One Wish

Ever since I played in my first soccer game when I was five, I knew I wanted to play professional soccer. I loved the feeling of running past defenders and scoring a goal. If I had one wish, it would be to play on the USWNT because I would get to travel to new places, be on Nike commercials and go to the Olympics. To begin with, I have always wanted to travel to new places such as Europe. Imagine, seeing the Alps mountains, and getting to play where futbol originated. Another reason is that I would become a better player; I would learn to be more adaptable to climate change and less sleep.In addition, I would be on Nike commercials! For example, Cristiano Ronaldo is one of my favorite players, and he has a butt load of Nike gear! So, if I became a professional soccer player I could get Nike gear and I could meet Cristiano Ronaldo! This leads up to being on T. V. which is one of my top reasons for wanting to be a professional soccer player. People around the whole globe would soon lea rn my name. Additionally, I would have the chance to be on the Olympic roster! Imagine, standing on the podium, a bouquet of flowers in your arms, sweat dripping down your face, being awarded a gold medal.Just feeling the weight of the gold medal around your neck, the sense of accomplishment you feel, the roar fans screaming your name. That’s the feeling I want. While I’m playing, knowing I was playing against the best teams in the world. In conclusion, if I had opportunity to have anything I wanted, it would be to play professional soccer because of the Nike commercials, visiting new places, and going to the Olympics. I love playing soccer, and that’s why I wished to be on the USWNT. If you had the chance to wish for anything, what would it be?

Discuss the various perceptions of love in Shakespeare’s Essay

William Shakespeare wrote Romeo and Juliet in 1595. When it was written, Shakespeare was quite young, 31, already five years into his career. Queen Elizabeth I was on the throne at the time, and many of the characteristics of Elizabethan lifestyle are included within the play. In the Elizabethan times, it was not unusual for people to get married and have children young. In the play Lady Capulet says, â€Å"By my count, I was your mother much upon these years,† to Juliet, who appears to be about 12 years old. She is telling Juliet that she was already a mother at Juliet’s age, implying she should be getting ready to marry now. Women were also not considered of much importance in those days. They were not as ‘important’ as men, and just used for sex, which plays a big part in the topic of conversation between characters throughout the play. Women/girls also had to obey their fathers until they got married, and then obey their husbands when they did get married. It was a very male dominant era. Romeo and Juliet is partly a comedy, tragedy and history. It is a tragedy obviously because of all the death in it. It is a comedy because of the irony and contrast the characters raise, and also because of the humour some characters like Mercutio and the Nurse bring into the play. It is a history as well because of the fact it was written a long time ago, and has historical contents in it. There is a great deal of love and passion in this play, but not all the same. Different characters have different perceptions of love, and different passions. The play is also as much about hate as it is about love, which is a very important element. Shakespeare puts emphasis on themes such as the relationship of love and hate and old and young. This is what I will be analysing in the essay. The play tells the story of Romeo Montague and Juliet Capulet; the children of two rival families living in Verona, who fall in love and get married without their families knowing. The hatred felt by their families leads to the death of five people. Two of who are Romeo and Juliet, the star-crossed lovers who die because they want to be together but cant be. It shows the young as they struggle to escape from the morass of hatred created by their elders. The ancient family feud makes Romeo and Juliet’s union even more significant as they both hate each other’s families, but manage to overcome it when they meet each other. This play represents ‘true love’ because it shows pure hatred turn into pure love. Romeo and Juliet went against everything they were brought up with and gave up their lives to be together. Romeo is a very passionate person when we first meet him, and his passion stays throughout the play. We do learn however, that Romeo is very impulsive, and acts on this impulsive streak very often, and it leads him to do some stupid things, which I will show further on in the essay. The first reference to love in the play is in the opening scene where we meet Sampson and Gregory (two Capulet servants). They are both very vulgar and crude characters and show this straight away when they are talking about the Montague women. In lines 17-20, Sampson says, â€Å"Tis true, and therefore women being the weaker vessels are ever thrust to the wall. Therefore I will push Montague’s men from the wall, and thrust his maids to the wall. † This is where the punning becomes sexual. He is implying that he will assault the Montague maids