all of the social classes of medieval England and the reader gets to know them from t he general prologue to each individual tale. One of these characters is the PardonerRead MoreThe Canterbury Tales By Geoffrey Chaucer2127 Words   |  9 PagesIt is unknown when Geoffrey Chaucer wrote The Canterbury Tales, but it is assumed that he wrote it in 1387. There are many different aspects and themes throughout this paper that are very prominent. One theme that is very important is the importance of company. This entire tale is about twenty-nine pilgrims who all tell tales while on a pilgrimage to the shrine of Saint Thomas Becket in Canterbury. The importance of company is that this is a pilgrimage that requires companions and friendship. ThoughRead MoreThe Canterbury Tales By Geoffrey Chaucer1073 Words   |  5 PagesIn The Canterbury Tales, Geoffrey Chaucer introduced and described a variety of fictional characters that lived in the Middle Ages. It was the time period that European civilians were governed by a system called feudalism. Where kings were the head of the s ystem and everyone was categorized in social classes. In the prologue of The Canterbury Tales the first character introduced was the knight. Geoffrey Chaucer depicts the knight correctly by characterizing him as a chivalrous and honorable man,Read MoreThe Canterbury Tales by Geoffrey Chaucer1585 Words   |  7 Pageswas published toward the end of his life, Geoffrey Chaucer’s Canterbury Tales was his longest and most popular work. The plot is made up of tales told by thirty-one different pilgrims as they embark on a pilgrimage to the shrine of Saint Thomas a Becket in Canterbury. His initial idea was to have each pilgrim tell four stories a piece during the pilgrimage, but Chaucer either died before finishing or decided to change this idea, as only twenty-four tales presently make up the work. The prologue ofRead MoreThe Canterbury Tales By Geoffrey Chaucer963 Words   |  4 PagesThe Canterbury Tales by Geoffrey Chaucer is a collection of 24 stories written during the Midd le Ages. The tales were written with the intent of criticizing the functions of societal standards as well as the beliefs of the Church. â€Å"The Miller’s Tale,† one the most popular stories, offers unique insights into the customs and practices of the English middle class during the Middle Ages. The story follows the lives of John, Absolon, and Nicholas, three men who are involved with a beautiful woman namedRead MoreThe Canterbury Tales By Geoffrey Chaucer2664 Words   |  11 PagesThe Canterbury Tales The Canterbury Tales was written by Geoffrey Chaucer in 1392, during the medieval period in Europe. Three important aspects, his family’s ties to the court, his schooling and working for royalty (XI), and his love for reading and learning (XII) all combined and enabled him to create his greatest work, The Canterbury Tales. Chaucer includes many different characters, pilgrims, all from very unique walks of life. Although there are not as many women included as men, their storiesRead MoreThe Canterbury Tales By Geoffrey Chaucer2648 Words   |  11 PagesThe Canterbury Tales was written by Geoffrey Chaucer in 1392, during the medieval period in Europe. Three important aspects, his family’s ties to the court, his schooling and working for royalty (XI), and his love for reading and learning (XII) all combined and enabled him to create his greatest work, The Canterbury Tales. Chaucer includes many different characters, pilgrims, all from very unique walks of life. Although there are not as many women included as men, their stories give some extraordinaryRead MoreThe Canterbury Tales By Geoffrey Chaucer2221 Words   |  9 Pagesin medieval literature is the Canterbury Tales written by Geoffrey Chaucer. This research seeks to examine the life of Chaucer, the Canterbury Tales, and the impact and legacy of both the author and the work. Agnes Copton gave birth to a baby boy c. 1340, whom she named Geoffrey. The baby took the surname of his father John Chaucer, who came from a family of wine merchants. The family relied on strategic relationships to subsidize where they lacked in wealth. Chaucer was fluent in French, ItalianRead MoreCanterbury Tales By Geoffrey Chaucer1380 Words   |  6 PagesCanterbury Tales Canterbury Tales written by Geoffrey Chaucer was a story of not the people themselves but a social statement of how the people of higher standing were viewed by the middle class. In the time that Canterbury Tales was written it was a time of corruption of the Church. There were many clergy members that were mentioned in this story. Each of the characters was unique in the way they went against the standards they should be held to. The most interesting this story was definitely The

Death of a Salesman Analysis Essay - 2107 Words

Many works of literature have the theme of a failed American Dream, which is the basic idea that no matter what social class an individual may be, they still have an equal ability to achieve prosperity and a good life for their family; however, there has been much debate over whether or not the American dream is still obtainable in modern society. One piece of American literature that substantiates the fact that the American Dream can not be gotten is Arthur Miller’s Death of a Salesman which describes the tragedy of the average person in America. A number of other writers also draw the inability to capture the American Dream. John Steinbeck demonstrates in his highly acclaimed novel The Grapes of Wrath how hard economic times can†¦show more content†¦This idea is also clearly represented in modern times due to the fact that the nation is once more in a recession and every one wants the shiny new car or the huge lavish house. Miller senses this and uses Willy as an ex ample of one of the many who fail to reach the American Dream and never will. Miller also challenges society to reflect upon how it interprets success, as Abbotson points out: â€Å"Miller sees many people’s lives being poisoned by their desire to be successful. People like the Lomans are doomed to try for success but fail, with all the resulting guilt that such failure brings. Others like Ben and Howard display an ability to make money that deems them successful but at the cost of their own moral integrity.† (Abbotson, 317) By providing the story with foils such as Ben and Howard being successful, Miller sheds a bit of hope on America then proceeds to thwart that same hope with the fact that they lose their moral integrity, which is a key component of the American Dream; therefore Miller clearly displays how society will continue to deny Americans the coveted dream they aspire to attain. Literary critic Thomas Porter states: â€Å"Willy’s status in society, his family background are typical; even more of a type is Willy’s identity as a salesman. He is a product of aShow MoreRelatedDeath Of A Salesman Analysis914 Words   |  4 PagesLies of a Salesman (Movie Analysis of Death of a Salesman produced by Robert F. Colesberry) To be dysfunctional is to not operate accordly to normal in a negative way. Death of a Salesman produced by Robert F. Colesberry is a movie based on a play Death of a salesman written by Arthur Miller. The Loman family in the movie is a dysfunctional family, which is clearly show in many scenes,The mother and the father Willy and Linda Lowman. Willy a salesman in the field for over 30 years. The have kidsRead MoreAnalysis Of Death Of A Salesman 900 Words   |  4 PagesCritical Essay In Arthur Millers â€Å"Death of a salesman† we encounter an on-going feud between salesman Willy Loman and his son Biff Loman. In Willy’s eyes the key to gaining success in life is to be well liked, attractive and having a great personality, he is convinced if you have all these traits it guarantees you success and that you could outrun those with qualifications in terms of being employed. Willy bestows this theory of his onto his sons Biff and Happy during their teenage years. DuringRead MoreDeath of a Salesman Analysis675 Words   |  3 PagesNovember 10, 2012 English P5 Death of a Salesman Essay Like Father Like Son In Arthur Miller’s play, Death of a Salesman, Miller reveals what happens when a dream, especially the American dream, dies, as seen through the life of Willy Loman, a pathetic, self-deluded salesman. The play follows the family through painful conflicts, significant issues such as national values, and the price of blind fate while working toward the ‘American Dream’. The major problem woven into the plot discussesRead MoreDeath Of A Salesman Analysis1351 Words   |  6 PagesIn Arthur Miller’s, Death of a Salesman, Biff Loman confesses the following to his brother, Happy: â€Å"I don’t know—what I’m supposed to want† (22). Biff is expressing his internal struggle between wanting to live up to his father’s expectations and his desire to pursue what he really wants-- to be outdoors. Biff is conflicted and views himself as a failure for not achieving his father’s image of success. At the end of the play, Biff realiz es that in order for him to be truly successful he has to stopRead MoreDeath Of A Salesman Symbolism Analysis1145 Words   |  5 PagesSymbols in â€Å"Death of a Salesman† by Arthur Miller Symbolism, as defined by Oxford Dictionary, is the â€Å"use of symbols to represent ideas or qualities.† Throughout the play Death of a Salesman, by Arthur Miller, he uses symbols to represent a greater idea and to say more than what is actually being said. Through the use of silk stockings, a rubber hose, and the flute music that drifts through the play, Miller demonstrates the power that these items have over the Loman family. One reoccurring symbolRead MoreAnalysis Of The Play Death Of A Salesman 954 Words   |  4 Pages Darrian Dowden AP English IV Death of a Salesman Written Assignment Death of a Salesman Character Analysis 1.Willy Loman. Although the main protagonist of the play, Willy Loman does not come to a certain self-realization. Searching and sifting through his memories (which cannot be completely taken as the truth as he reinvents them in a way to make them out as a golden era) he fails to recognize his slanted reality he’s lived in made up of his delusions. His forged relationship withRead MoreAnalysis of the Ending of Death of a Salesman1261 Words   |  6 PagesAnalysis of the Ending of Death of a Salesman The play Death of a Salesman shows the final demise of Willy Loman, a sixty- year-old salesman in the America of the 1940s, who has deluded himself all his life about being a big success in the business world. It also portrays his wife Linda, who plays along nicely with his lies and tells him what he wants to hear, out of compassion. The book describes the last day of his life, but there are frequent flashbacks in which Willy relives key eventsRead MoreAnalysis Of Death Of A Salesman 1859 Words   |  8 PagesIn â€Å"Death of a Salesman†, Willy and his family live in post-war Brooklyn, where America was enjoying a state of economic prosperity. In an attempt to shield Americans from the influences of communist ideals, Americans felt that financial success supported a capitalist society. The American dream is the belief that any American citizen can achieve their dreams if they are hard working, even those who are destitute. This idea of equality is criticized by both of the texts I will be comparing. In thisRead MoreAnalysis of Biff in Death of a Salesman Essay1584 Words   |  7 PagesCamilla Tanzi Year 12 An analysis of the character of Biff. Biff Loman is portrayed as the root of Willy’s mental illness and instability. He is also the only member of his family who acknowledges his own failures in life. On the whole, Biff Loman stands out as the most intriguing and strong character in â€Å"Death of a Salesman. He is not a successful man and never will be, he is however able to admit this, even in a harsh society as the one of the 1960s America. Biff knows he is a â€Å"nothing† andRead MoreA Detailed Analysis of Death of a Salesman1199 Words   |  5 PagesLook at Death of a Salesman Death of a Salesman has been accepted worldwide as one of the greatest American dramas to premier in theatre. The story behind the play is based on Miller’s interactions with his Uncle, a salesman whose efforts to obtain the â€Å"American Dream† and pass his success on to his two sons becomes his main focus. Miller’s life during the preparation of Death of a Salesman provides the spark and inspiration needed to pen a literary classic. Almost five decades later, Death of a Salesman’s

