The Problems of Lima City

The problems of Lima city Lima city is full of charm and scenic beauty, so visitors from around the world come to enjoy its typical dishes, museums,countless beaches and scenic wonders. Although Lima seems like a paradise,Not all what we find there is as as good as we think. Believe it or not, but Lima has several serious problems such as the poor public transportation,crime-violence and the bad infrastructure due to the lots of suburbs and places that have lack of lots of services. The first and most important problem in lima is its inadequate public transportation system. Thousand of residents rely on the city’s buses and minibuses to travel throughout this large city, however the bus routes are poorly planned wich cause rush hours and traffic. For example: a person who should take the bus at 7:45 am may not take it until eight o’clock or even later. Sometimes three or more buses or minibuses arrive in bunches at time that people are waiting, but they can’t the buses because they are full. That’s why, passengers frequently become unhappy become this problem causes them to be late for work or to miss important appointments. THE TRANSPORTATION,2010 ISABEL GUERRA The second serious problem that Lima faces is crime and violence. The security in Lima has declined in the last years because police corruption have increased in line with rising level of poverty. Besides the profileration of low-income settlements wich are known as â€Å"barriadas† that have as members young people that steal.. Nowadays, we can see lots of people who are complaining about the security in this city. According to some city polls, 82% of people who live in Lima say that they were robbed at least once while they were walking around the streets of this â€Å"insecure† city. Not only that, but people are also concerned about leaving home alone. To illustrate it, more than 50% houses were robbed during the last holydays. So to wrap out this, people are not secure neigher on the streets nor at home. BULLETIN OF LATIN AMERICAN RESEARCH VOL. 27, NO. 2 The final problem is the lack of good infrastructure of housing and services in Lima. This is an interesting city that offers a good lifestyle for young, ambitious business and professional people. Also, immigrants are attracted to this city because is has tourist attractions and offers variety of typical dishes. All of these tourists or immigrants would need rental units that are in good conditions like apartments, flats and single family houses. But, unfortunately, Lima’s rental units have an old infrastructure. That’s why most of the buildings of Lima downtown are declarated in danger. Even though this, we insist on living in those old buildings. That is not secure for all the people who live, work or go to those places at all. â€Å"LIMA:BIG CITY AND BIG PROBLEM†, 2000 GILBERT A. In conclusion, Lima city must improve its public transit system for avoiding the traffic, develop a project to become places safe and housing in good conditions. In others words, Lima city must improve its image, or it will soon become just mediocre city due to the lack of administrative responsability to solve these problems. .

Nursing Research Class Notes Essay

Nursing research is the process that underpins all the other things we have talked about. How was it determined that one particular way of carrying out nursing care was better than another way? How was it decided that a particular framework of understanding will explain certain behaviors better than another? When we discussed frameworks of understanding or conceptual models earlier in the course you learnt that there are various ways of viewing mental illness were discussed and the treatments were based upon eradicating or fixing the cause. This can be described as ways of knowing and ways of intervening. These beliefs came about as the result of research. That is asking, and trying to answer such questions as â€Å"Why does this occur?†, â€Å"Does this treatment work better than that treatment?†, â€Å"How do we know?†, â€Å"Do more people improve if we do this rather than that?†. Research is a way of gaining knowledge about concerns that psychiatric nurses have. What is the best way to help this client with this particular distress?† â€Å"Is there any evidence that suggests that this way of caring is better than that?† Nursing research is relatively new in some ways but in other ways gathering-nursing knowledge has been going on since the early days of nursing. Women learned through watching and observing what treatments worked best. This is one particular kind of knowledge. Potter and Perry discuss this in Chapter 5 â€Å"Nurses Ways of Knowing†. Ethical, personal, esthetic knowledge was identified and scientific became one more way of knowing. In terms of nursing research we can re turn to Florence Nightingale who of course made the observation that there were more deaths closer to the open sewer than there were for men whose beds were further away. This is an excellent example of drawing a conclusion by making observations thereby developing new knowledge. Research itself is a way of developing knowledge but there are other ways of developing knowledge. They are differentially respected and acknowledged but each is a way of `knowing’. When you take your research course in fourth year you will learn more about the various kinds of research. For now I just want to highlight the major ways of gathering knowledge. This is Chapter 5 in Potter and Perry and there is also reference to research in Stuart and Laraia under Evidenced Based Practice p 76-83. The opening section of the chapter in Potter and Perry gives a little background on the emergence of nursing practice and theory. Nursing science came into its own: no longer a discipline applying the knowledge of other disciplines but a unique body of knowledge. A good activity for you to consider doing is to go onto the Library website and click on journal holdings, once there search psychiatric nursing. Journals that publish the results of nursing research and in particular psychiatric nursing are a very important part of your reading and learning how to read a research article is an important skill to develop. We will discuss this further momentarily, for now I want now to review ways of gaining knowledge. 1. Tradition certain beliefs are accepted sometimes without too much enquiry. Its â€Å"we’ve always done it that way†. This may be good but sometimes it is appropriate to question these traditions. 2. Expert Authority: Asking an expert or authority is a very common way of gathering information. All of us ask for information from time to time but we also have to be somewhat cautious about confusing information and knowledge. But certainly we do seek out knowledge and assistance from others. There are, of course, some limitations since not all authorities are always right and like tradition, we do not always challenge this knowledge. 3. Experience A lot of what we know we have learned ourselves. Children certainly do this all the time. Sometimes through unfortunate experience like putting their little hand on a hot stove: Learning is also part of knowledge acquisition. But we also solve problems from experience. Like, if I turn off the alarm and don’t get out of bed in the morning, I am late for work. So we learn not to do that. The ability to generalize and recognize patterns and make predictions is one of the hallmarks of the human mind and has been a large part of how our ancestors developed knowledge. It is always rains every time there are black clouds, then the next time you see black clouds, rain is predicted.. But there are limitations, first each person’s experience may be too limited to generalize all the time. Maybe black clouds predicting rain only occurs in your part of the world for some environmental reason. Secondly your personal experiences may be colored by biases. 4. Investigating Ideas: Where would we be if no one pursued their ideas for instance, testing molds for their antibiotic value That the earth is not flat but round 5. Reasoning or Problem Solving Thinking through problems and finding solutions. There are two intellectual methods used in reasoning. Inductive reasoning is the process of drawing conclusions and generalizations from specific observation. For example a nurse may observe anxious behavior in children who are removed from their parents and conclude that separation is a stressful event.. Deductive reasoning. This is the process of developing specific predictions from general principles. For example, if you assume that separation anxiety occurs in children removed from their parents then you may predict that children, in your hospital will show signs of anxiety. So we have gone from a general assumption to a specific’ situation. So, induction is to make or develop a theory from actual observation or grounded in observation. Deduction is to have a hypothesis or a theory and then test it. These terms will become important when you are considering qualitative and quantitative research. Both of these reasoning systems are important for you to think about. They are both useful. But errors can also occur or faulty reasoning. However it may lead to the development of questions 6. The scientific method, which is considered the most objective and accurate way of developing knowledge. However, it, too, can certainly be questioned as you may discover but it is also considered one of the primary ways of developing knowledge. Beginning on p. 85 of Potter and Perry they describe the characteristics of research with a number of definitions you need to study. The sooner you grasp these concepts the better off you will be in future courses. To understand the research process and for your future endeavors I like to begin with the components of a research article in a journal. I have briefly described these below: Title: A succinct description of key elements of the study Running head: Usually a two to three word description of the key elements of the study, which runs at the top of each page. Abstract: A succinct paragraph describing key features of the study, the population studied, the variables manipulated; the findings and discussion point. Usually of 150 words or so. Literature Review: A summary of key research findings from other studies, which lead into your study. If you are studying in a new emerging field this may be short; if in a well established area it may be lengthy or, it might focus on one key area for instance of child development (i.e. there are numerous areas of child development-your study may be focused on cognitive development so it is not required to review all areas of child development within the literature review). The review should provide the reader with an understanding of the area, without missing key studies and without losing the audience with obscurely related information. The literature review should cover research related to your key variables of interest and should draw the reader into your hypotheses. Hypothesis: what you think the relationship between variables is. Depending on the level of research one might have an exploratory hypothesis or you may have predictive hypotheses suggesting the results are going to be in the direction of (one way or the other). This might be a good time to review any of the terms used thus far in Potter and Perry and especially look at table 6-2 which describes levels of research. It is difficult to keep a complex topic simple. Method: The method contains subsections. It usually begins with a description of the sample (who did you interview, who comprised your sample (children, parents, university students etc). One would also find how the sample was selected (was it randomized, was it a captured audience, was it every blonde haired blue eyed left handed boy) Detail is expected. The method section will also describe the research design and procedures. Both are essential for someone else who might say I don’t believe these results. I want to try and replicate the study. Which has been done with interesting results in many areas. Research designs are very complex and influence the type of statistical analysis that can be done. I refer you back to table 6-2 for a beginning understanding of this. Test in struments and their reliability and validity are also expected in the methodology section. Identification of independent and dependent variables would also be described here. The independent variable is that variable you are manipulating i.e. temperature of the room; the dependent variable are the observations you are making i.e. number of complaints of room temperature in a given interval of time. Results: This section will go through sample characteristics, main findings described pictorially sometimes in graphs or may be tables. Results are described matter of factly with little interpretation. Limitations of the study: these become important to the conclusions one can draw. For example if I were studying teen pregnancy and the needs of young mothers and my group ended up being older teens would this be representative of younger teens. Conclusions: This is where results can be interpreted and tied back to the literature review. Were findings supportive to the hypothesis or not and if not what might explain the findings. Implications for nursing practice: it would be found in nursing research studies, not often in other research. The application of nurs ing research is an important area for future discussion. As psychiatric nurses we must however be able to critique research. Sometimes it is conducted under ideal conditions where there is control over a number of variables and there may be difficulty applying it in the real world. That is perhaps why observations of a patient’s behavior may be better to understand their experience in the real world. Research is the use of a series of steps to gather objective knowledge and nursing research of course is the study of phenomenon of interest to nurses, which is often the patient’s response to illness and nursing interventions. The second point there is control but we have to understand what scientific research is attempting to state. It is the relationships between 2 variables. That is, if I do one thing will it influence another? So just to take a simple nursing example, we might theorize or predict that a patient who lies on their back for long periods will develop pressure sores. So if the patient is turned frequently and does not develop pressure sores we might conclude that turning is related to unbroken skin. Say, however, at the same time as turning the patient’s skin is gently massaged; now we can’t tell if it is the turning or the massage that resulted in the unbroken and healthy skin. So this is what is meant by control of external factors. Sometimes you may hear this referred to as level of control over the variables of interest. If you are using the scientific method then you probably have a hypothesis you want to test and you would set up your experiment to either prove or disprove. This would be quantitative research. But if you are observing a phenomenon and want to study it in its natural state then you are more likely doing qualitative research. Qualitative research is particularly well suited to psychiatric nursing because it. involves gathering information about people’s experiences which we could use an instrument to assess which would give us a quantitative measure i.e., how traumatized were you 0-10. Asking a person to tell their story gives us significantly more information. Methods can be combined. The ethnographic qualitative research method tends to look at humans in their natural environment. This research always takes place in the field often over a long time. Collection and analysis of data takes place concurrently, as insights are gained new questions may emerge. Often the opinions of the people under study are sought which is very different from quantitative research where opinions and feelings are not considered valid. You will become m ore proficient at reading, understanding and critiquing research but there is no reason why you should not be locating and reading nursing research journals now. Research Principles and terms The practice of Psychiatric Nursing is guided by nursing knowledge. As a profession nursing has developed a unique body of knowledge, which guides the practice of nursing. There is a number of ways in which knowledge is developed and disseminated. They are listed in Potter & Perry. Question: State 6 ways of acquiring knowledge. Polit and Hungler (1997) use these terms to describe the scientific research method: †¦Disciplined Research. Research conducted within a disciplined format is the most sophisticated method of acquiring knowledge that humans have developed. Nursing research combines aspects of logical reasoning with other features to create systems of problem solving that, although fallible, tend to be more reliable than tradition, authority, personal experience, intuition, or inductive or deductive reasoning alone. (P.11) The scientific method does have its drawbacks however, it is conducted under ideal conditions and sometimes there may be difficulties in applying it to the real world. There are however two main categories of research Quantitative and Qualitative. Quantitative research follows the scientific model and has a series of clearly defined steps. Quantitative research Process Identify an issue Gather information? State the hypothesis? Review the literature? Design the study? Gather the data? Evaluate the findings Qualitative Research Qualitative research differs from quantitative in that it is a less linear process. It more often involves gathering information about individuals by observing them in their natural environment or through interviews. This type of research takes place â€Å"in the field† rather than the laboratory. The information is rich and varied and subject to the interpretation of the researcher. This is one of its limitations. Nurse researchers can be involved in either quantitative or qualitative research, but most importantly, nursing research should be able to be applied to psychiatric nursing practice. Here is a list of some research projects of psychiatric nurses: Examples of research studies conducted by nurses in Psychiatric Nursing and Mental Health topics: Client expectation and perception of the nurse’s role in re lationship to client satisfaction. A comparative study of widows’ and widowers’ perceived social support during the first year of bereavement. The effects of cognitive-behavioral nursing intervention for depressed patients and their families. Factors affecting staff nurses’ use of limit setting with disruptive patients. Nurses’ attitudes toward the suicidal patient. Nursing interventions with long-term patients in regard to their physical appearance: An evaluation study. The nurse’s therapeutic use of touch as related to withdrawn patients. Observable signs of anxiety or distress during psychiatric interviews conducted by nurses. Patient and situational factors that affect nursing students’ like or dislike of caring for patients A study of alcoholic patients’ perception of the role of the nurse. A study of the confidence level of nurses in caring for patients with depression. A study of psychiatric patients’ knowledge about their prescribed medications. Question: What do you think would be a good research topic for psychiatric nurses? Some terms to Learn in Relation to Research