against the wall. Later on in lines 27-28, he says, â€Å"Ay, the heads of the maids, or their maidenheads- take it in what sense thou wilt. † Here he is saying that he will either chop off the heads of the Montague maids, or rape them, depending on what he feels like. Their behaviour shows that they do not actually think of love itself, and only think of sex. They view women as mere objects to serve their pleasure. They are not the only bawdy characters in the play to have this perception of women and love thought. In act two, scene one (lines 34-38); Mercutio is making fun of Romeo’s talk of love for Rosaline. He talks about a ‘Medlar tree’, and describes sex as a ‘Medlar fruit’. He is saying that Romeo really wishes Rosalie were a Medlar fruit, even though he says he loves her, all he really wants is sex. This is probably because this is all Mercutio sees love as. The Nurse is another one of these characters. She constantly talks about the physical side of marriage. To her, love is merely about sex and having babies. For Sampson, Gregory, Mercutio and the Nurse, love is something non-emotional, and they have obviously never experienced love like Romeo and Juliet’s. Love for Romeo and Juliet is very emotionally bonded, and they cannot live without each other. This however does not mean there is no physical element to their relationship. Romeo and Juliet eagerly look forward to the physical side. This can be seen in act three, scene two, lines 1-30, where Juliet is looking forward to her wedding night, or her â€Å"love-performing night. † But even this is altered by their love into something of which Mercutio, the Nurse and the servants know nothing of. In act one, scene one, Romeo’s parents show parental love when they are concerned about him. The first evidence to show they care about Romeo is in lines 118-119, where Lady Montague says, â€Å"Right glad I am he (Romeo) was not at this fray,† meaning she was glad that Romeo was not involved in the fight that had just happened. In lines 133-144, Montague talks about Romeo’s worrying behaviour. He says that he is always crying, distances himself from everyone else, and shuts out light, making himself â€Å"an artificial night†. Montague is obviously worried about his son’s behaviour, and asks Benvolio if he could talk to Romeo because he does not understand him. This doesn’t mean however, that he does not care how Romeo feels, but he evidently does. It just shows the contrast between young and old. The first time we meet Romeo, he seems very sad and down (in the exact state his father describes him to be in). he is sad because he is ‘in love’. For Romeo, being in love (at this stage in the play) is a very painful, negative thing, especially because here there is a situation of unrequited love. However, by studying Romeo’s language in this scene, I believe that he is not in love with ‘Rosaline’, but infact in love with the idea of love itself. The fact that he does not say Rosaline’s name once, but talks about being in love, shows that the she is irrelevant. Romeo’s doting over Rosaline is introduced to show the difference between love and infatuation. He talks about love as a painful situation to be in, as shown in lines 195-196, â€Å"A madness most discreet, a choking gall, and a preserving sweet. † This changes drastically though, when he meets Juliet. From the second he sees Juliet (in act one scene five); you can see he has changed. He suddenly speaks in a more positive tone, with more positive views on Juliet not just of love. â€Å"O she doth teach the torches to burn bright. † Romeo is referring to Juliet as an actual person, whereas before he was talking about being in love (supposedly with Rosaline), but never refers to her as a person. On meeting Juliet he experiences ‘love at first sight’. He goes on to say, â€Å"For I ne’er saw true beauty till this night†. This shows that he has forgotten about Rosaline already, almost like she never existed. Romeo constantly compares Juliet to a saint throughout the play, â€Å"O then dear saint. † He has made Juliet out to be the most important person (to him), in the matter of minutes. In their first meeting, Romeo and Juliet share a sonnet (lines 94-107). This immediately shows the connection of love and harmony that exists between them. In the sonnet, love as a religion seems to be the key subject, and Romeo talks about it so passionately. He refers to Juliet as a â€Å"holy shrine†, and his lips â€Å"Two blushing pilgrims†. By studying Romeo’s language here, and that of which he used when we first met him, you can see that his feelings have gone from being self-centred, self deceiving and essentially negative, to less self-centred, genuine and sincere passion, positively approached when he meets Juliet. The love between Romeo and Juliet is different from any other in the play, because both share the same view on love. It is so strong that they fought through everything to be together and when they weren’t they felt empty and sad. No one else in the play shows love for anything this deep. The words Romeo and Juliet use when flirting with each other emphasise their love for one another. They use words to do with the body â€Å"lips, hands, palms†, religion â€Å"pilgrims, saints, prayer, devotion