Behavioural based safety strategy Free Essays

Abstract Behavioural Based Safety, or BBS, has become a topic of substantial debate as the issue has been linked to performance.This dissertation examines the modern development of the BBS philosophy in order to determine the strengths and weaknesses inherent in the concept. The evidence presented illustrates 1 Introduction 1. We will write a custom essay sample on Behavioural based safety strategy or any similar topic only for you Order Now 1 Background Employee injuries have significant impact on organisations as a whole; for example, reputation, stakeholder expectations, financial implications and legislative (Orr, 2008). Organisations therefore have to look increasingly at more effective measures to control or eradicate such events. To this end historically many organisations have looked to the development and implementation of formal safety management systems in order to address this issue. Safety management systems are a formal and prescribed means of managing organisational safety and improving performance (Agnew et al, 2012). The safety management systems currently implemented within organisations generally are centred on policies, procedures, objectives, processes such as risk assessment, hazard identification the use of various safety tools such as JSA’s and the wearing of personal protective equipment, or PPE, and focus on measuring compliance against key targets and objectives. This dissertation examines how Behaviour Based Safety, or BBS, aids in the drive to prevent accidents and boost overall employee development (Lebbon, Sigurdsson and Austin, 2012). Qatar holds the position of second smallest country in the Arabian Peninsula after the island state of Bahrain. Qatar’s population currently stands at 2.04 million of Development Planning and Statistics, 94 per cent of which are foreign nationals (Qsa.gov.qa., 2014). Of this 94 per cent the majority is low-paid migrant workers. This number is expected to rise significantly in the coming years primarily due to the coming 2020 World Cup and the need for an influx of foreign labour for the booming construction requirement associated with it (Qsa.gov.qa., 2014). These migrant workers will primarily work on critical construction projects, drastically increasing the need for an effective safety program to be in place. The country has grown in a record breaking manner in the last ten years, to become the wo rld’s highest per capita GDP National (Fromherz, 2013). This achievement is primarily based on the vast resources of oil and gas discovered in the country. As a consequence of this discovery, construction of mega production plants has been the main focus of development in the country. This level of construction indicates an influx of safety challenges requiring an up to date and efficient method of implementation. These projects have historically required vast numbers of multi-cultural and diverse workforces, coming from different parts of the world (Orr, 2008). This being the case there are many challenges and great difficulties in bringing about a consciousness of safe work practices and in instilling a positive safety culture (Fromherz, 2013). The recognition of the need for workplace safety publicly materialized in the work of Mr Heinrich, an Assistant Superintendent of the Engineering and Inspection Division of Travellers Insurance Company during the 1930’s and 1940’s (Heinrich, 1959). His position required an investigation into the high and rising rate of supervisor accident reports during the period .This report revolutionized the working world by concluding that 88% of industrial accidents were primarily caused by unsafe, possibly preventable acts (Heinrich, 1959). This transformative moment in safety strategy motivated an entire industry to introduce reform (Fogarty and Shaw, 2010). Prior to these period witnessed steadily decreasing standards of working conditions that led to the need to reform the system. Heinrich (1959) subsequently published his first book in 1931; Industrial Accident Prevention: A Scientific Approach, laying out a more systematic approach to the study of accident data. This indicat ion of a willingness to embrace change was tempered by the overwhelming capacity that big business interests had to keep costs low, creating a volatile safety environment. The modern era has maintained that safety is significant concern for companies, often requiring a considerable fraction of their overall revenue stream (Fromherz, 2013). This drive to increase performance and reduce injury has resulted in many companies showing excellent improvement in the area of safety performance, thereby reducing cost and increasing productivity. The rationale for this research rests on assessing the potential for improvement of HSE performance in the Oil and Gas sector, specifically in the Middle East; through a means of behavioural based safety. The intention of the study is to establish the appropriateness of this hypothesis, whether as a process to be used as a standalone mechanism, or additionally, for the augmentation of an existing HSE management system. Behaviour based safety concept, or BBS, has been considered in industry worldwide for around a decade as a means to achieve a positive safety culture and an improved organizational safety performance (Mohr , 2011). An organisation’s culture can be as influential in achieving good safety results as a safety management system. The positive or negative safety culture of an organisation is directly linked to human factors and the positive behaviour of its workforce (Mohr, 2011). According to Books (1999), the largest influences on safety culture are; 1) the style and management commitment; 2) the involvement of employees; 3)training and competence; 4)ability to communicate at all levels; 5) compliance with procedures; and 6)organisational learning. The current research has affiliation with an earlier study conducted as part of the Post Graduate Diploma award (Turner, 2013). The subject of the previous research was â€Å"Safety Culture or Climate: An Appraisal of Perceptions and Scale†. This research sought to measure the health and safety, culture and climate of the researcher’s employer organisation. In this case the researcher determined that there was evidence of a positive safety culture within the XXXX Group of companies. However, this research also illustrated that this positive safety culture has not entirely achieved the expected and desired outcome of zero harm to people. All these factors in themselves do not prevent injuries from continuing to occur within the organisation. The previous study and current research focuses on the Middle East region. In particular to the varying needs and challenges faced by operations based in the region; specifically those that require the engagement of personnel from a vast array of differing backgrounds and cultures and how the principles of behavioural based safety may effectively be used to influence this specific workgroup. To facilitate understanding, it is also important to outline the distinctiveness of the location, (Qatar), the demographics of the workgroup, and the difficulties and challenges related to the management of such a work group within a safe work environment. Based on the above reasoning this affords the researcher the ideal incentive to both address the topic as an area of research for the required dissertation element in partial fulfilment of the requirements for the Postgraduate MSc Degree in Health, Safety Risk Management and to make recommendations that will enable XXXX Group to continue its safety culture development journey; that is, towards a more safety aware, proactive and empowered workforce; ultimately leading to an overall improvement in the safety performance results attained 1.2 Aims Objectives This dissertation research focuses on the potential for improvement of HSE performance in the Oil and Gas sector, specifically in the Middle East; through a means of behavioural based safety. It is evident from recent research that traditional methods of safety management, such as safety management systems and risk assessments, do not wholly protect employees from incidents and injuries, as such organisations are looking for an alternative approach to improve performance and eradicate injury from the workplace, therefore the aim of this project is The following aim has been developed in order to meet this goal of this research: Critically evaluate existing research into behavioural based health and safety strategies, programmes and model with a view to identify a best practice model for future implementation. Objectives: The objectives of the research are as follows: 1) To critically analyse available literature and research studies pertaining to behavioural based health and safety. 2) To ascertain employee perceptions. 3) To identify best practices and success rates of behavioural based safety programmes. 4) To evaluate performance improvement. 5) Determine an appropriate behavioural approach for Labour safety in Qatar. 1.3 Research Questions In order to fully develop this dissertation the following questions will be considered by this research: 1) What is behavioural based safety and how does it impact Qatar? 2) Which elements of the behavioural based safety process are suited for Qatar? 3) What is the best method of behavioural based safety implementation for Qatar? 4) How to assess behavioural based safety effectiveness in the workplace? 1.4 Scope of this research This research examines safety perception and behavioural application from 2000 until 2014 in order to ascertain the best possible elements for future implementation. With a national focus on Qatar this research incorporates studies conducted in similar environments and conditions internationally in order to gain insight for these research objectives. 1.5 Structure of the Dissertation This dissertation will consist of an Introduction, Literature Review, Methodology and Analysis, followed by Discussion/Conclusion. 2 Literature review 2.1 Overview â€Å"BBS is about everyone’s behaviour, not just the frontline† (Agnew Ashworth, 2012:1). 3 Methodology / Analysis 4 Discussion/Conclusion 5 References Agnew, J. 2012. Behaviour based Safety. Performance management magazine, 1 (1), p. 1. Books, H. 2009. Reducing error and influencing behaviour. New York, NY. Fogarty, G. J. and Shaw, A. 2010. Safety climate and the Theory of Planned Behaviour: Towards the prediction of unsafe behaviour. Accident Analysis Prevention, 42 (5), pp. 1455–1459. Fromherz, A. J. 2013. Qatar: Politics and the Challenges of Development by Matthew Gray (review). The Middle East Journal, 67 (4), pp. 649–651. Greene-Roesel, R., Washington, S., Weir, M., Bhatia, R., Hague, M., Wimple, B. 2013. Benefit cost analysis applied to behavioural and engineering safety countermeasures in San Francisco, California. Heinrich, H. W. 1959. Industrial accident prevention. New York: McGraw-Hill. Santos-Reyes, J. and Beard, A. N. 2002. Assessing safety management systems. Journal of Loss Prevention in the Process Industries, 15 (2), pp. 77–95. Lebbon, A., Sigurdsson, S. O. and Austin, J. 2012. Behavioural Safety in the Food Services Industry: Challenges and Outcomes. Journal of Organizational Behaviour Management, 32 (1), pp. 44–57. Mehta, RK. Agnew, MJ. 2013. Exertion-dependent effects of physical and mental workload on physiological outcomes and task performance. The IIE Transactions on Occupational Ergonomics and Human Factors, 1(1), 3-5. Mohr, D. P. 2011. Fostering sustainable behaviour. Gabriola, B.C.: New Society Publishers. Orr, T. 2008. Qatar. New York: Marshall Cavendish Benchmark. Qsa.gov.qa. 2014. . Welcome to Ministry of Development Planning and Statistics-Statistics sector website :.. [online] Available at: http://www.qsa.gov.qa/eng/index.htm [Accessed: 27 Mar 2014]. How to cite Behavioural based safety strategy, Essay examples