Little Gemini

Describe your favorite food. You should say: What it tastes like When people eat it How it is made and explain why you like it. Describe a child you know well. You should say: Where you met him/her What he/she looks like What personality he/she has and explain how you feel about him/her. Describe a close friend of yours. You should say: Who he/she is How you got to know each other what activities you do together and explain why you feel close to him or her. Describe a toy you used to play with. You should say: What it was made of How you got it What you did with it and explain whether you liked it or not and why.Describe an exciting period of your life. You should say: When it was Who was with you What you did and explain why it was exciting for you. Describe a garden/park you enjoyed visiting. You should say: Where it is What it looks like When you first visited it and explain how you enjoyed the visit. Describe a change in the past few years in your city. You should say: What the c hange was What caused the change Whether it was easy to change and explain what you think of the change. Describe a popular TV program in your country. You should say: What time it is on What is it about Who watches it and explain why it is very popular in your country.Describe a book you enjoyed reading very much. You should say: What the name of the book was When you read it What the book was about and explain why you liked it. Describe a recent news story that you heard or read about. You should say: How you heard about the news story What people, places or events were involved How you felt about the news story and explain why you found this news story particularly interesting. Describe a subject you enjoyed studying at school. You should say: When and where you started studying it What the lessons were like What made the subject different from other subjects And explain why you enjoyed the subjectDescribe an artist or entertainer you admire. You should say: Who they are and what they do How they became successful How you found out about them And explain why you admire them. Describe an important choice you had to make in your life. You should say: When you had this choice What you had to choose between Whether you made a good choice And explain how you felt when you were making this choice Describe a job you have done. You should say: How you got the job What the job involved How long the job lasted Describe how well you did the jobDescribe an area of countryside you know and like. You should say: Where it is What its special features are What you and other people do in this area And explain why you like it Describe an object you particularly like. You should say: What it is and what it looks like What it is made of What it is for And explain why it is special for you Describe a newspaper or magazine you enjoy reading. You should say: What kind of newspaper/magazine it is Which parts of it you read regularly When and where you read it Explain why you enjoy reading it Describe something healthy you enjoy doing.You should say: What you do Where you do it Who you do it with And explain why you think doing this is healthy Describe a game or sport you enjoy playing. You should say: What kind of sport it is Who you play it with Where you play it And explain why you enjoy playing it Describe someone in your family who you like. You should say: How this person is related to you What this person looks like What kind of person he/she is And explain why you like this person Describe a museum or art gallery that you have visited. You should say: Where it is Why you went there What you particularly remember about the place.Describe an enjoyable event that you experienced when you were at school. You should say: When it happened What was good about it Who was there And explain why this event has special meaning for you. Describe a song or piece of music you like. You should say: What the song or music is What kind of song or music it is Where you first heard it And explain why you like it Describe a festival that is important in your country. You should say: When the festival occurs What you did during it What you like or dislike about it And explain why this festival is important

Rubric Research Paper Example | Topics and Well Written Essays - 500 words

Rubric - Research Paper Example These consist of authentically designed criteria to gauge a learner’s work. Most often, these are given before the task so the students can base their performance on the given standards. It can also be used in any subject as well as in most kinds of learning activities. Though rubrics have various styles, there are some common features. They have objectives, scale, and dimension (Stevens & Levi, 2005). A rubric states the task that needs to be done. Basically, it describes the desired performance or behaviour. Moreover, it utilizes a range in evaluating students’ outputs. This may be in a form of grades, ranks of success, or points of achievement. Lastly, the dimensions of the task are pointed out such as the necessary skills and knowledge involved. â€Å"You’ll find that rubrics can inform and improve your teaching. The criteria you use to determine a high level or excellent performance provide directions for your teaching and goals for your students. Rubrics can be time savers. With some practice, you should be able to make some assessment in just a few minutes after reading or examining a student’s work product† (Fiderer, 1999, p.6). Rubrics have a number of benefits. With this tool, students can have a better understanding of what is expected of them. Thus, they can enhance their performance by having a clearer framework. In the same light, the teacher can enrich his assessment skills by being more objective. The rubrics can aid in evaluating with more consistency. A rubric is also an excellent source of feedback regarding the teacher’s instruction. In addition, it can decrease the amount of time spent on checking papers and appraising output since the criteria make decision making faster. In designing a rubric, there are four key stages. These are reflecting, listing, grouping and labelling, and application (Fiderer, 1999). Firstly, the teacher has to think about the learning goals that the students have to achieve. He

Semester assignment Example | Topics and Well Written Essays - 1750 words

Semester - Assignment Example In the current study, this film has been analyzed in terms of various human resource policies and practices that have been applied or showcased as several instances. The film has portrayed various events of human resource activities. The first instance is when Chris Gardener was travelling with one of the managers of the company, Dean Witter. Here the manager was impressed with Chris as he was able to solve the Rubik’s Cube within the short ride; this specifically highlights the recruitment and selection process. Another instance foregrounding employee relations was when Chris Gardener entered his office with unkempt look and in shabby clothes. Here the conversation of Chris with his managers as well as his tactical way of defending himself can be evaluated. The training and development process is stressed on during the internship process, where Chris Gardener had to face stiff competition from nineteen other interns. The internship also highlights the compensation policies followed during the late 18th century. Recruitment and selection process is one of the major components or functions of human resource department. This basically involves selecting the right person, at the right time, at the right place and for the right job. It involves identification of organizational needs and fulfilling those needs by selecting right candidates. The recruitment and selection process is vast and varies across sectors, industries, organizations as well as nations. Selection and recruitment process is an inevitable part of an organization’s HR policy. Firstly, firms need to constantly promote their employees to a higher level and simultaneously fill the vacant positions. Modern day organizations not only require ground level staffs and employees, but also management executives for decision making and strategic planning process (Kelly, et al. 162-165). In the film, the selection process was

Small-scale research study Essay Example | Topics and Well Written Essays - 1500 words