and holy† then they put both ideas together, â€Å"holy palmers’ kiss† and â€Å"saints lips†. Romeo is trying to ‘woo’ Juliet with romantic gestures. In line 139 Juliet says, â€Å"My only love sprung from my only hate! † Two types of love are at conflict here for Juliet. Romantic love (for Romeo) and love for her family, (because she was brought up to hate the Montague’s). This saddens her. There is another type of love in the play – parental and familial love, the love between parents and their children. We do not learn much about the Montague parents, but we do see a great deal of the Capulet parents. At first when we see Capulet talking to Paris, he is saying Juliet is his only daughter and she means a lot to him, so he does not want her to marry as young as she is. However, this changes completely by Act 3, scene 4 when he shrewdly decides to marry off his daughter to Paris and arranges the wedding. In Act 1, scene 3, Lady Capulet has a talk with Juliet about marriage (to Paris). She does not seem to care much about Juliet’s opinion, but more than she does later on. This is where we see her first selfish streak, and realise that their mother-daughter relationship is not a very close one. It is not until Act 3, scene 5 we see the Capulets completely fail their daughter, when they force an arranged marriage onto her. This is a striking scene, where Lady Capulet wishes Juliet was dead after she says that she does not want to marry Paris â€Å"I would the fool were married to her grave†. Capulet is even more heartless in this scene. He completely loses his temper with Juliet, and threatens to throw her out and disown her is she does not marry Paris. The love of the Capulets’ for their daughter is so possessive and domineering, that when she doesn’t do as they wish, it turns into utter cruelty and really makes you question whether they love Juliet or not. Her parents want to force her into a loveless marriage because they obviously do not consider love to be at all important in a marriage, and also because they think they know what is best for Juliet and that she is theirs to treat however they like â€Å"An you be mine I’ll give you to my friend; An you be not, hang, beg, starve, die in the streets, for by my soul, I’ll ne’er acknowledge thee,† (line 192-194). This also shows the contrast between young and old – the old don’t understand the young. Lord and Lady Capulet actually show more love for Juliet when they find her supposedly dead, but even this is selfish love as they are more worried about how they are going to live without her. This shows just how superficial their love for Juliet is. Other characters that act as surrogate parents for Romeo and Juliet and the Nurse and Friar Lawrence. The Nurse nursed Juliet as a baby, and has practically brought her up. The Friar is someone who both lovers turn to for advise. Romeo goes to the Friar when he wants to marry Juliet. The Friar and the Nurse acted as messengers between Romeo and Juliet. They showed great support and parental love towards Romeo and Juliet when they got married, but even this was partially superficial. At the end of Act 3, scene 5, just after the big argument between Capulet and Juliet, the Nurse is trying to comfort a distraught Juliet, but instead she fails her miserably. When Juliet asks the Nurse what she thinks she should do, the Nurse surprises her by saying that she might as well marry Paris because Romeo has been banished and they can no longer be together. She thinks that love (marriage) is no more than having sex and having babies, then to her Paris would make just a good husband as Romeo would. She does not understand the depth of emotion involved in true love, and Juliet is very upset by this because she thought that the Nurse understood how she felt. After this conversation, Juliet goes to the Friar for advice (Act 4, scene 1). The Friar helps her a great deal, and you think he really understands Romeo and Juliet, but he in turn fails Juliet in Act 5, scene 3. When Juliet wakes up and find Romeo dead she wants to spend more time with him, but the Friar insists that they leave when he hear people coming their way, â€Å"Come I’ll dispose of thee among a sisterhood of holy nuns†. The Friar’s inadequacy in this crisis is shown by this ironic suggestion. He is fine until now to help the lovers be together, but when it comes to him nearly being caught out, he just tries to run away from the situation. This shows his selfishness, and the fact he does not understand the lovers’ affections and intentions to be together always. In this play of overflowing love and passion we are introduced to a character very different from all the others – Paris. Paris is an altogether good man, who is genuinely in love with Juliet and is the only one genuinely upset when she dies. Here there is another situation of unrequited love for Juliet from Paris. He is quite an innocent character caught up in the Capulet family’s complications and does not think there is anything wrong with the arranged marriage. He does not actually speak to Juliet until they meet in the Friar’s cell in Act 4, scene 1, and the marriage is arranged through Capulet. He is very thoughtful towards Juliet’s feelings, and in lines 6 and 7, he says he has not