Marketing Management About Nike

Question: Discuss about the Marketing Management About Nike. Answer: Introduction Nike Inc is an American multinational organization. The company was founded by Phil Knight and Bill Bowerman on January 25, 1964 (About.nike.com 2017). The name of the company is inspired from the Greek Goddess of victory, Nike. The company belongs to the apparel and accessories industry headquartered in Washington, United States. The organization has offices and stores located across the world making it a popular brand and preference among consumers (Mathew 2017). The mission is to bring inspiration and innovation to every athlete in the world (Nike.com 2017). The core values of the organization are authenticity, performance and sustainability. These drivers are reflected in every decision made by the company. The slogan used by the company Just Do It is inspired from Gary Galmores last words (Fairs 2017). This slogan helped in increasing Nikes market share in the North American market as the campaign was advertised through print media, billboards, graffiti art and various other cha nnels (Sharkey 2017). The marketing orientation of Nike focuses on three main pillars- customer focus, strong commitment and providing superior value to the customers. Nike sponsors sports personalities as it is a major manufacturer of sportswear and equipment. The products offered by the brand are athletic footwear, recreational products, sport equipments, apparel and other products. The brand has other subsidiaries such as Hurley, Nike Golf and Converse (Help-en-us.nike.com 2017). The main marketing strategy of the company is to sell benefits and not the products. Nike uses the story of hero as a brand motivator. The brand uses emotional branding technique for maintaining competitive advantage and implementing marketing strategies successfully (Barakat 2014). 5C Analysis A situation analysis is performed for Nike using 5C analysis covering the micro-environmental and macro-environmental situation. Company- Nike is a competitive organization selling a large variety of shoes for sports. It is one of the most renowned brands in the world. The famous brand has a wide variety of products available. However, the income of the brand is heavily dependent on the footwear market. Moreover, the sector is price sensitive. Therefore, there is a scope of low margins to combat competition in the market. Nike has many opportunities regarding product development. There is further scope for development of sportswear, jewellery and sunglasses. The most significant threat for Nike is significant competition in the international market (Friedman 2015). Customers- Nike serves three main consumer groups- women, young athletes and runners. Nike sells training and running apparel for women such as lace-trimmed jerseys and skirts. Their behaviour is to wear leggings to errands, gym and brunch. Further, the kids playing sports have an intention of wearing Nike to clubs, federations and local leagues. The runners buy Nike accessories to track their calories, route, distance, pace and time (Lutz 2017). Collaborators- Nike has a strategic partnership with Swiss company bluesign technologies so that the company becomes accessible to material suppliers. Nike is also in collaboration with Apple that provides great experience in fitness hardware (the Guardian 2017). Competitors- The direct competitors of Nike are Adidas, Under Armour, Reebok, PVH and various others that provide the same kind of products, apparels and accessories. With the rapid changes in technology and other factors, innovation and price, a few other competitors are V.F. Corp, Crocs, Atac, Skechers and many more (Su and Tong 2015). Context- Nike is subject to change in manufacturing and tax law of every country. Due to political conflicts, Nike may be affected leading to prevention of imports and exports. The revenue is dependent on labour costs, ease of production and cost of production. Market collapse may be a bad news for Nike as the customers may switch to cheaper products. Nike sweatshops have received criticism affecting the social perspective of the brand (Soener 2015). However, the increase in health consciousness among people is leading to increased demand in Nike sportswear and apparel. Nike is affected by technological factors as social media helps in building brand image. Nike has legal repercussions as it practiced shady marketing tactics. Nike has dodged tax in the past that leads to crackdown. The brand is also affected by environmental factors as the mass production factories emit harmful pollutants triggering the need to be more eco-friendly (Grhan-Canli et al., 2016). Collecting Information It is necessary to discover insights, achieve targets for business growth and collect information so that the customer needs can be fulfilled. Nike collects information from the customers including telephone numbers, referring websites, information about other purchases and interaction with the company. The customer information is also collected from Nike sources, communication and transactions. Nike also collects information about gift recipients provided by the giver. Customer interviews are conducted for gathering information about needs and preferences (Zikmund 2013). Regarding competitors, Nike collects information about the competitors using competitor intelligence research. The information is collected using the websites including press releases, new product launches, financial reports and pricing data. Press analysis reviews publicly available information such as change in key personnel or senior management (Bolton et al. 2013). Their advertising patterns are monitored by reading about their advertisements in magazines, newspapers and other media channels. Competitor pricing research is followed using statistical techniques and software. Therefore, the information is gained to what competitors pose a threat (Zhao, Fan and Hu 2014). For collecting information regarding the context of changing business, information sources such as newspapers, personal contact, commercial database, internal reports, books and others. Environment scanning shall be useful to study the context of changing business as the trends can be recognized and products can be sold accordingly (Griffin et al. 2013). Nike follows collaborative information seeking so that it can gain information regarding situations, methods and motivations. Nike works closely with its staff members so that they provide appropriate information. Collaborators play a shift role and work jointly with Nike so that a trusting and working relationship is established. The problems between Nike and market are defined and plans of action are developed accordingly (Lim, Chen, and Chen 2013). Developing Marketing Strategy Nike has huge range in its target market. They have wide range of different products each targeting and appealing a specific group of people. They aim to meet the requirements of people of all ages belonging to varying categories. This strategy has made this company to gain maximum number of customers and profit. The primary target market currently for Nike is the teens and youth of people above 15 years of age. The potential target market of Nike could be the kids aged below 15 years of age. Choice of Target Market The target market is chosen for kids as the main focus of parents for purchasing products is the affordability. Small children outgrow a pair of shoes in every three or four months thereby depicting a short shelf life. Therefore, the parents intend to by affordable shoes so that it can be replaced in short span of time. Also, kids need to get involved in physical activities and sports such as running, cycling, and others. Nike may focus to make the new generation a Fit Generation. Therefore, by working to achieve the goal of strengthening kids and involving them in several activities, Nike can attract kids with their sportswear and apparel to engage in outdoor activities. In the generation where kids are busy in their smartphones and other digital tools, Nike may attempt to engage the kids in sports and other recreational activities (Lunt et al. 2014). Value Proposition Nike is one of the most successful international brands in the equipment, footwear, apparels and accessories market. The brand is a simple solution for the young women, athletes and can potentially meet the needs of kids by encouraging them to engage in physical activities or sports. The target customer or segment are the kids where Nike can offer school shoes, soft slippers, tough trainers, sandals or show-off shoes that can suit the different need of kids (Lim, Chen, and Chen 2013). This offering adds to competitive advantage for Nike in terms of scale, scope, customization, and innovation. In case of kids as customer base, Nike branding shall allow the company to charge affordable price over the competitors. Nike may offer a wide range of shoes and gears for kids under a single corporation rather than different units that make it a one point destination for clothing and apparel. Further, Nike can allow customization of products thereby offering tailored solutions (Dibb 2013). Positioning Statement Nike has attained this legendary position through innovative and attractive design, quality production and wise marketing strategies. The market positioning statement of Nike could be The Fit Generation. As the current generation is more involved in electronic gaming and gadgets, Nike can take an initiative in generating self-awareness among children about the importance of outdoor games and activities. A belief shall be created among the customers as Nike being the most preferable brand for sportswear creating desirability among kids. The kids shall feel the need to engage in outdoor sports and recreational activities so that they stay energetic and fit. The market positioning strategy shall be able to build self-confidence among kids and eliminate negative aspects while strengthening them (Dibb 2013). Developing Marketing Tactics Marketing tactics can be defined a strategy for reaching the goal. The 7P marketing mix framework is adopted for supporting the marketing strategy as under- Product- Nike has adapted to the changing times are now designing and selling smart products which have capability of connect to iPod nano bringing about the combination of products from Apple Inc and Nike which measure the performance of the sportsperson. Nike offers a wide range of sports footwear, apparel and equipments. As the potential target segment are kids, Nike can enhance its product range by manufacturing and distributing hockey sticks, roller skates, hockey jerseys, protective gear, casual wear for kids, shoes, and sandals. The target customer or segment are the kids where Nike can offer school shoes, soft slippers, tough trainers, sandals or show-off shoes that can suit the different need of kids. Different age groups from toddlers to school-going kids can meet their needs by purchasing products at Nike. Different accessories that are loved by kids shall also be offered by the brand. The augmented product is the non-physical part of the product where it may offer warrant y and customer support service after sales (Hanssens et al. 2014). Price- Nike is designed to be competitive in comparison to other shoe retailers. As there are multiple competitors involved in the same product line, the prices cannot be set too high as customers would prefer buying other low prices products. However, the prices cannot be set too low as Nike may be considered compromising on the quality. As the sportswear and apparel for kids have a very short shelf life, the customers prefer buying high quality but affordable products. Nike may follow premium pricing strategy in which they raise prices despite market lowering theirs as it is a customer-driven model. The customers may be willing to pay more prices to obtain high quality products and loyalty towards the brand (Mintz and Currim 2013). Place- Nike sells its products in exclusive Nike stores across the globe. The identified products and services shall be sold in retail outlets across the world. The brand can also sell the products through licensees, independent distributors and subsidiaries. Not only physical outlets, but the products can also be sold online through the internet on different e-commerce websites. In this manner, the products can be taken to the consumers and vice versa (Mintz and Currim 2013). Promotion- Promotion is significantly dependent upon store locations. Nike can collaborate and partner with different companies. Nike can tie up with different ambassadors such as soccer teams, cricket or other sports that would be loved by kids. As kids are more attracted to television and online channels rather than print media, the promotion campaign focus shall be on television and internet. Television and social media such as YouTube shall be useful in attracting kids attention through animated advertisements or other ideas (Mintz and Currim 2013). People- The marketing mix relating to people shall be establishing a healthy relationship between customer and the retail store. The customers may put up their requests or opinions regarding the products such as footwear, apparel and accessories. It is the responsibility of the staffs to meet the needs of its customers. Therefore, Nike selects its employees very carefully. People play a critical role in the progress and development of the company (Mintz and Currim 2013). Process- Nike provides several services to increase the customer satisfaction. Nike can sell its products through authorized distributors. The process of purchasing products and be assisted by employees so that they guide the customers about the suitability of the product. Also, Nike is available for sale in online stores. The process of purchasing can be made simpler without visiting the store. The customers can simply look at the catalog of the online distributor and select a product of their choice. However, it is mandatory that the products are purchased from official distributor as they would ensure high quality products (Mintz and Currim 2013). Physical evidence- The efforts made by Nike intends to get the products purchased by potential target segment. Therefore, Nike can put its new or superior products in the front entrance so that the kids segment can be differentiated in the store. The customers must understand that Nike is exclusively introducing the kids line products and not only for the adults. Evidence could also be the website created exclusively for kids. This shall enable easy access and information regarding the products sold at Nike (Mintz and Currim 2013). Conclusion Conclusively, Nike can bring inspiration and innovation to every athlete in the world. The products offered by the brand are athletic footwear, recreational products, sport equipments, apparel and other products. The brand uses emotional branding technique for maintaining competitive advantage and implementing marketing strategies successfully. Nike has many opportunities regarding product development. Nike is also in collaboration with Apple that provides great experience in fitness hardware. Market collapse may be a bad news for Nike as the customers may switch to cheaper products. The brand is also affected by environmental factors as the mass production factories emit harmful pollutants triggering the need to be more eco-friendly. The customer information is also collected from Nike sources, communication and transactions. Environment scanning shall be useful to study the context of changing business as the trends can be recognized and products can be sold accordingly. The problems between Nike and market are defined and plans of action are developed accordingly. Nike may focus to make the new generation a Fit Generation. The target customer or segment are the kids where Nike can offer school shoes, soft slippers, tough trainers, sandals or show-off shoes that can suit the different need of kids. The kids shall feel the need to engage in outdoor sports and recreational activities so that they stay energetic and fit. As the sportswear and apparel for kids have a very short shelf life, the customers prefer buying high quality but affordable products. References About.nike.com, 2017.About Nike - The official corporate website for NIKE, Inc. and its affiliate brands.. [online] About.nike.com. Available at: https://about.nike.com/ [Accessed 23 Jan. 2017]. Barakat, C., 2014.Emotional Branding and the Emotionally Intelligent Consumer. [online] Adweek.com. Available at: https://www.adweek.com/socialtimes/emotional-branding-emotionally-intelligent-consumer/141454 [Accessed 23 Jan. 2017]. Bolton, R., Parasuraman, A., Hoefnagels, A., Migchels, N., Kabadayi, S., Gruber, T., Komarova Loureiro, Y. and Solnet, D., 2013. Understanding Generation Y and their use of social media: a review and research agenda.Journal of Service Management, 24(3), pp.245-267. Dibb, S., 2013.Market Segmentation Success. 1st ed. Hoboken: Taylor Francis. Fairs, M., 2017.Nike's "Just do it" was based on the last words of a murderer. [online] Dezeen. Available at: https://www.dezeen.com/2015/03/14/nike-just-do-it-slogan-last-words-murderer-gary-gilmore-dan-wieden-kennedy/ [Accessed 23 Jan. 2017]. Friedman, V., 2015.Nike Is the Most Valuable Apparel Brand in the World. [online] Nytimes.com. Available at: https://www.nytimes.com/2015/05/30/fashion/nike-is-the-most-valuable-apparel-brand-in-the-world.html?_r=0 [Accessed 23 Jan. 2017]. Griffin, A., Josephson, B., Lilien, G., Wiersema, F., Bayus, B., Chandy, R., Dahan, E., Gaskin, S., Kohli, A., Miller, C., Oliva, R. and Spanjol, J., 2013. Marketings roles in innovation in business-to-business firms: Status, issues, and research agenda.Marketing Letters, 24(4), pp.323-337. Grhan-Canli, Z., Hayran, C. and Sarial-Abi, G., 2016. Customer-based brand equity in a technologically fast-paced, connected, and constrained environment.AMS Review, 6(1-2), pp.23-32. Hanssens, D., Pauwels, K., Srinivasan, S., Vanhuele, M. and Yildirim, G., 2014. Consumer Attitude Metrics for Guiding Marketing Mix Decisions.Marketing Science, 33(4), pp.534-550. Help-en-us.nike.com, 2017.NIKE, HURLEY, AND CONVERSE SIZE CHARTS. [online] Help-en-us.nike.com. Available at: https://help-en-us.nike.com/app/answer/article/size-charts/a_id/38951/country/us [Accessed 23 Jan. 2017]. Lunt, N., Horsfall, D., Smith, R., Exworthy, M., Hanefeld, J. and Mannion, R., 2014. Market size, market share and market strategy: three myths of medical tourism.Policy Politics, 42(4), pp.597-614. Lutz, A., 2017.Nike is going after 3 kinds of customers. [online] Business Insider. Available at: https://www.businessinsider.in/Nike-is-going-after-3-kinds-of-customers/articleshow/46844244.cms [Accessed 23 Jan. 2017]. Mathew, A., 2017.Nike Story - Profile, History, Founder, Founded, CEO | Footwear Manufacturing Companies | SuccessStory. [online] Successstory.com. Available at: https://successstory.com/companies/nike-inc [Accessed 23 Jan. 2017]. Mintz, O. and Currim, I., 2013. What Drives Managerial Use of Marketing and Financial Metrics and Does Metric Use Affect Performance of Marketing-Mix Activities?.Journal of Marketing, 77(2), pp.17-40. Sharkey, L., 2017.Nikes Just Do It slogan was inspired by a convicted killers last words. [online] The Independent. Available at: https://www.independent.co.uk/life-style/fashion/news/nike-s-just-do-it-slogan-was-inspired-by-a-convicted-killer-s-last-words-10117596.html [Accessed 23 Jan. 2017]. Soener, M., 2015. Why do firms financialize? Meso-level evidence from the US apparel and footwear industry, 19912005.Socio-Economic Review, 13(3), pp.549-573. Su, J. and Tong, X., 2015. Brand personality and brand equity: evidence from the sportswear industry.Journal of Product Brand Management, 24(2), pp.124-133. the Guardian, 2017.Nike and bluesign technologies to scale sustainable textiles in fashion. [online] the Guardian. Available at: https://www.theguardian.com/sustainable-business/nike-bluesign-technologies-scale-sustainable-textiles-fashion1 [Accessed 23 Jan. 2017]. Zhao, J., Fan, S. and Hu, D., 2014. Business challenges and research directions of management analytics in the big data era.Journal of Management Analytics, 1(3), pp.169-174. Zikmund, W., 2013.Business research methods. 1st ed. Mason, OH: Thomson/South-Western