Small-scale research study - Essay Example They were requested to return the questionnaires to the researcher upon completion. Since there were just a few teachers who taught mathematics in KS1, they were all recruited for the study, although three were unable to participate due to unavailability and scheduling conflicts. The questions in the questionnaires were a product of the researcher’s secondary research findings and observations of KS1 classes. Responses for the survey questionnaire have been charted (see Appendix 2). The Likert-scale responses were averaged and the percentages were translated into pie charts. The qualitative remarks added by the respondents were categorised likewise, according to the questions and summarised in the presentation of the findings. Analysis of the findings was based on the responses of the study’s participants as well as knowledge gleaned from the review of literature. The items were compared according to the responses of the participants. Presentation & Analysis of Primary Findings: On analysing Questions 1 and 2 on the questionnaire, it was found that all teachers felt their classroom was equipped with teaching aids. 67% agreed this was the case and 33% strongly agreed. The types of materials that classrooms featured include: Number lines to 20,30,100 hundred squares counting/ sorting objects measuring equipment such as rulers, tape measure, weighing scales number cards/ flashcards calculators place value equipment number games 2D and 3D shapes Pegs, boards Fractions equipment. Months and dates calendar Coins Block charts Tally charts Treasure maps Number posters Number books (big teaching books and story books) Workbooks Children’s own work Similar results were obtained in relation to whether teachers felt they had enough manipulative materials to facilitate the development of numeracy skills. 83% agreed with this and 17% strongly agreed. A graph showing these results can be seen below. This shows that while there are materials available in t he classroom, fewer teachers strongly agree that there are enough materials for them to effectively facilitate numeracy skills. It is important to note that the classrooms have enough concrete materials for the children to learn math concepts with, as Ruthven (1987) contends that it is essential to their learning since they think in more concrete ways. This was found out in the secondary research. In the primary findings although everyone agreed that they had enough manipulative materials in their schools, they also said they could always do with more. Some revealed that they also had access to materials which are located in the corridors; however these materials are shared by all classes. This means that sometimes materials may not be available because other classes are using them. The manipulative materials which the teachers believed fostered numeracy skill development are cube blocks, counting items such as beads, puzzle games, weighing scale and weight measures and some Montess ori-inspired materials such as sequencing sets, measuring cups and math board games. It is evident that the teachers in the primary research knew how these manipulative materials are able to serve as scaffolds to independent and more abstract learning of math, as Bruce & Threlfall (2004) mentioned in the secondary research. As children gained more skills in numeracy, these â€Å"scaffolds† may eventually be done without when they are ready to think more abstractly. Childrens Use of Materials The teachers were then asked if children used the materials independently in

Immigration Laws And The Catholic Church Research Paper

Immigration Laws And The Catholic Church - Research Paper Example According to the research "Immigration Laws And The Catholic Church" findings the Catholic Church considers the immigration laws in the United States to be unjust in that it treats the so called illegal immigrants in a cruel manner despite the efforts they make towards enhancing success in the nation. Most people also feel that the laws should not be adjusted but rather the immigrants should be evicted hence revealing the hatred they have upon the immigrants. The Catholic Church fears that the immigration bill may make the lives of the immigrants even more unbearable and that it has some similarities with the immigration law in Arizona hence the fear that the illegal immigrants will not be treated fairly. The Catholic Church particularly in the United States has been actively involved in the debate concerning the immigration laws where it has shown its opposition in a great manner. The church has been calling for reforms in the immigration laws arguing that all the people involved ou ght to be given the best by being treated in the best way possible as the teachings of the church stipulate for maintenance of human dignity all the time. â€Å"Behind these walls are friends, neighbors, co-workers,† said the bishop. â€Å"They are children of God, our brothers and sisters, who came to this country with hope for a better life. That is why the bishops of the United States are once again calling for immigration reform legislation in 2010. We are calling on all Catholics and people of good will to ignore the rhetoric and follow the teachings of our church.†

Better Place Company Essay Example | Topics and Well Written Essays - 2000 words

Better Place Company - Essay Example The headquarters of the company is located in Israel at the R&D center, at Palo Alto and also in California. The use of such vehicles will reduce the risks that are caused by the harmful emissions of carbon. It is as a result of this that most of the governments, organizations and businesses have prioritised the need for reducing the effects of carbon emissions. Mission. To be a company that is able to hasten the change in the automobile industry from the use of vehicles that are oil based and promote the adoption of vehicles that use electricity- renewable energy. Vision Better Place vision is to be able to create linkages among car companies, utilities, battery companies and also consumers in order to successful promote the adoption of EVs. Stakeholders Stakeholders in a company are mainly the people, groups or organizations that draw certain interest towards the business strategy of a company. Better Place Company is supported by majority stakeholders who have interest in the prod uct that is being generated by the company (Johnson, p153). Stakeholder’s expectations are a major concern that the manager of Better Place had to deal with due to the fact that the success of the adoption of the Electric Vehicles depended on the decisions that were made by the stakeholders. Being an automobile company Better Place stakeholders include car companies, automobile manufacturers, governments, utility companies, battery manufacturers, investors and potential consumers for the Electric Vehicles. Better Place stakeholders can be classified into three groups (Johnson, p155): Technological stakeholders-This group of stakeholders involve the competitors that bring up new technologies with an aim of making improvements in the standards of the industry. Economic stakeholders-They involve the competitors, the suppliers and the manufacturers. In the case of the company it involves the car companies, automobile manufacturers and the battery manufacturers. Socio/political st akeholders-such stakeholders include governments as well as various agencies that are interested in the business strategy of the company. The rollout strategy of Better Place was adopted by various governments such as Japan, Australia, Hawaii, Toronto, Israel and Canada. Despite the go ahead by most stakeholders Better place faced a number of challenges while trying to affect the use of their business model. The first challenge focussed on the company’s reputation: Better Place lacked a convincing marketing strategy and as a result it was quite hard for consumers to adopt its product. The other challenge was focused on the company trying to convince the various stakeholders that the adoption of the EVs as a mode of transport that would be viable. The figure below shows the stakeholder mapping of the power/interest matrix: The customers in segment B are those that are largely supportive of Better Place business strategy. Customers in segment C are those that are hostile and th e customers in segment D are those that are indifferent. The investors, car companies and the government in segment D are of major importance to the company due to the fact that acceptability of the strategy depends solely on them and thus they hold the highest power as the key players. Utility Companies also hold vital role as key players for instance governments were offering rebates imposed on tax on the electric vehicles in order to achieve renewable energy objectives. Manufacturers of batteries and automobile in segment B play the role of ensuring there are adequate supplies of the components required by the EVs. Industry and scenario Analyses

Assignment Example | Topics and Well Written Essays - 250 words - 233

Assignment Example e 12 workweeks of leave in a 12 month period and twenty-six workweeks of leave during a single 12 month period in the instances when one has to care for a covered service member with a serious injury or illness in instances where the eligible employee is the spouse of a service member or even a parent, son, daughter or next of kin. In the first video, while Mark will need more time, 2 to 3 days every week for his chemotherapy which push his total leave weeks to between 14-15 weeks for the year, and the fact that he will still need some time off at the end of it all, Danielle cannot do anything about extending the FMLA leave for him since the act is very clear about an employee being entitled to twelve workweeks of leave in a 12 month period. In the case of Lucy, the fact that she refuses to disclose the main reason for which she will require the leave makes it difficult to determine whether she will qualify. However, in the case that she still qualifies, then it would be difficult to allow her 2 months off if she has already exhausted his recommended 12 weeks. This will be left to the HR to determine. In the third video, the fact that the employee is pregnant makes her qualify for the FMLA leave for 12 weeks. However, since she has already used 3 weeks to take care of her mother will leave her with only nine weeks hence her request for three more weeks could only be considered in the event that her mother was a covered service member in which case she would be entitled to twenty six workweeks of leave during a 12 month period. and Families of the Committee on Labor and Human Resources, United States Senate, One Hundred Fourth Congress, Second Session, on the Implementation of the Family and Medical Leave Act, May 9, 1996. Washington: U.S. G.P.O, 1996.

Microsoft Windows operating system Essay Example | Topics and Well Written Essays - 500 words

Microsoft Windows operating system - Essay Example But in case of Microsoft operating the market is totally dominated by Microsoft. Based solely on market share, Microsoft appears to have a near-monopoly in operating systems for personal computers yet Microsoft priced the Windows OS very smartly and kept it at bare minimum and thus succeeded in capturing in the market. The law of demand tells us that as the price of a commodity falls, the quantity demanded increases and vice-versa. But the law is silent on the extent of increase in demand as a result of decrease in certain percentage of prices. That means the law of demand tells us only the direction of change, but not the rate which the change takes place. To know about the rate of change we should know the 'price elasticity of demand'. Elasticity of demand can be defined as the "degree of responsiveness of quantity demanded to a change in price." It thus represents the rate of change in the quantity demanded due to a change in price. Now in case of Microsoft it can be said that, if we treat PCs as a single homogeneous commodity, then Microsoft's pricing of Windows was 'not' consistent with its status of a monopoly over personal computer (PC) operating systems. Therefore Microsoft started with such penetrative pricing that consumers had no option but to go for it. The company priced Windows as low as it can because of several types of substitution; For the fi

Video performance viewing Essay Example | Topics and Well Written Essays - 250 words

Video performance viewing - Essay Example The movement of the dancers can be seen to reflect this mood, especially through my favorite dance move during the ‘Jellicle’ Song. My favorite dance move would be the one, where majority of the cats come rushing into the foreground from the background, that is of an elevated platform, while some cats still remain on that platform. The sudden movement is the exact of a cat, which has spotted a ball of yarn and is eager to play with it, and the dance movements that follow, such as the twirl and arm movements, exactly give the feeling of a cat extending its paws to tap the ball of yarn. Here, the performers are seen to use the maximum space in stage, as they cover up the foreground as well as the background. The characters have been well developed and portrayed, not only do they have great costumes, but they have been able to capture the essence of domestic felines to the best extent. The various dance moves, such as the short leaps represent the movement of real cats, such as when they pounce on their preys etc, thus communicating feelings of victory, happiness etc. Therefore, it becomes clear how dance is used to express or communicate feelings and thoughts through theatre, and moreover, the music or scores are seen to strengthen the portrayal of these thoughts and feelings, thus helping the audience to better grasp the storyline as well as the major