talked to her about ‘love’ (the marriage), because she has been weeping and is very sad about Tybalt’s death, but thinks that by getting married she will be happy again. Another character apart from Romeo and Juliet who is also driven by great passions and love is Tybalt. Tybalt shows the greatest passion for hate. In Act 1, scene 1 he says, â€Å"what, drawn and talk of peace? I hate the word, as I hate hell, and all Montague’s and thee†. He is a very passionate character who also shows a tremendous amount of familial love, because he is prepared to fight and in turn die for his family. Mercutio is also another one of these characters. Although he is neither Capulet nor Montague, he shows a great amount of love of friendship towards Romeo and the Montague’s he dies whilst duelling against Tybalt for them. In his â€Å"Queen Mab† he lets his tongue run away with him because he is talking passionately about something (love) that he doesn’t believe in. The mood in the scenes in which we see Romeo and Juliet together, contrast with the atmosphere of most the other scenes in the play, because of their feelings for each other. They are the two main characters who are star-crossed lovers, so obviously their scenes are going to be much more romantic and intense with passion for love than any other. Their scenes are also more calmer, relaxed and create a pleasant, positive atmosphere, whereas the rest are mainly to do with the family feud or other less positive things (such as the arranged marriage). In the balcony scene (Act 2, scene 2), you can tell that they both see their love as more important than any ancient family feud. In lines 66-69, Romeo speaks of how â€Å"stony limits cannot hold love out†, meaning that even high walls are no challenge for love and that nothing can stop them from sharing their love. By the end of the play Romeo and Juliet have changed quite a bit. Romeo went from being almost in a state of depression, to this fiery most positive character. However the same impulsive streak he has at the beginning is still there right till the very end when he acts on his impulse and decides to drink the poison not knowing the facts of Juliet’s ‘death’. Juliet was quite childish at the beginning of the play, because she does exactly what she was told by her parents. You could say that both character stayed childish right till the end, because of the way they hid everything from most people because they were too scared to come out. You could also say though that they grew up, matured a lot and became more independent because they disobeyed their parents and found a way to be together practically by themselves (even though the Nurse and the Friar knew, they did not understand Romeo and Juliet properly). I also think that by spending their first night together, Romeo and Juliet matured more as they cemented their love. They both made huge sacrifices for each other, making their love even truer, and even though they both died in the end, Romeo died after kissing Juliet, and Juliet died after kissing Romeo. Just before Romeo takes his poison, he says, â€Å"here’s to my love! † and just before Juliet stabs herself she says â€Å"Oh happy dagger! † This shows they didn’t mind dying as long as they were able to be together. Also in the play, the actions for the older members, affect the younger members a lot. Because of them, Mercutio, Tybalt, Paris and Romeo and Juliet all die. This is what makes Romeo and Juliet such an immense tragedy. Now I have shown the various perceptions of love in Shakespeare’s Romeo and Juliet, I will now pick out two contrasting scenes I have discussed and explain how I would stage them to show their differences. The two scenes I have chosen are, act 1, scene 1, with Sampson and Gregory (lines 11-27), and act 1, scene 5, where Romeo and Juliet meet for the first time (lines 94-107). Sampson and Gregory are two very crude characters, and this has to be shown by not only their performances, but also their surroundings. The actors should wear green or khaki colours, with their swords hanging from a belt on their sides. This makes them look like they are army soldiers, who are ready to fight at any moment. They would have stubble showing, and walk as if they had something heavy on their shoulders, which makes them look ‘rough’, and rude. I would have them talk very loud, almost shouting, as if they owned the place, inconsiderate to other peoples’ feelings and are boosting about what they are saying. The lighting should be a bold green when Sampson says, â€Å"A dog of that house shall move me to stand. † Green is quite a hard, ‘sick’ looking colour, which will emphasise their foul minds. They should walk side-by-side, in the middle, and people should walk on the very edges (of the stage) to look as if they are trying to stay away from them. When they talk about the Montague maids and pushing them against the wall, one of them should pretend he is going to push a woman passing by into the wall, and then they both laugh about it. Romeo and Juliet’s first meeting is very special. In lines 94-107 they share a sonnet, so this should be a very romantic scene. Juliet should be dancing with someone else, then they all switch partners, and Romeo hurries to be hers. Until they