Imc Paper free essay sample

The process of managing all sources of Information about a product/service to which a customer or prospect Is exposed which behaviorally moves the consumer towards a sale and maintains customer loyalty. After I read the deflation that Don Schultz gave, that made me want to really look Into all of the definitions that I could find.As I started to read and search for five (5) different defenseless for Integrated Marketing Communications (MIMIC I was amazed at the numerous of different definitions that I mound. The first definition that I found was from our Integrated Marketing Communication textbook. It defines MIMIC as, Is a concept that directs the processes for planning, executing, and monitoring the brand messages that create brand-customer relationships. The second definition comes from marketing guru Philip Kettle. He defines MIMIC as, The concept under which a company carefully integrates and coordinates Its many communications channels to deliver a clear, consistent message. We will write a custom essay sample on Imc Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The third definition comes from Dynamic Integration Online. This website defines MIMIC as, A planning process designed to assure that all brand contacts received by a customer or prospect for a product, service, or organization are relevant to that person and consistent over time. The fourth definition comes from Lighting Bug Glossary Terms, (which is an online website thats an alphabetical glossary of terminology and acronyms commonly used in advertising, business, information technology and marketing with a concise explanation of each one). This website defines MIMIC as, A unified marketing concept that aims make all parts of marketing communication, such as advertising and public elations (PR) work as a whole rather than independently. The fifth and final definition comes from an online Advertising Glossary.This website defines MIMIC as, A concept of marketing communications planning that recognizes the added value of a comprehensive plan that evaluates the strategic roles of a variety of communications dullnesss for example, general advertising, direct response, sales promotion, and public relations and combines these disciplines to provide clarity, consistency, and maximum communications impact. To me, I feel that all of the definitions of MIMIC are basically the same but have different wording and who it is related too.

9 Free and Effective Classroom Rewards

9 Free and Effective Classroom Rewards Its no secret that schools only provide the bare minimum, so teachers often need to dip into their already shallow pockets in to supplement what the school provides in the classroom. Material rewards are one easy place where we can cut corners and still remain effective educators. You really dont need to spend your money on candy, toys, stickers, and other little goodies to extrinsically motivate, reward, and recognize your students good behavior. Emphasize intrinsic motivation and teach that learning and good behavior are rewards unto themselves. Your students will rise to your heightened expectations.   Easy, Free Rewards for Your Classroom Save yourself the trouble and consider some of the free ways you can give your students a meaningful thumbs up when they do something right. Lunch Bunch   Recognize a well-behaved table group by inviting them to Lunch Bunch with the teacher. The chosen kids bring their own lunches and eat in the classroom together with you. If you have a TV, find some cartoons to watch. Or, have the kids bring their favorite CDs from home to listen to during lunch (check the lyrics first!). They can also play games when they finish eating. The children feel special because they get to stay inside and you may even find that you enjoy this unique, low-key time with the kids as much as they do. Longer Recess   This is a great one because it doesnt have to involve extra time from you. If possible, reward a child by letting them stay outside and play until a later bell. For example, after my third graders come in, the fourth graders get to play about 10 more minutes. So, I can reward a student by letting them stay out until the fourth grade bell. You may need to double-check with yard duty supervisors before doing this. Also, you probably wont want to use this one all the time. The kids do miss some instructional time and you are relying on the supervisors to help you out. Special Seats   Reward a well-behaved (or much-improved) child by letting them work at the teachers desk for an entire day. Or, you can set up a special seat on the rug and let chosen students have a chance to sit there during story time. This free reward is zero hassle for you and quite a thrill for the kids! Whole-Group Rewards   Let individual students earn points towards a whole class reward. This works especially well for students who crave attention because they will earn positive attention from the whole class for their good behavior. For example, the student can earn a table point for their table group, or a few marbles for the class marble jar. This helps difficult students feel like a real part of the group and it provides for a little positive peer pressure to keep them performing well. Read-In Party Stay away from popcorn parties that require extra money and preparation from you. Tell the kids that they can wear pajamas to school that day (discuss appropriate attire, first!). They can also bring their favorite stuffed animal and a pillow. Use the day to celebrate the joys of reading. The kids get to lounge around the room for part of the day, reading, relaxing, and savoring the joy of books. You can also add in other literary activities for a rewarding day that sends a clear message to the students: Reading is Fun! Afternoon of Art and Music   Art and music are worthy academic subjects. But, if youre like most time-strapped teachers, you cant fit enough of them into the school day. Motivate your class with this simple reward. Let the class listen to music while they work on an art project. Theyll love it and so will you! Good Phone Call Home Why do phone calls home always have to be negative? Set this standard on its head by letting parents and guardians know how great their child is doing in your class. Most students will work really hard to get this kind of individualized recognition that will make a big difference at home. This is also a wonderful opportunity to solidify your relationship with parents. They want to know that you love their child and this is an easy way to make everyone happy. Help in Another Class   This is a great one for reinforcing academic content and building self-esteem in kids who really need it. Its hard to implement in kindergarten and first grade classes, but with other grades, it works great. Recognize a worthy student by letting them help out in a lower grade for awhile. Use your professional judgment to make it work in your classroom and school environment. Hand Stamp Dont get stuck on costly and consumable stickers. Use the simple ink stamps that you already have to let a student know that they are A-okay! Simply stamp your sign of approval on the back of the childs hand. You may want to clear this with parents first, since they might not appreciate ink on their kids hand. It may sound too good to be true, but if you dont introduce material rewards in the first place, your students will never miss them. In elementary school, children are so eager to please and so pleased to receive any little special recognition. They really will bend over backward for these types of rewards that dont cost you a penny! Edited by  Janelle Cox