IT Strategy and Network Design Proposal Essay Example for Free

IT Strategy and Network Design Proposal Essay The GFK School of Motoring was established in 1960. Since then, the school has grown steadily and now has a several offices in the London area. However, the Organization is expanding and a new branch is to be built that will link with the existing network and also utilise the latest technologies such as simulators, the internet and the World Wide Web. Furthermore, improvement is needed in the communications and sharing of information between offices spread around the London. The Director wants to take advantage of the Internet to change the way the company operates. The new branch will allow prospective clients to browse the website and make an initial registration. Interview and the checking of documents can then be arranged on-line. Once a client has been registered any payments due can also be made on-line via any of the various credit and debit cards. Flexibility in the provision of services to clients also requires that once registered, a client can take a driving lesson at any of the centres. Hence an integrated and up-to-date database system is to be implemented. The Director of the organization feels that too many mistakes are being made with the current system and that the success of the organization will be short-lived if he does not do something to overcome the situation. He knows that a good IT strategy and network design could help in part to solve the problem and has approached our team to help create a new branch and implement an efficient and reliable information system to support the running of the organization as a whole. 1.3 DESCRIPTION OF GFK OPERATIONS. Each office has a manager (who tends to be a senior instructor), Several senior instructors, instructors and administrate staffs. The staff hierarchy is as follows: Manager Senior instructors Instructors Office personnel. The manager is responsible for the day-to-day running of the office. Clients must first register on-line or at an office and this requires that they complete an application form, which records their personal details. Before the first lesson, a client is requested to attend an interview with an instructor to assess the needs of the client and to ensure that the client holds a valid provisional driving license. A client is free to ask for a particular instructor or to request that an instructor be changed at any stage throughout the process of learning to drive. After a successful interview, the first lesson is booked. A client may request individual lessons or book a block of lessons for reduced fee. An individual lesson is for one or two hours which begins and ends either at the clients home or at the office. A lesson is with a particular instructor in a particular car at a given time. Lessons can start as early as 6a.m. and as late as 8p.m. After each lesson, the instructor records the progress made by the client and notes the mileage used during the lesson. The Organization has a pool of cars, which are adopted for the purpose of teaching. Each instructor is allocated to a particular car. As well as teaching, the instructors are free to use the cars for personal  use. The cars are inspected at regular intervals for faults. Once ready, a client will be given a test date by the instructor. It is the responsibility of the instructor to ensure that the client is best prepared for all parts of the test. The instructor is not the responsible for testing the client and is not in the car during the test but should be available to drop off and pick up the client before and after the test at the testing centre. If a client fails to pass, the instructor must record the reasons for the failure. 1.4. AIMS OF THE PROJECT. 1. To design and implement a network solution for the new Barking branch . 2. To redesign or upgrade the companys existing network system. 3. To connect GFK to the Internet and provide full internet service. 4. To design a desktop and its delivery to all GFKs client computers. 5. To address security and back-up issues. 6. To design a network monitoring policy to maintain and/or improve performance in the future. This particular aspect of the group work is investigated in detail by Student number: 0212251 in Part B. 1.5 BUSINESS REQUIREMENTS FOR THE PROPOSED NETWORK SYSTEM. The design of the Local Area Network for the new branch and its communication  with the rest of the GFK network will be approached in view of satisfying two fundamental business functions: Information sharing: refers to having users access the same data files, exchange information via email, or use the internet. Resource sharing: refers to one computer sharing a hardware device (e.g., printer) or software package with other computers on the network to save costs. The main benefit of information sharing is improved decision making, which is one of the goals of the GFK School of Motoring. Any application, e.g. a web browser, on the GFK LAN will have the following functions: 1. data storage 2. data access logic 3. application or business logic 4. presentation logic Based on these functions we will be implementing client/server network architecture at the new branch. We will be using 3-tier client/server architecture to spread the load between the clients (microcomputers) and the servers (more powerful microcomputers). This is illustrated in the diagram below: (FitzGerald Dennis, page 46, top). In this case, the software on the client computer is responsible for presentation logic, an application server is responsible for the application  logic and a separate database server is responsible for the data access logic and data storage [1, page 45]. Since the main advantage of a client/server architecture is also its weak point i.e. enabling software and hardware from different vendors to be used together, we will recommend a middleware software such as CORBA (Common Object Request Broker Architecture). It will perform two vital functions: 1. It enables a standard way of communication by translating between software from different vendors 2. It manages the message transfer from clients to servers (and vice versa) so that clients need not know the specific server that contains the applications data. The application software on the client sends all messages to the middleware, which forwards them to the correct server. The application software on the client is therefore protected from any changes in the physical network. If the network layout changes (e.g., a new server is added), only the middleware must be updated [1, page 44]. By choosing this architecture for the new branch, we have achieved two things: 1. Better load balancing between the servers on the network 2. Scalability. In the future, if due to business demands the system needs to be extended, this can be easily done by adding one or more servers. 1.6 REQUIREMENTS ACQUISITION. In order to obtain valuable information about the GFK School of Motoring, the group decided to send out questionnaires to members of the organization who uses the old system regularly and have a good knowledge of it. We decided on questionnaires because we believe that the users, being under no pressure as they answer questions about the existing system, will provide a reliable feedback. 1.6.1 QUESTIONNAIRE 1. User: Mr A. Patel. Position: Instructor. Time at Company: 3 years. Branch: Stratford Branch. 1. Question: How often do you use the system? Answer: Daily. As many as 20 times a day, when at work. 2. Question: Are you comfortable using the company network? Answer: Sort of. 3. Question: What do you normally use the system for? Answer: Browsing the internet, enquiring about client information, entering client details, sending and receiving emails etc. 4. Question: Which of these tasks do you found most daunting and why? Answer: No doubt, it is obtaining information about clients. The process is very slow and frustrating especially during peak hours. For some reasons the system is sluggish and it slows down the business. 5. Question: From question 4, do you sometimes have to abort the task? Answer: No, because a client details got to be entered. Its frustrating, but you wait until its done before moving on. As a result we tend to record client details at the whenever the system tend to be responsive. This might be a couple of days later. 6. Question: Which of these tasks do you find easiest to do and why? Answer: No doubt, surfing the internet, sending emails, registering clients on-line. 7. Question: Have you had experiences of viruses causing disruption on the system and how? Answer: Certainly on many occasions. I can remember on one occasion a few of my clients and me couldnt use our computers because it was totally corrupted and my section had to be closed down while the techie people sorted it out. We lost most of the files on our computers. 8. Question: From question 7, on how many occasions did this happen? Answer: Ive experienced it about 6 or 7 times. 9. Question: What advice were you given about using the systems in terms of avoiding virus infection? Answer: The normal stuff. Dont open email you dont the source, log-off the system before you close for the day, etc. But despite taking these measures, we still have the problem. 10. Question: Do you normally back-up your files yourself and how often? Answer: Yeah, files are supposed to be backed up on cd-roms at the end of every working day but not everybody does it. 11. Question: Do you case of lost customer files and how often? Answer: Yeah, we do. I know a few of my mate who do. We just try to re-acquire it from the customer without the knowledge of management. Someone has been reprimanded for it in the past. Sometimes, its the fault of the  system. As I said earlier, it can be frustratingly slow. 12. Question: If you can change the system, what will you change and why? Answer: Definitely, it will be the enquiry procedure. Anything that makes the process faster will do.

Valuation of Companies: Strategies and Theories

Valuation of Companies: Strategies and Theories Part A The valuation of company assets depends a varies a great deal; attempts to find theoretical models that cover all of the aspects of a business valuation has proven difficult; as such, many of the major valuation theories have been proven to have both specific strengths and weaknesses. One of the core difficulties inherent to the great majority of theories available is the reliance on specific factors in their equations that remain subject to widespread debate as to how, precisely, they should be measured in order to attain the most accurate appraisal of a company’s given value. Many problems inherent to risk assessment and company valuation include: the weighting of future long-term assets versus short-term stock market value; the precise period from which historical data should be dated from; and how risk should be defined precisely. Of course, stock market appraisal is innately probabilistic, and the development of a coherent and foolproof theory for valuing company stock re mains very unlikely. There are, however, many strengths and weaknesses inherent to the myriad of hypotheses and models available to us. One of the most ambiguous factors inherent to theories of valuation is the prediction of future growth, known as a forecast horizon. The economic growth model, which will be described later, suggests that forecasted profit over a pre-specified horizon does not affect the value of the company as such, but affects the manner in which that value is distributed over the period of the horizon. Thus, the specific horizon period utilized can impact upon the perceived growth of the company. Of course, the horizon period can indirectly impact upon the perceived value of the company in DCF and economic growth forecasting models, especially if value is tied to changes in economic assumptions regarding the general future growth of the company and its continuing value. Of course, measuring the exact forecast period is not an exact science, but must take into account a number of factors if it is to provide us with an accurate view of the relationship between explicit free cash flow and continuing value. Firstly, the horizon period should be long enough to predict that the company’s growth period will be over at the end of it. Secondly, the horizon period shouldn’t be overly long as this will inevitably impact upon the predictive capacity of the theory. Of course, the length of the horizon period also impacts upon the Return on Invested Capital (ROIC), often because the horizon period is inappropriately equated to the competitive advantage of investment of a company. As such, ROIC is directly equated to levels of continuing value presupposed by the horizon period used in determining levels of continuing value as compared to the value of explicit cash flow. As Kollar et al. (2006) suggest, â€Å"the key value driver formula is based on incremental returns on capital, not companywide average returns. If you assume that incremental returns in the continuing-value period will just equal the cost of capital, you are not assuming that the return on total capital (old and new) will equal the cost of capital† (p. 283). Instead, original capital will continue to earn the same returns that were projected in the former period. Part B The attainment of the true value of a company based upon its position in the stock market is a difficult task, and many differing theories have been developed to come to terms with perceived valuation weaknesses in previous theories. This is especially prevalent today, as many recent problems, from the bubble bursting on the dot com revolution, to recent accounting scandals in large financial firms, have stressed the need for more rigorous methods of determining true value. One problem that management have had to encounter is the paradox of retaining short-term profits in a sustainable manner that can ensure long-term health of the company. The stock market obsession with factors such as the quarterly rate of return places emphasis on short-term profitability. One competing model, that takes into account assumed growth of the company, can be found in the many discounted cash flow (DCF) models that are being used more frequently as a result of the failings of simply using present rate of return to determine a company’s overall value. DCF models differ from economic profit models because they forecast the potential of future growth of the company and incorporate that into the present-day value of the company. As such, DCF models incorporate estimates of future growth into the present model; however, further analysis of the two competing models for determining company value suggest that, in theory at least, the results should create the same overall value. The economic profit model uses the theory of Alfred Marshall (1890), in which he suggests that â€Å"What remains of the owner’s profits after deducting interest on his capital at the current rate may be called his earnings of undertaking or management† (p. 142). As such, any perceived value created by the company should take into account the opportunity cost of the capital as well as expenses. As such, in many respects the economic profit model is more rigorous in measuring the present-day value of the company, because DCF determines free cash flow through measuring investments in capital and fixed assets. Of course, because the level of investment can be delayed by management, it is possible to generate short-term value at the expense of long-term value. In theory however, both models should produce the same results. Ultimately, DCF is useful for determining the price of an asset in the long run; as such, it provides one of the most useful tools for measuring the long-term profitability of an investment by factoring in future cash flow models. While the presence of short-term deviations in market value can be useful in certain contexts in determining value, many of the models practised are unreliable and unstable in practice. Fluctuations in short-term market value is difficult to measure with any degree of accuracy, whereas DCF models reflect the true value of a company more accurately as the model is based on the acquisition of long term profitability. Certainly, the role of strategic manager should be covered in the great majority of instances by the DCF model. As Koller et al. (2005) suggest, â€Å"What matters is the long-term behaviour of your company’s share price, not whether it is 5 or 10 percent undervalued this week. [†¦] Managers who use the DCF approach to valuation, wit h their focus on increasing long-term free cash flow, ultimately will be rewarded with higher share prices† (p. 100). Therefore, the predictive capacity of DCF can be used as an effective model for creating future growth, although its predictive methods and mechanisms can occasionally be doctored to create larger levels of short-term growth at the expense of long-term growth, as a result of the correlative relationship between investment levels and free cash flow in any valuation process. In addition, DCF relies heavily on projected scenarios; as Mauboussin (2006) comments, â€Å"small changes in assumptions [in the DCF model] can lead to large changes in the value† (p. 7). This requires the need for rigorous assessment of a large quantity of possible growth scenarios. Part C CAPM uses three variables for determining the expected return of a stock, which can furthermore be used to determine the expected value of a company. Unfortunately, despite CAPM providing us with a â€Å"tour-de-force† (Fama French 2004, p. 28) of theoretical analysis that can provide us with a useful series of principles by which central principles of asset pricing can be taught, its empirical record is poor enough, according to Fama French (2004), to â€Å"invalidate the way it is used in applications† (p. 1). The problems with CAPM are built upon a number of difficult foundational principles that, in practice, prove to be unrealistic. Firstly, the Sharpe – Lintner CAPM model (see Sharpe 1964, Lintner 1965) assumes the presence of unrestricted riskfree borrowing in their equations. Of course, this is an unrealistic assumption that severely affects predicting the empirical data. Modifications by Black (1972) attempt to remedy this by creating effective asset v aluations based on risk modelling; but Black’s analysis merely suggests that unrestricted short selling, rather than unrestricted riskfree lending, is a central assumption, and proves equally false in practice. The use of CAPM is therefore encumbered by a number of weaknesses, and relies on a number of assumptions that, in practice, prove difficult to measure. These include difficulties in ascertaining precisely which risk-free rate should be used in particular circumstances, as well as difficulties in measuring the market risk premium and beta. A number of alternative models of determining company value based on risk assessment exist, all of which rely on a fundamentally different definition of risk itself. While CAPM defines a stock’s risk as its sensitivity to the stock market on the whole, other systems use more rarefied versions of risk assessment: the Fama-French three factor model, for example, defines risk in terms of sensitivity to three portfolios: the stock market, a portfolio based on book-to-market ratios and a portfolio based on firm size. Whether the Fama-French three factor model is a better system than the CAPM system remains to be seen; while it is widely held that the Fama-French model offers us a more comprehensive assessment of risk to value than CAPM, which does not rely on the assessment of other portfolios, many critics also state that the Fama-French model is subject to the same interpretative problems as the CAPM system – namely, the Fama-French model, like CAPM, does not state how muc h data should be used; this is especially important considering that the system is based on historical evidence. As Koller et al. (2005) suggest, â€Å"Since 1926, small companies have outperformed large companies, but since 1982, they have not† (323). The lack of a rigorous method for determining how far back the data related to regressed returns should go creates many inconsistencies in risk assessment and valuation, such as the one highlighted above. Arbitrage Pricing Theory (APT) offers us a model similar to the Fama-French model but more generalised in its practice. Of course, while it suffers from the same fundamental implementation-related weaknesses as other models, although it differs insofar as it factors into its central equation the actual return of a security, which is fully specified. While theoretically this model is successful, again it reveals many weaknesses in determining the overall value of a company based on the assessment of portfolio risk: implementation and application of the theory has seldom been presented because of the more generalised nature of the variables and the factors in the central equation; in practice, there has been little agreement on what these factors should be, how many there should be, and how these factors should be weighted and measured. As such, CAPM retains its validity despite its essential weaknesses as, some economists argue, it represents the â€Å"least worst† model for de fining risk. As Koller et al. (2005) suggest, â€Å"It takes a better theory to kill an existing theory, and we have yet to see the better theory. Therefore, we continue to use the CAPM while keeping a watchful eye on new research in the area† (324). Bibliography Brealey, R. A. Myers, S. C. (2003), Principles Of Corporate Finance, 7th ed., London: McGraw-Hill. Koller, T., Goedhart, M., Wessels, D. et al. (2005), Valuation: Measuring and Managing the Value of Companies, London: John Wiley and Sons. Lintner, J. (1965), â€Å"The Valuation of Risk Assets and The Selection of Risky Investments in Stock Portfolios and Capital Budgets.† Review of Economics and Statistics. 47:1, pp. 13-37. Marshall, A. (1890), Principles of Economics, Vol. 1, New York: MacMillan Co. Mouboussin, M. J. (2006), â€Å"Common Errors in DCF Models†, Legg Mason Capital Management. Sharpe, W. F. (1964), â€Å"Capital Asset Prices: A Theory of Market Equilibrium under Conditions of Risk†. Journal of Financial Economics, 10:3, pp. 237-68.