Critical, Close Reading Suzanne Collins The Hunger Games Essay

Critical, Close Reading Suzanne Collins The Hunger Games - Essay Example The major strengths of this paper is the use of examples, drawn from the novel as well as real life examples on how authoritarian rule caused rebellion. However, the area I would like to improve on is the analysis section. One of the major themes identified in the novel is power. The main source of power is the authoritarian government that is situated in the Capitol. This is because the Capitol contains majority of the wealth of Panem (Egan and Suzanne, 10). The government also uses this city to control the citizens of Panem. This is by holding the hunger games, whereby teenagers are chosen from the 12 districts and forced to fight to death. The major aim of holding these games was to thwart any form of rebellion from the people. It was also aimed at creating divisions within the districts, and infighting amongst the members of the 12 Districts in Panem (Balkind, 33). This in turn would prevent the citizens of Panem from rebelling against the government. However, these games did not succeed in preventing the citizens of Panem from rebelling. This paper takes a stand that the authoritarian use of power is a motivating factor for rebellion. It identifies circumstances where the citizens of Panem rebell ed against the authorities of the Capitol. This is through the two civil wars that occurred in Panem, and the actions of Katniss Everdeen. Originally, the country of Panem had 13 districts, but due to the authoritarian rule of the Capitol, the first civil war emerged. This was referred to as the Dark Days rebellion, and it was led by the 13th district. However, during this war, district 13 was able to gain independence, and formed its own rule. This is because its military was advanced, and it had threatened to use nuclear weapons to destroy Capitol (Collins, 7). The Capitol and the 13th district signed a secret ceasefire deal that granted district 13 independence. During

Language Acquisition Essay Example | Topics and Well Written Essays - 2500 words

Language Acquisition - Essay Example Several theories have been put forward that try and explain this process (Pinker, language acquisition). Some theorists believe that the acquisition of language is a natural and intrinsic part of the child growth process and down play the importance of parental feedback while others believe that it is the result of their surrounding environment and how they interact with others, thereby according significance to adult- child interaction. This paper seeks to analyze the different theories that have been put forward to explain language acquisition evaluating how they all explore the importance of parental feedback in the development of linguistic skills. Nativist theorists believe that a child is born with an intrinsic ability to learn a language which makes it relatively easy for them to learn a new language as opposed to adults who wish to learn a second language. In this sense, language is viewed as part of the human genetic make up; a natural trait similar to birds learning how to fly and fish learning how to swim (Macwinney, 1998). As Macwinney (1998) points out, several researchers believe that since the acquisition of language seems to be unique only to humans and it must be... Theories have been put forward to support this infant innate grammar module. Children seem to exhibit an uncanny ability to respect syntax in their early speech. This lends credence to the belief that the ability to learn language is genetically wired in the brain. However, the nativist theories have been criticized for failing to properly and accurately account for their claims on acquisition of the language, causing researchers to look for other explanations to the inherent human capacity to learn language (Macwinney, 1998). Parental feedback in the Nativism theory Parental feedback is not perceived to be of any significance to a child's acquisition of language. Nativism theorists point out that children do most of the language acquisition by themselves, as illustrated when a family migrates to a foreign country. The parents seem to struggle with the new language and may not master it completely but children will always adapt faster and speak the language more richly and fluently than their parents. This by itself negates any role of parental feedback in the acquisition of language as the children are able to adapt better than the parents. Emergentism This is a branch of nativist theory approach but differs from nativism in that it views the acquisition of language as an outcome not just of the intrinsic biology of human cognition, but also as a result of social patterns of interaction and input. Emergentism views children as learning language through means of a self organizing map with auditory, concept and articulatory as the pillars. A child learns language almost independently by associating different elements to these pillars (Macwinney, 1998). Macwinney (1998) points out that there are neural networks in the brain that will influence the

Psychology Essay Example | Topics and Well Written Essays - 500 words - 13

Psychology - Essay Example The first level is self centered reasoning where a child may make a moral decision based on personal likes or dislikes, potential benefit or loss and future expectations. Preschool children or elementary school children may exhibit this level. The second level is based on the needs of the individual where the needs of the individual become important without requiring empathic feelings. Some preschool children and quite a lot of school age children exhibit this level (Eisenberg, 1989). The third level of moral reasoning is based on stereotyped or approval based reasoning in which the child exhibits moral reasoning based on what s/he understands to be the social norm of good and bad. This moral reasoning may also be used to win approval from authority figures and is used by some school age children as well as adolescents. Older school age children and many adolescents jump to the level of empathic reasoning (fourth level) in which the individual can used empathy, the idea of role playing and understanding the position of others to make moral decisions. At this level, they may be aware of the emotional response of doing good things i.e. a positive feeling and not helping others i.e. feeling guilty (Eisenberg, 1989). The fifth and sixth levels are partly internalised principles and strongly internalised principles. Under partly internalised principles the justification for the actions taken by a child are based on internalised values such as privacy, the rights of others, equality etc. and these ideas may not be clearly formed in the mind of the child. This operation level can be observed for a few adults and in some adolescents. With strongly internalised principles, the moral decisions made are always based on feelings that have been strongly internalised such as a need to improve the social conditions, or even the idea of fairness and even handedness. However, such a level is rarely found in young individuals. Overall, I feel that the model

Theories of Emotional Intelligence (EI)