Marketing Politico

Marketing Politico INTRODUCCIÓN Actualmente nos preocupamos en asociar la marca de un producto o servicio con la imagen del mismo; somos crà ­ticos en este sentido que hasta, muchas veces sin querer, evaluamos las campaà ±as que se hayan desarrollado para estos mismos y vemos como nos influencian las distintas publicidades que se realizan en los medios. Todo esto conlleva a un tà ©rmino, el Marketing, el cual ayuda a conocer lo que verdaderamente desean las personas y como hacer que ellas nos elijan entre las demà ¡s. Es asà ­ que nace el Marketing polà ­tico, que competente a la investigacià ³n exhaustiva que se puede dar para generar un plan, una buena imagen pà ºblica, un buen departamento de marketing de un partido e innumerables caracterà ­sticas que se ven involucradas en este tema de mucha importancia para el triunfo electoral y la continuidad del mismo. En esta monografà ­a tendremos conocimiento de informacià ³n importante. Como podemos comprobarlo desde el primer capà ­tulo, el cual es referente al marketing polà ­tico en sà ­, luego un pequeà ±o contraste que se darà ¡ con el marketing comercial y tambià ©n la especializacià ³n o profesionalizacià ³n de los asesores de campaà ±a caracterizando en ellos tres rasgos importantes a detallar. Continuando con ello se explicarà ¡ cà ³mo es la organizacià ³n del departamento de Marketing en un partido polà ­tico y como es que se debe llevar para que las estrategias que se quieran aplicar se puedan hacer. Todo ello nos serà ¡ fà ¡cil de entender mediante los diversos grà ¡ficos que se presentarà ¡n, conociendo las necesidades a nivel de servicios ejecutivos y de servicios de asesorà ­a, en el departamento antes mencionado. Le sigue el tercer capà ­tulo en el cual se abarcan las tà ©cnicas de venta polà ­tica, el cual ayudarà ¡ al candidato, o, si es mal aplicada puede no favorecerlo, sobre todo este à ºltimo se puede dar si existe algà ºn tipo de negativismo sea en el partido, en el mercado polà ­tico o en el mismo candidato; es recomendable que se sepa vender en actos pà ºblicos. Seguidamente le acompaà ±a a las tà ©cnicas de venta polà ­tica el cuarto capà ­tulo importante que es la publicidad polà ­tica, donde explica lo mas importante en la publicidad de un partido que es el mensaje que debe vender al pà ºblico y seguidores, junto a los diseà ±os visuales y los medios que se usaran para hacer de la publicidad su fuerte en las elecciones que participen; cabe recalcar que en el mundo moderno y cambiante en que vivimos no lo podemos dejar de lado o incluirlo en otra parte como si no fuera trascendental. La publicidad en la Internet es muy importante e influyente mà ¡s aà ºn en las redes sociales. Finalmente el quinto capà ­tulo el cual es un complemento de los capà ­tulos anteriores, en el cual se encontrarà ¡ informacià ³n complementaria sobre las campaà ±as electorales. Tambià ©n se describirà ¡ la publicidad que se debe utilizar junto con estrategias de campaà ±a a desarrollar; en este mismo se insertarà ¡n muchas de las ideas mencionadas a lo largo de la monografà ­a. A travà ©s de este trabajo se entenderà ¡ el marketing polà ­tico desde sus conceptos hasta su explicacià ³n del porque se da. Como por ejemplo nos recuerdan que â€Å"el marketing polà ­tico es un juego disputado en la mente del elector. Quien gana ese juego, triunfa en la polà ­tica.† (Zepeda, 2002) CAPà TULO I. MARKETING POLà TICO El Marketing se enfoca en el anà ¡lisis de los gustos que realmente tienen los consumidores pretendiendo establecer sus necesidades y deseos; generando asà ­ una influencia en el comportamiento y sobre todo en las decisiones que estos desean realizar. (Microsoft ® Student, 2010) Siendo ello tambià ©n se afirma que el marketing polà ­tico es un producto de la segunda mitad del siglo XX; cabe precisar que en su mayorà ­a los autores nos mencionan ni explican una definicià ³n exacta referente al Marketing pues estos se evocan mas en las tà ©cnicas y estrategias que se pueden dar, para asà ­ obtener las necesidades y gustos (no siempre reales) de las personas y satisfacerlos con estas tà ©cnicas o estrategias; tambià ©n sirve para generar nuevas necesidades. Sin embargo se puede inferir que el marketing polà ­tico es el conjunto de todas estas tà ©cnicas de investigacià ³n, planificacià ³n y comunicacià ³n que nos mencionan pero aplicadas hacia una campaà ±a polà ­tica con las tà ¡cticas correspondientes para las elecciones. 1.1. MARKETING POLITà CO VS MARKETING COMERCIAL Antiguamente se creà ­a que el marketing polà ­tico y el comercial eran iguales; sin embargo luego de anà ¡lisis se pudo inferior que son distintos y no se puede decir que es igual pero sà ­ similares. Si bien es cierto en los dos tipos se tiene que ofrecer algo hacia unas personas y ayudarse de estrategias para que acepten en el primer caso a un candidato y en el segundo a un producto o servicio. La persuasià ³n que las personas tengan hacia los candidatos es distinta debido a que cada uno piensa desde diferentes enfoques, pues al candidato que elijan estarà ¡ en un cargo determinado por un periodo mà ­nimo (como si fuera un contrato forzoso) y el producto o servicio si ya no lo desean lo pueden cambiar o descartar cuando quieran. 1.2. ESPECIALIZACIÓN Con el transcurrir del tiempo los especialistas en el marketing polà ­tico se han ido implementando en ciertos partidos polà ­ticos, como es de saberse antes se tenà ­an miembros del partido en cargos importantes; sin embargo estos no eran los mà ¡s idà ³neos para el cargo que le correspondiera. Dado los partidos se dieron cuenta que necesitaban gente mà ¡s especializada se inicio la seleccià ³n de personas en cargos que necesitan tener conocimientos fundamentales. En ello se seleccionaba a los especialistas en marketing y tambià ©n en marketing polà ­tico (en ese entonces eran pocos) con lo que se fueron especializando en dicha rama polà ­tica y todo ello avanzando a la par con la tecnologà ­a de las comunicacià ³n y se especializan en cada etapa especifica de la campaà ±a que desarrollen. Es por ello que Lourdes Martà ­n nos comenta que â€Å"hay tres rasgos que caracterizan la profesionalizacià ³n del marketing polà ­tico: la especializacià ³n, la ausencia de afiliacià ³n o lealtad partidista y la existencia de formacià ³n ajena al partido para aprender el oficio† (Salgado, 2002) CAPITULO 2. ORGANIZACIÓN DEL DEPARTAMENTO DE MARKETING DE UN PARTIDO POLà TICO Como vimos en el capà ­tulo anterior, referente a la especializacià ³n, donde se tiene mucha importancia con el tipo de persona que integre los cargos del partido; es lo que conlleva a generarle mayor importancia a la organizacià ³n del partido y sobre todo en el departamento de Marketing donde debe estar todo integrado y contar con diversa acciones y tà ©cnicas. En este departamento debe de esta formador por ciertos servicios ejecutivos y tambià ©n unos de asesorà ­a (tal como lo vemos en la Ilustracià ³n 1); entre los servicios ejecutivos encontramos el servicio de Anà ¡lisis Electoral, de Actos Pà ºblicos, de Publicidad Polà ­tica, de Relaciones Pà ºblicas y Comunicacià ³n, de Formacià ³n y Entrenamiento, de Logà ­stica y el Servicio Financiero; dentro del servicio de Asesorà ­a se encuentra el Servicio de Asesorà ­a Jurà ­dica, de Informacià ³n y Documentacià ³n y tambià ©n el Servicio de Planificacià ³n y Control. Ilustracià ³n 1 Organizacià ³n del Departamento de Marketing Polà ­tico Fuente: (Saiz, Marketing Polà ­tico, 2003) 2.1. SERVICIO DE ANà LISIS ELECTORAL En este servicio se tiene que verificar la informacià ³n, que esta sea correcta, para que se pueda lograr el objetivo cuando se tomen las decisiones. Por lo cual se dan funciones importantes como es el analizar los perfiles tipo de los electores, establecer con ello los segmentos del mercado meta ayudà ¡ndose de los intereses del partido, tambià ©n se encarga de prever la cantidad de votos que puede tener en determinadas elecciones. Todo ello se puede ver en la organizacià ³n de este servicio de anà ¡lisis, que tiene como consecuencia la produccià ³n, documentacià ³n, investigacià ³n de campo y los servicios comunes que se reflejan en la ilustracià ³n 2 donde nos damos cuenta que se relacionan debido a que uno es consecuente al otro. Ilustracià ³n 2 Servicio de Anà ¡lisis Electoral Fuente: (Saiz, Marketing Polà ­tico, 2003) 2.1.1. PRODUCCIÓN En el servicio de anà ¡lisis Electoral se tiene que iniciar por la produccià ³n, dentro del cual se detallan tres partes muy importantes de esta à ¡rea si asà ­ la deseamos llamar, primero, el planificar, luego, el ejecutar y por à ºltimo el analizar. Iniciando la Produccià ³n se debe planificar todo lo que se va a realizar referente al estudio de mercado junto con las tà ©cnicas y mà ©todos que se usaran, las personas que lo realizaran, cuà ¡nto demandara, cuà ¡ndo se realizarà ¡ (todo previamente cronometrado en el tiempo), materiales que se necesitarà ¡n y usarà ¡n, y, las instrucciones a los entrevistadores (con ayuda de materiales grà ¡ficos que faciliten el entendimiento). Seguidamente se da la ejecucià ³n de lo planeado anteriormente en dos partes la documental y la de investigacià ³n; en la primera se realizan estudios estadà ­sticos en cual nos brinden informacià ³n sobre la parte interna y externa del partido polà ­tico; en segunda parte se ve el anà ¡lisis del campo lo que se obtuvo gracias a los cuestionarios, evaluando la muestra de los potenciales electores. Finalmente en la produccià ³n se analizan los resultados que se obtuvieron en todos los procesos para que se pueda informar debidamente al director del departamento, dando una copia al à ¡rea de asesorà ­a (servicio de informacià ³n y documentacià ³n) para que den ideas en las acciones de marketing a tomar por el partido; en este informe se adjuntaran los grà ¡ficos, aportes adicionales y memorà ¡ndum con las recomendaciones. 2.1.2. DOCUMENTACIÓN Esta à ¡rea està ¡ encargada de verificar como es que va el candidato mediante los sondeos, ya sea interna o externamente. Cabe recalcar que dicha informacià ³n debe estar archivada y correctamente ordenada para que si posteriormente otra à ¡rea necesite la informacià ³n la pueda tomar con facilidad para analizar las estrategias. Tambià ©n es su obligacià ³n de tener informacià ³n de otras fuentes ya sean pà ºblicas o privadas que demuestren valores importantes para el partido polà ­tico. 2.1.3. INVESTIGACIÓN DE CAMPO Esta es el à ¡rea mà ¡s importante, puesto que es la que se dedica a analizar los resultados que se puedan obtener del mercado electoral; su trabajo està ¡ subdividido en dos à ¡reas, la cualitativa, sobre las reuniones en grupo que realizan y la cuantitativa sobre los distintos sondeos de opinià ³n para que obtengan datos estadà ­sticos. Normalmente se tienen de uno a dos responsables de todo el trabajo (và ©ase ilustracià ³n 3), siendo las encuestas realizadas preferentemente por personas del partido (para que no tergiversen los datos). Ilustracià ³n 3 Trabajo de campo Fuente: (Barranco Saiz, 2003) 2.1.4. SERVICIOS COMUNES Son los cuales les corresponden a todos los grupos pues es acerca de los cuestionarios y los resultados que estos puedan otorgar; para poder prever los votos que se puedan obtener en las elecciones. 2.2. SERVICIOS DE ACTOS PÚBLICOS Se da en tres actividades concretas, la primera es la Planificacià ³n de los actos pà ºblicos, en el cual se tienen que verificar, evaluar y designar todo que està © relacionado con el mitin programando una especie de agenda o fichero donde se detalle los lugares disponibles para el mismo. Cabe recalcar que el orden de prioridad de los locales se da de forma ascendente para los que està ©n completamente disponibles y gratuitos. Tambià ©n se encuentra la planificacià ³n de necesidades de materiales que contribuyan con la presentacià ³n del local y lo correspondiente a la obtencià ³n de permisos y autorizaciones para poder realizar estos encuentros pà ºblicos. La Ejecucià ³n es la segunda actividad que se realiza en este campo el cual consta de la comprobacià ³n de lo que se realizà ³ en la primera actividad verificar si la informacià ³n es real. Esta persona serà ¡ el jefe del acto especà ­fico que se realice y tendrà ¡ que coordinar con miembros del partido que residan en el lugar donde se realizara el mitin. Entre los servicios de actos pà ºblicos se encuentran los servicios especiales se le denomina asà ­ puesto que tienen por misià ³n controlar todo el desarrollo del evento como la seguridad, el orden (interno y externo al local), la venta de objetos relacionados al partido, ubicacià ³n de los asistentes y la organizacià ³n de los oradores. 