Theories of Emotional Intelligence (EI) Discuss how intelligence and emotion are linked and refer to the differing theories that unite these features in order to assess their relevance for adults. Introduction In 1990, Mayer and Salovey wrote, ‘Emotional Intelligence‘[1] (E I) which gave rise to this concept as a medium of individual assessment that accurately describes the attributions for responses to successes and failures in life. In 1995, Daniel Goleman wrote his popular follow-up to this work, entitled, â€Å"Emotional Intelligence, Why it can Matter More than IQ. †[2] Here Goleman, expanded upon this concept and provided it with an often criticised[3] and lay version of the earlier notions of Mayer and Salovey. This paper, concentrates largely on the works of Mayer and Salovey and Goleman as a tool to establishing the inherent link between emotion and intelligence. This paper will therefore begin by giving an overview of the origins of the concept of Emotional Intelligence and how these two attributes of the human condition are linked. There will be a description and critique of the meaning, distinctive nature and importance of E I. Following this, there will be exploration of Mayer and Salovey’s four areas of E I, which are assessed on the basis of the MSCEIT ability test. These four areas will be compared with the five areas stated by Goleman and each will be critically assessed. Finally there will be a discussion of the practical applicability of E I to the education of adults and its relevance in various genres of the workforce. A. The Origins of E I 1. Emotion Mayer and Salovey stated that the traditional image of emotion is as a vice of human nature that is to be controlled as it was perceived to have the capability of fully possessing the individual to create â€Å"a complete loss of cerebral control,[4]† thus depriving him of his rationality. This was then turned on its head with the new concept of emotion as the motivating force which for the first time gave insight into emotion as an integral function of the human condition. Emotion is therefore a response mechanism whereby the appropriateness of its intensity has been determined through natural selection. 2. Intelligence The same professors then turned their attentions to intelligence, which they acknowledge the definition provided by Wechsler, which describes intelligence as: â€Å"the aggregate of global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. [5]† 3. Emotional intelligence The concept of emotional intelligence was therefore created by Mayer and Salovey as a means of identifying types of intelligences that go further to identify the social context of intelligence beyond that of the conventional IQ intelligence. They did this because they noticed that the two concepts are not wholly separable but their work was largely unnoticed at the time of its publication in 1990. Indeed, it was not until Goleman’s publication in 1995 when the E I concept finally gained popular recognition. The reason for this was the appeal of everyday life, and adult referencing to the E I concept, which provided it with a more workable model for the lay person. B. The Link between Emotion and Intelligence 1. What is E I? Salovey and Mayer define E I as a subset of social intelligence, namely, the ability to understand, manage and manipulate the responses of others[6]. E I is a sub-set of this concept that is defined as the ability for the individual to understand ones own feelings and the feelings of those around them: â€Å"the ability to monitor one’s own and others feelings and emotions, to discriminate among the and to use this information to guide one’s thinking and actions. †[7] The ability itself is a measurement of how an individual is able to make decisions based on their own and other’s personal, emotional responses throughout life. Goleman noticed profound differences in test groups of children in relation in simple temptation exercises when he referred back to his subjects fourteen years after the initial tests[8]. The result was a profound tangent of social maladjustment in those who acted on impulse and profound social adjustment in those who were able of overcome emotional urges. [9] 2. The Distinctive Nature of E I Unlike the conventional IQ concept, E I deals with emotion, which is given driver status as a key element to the personal influences that affect our lives. In contrast, the conventional IQ deals specifically with intellectual abilities such as dimensional perception, numerical ability, literacy and problem solving. Unlike emotional intelligence, the vital social dimension is not provided for. This means that IQ, although accurate in the determination of intelligence, provides no indication of success in life and emotional intelligence is a more complete picture[10]. 3. The Importance of E I Goleman’s writing on the subject of Emotional Intelligence has found its way into the main curricular of schools in deprived areas of the USA. An example is that of the New Haven, Connecticut Public Schools[11] with large scale unemployment and poverty. The result is an inherent need to diffuse the types of social problems that depressed areas such as these can create. The ability to understand ones own emotion, those of others around you and make decisions rationally based on these responses is vital to social wealth. This expands throughout all human, emotive concepts such as self esteem and confidence to interact with others, which inherently lead to improved abilities in leadership and teamwork. C. The three Areas of E I according to Mayer and Salovey in 1990 In order to fully understand the origins of E I, it is essential to draw upon the original three branch model of firstly, appraisal and expression, secondly, regulation and thirdly, utilization of E I that are present in the 1990 paper[12]. In 1997[13], these concepts were re-devised to encompass identification, use, understanding and management of emotion but they came after the publication of Goleman’s book, â€Å"Emotional Intelligence,† and contain the same broad concepts of the original 1990 paper. Another reason for scrutiny of the earlier work is that the 1990 text was the primary inspiration for Goleman. Explanation of the 1990 categories below does refer to the four branch model devised in 1997. 1. Appraising and Expressing Emotions in the self and others This is a double pronged notion of firstly identifying emotions in oneself and others and then using them to achieve a specific goal, which are facilitated through verbal and non-verbal communication. To understand others, perception is facilitated through body-language and empathy, all of which are key social skills. Mayer and Salovey state that clear communication of emotion is necessary in order to effectively convey feelings as well as be able to decipher emotive responses. The verbal version of clarity is therefore the use of coherent language as a way of expressing emotion. The non-verbal version of emotive expression is as far more widely used tool in emotive expression and appraisal as our specie is well adapted in the art of producing many facial expressions. E I is a recognition of the assessment level in ability to both express and empathetically decipher this non-verbal method of emotive communication. Empathy in particular is regarded by Mayer and Salovey as one of the most base and essential tools in any social specie[14]. 2. Regulating emotion in the self and others This is the process of understanding emotions in order to, ‘monitor, evaluate and regulate,’ them[15]. Mayer and Salovey also refer to the longer lasting ‘mood’ as a key facet of the emotional spectrum that also requires regulation. Moods and emotions tend not to be conscious decisions but are states of minds that the individual can learn from in order to ascertain for the future the precise environments and situations that will bring about these moods. This results in conscious efforts to either avoid or seek the behaviour that will trigger the mood. The complexity of this model is added to by further notions of social association so as to avoid jealousy and promote pride and also to more prominently recall positive mood stimulants as opposed to negative ones[16]. Further to this is the inherent desire to know full sorrow, which although somewhat baffling, is in its own right an educator as to the potential extent of profound joy[17]. Regulation of emotions in others is an essential tool for the workforce as it is key to the employer’s ability to pick out the best employees. This is determinable from indications such as appearance and grooming in the workplace, attention to work ethic, punctuality and contribution to the working environment[18]. 3. Utilization Utilization relates to the management of emotions and in the self. Mayer and Salovey refer to the varied ability in us all to ‘harness emotions in order to solve problems. ’[19] The mood that we are in will draw attention to different solutions that are dependent on a requisite mood as inspiration. This has the result that multiple moods create varied solutions that give way to skills in creativity, flexibility of planning and motivation. 5. The Meyer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) In 1999, Mayer and Salovey’s 1997 four branch model of Emotional Intelligence was developed from an earlier test to measure performance tasks that assessed the ability to perceive the intensity of emotion. The test takers are required to answer questions relating to the outcome of increased intensity of emotion and changes in mood and the predominant task is to therefore select the correct course of action in a given situation. This is the E I equivalent to the IQ test and is a clear indication of the technical stance of Mayer and Salovey. D. The five Areas of E I according to Goleman 1. Self Awareness This is very similar to Mayer’s observation of the identification of emotion in oneself. Goleman points to the maxim of Socrates, â€Å"know thyself[20]† as a major key to the fulfilment of life. ‘Metacognition’ or ‘Self Awareness,’ are essential in order for us to be able to recognise our emotions and, more importantly, the thoughts that these generate: â€Å"being aware of our mood and our thoughts about that mood,† Goleman, accurately draws upon the profound spectrum of differences that are inherent among us in our ability to be self aware. He states that, on the one hand, some of us can be engulfed by our emotive responses and others can be accepting of them but neither of these groups is active in the pursuit of escape from emotional extremity[21]. On the other hand, the self aware individual applies rationality to the emotion in order to aid in its diffusion[22]. 