2.3. SERVICIOS DE PUBLICIDAD POLà TICA Se basa en los estudios que haya realizado el servicio de Anà ¡lisis conforme a la evaluacià ³n a los electores sobre el partido y acerca de los que compite. Tiene grupos de trabajo el primero es la planificacià ³n en la cual se determinan los objetivos publicitarios y la campaà ±a a nivel nacional, regional o local; junto con las fechas de plazos a realizar y el presupuesto. Otros grupos del servicio de publicidad polà ­tica se encuentran los Medios son los que adecuan los deseos hacia los medios que se tienen y contratando la aparicià ³n de la publicidad en distintos medios. Continuando la produccià ³n se encarga de hacer realidad lo que se planificà ³ pues su labor es poner la campaà ±a en marcha con el material necesario para ello. Y por à ºltimo el Control es el que controla la campaà ±a tà ©cnicamente pues verifica lo que se publicarà ¡ y cuà ¡ndo se realizarà ¡. 2.4. SERVICIO DE RELACIONES PÚBLICAS Y COMUNICATIVAS Tiene tres actividades principales como el mantenimiento del banco de datos de medios de comunicacià ³n social, en el cual se ve la base de informacià ³n actual de la prensa en fichas explicativas. La siguiente actividad es la relacià ³n con dichos medios en los cuales se tienen los contactos y actos pà ºblicos sobre el candidato para luego publicarlo. Y por à ºltimo la redaccià ³n de textos electorales que tengan interà ©s en la campaà ±a electoral que se realiza y creacià ³n de nuevos artà ­culos que se podrà ¡n enviar a distintos medios adecuà ¡ndolo a las caracterà ­sticas del mercado electoral. 2.5. SERVICIO DE FORMACIÓN Y ENTRENAMIENTO Ilustracià ³n 4 Servicio de Formacià ³n y Entrenamiento Fuente: (Barranco Saiz, 2003) CAPITULO 3. TÉCNICAS DE VENTA POLà TICA En este capà ­tulo como el titulo menciona se abordarà ¡ acerca de las tà ©cnicas de venta polà ­tica que serà ¡n utilizadas por el candidato para que pueda convencer a las personas a que lo elijan (que voten por à ©l), aplicadas tambià ©n en lugares pà ºblicos tambià ©n cuenta la imagen que darà ¡n en debates o reuniones pà ºblicas; todo ello puede maximizar los votos como tambià ©n contraerlos. La reduccià ³n de los votantes se da por algà ºn tipo de negativismo que se dà ©, ya sea por parte del partido en sà ­, pudiendo ser por la mala imagen que puedan estar dando en ese momento mà ¡s que nada por ideas que no concuerden con la realidad o necesidades de los votantes; tambià ©n puede ser el negativismo del mercado polà ­tico por ideas que el elector creà ­a sobre el partido pero como no se las resolvieron tiene cierto rechazo por el mismo o tambià ©n porque cree que no concuerdan con sus ideas. Por à ºltimo se puede dar el negativismo del mismo candidato, el cual se da frecuentemente, sea un negativismo verbal en el cual tiene problemas de comunicacià ³n oral o con ciertas frases no motiva al pà ºblico, tambià ©n puede darse un negativismo fà ­sico con los gestos que pueden afectar al pà ºblico. 3.1. TÉCNICA AIDA Esta tà ©cnica cuenta con cuatro fases bien definidas, las cuales son la de atencià ³n, interà ©s, deseo y accià ³n; para poder tener la nocià ³n de dicha tà ©cnica podemos ver en la ilustracià ³n 5 lo que conllevan los niveles como la captacià ³n de la atencià ³n, captacià ³n del interà ©s, logro del deseo, remate de la accià ³n. Todo ello relacionado con la preparacià ³n del discurso los mà ©todos a usar y el contraste que se da en muchos momentos. La fase de atencià ³n es el intentar captar toda la atencià ³n posible hacia à ©l psicolà ³gicamente puesto que la atencià ³n fà ­sica que pueda tener siempre es momentà ¡nea preparando asà ­ los discursos ideales para la captacià ³n del votante con temas de interà ©s y enfocado al grupo social que va dirigido en ese momento; tambià ©n se debe despertar la atencià ³n si alguno no la tuviese y mantener la de todos frente a ellos. Para generar esa atencià ³n muchas veces se valen de ciertas tà ©cnicas como el comentar una noticia actual de interà ©s mutuo, felicitar a los participantes por algo que hayan logrado y por lo que hayan apoyado en el partido, vincular temas con el lema de la campaà ±a polà ­tica, aà ±adir momentos de silencio en los discursos que se dan agregando cierta persuasià ³n a indispuesto por breves segundos. Se debe confeccionar una pequeà ±a agenda con el esquema que se realizara en esa fecha y los ofrecimientos que se vincularà ¡n para que se pueda generar la participacià ³n del pà ºblico que se encuentre en ese momento. Ilustracià ³n 5. Relacià ³n de la tà ©cnica Aida Frente a los votantes Elaboracià ³n: Propia Fuentes: (Barranco Saiz, 2003) 3.2. ARGUMENTARIO POLà TICO Y PERSUACIÓN Es la exposicià ³n verbal de las ventajas que sustenten el motivo por el cual los electores dan su voto. Se aà ±aden las frases que motivan a los votantes, cualidades del partido, nivel de los votantes y la situacià ³n sociopolà ­tica. El lenguaje que se deben utilizar debe ser directo, claro y contundente. La voz del orador debe ser clara, pausada, evitar frases largas, tener buena vocalizacià ³n y pronunciar bien. Los argumentos a utilizar pueden ser informativos que suelen ser neutros y no siempre son adecuados para transmitir ideas polà ­ticas; là ³gicos porque se puede tener conclusiones para ello las personas deben estar intelectual y psicolà ³gicamente preparados, que son à ºtiles para personas de menor nivel cultural. La persuasià ³n es un proceso en el cual se intenta influir en las motivaciones que tenga una persona, y esto se logre a travà ©s del mensaje del candidato polà ­tico. 3.3. ACTOS PÚBLICOS El acto pà ºblico mà ¡s importante es el mitin sin embargo no es la à ºnica en cual el partido debe dedicar sus esfuerzos; cuantitativamente hablando son poco eficaces puesto que la muestra puede ser muy pequeà ±a o quizà ¡s poco referencial, sin embargo ayuda a animarlos desinteresadamente al marketing polà ­tico, para que asà ­ se vuelvan colaboradores indirectamente. Se debe considerar el local, los oradores, la audiencia, los informadores y el servicio de seguridad en la realizacià ³n de un mitin. CAPà TULO IV. LAS CAMPAÑAS ELECTORALES Para tener una buena campaà ±a, el polà ­tico debe poder organizase para que pueda estar verificando la misma con distintas formas de comunicacià ³n. Lograremos entender lo que realmente es la publicidad polà ­tica, cà ³mo es que se estructura una campaà ±a, que tiene como consecuencia una estructura que va a la par con el plan general que se tenga estipulada para la campaà ±a y evaluar tres puntos importantes: la sede central, la financiacià ³n y el personal que formara parte de esta referida campaà ±a. 4.1. PUBLICIDAD POLà TICA Es una herramienta que sirve de mucho con las tà ©cnicas que presentan, las cuales nos ayudan a convencer al elector; la cual antiguamente se le denominaba propaganda, sin embargo su mejor denominacià ³n es el de publicidad polà ­tica en la cual se convence con la ideologà ­a para captar los votos del mercado polà ­tico y luego poder segmentar el mismo. Para poder definir los objetivos de la publicidad polà ­tica a desarrollar se debe de tomar en cuenta las respuestas a estas preguntas:  ¿Quià ©nes queremos que sean nuestros seguidores y votantes?  ¿Quà © es lo que queremos transmitir a los electores?  ¿Quà © queremos probar a los votantes?  ¿Cà ³mo se realizara la comunicacià ³n?  ¿Cuà ¡ndo y con quà © tanta frecuencia se realizara la comunicacià ³n? Todas estas preguntas deben ser respuestas con inteligencia para que se pueda asà ­ segmentar el mercado polà ­tico y definir cà ³mo es que se realizaran que estudios se usaran con el contraste de las realidades presentadas en el partido, programa y del mismo candidato; para mayor explicacià ³n podemos ver la ilustracià ³n 6, donde se centran las ideas hacia la investigacià ³n del mercado. Ilustracià ³n 6 Relacià ³n de la investigacià ³n del mercado Polà ­tico Elaboracià ³n: Propia Fuentes: (Saiz, Marketing Polà ­tico, 2003) 4.1.1. MENSAJE DE LA PUBLICIDAD POLà TICA El mensaje tiene que pasa por ciertos procesos como es el primero ver el Estudio de Mercado, luego analizar este mercado y obtener una informacià ³n razonable sobre este, y, por ultimo obtenemos el menaje (và ©ase ilustracià ³n 7). Este mensaje debe tratar de comunicar las ventajas del partido, del candidato, del programa electoral. Para lo cual se debe realizar una lista, sea subjetiva o guià ¡ndose de las tà ©cnicas profesionales, empezando desde las ideas mà ¡s generales hasta llegar a mà ¡s concretas: esto quiere decir que, primero se abarca el tema emocional y luego se toma lo mà ¡s racional (correspondiente a la explicacià ³n del programa electoral que piensa desarrollar). Una vez finalizada la lista, se precederà ¡ a analizar la informacià ³n, evaluando cuales son las ideas que no deben ir para su retiro inmediato, porque esto puede generar problemas de interpretacià ³n negativa de los votantes, para ello nos recomiendan que busquemos â€Å"la correlacià ³n ventajas/deseos del mercado electoral† (Barranco Saiz, 2003) Ilustracià ³n 7 Proceso de la Elaboracià ³n del mensaje El mensaje debe ser consistente para que se pueda motivar al elector y sea impulsado a votar por este candidato; esto nos hace pensar en las etapas del AIDA que vimos anteriormente pero ahora aplicado al mensaje. Iniciando la primera fase de Atencià ³n; la publicidad puede atraer electores nuevos (que muchas veces no se dan cuenta de ello) gracias al Marketing aplicado (porque se influencian en detalles de la publicidad) tambià ©n tiene electores voluntarios (que le interese el mensaje) los cuales muchas veces son atraà ­dos por pequeà ±as incertidumbres que dejo en algà ºn discurso anterior. La Fase de Interà ©s es la que continà ºa a este proceso para elaborar el mensaje pues es ello lo que se tiene que hacer que el votante tenga hacia el mensaje y pueda asimilarlo. Por lo cual como definà ­amos anteriormente, la segmentacià ³n de mercado polà ­tico, podremos adaptar el mensaje principal para cada segmento especà ­fico dà ¡ndoles lo que ellos quieren. 4.1.2. DISEÑO DEL ANUNCIO VISUAL Este diseà ±o debe contar con las caracterà ­sticas referentes a la investigacià ³n que se haya realizado sobre lo que motiva a la mayorà ­a de personas. Debe tener una distribucià ³n correcta del anuncio con ilustraciones, titulares, el texto y el logo. 4.2. ESTRUCTURA DE LA CAMPAÑA Se debe elegir la forma de la organizacià ³n y evaluar las desventajas que està © presente, se da mediante un plan general de campaà ±a de las cuales son consecuentes actividades del equipo correspondiente mediante la eleccià ³n de la organizacià ³n como se habà ­a mencionado y el nombramiento de dos puestos clave como el director de la campaà ±a y el coordinador del campo que anteriormente lo habà ­amos detallado. Tambià ©n se debe elegir la sede central de la campaà ±a a realizar indicando tambià ©n la organizacià ³n de la misma, pudiendo identificar la diferencia entre los problemas que se den en la localizacià ³n y otras cuestiones tipo material. Y a su vez verificar el problema de la financiacià ³n sobre los costos de la campaà ±a, los fondos y la gestià ³n financiera en sà ­. Otro punto importante de definir en una estructura de campaà ±a debe detallarse el personal con el cual se debe contar, necesariamente se requiere personal especializado. CONCLUSIONES El Marketing polà ­tico està ¡ especializado con ayuda del marketing en los partidos, candidatos y el mercado polà ­tico; en el cual se interactà ºan con los diversos medios necesarios para lograr una buena organizacià ³n. La organizacià ³n del Departamento del marketing es muy importante para un partido polà ­tico pues es la mà ¡s importante, la que define los mensajes, la publicidad y todo lo que es consecuente al marketing polà ­tico en sà ­. La eleccià ³n de las personas en los cargos del partido es muy importante que sean especializadas y no solamente personas cercanas al partido puesto que si se quiere tener un mejor partido se debe contar con el mejor personal el cual puede aportar mà ¡s que una persona conocida en el partido. La publicidad es muy importante para la captacià ³n de personas que se fijan en pequeà ±os detalles del partido los cuales pueden atraer a las personas mà ¡s seguras. El mensaje es importante que se pueda plasmar en la forma que le sea fà ¡cil de entender en los distintos segmentos que se hayan subdividido el mensaje debe llegar a todas las personas, es por eso que se adecuan al segmento del mercado polà ­tico. BIBLIOGRAFà A Barranco Saiz, F. J. (2003). Marketing Polà ­tico. Pirà ¡mide. Microsoft ® Student. (2010). Marketing. Saiz, F. J. (2003). Marketing Polà ­tico. Madrid, Espaà ±a: Pirà ¡mide. Saiz, F. J. (2003). Marketing Polà ­tico. Salgado, L. M. (2002). Marketing Polà ­tico. Barcelona, Espaà ±a: Editorial Paidà ³s Ibà ©rica, S. A. Zepeda, A. V. (2002). Decà ¡logo del marketing polà ­tico. Revista Mexicana de Comunicacià ³n , vol. 15 (issue 78), 16-20.