2. Self Regulation An awareness of the self is a fundamental requirement towards self regulation which will allow us, not only to ‘know ourselves,’ but also regulate or control our emotive responses. The afore mentioned, self aware group, who actively rationalise their emotions are the most sophisticated self regulators. Plato himself made the definition between, ‘passion’s slave’ and sophrosyne[23] or: â€Å"care and intelligence in conducting one’s life; a tempered balance and wisdom,[24]† The ability to temper such emotions as rage is regarded as the forefront emotions to which escape is sought. [25] 3. Motivation Positive thinking is a further sophistication of E I that extrapolates from Mayer and Salovey’s notion on seeking specific moods. Goleman uses the concept of ‘hope,’ whose intensity in the individual will determine the outcome following a failure[26]. In simple terms, the defeatist will be utterly demoralised whereas students of a high hope will have the will power to motivate themselves to try harder. High commitment to motivation through hope will most certainly yield a positive outcome. In addition, the status of flow, which Goleman describes as the ’zone[27]’ between boredom through lack of personal stimulus and overwhelming sensations intrinsic to acute difficulty is the exact wavelength that teachers should seek in order to obtain optimum motivation. The problem however is that this is profoundly difficult in large classrooms where the state of ’flow’ is different for each student. 4. Empathy This is one of the most fundamental of emotive skills[28]. This represents his designation of the attributes that Mayer and Salovey described in their account of the ability to recognise the emotions of others. Empathy is the awareness to register the pains and the joys of others, which Goleman determines as essential for the development of ability to caring for the feelings of others and solidifies relationships between family, friends and partners. Without empathy, serious deficits of human compassion are noticeable and these can manifest in sociopath behaviour, child abuse and other acts that are inherent in a lack of empathy. 5. Social Skills The ability to determine the social structure of ones surroundings is a key skill in the development of knowing the emotions of those around us and being able to shape them. Goleman refers to the specific model of an argument between two toddlers and their mother as an illustration of sophisticated handling of emotional perception in others at extremely young ages[29]. This is related to Mayer and Salovey’s concept of appraising, expressing and regulating the emotions in others in order to achieve a specific goal. The adult counterpart is what Goleman describes as the ‘mastery’ of being able to diffuse the extreme emotions of others. E. Critical Assessment of the works The concept that Goleman adds little to the insights of Mayer and Salovey is to ignore the importance of creating a general work that is accessible to the lay individual. Emotional Intelligence is a scientific study of the interaction of the emotional and rational portions of the brain and any attempt to communicate such study and findings to the general public is surely the ultimate goal of the social science of psychology! Education in this field provides the individual with a greater understanding of how they think and react to life and it is essential that such knowledge become just as integral to the well being of basic fundaments of life as are the more practical skills of reading and writing. Further to this, the concept that Goleman is suggesting that we ‘be nice’ is an overly simplistic summary of his writings. Goleman describes intricate flaws that can occur in the neurological communication between the emotive and rational portions of the brain. He accurately describes the effect that long or short term deficits in either emotional or rational awareness can have on the personality and social, interactive skills of the individual. Meyer and Salovey argue profusely that there is more to E I than the simple feature of being nice and far from being contradicted by Goleman, he extrapolates upon this point. This is accurately illustrated by Goleman’s constant reference throughout the five elements of E I to the subjective decision making that is determined by dominance by the mind of either the emotional or rational brain portions. The result is that an argument to be nice contradicts the internal and external factors related to awareness of emotion in ourselves and others that lead to profound differences in displays of characteristics such as niceness. Goleman argues that a normative balance and sophisticated grasp of the above five skills will lead to the most positive response to a given situation and lead to the greater success in present and future life. These positive responses are not confined to displays of nicety. This is merely a common fiction that results from external perception of constant nic eness in individuals who in reality are highly attuned to their E I and reserve negative emotions for extreme situations. F. The Practical Application of E I as it applies to the education of adults The application of good E I in the work place is of fundamental importance. All five elements of E I contribute to a rounded perception of both the self and others that ensures a sophisticated navigation through the roadmap of social interaction, in which sophisticated levels of E I act to facilitate successful completion of the task in hand. The following are two key examples of how this operates in adult life. 1. Military Sophistication the Canadian Armed Forces Livingstone, Nadjiwon-Foster and Smithers prepared a on the use of Emotional Intelligence in the leadership skills of the Canadian Armed Forces[30]. The Forces are an ideal premise from which to analyse E I as they draw upon the two key areas of social interaction that are dependent on E I, namely, leadership and teamwork but that such skills are essential in all adult groups. Livingstone, Nadjiwon-Foster and Smithers draw upon Mayer and Salovey’s later four branch model of E I and identified key uses for leadership such as idealized influence of the role model and inspirational motivation that create the role model and encourage teamwork under the proficient and respected leader. Further to this, individualised consideration through attention by the leader to the individual skills and needs of each team member are fundamental to the utilization of the full potential of a company of soldiers. The intellectual stimulation required in the location of ‘flow’ and tran sformational leadership as a tool for the creation of job satisfaction are also fundamental to efficient armed forces that thrive on teamwork and leadership. 3. Sales Sales instils a third prong of skill sourced from E I and is highly useful for the adult world. This is the power of persuasion. In no other profession is the skill of establishing fast rapport and engaging in emotional sale through the rapid identification of a buying need more profound and acute than in the sales environment. This is because the hard sale technique, unlike the widespread application of E I for teamwork and leadership, requires the sales person to utilize persuasion in order to harness the emotional impulse. This carries with it a more passionate and more definite decision to make a purchase. Conclusion Analysis of both Mayer and Salovey and Goleman have revealed two outcomes. Firstly there are two versions of the E I concept of which the former is both intellectualised and scientific and the latter, by Goleman, is simplified and popular with greater reference to real scenarios as a tool to illustration. Secondly, it is emphasised that both schools are in harmony and each fulfil the two different yet essential goals for the use and teaching of E I, namely, a technical framework from which to develop further intellectual discourse in the highly relevant application of E I to adult life and secondly, a popular outreach those same adults which facilitates them with the opportunity to soul search their own personal endeavours with Emotional Intelligence. Bibliography Articles Mayer, J. D. , DiPaolo, M. T. , Salovey, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment, 54, 772-781. Salovey, P. Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211. D Wechsler, â€Å"The Measurement and Appraisal of Adult Intelligence,† (Williams and Wilkens, Baltimore, 1958) N. Cantor and J. F. Kihlstrom, â€Å"Social Intelligence: The Cognitive Basis of Personality, in Review of Personality and Social Psychology, 6P (Shaver, 1985) 15-33 Holly Livingstone, Maria Nadjiwon-Foster Sonya Smithers â€Å"Emotional Intelligence Military Leadership, Prepared for: Canadian Forces Leadership Institute (March 11, 2002, as represented by the Minister of National Defence) Salovey, P, C. , Mayer, J. D. (1993). Emotional intelligence and the self- regulation of affect. In D. M. Wegner J. W. Pennebaker (Eds. ) Handbook of mental control (Pp. 258-277). Englewood Cliffs, NJ: Prentice-Hall. Mayer, J. D. , Stevens, A. (1994). An emerging understanding of the reflective (meta-) experience of mood. Journal of Research in Personality, 28, 351-373. Salovey, P. , Mayer, J. D. , Goldman, S. , Turvey, C, Palfai, T. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed. ) Emotion, disclosure, and health (pp. 125-154). Mayer, J. D. , Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied and Preventive Psychology, 4. 197-208. Mayer, J. D. , Salovey, P. , Caruso, D. R. (2000) Models of emotional intelligence. In R. J. Sternberg (Ed. ). Handbook of Human Intelligence (2nd ed), pp 396-420. New York: Cambridge. Mayer, J. D. (2000). Spiritual Intelligence or spiritual consciousness? Journal of Psychology and Religion, 10, 47-56. Text Books D Goleman, â€Å"Emotional Intelligence, Why it can matter more than IQ† (Bloomsbury, 1995) Salovey, P. , Sluyter, D. J. (1997). Emotional development and emotional intelligence. New York: Basic Books and Mayer, J. D. Salovey, P. (1997). What is emotional intelligence? In P. Salovey D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books. Steve Hein, â€Å"E Q For Everybody† (1996) Full text available at http://eqi. org/eqe96_1. htm Video Daniel Golemen Presents: Emotional Intelligence: A new vision for Educators (Video) (National Professional Resources Ltd, 1996) Footnotes [1] Imagination, Cognition and Personality, 9 185-211 [2] (Bloomsbury, 1995) [3] See Steve Hein’s article at http://www. eqi. org/hrcom1c. htm [4] Salovey, P. Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, at p187 [5] D Wechsler, â€Å"The Measurement and Appraisal of Adult Intelligence,† (Williams and Wilkens, Baltimore, 1958) [6] ibid 4 at p 190 [7] N. Cantor and J. F. Kihlstrom, 2Social Intelligence: The Cognitive Basis of Personality, in Review of Personality and Social Psychology, 6P (Shaver, 1985) at pp 15-33 [8] D Goleman, â€Å"Emotional Intelligence, Why it can matter more than IQ† (Bloomsbury, 1995) chapter 3 [9] ibid [10] ibid chapter 6 at pp 80-83 [11] See â€Å"Daniel Golemen Presents: Emotional Intelligence: A new vision for Educators (Video) (National Professional Resources Ltd, 1996) [12] ibid 1 [13] See Salovey, P. , Sluyter, D. J. (1997). Emotional development and emotional intelligence. New York: Basic Books and Mayer, J. D. Salovey, P. (1997). What is emotional intelligence? In P. Salovey D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books. [14] ibid 1 at p 192 [15] ibid 1 [16] ibid 1 at p 195 [17] ibid 1 at p 196 [18] ibid [19] ibid 1 at p 199 [20] See Goleman chapter 4 [21] ibid p 48 [22] ibid [23] See Goleman at p 56 [24] Quoted from the translation of the ancient Greek by Page DuBois. See Goleman at p 56 (ch 5) [25] Goleman at p 59 [26] Goleman at p 89 [27] Goleman at pp 93-95 [28] Goleman at Chapter 7 [29] Goleman at pp 111-113 [30] Holly Livingstone, Maria Nadjiwon-Foster Sonya Smithers â€Å"Emotional Intelligence Military Leadership, Prepared for: Canadian Forces Leadership Institute (March 11, 2002, as represented by the Minister of National Defence)

The Immigration And Asylum Debate :: essays research papers

Russian nationalist Vladimir Zhirinovsky has once again horrified the politically correct and "culturally sensitive" by suggesting that White people, who comprise only eight percent of the world's population, should unite to keep from being overwhelmed by non-Whites. The reaction from Western governments and the news media to their current archdemon has been predictable. Any attempt to preserve the integrity of the White race, in their view, constitutes the most vile form of racism and bigotry, and anyone advocating such a plan must be pilloried as a dangerous criminal. It is, therefore, no surprise that only a few farsigà itical philosophers have addressed the looming American immigration crisis. Our elected officials have failed for more than two decades to act to control immigration. As a result, demographers are already taking note of the dramatic changes occurring in the population of the United States. Leon Bouvier and Cary Davis, respected demographers with the Population Reference Bureau, prepared population projections demonstrating the changes which large-scale Third World immigration is causing. They warn that projections are not predictions. Immigration could increase or decrease. The future will never turn out to be exactly like the projections. Yet projections by the population experts are important because they give an approximation of future population demographics if immigration continues at current high levels. What do the experts' predictions show? Current levels of immigration are transforming the United States from a predominantly European-descended, English- speaking nation into a melting pot, a land in which Asians, non-White Hispanics, Blacks and Whites are all minorities. This transformation is happening fastest in the states favored by immigrants, such as California, Texas, Florida and New York. The speed with which this change occurs depends on the level of immigration. Because most immigration to the United States is now illegal, no precise figure can be given for annual net immigration. However, Immigration and Naturalization Service officials and leading scholars are able to make educated estimates. Legal immigration is currently in excess of 600,000 persons annually. Illegal immigrants fall into two broad categories: (1) visa abusers/fraudulent document users and (2) surreptitious border crossers. The latter category is well known to the American public. Chiefly Mexicans and others from Central America, these illegal aliens cross the border without visas or other documentation -- usually under cover of darkness. More than 1.2 million such aliens were captured this year, and Border Patrol agents estimate that two to three illegal aliens slip by for each one that is apprehended.