Biblical Creationism versus Scientific Origin Essay -- Science Religio

Commonly, religious discussion turns to the subject of origins. There are two reasons for this: firstly, there are those with a literal or semi-literal interpretation of the Bible (or other relevant holy book) who remain convinced that the world was created in the recent past looking more or less as it does today. Obviously, this issue must be resolved before the existence or nature of the deity can even begin to be discussed! Secondly, even those with the more common, nonliteral interpretation of the creation story often use arguments that aren't valid to insist on direct interference by a deity at one or more points in the past. And while thanks to its flexibility this "tinkering" God theory cannot be ruled out to the same degree as literal interpretation story potentially can, its proponents should still be aware that there's little justification from the evidence for it, and that the majority of the story of our origins can now be explained in a secular manner. The basic idea: scientific knowledge, as we know it, is not incompatible with a creator. But it most certainly does not require one. I think it would be prudent to define a few terms first. Evolution: The change in life over long time scales by descent with modification through natural selection, except when used in astronomical context (where it refers to slow changes in stars and galaxies.) Creationism: Specifically, I use this to mean Christian young-earth creationism; the belief that Earth was created in 6 literal days as written in Genesis 1. Taxon: a division of life: kingdom, phylum, class, species, etc, or an example of such a division (Animals, Chordates, Mammals, Humans, etc) Geological Epochs: Precambrian (4500-545 Mya): Primordial epoch; from th... ...by not giving it an opportunity to form crystals. Once an opportunity occurs, the water will almost instantly transform into ice, perhaps shattering the container it is contained within as it expands. Something like this happens, but at the quantum level, rather than the chemical bond level: in this case, the so-called strong nuclear force separates from the electromagnetic and weak nuclear forces (all three had formerly been the same entity), causing space to exert a fantastically powerful repulsive force that inflates the universe by a factor of about 10^20 in about 10^-32 seconds. This force then dies off, leaving the universe to expand at a roughly constant rate through the present day. That's the outline of the theory, and it agrees very well with the observations above. You're free to form your own philosophical interpretation of the origin of the universe.

Ursula K. LeGuins The Ones Who Walk Away from Omelas Essay -- America

Ursula K. LeGuin's The Ones Who Walk Away from Omelas Works Cited Not Included In "The Ones Who Walk Away from Omelas," Ursula K. LeGuin makes use of colorful descriptions and hypothetical situations to draw us into a surrealistic world that illustrates how unsympathetic society can be. LeGuin's ambiguity of how the story will go is purposeful; she cunningly makes her case that each of us handles the undesirable aspects of the world we live in differently, and that ultimately, happiness is relative. As we explore this peculiar world of Omelas, we are prompted to ask ourselves, "What do I think is the `perfect society'? What is happiness to me?", and most importantly (to me), "Would I walk away from Omelas?" While we explore these questions, LeGuin expects that we will discover how far we are willing to go to indulge our need for comfort at the expense and pain of others. How important is our material possessions and comforts? "Perhaps it would be best if you imagined it as your fancy bids, assuming it will rise to the occasion, for certainly I cannot suit you all"(1264), LeGuin invites us to take part in what at first seems to be a surrealistic trip through Omelas -- to explore our own Omelas. To partake as the main character in this utopia, this city of odd joy; we are urged on by a climaxing tempo of colorful passages and lush scenery, "Far off to the north and west the mountains stood up half encircling Omelas on her bay" (1264), and jubilant music and dance, "In other streets the music beat faster, a shimmering of gong and tambourine, and the people went dancing, the procession was a dance" (1264). One can almost hear the children's laughter, "[their] high calls rising like the swallows' crossing flights over t... ...at has become desensitized to the pain and suffering of others. LeGuin creates a paradox by offering us the mercy that is not extended to the child. We are given a chance to escape from Omelas. Will we walk away from Omelas and leave the child to suffer, or stay and become the people of Omelas, with their blank empty smiles? "The place they go towards is a place even less imaginable to most of us than the city of happiness" (1267). We don't know where the place is that these people escape to. Their fate is uncertain, but for those who leave, it is better to go into the unknown than to remain and be a part of this uncaring, indifferent society. LeGuin's short fiction "Those Who Walk Away From Omelas" suggests to us that it is possible to break away from our learned behavior and take on a new, more caring approach to each other, and the world around us.

Continuum of Strategies Essay

This paper will discuss Chapter 5 and the continuum of strategies using the SIOP model and the appropriate situations to use each within the classroom. It will also discuss when these strategies may be used inappropriately in the classroom.In research literature, learning strategies of three types have been identified, which are cognitive strategies, meta-cognitive strategies, and social/affective strategies. Cognitive strategies assist students in organizing information through learning that is self-regulated. Meta-cognitive strategies use awareness, interaction, and reflection in a manner that is interrelated, integrated, and recursive. Social/Affective Strategies are affective and social influences on learning. Enhanced learning is possible when people interact with each other to clarify their doubts or when they involve themselves in group related activities to solve a problem (Echevarria et al, 2000). During the process of teaching learning, a continuum of strategies occurs from teacher-centered, teacher-assisted, peer-assisted, and student-centered. Through practice with student-centered and peer-assisted strategies, students’ ultimate goal is to develop independence in self-regulation and self-monitoring. However, difficulties are faced by several English learners in initiating an active role in using these strategies. This happens because English learners are required to focus their mental energy on language skills development. It is therefore important that sheltered instruction teachers scaffold English learners by providing them with numerous opportunities to use a wide range of proven, effective strategies (Echevarria et al, 2000).Consider a common sheltered instruction classroom scenario, where a topic is being taught by a teacher. For example, assume that the topic is conservation and preservation of terrestrial resources. A teacher could model and teach several important processing strategies by engaging students in the SQP2RS/Squeepers activity for the expository text selection that include evaluation, self-questioning, prediction, monitoring and clarifying, and summarizing. A teacher could then lead students through the modeled activity, providing support for surveying text, question generation, predictions confirmation or disconfirmation, and information summarization. Added to this, Vocabulary Self-Collection Strategy (VSS) could be incorporated. VSS helps students in carefully selecting and discussing vocabulary that is important to the studied topic. Scaffolding can be improved by teachers by incorporating a wide range of  techniques that provide support with the aim of eventually making students independently apply several strategies (Echevarria et al, 2000). During topic instruction, a teacher could use grouping configurations including triads, partners, small groups, or the entire class. Mo deling of strategies for the students can happen more efficiently if a teacher plans them prior to the time they require application. Choice plays a critical role, so a teacher could encourage students to select important vocabulary and homework questions that interest those most. Questioning could be incorporated throughout topic instruction, including debate/discussion questions at varied levels like literal, analysis and evaluation, application and synthesis, and synthesis and evaluation. This way, through SQP2RS activity, the difficulty of text could be effectively reduced and at the same time, it can be ensured that the cognitive demand of the questions is not reduced.Teaching of strategies to students by a teacher can happen in an inappropriate manner if a teacher asks students to make predictions based on the topic title, does not probe into student responses to encourage deeper thinking about the topic, does not ask for other predictions, or does not reinforce and build upon other students’ predictions during the reading of text from the topic. It is often the case that teachers ask students for predictions, accept the responses, and move on further with the topic without actually expanding or revisiting them later in their instruction (Echevarria et al, 2000). Strategies can be used inappropriately if a teacher attempts to scaffold student learning by reading the entire topic orally to the students or by making students read the topic title together. This significantly reduces demands of reading the text. If a teacher reads all of the topic text aloud to the students, then gradual support reduction will not take place, thus making students less likely to become independent. In situations where higher order thinking skills need to applied, strategies could be used inappropriately if a teacher fails to incorporate adequate questioning strategies to engage the thinking of students, probe student predictions for reasons behind their conclusions, or promote inquiry skills in students. Strategies may also be inappropriately used in the classroom if teachers involve students in activities that are removed from the topic at hand.The chances of English learners turning into critical thinkers can be increased by sheltering instruction consistently through strategic teaching,  modeling, appropriate scaffolding support, and questions that require students to apply, interpret, and synthesize what they have learned. References: Echevarria, J., Vogt, M.E., & Short, D. (2000). Making contentcomprehensible for English language learners: TheSIOP model. Boston: Allyn & Bacon.