start dancing with each other, there should be other people all around the room (on the stage), but as soon as Romeo says his first line, â€Å"If I profane†¦ † they should all move into the background, the music (at the party) should die slowly into a soft beat. Romeo and Juliet will dance in he middle, up-stage, and this will show the audience who they should be looking at and listening to. The lighting would hover from a calm yellow, to subtle orange, then to a soft red, then eventually to a light pink. These colours remind me of a beautiful sunset, and also romance, so I think it will work well because of the softness. They should go behind a pillar on the right side of the stage to kiss to show they are hiding it from everyone else. Romeo should wear a mask all throughout, and pull it off just before they kiss, and they should both look into each other’s eyes the whole time. This will show that they do not care about each other’s bodies. Both would be in their party outfits- Juliet’s should be in a long cream or white dress to show her purity, with red flowers or embroidery on it, also wearing red lipstick. Romeo’s outfit should be a red or maroon velvet material, with a yellow belt and silver mask. This will make him look like a ‘prince’, and the red worn by both characters, emphasises the ‘red’ associated with romance. They should speak softly to each other, and when they speak it should not be as if this is their first meeting, but as if they have known each other for a lifetime. This will show the special connection they have straight away.

Microsoft Organizational Growth & Control Study Essay

Microsoft has been a highly influential and instrumental organization of change during our lifetime. At times we praise these innovations, and at times we’ve cursed it. The Government has tried to control it. Organizations have tried to imitate it. By no means has this company had an easy time. Organizational growth goes through stages, each culminating in a crisis stage which must be overcome in order to continue growth. Let’s evaluate how Microsoft met these challenges. 1.Relate Microsoft’s problems with its control and evaluation systems to each of the stages of growth in Greiner’s model. In stage 1 of Greiner’s model of organizational growth, ‘growth through creativity’, ‘the norms and values of the organizational culture, rather than the hierarchy and organizational structure, control people’s behavior’ (Jones, 2010, p. 315). For Microsoft, the control and evaluation systems were likely driven directly by Bill Gates and Paul Allen, where Bill reviewed continued programming as well as leadership during the first five years of the business. In stage 2 ‘Growth through direction’ Microsoft partnered with IBM to provide its PC-DOS operating system to the IBM PC (â€Å"Bill Gates,† February 18, 2012, p. 1). Luckily Bill maintained the OS copyright, which created a differentiation between hardware and software in the marketplace and propelled Microsoft to one of the first corporations to market in the software space. At this point Bill moved from startup to established corporation and appointed his senior management team, and situated the corporation in Redmond, Washington. In stage 3 ‘growth through delegation it’s likely that the small work groups described in this case for analysis story was forming and performing. Innovation was delegated to these teams and control functions of the performance reviews were tied to the team structure. Performance was likely directly tied to the revenue of the product the team was contributing too, and likely evenly distributed. This is typically the case when the company is thriving. So too, the ‘crisis of control’ that accompanies this stage led to the performance management changes that caused difficulty for the Vista release, political stress, and deterioration of team dynamics (Jones, 2010, p. 330). For stage 4 ‘growth through coordination’, Senior Leadership likely stepped in to reassume control and evaluate the situation to make appropriate corrections to get back on track. I lived in Washington State at that time and had many colleagues that worked at Microsoft. As the text states, Microsoft was very secretive about its information, but I do know that there was a significant amount of reorganization and attrition that accompanied whatever changes they made during that time. There was extensive emphasis placed on getting the following product releases out the door in timely fashion, and although there appeared to be an elevated amount of bugs in the release, timelines did improve. 2.Microsoft today is most likely in the growth through collaboration stage. How do you recommend it changes its structure, culture, and control systems to solve its problems at this stage? At this stage in Greiner’s model ‘growth through collaboration’, Microsoft should begin to focus efforts for more coordination between levels of the organization. The product team structure that Microsoft utilizes should stay intact, but the management action with teams should be less rigid and more supporting. Time to market and customer needs are paramount, and policy and process must accommodate quick response in support of these goals. The small team structure that made Microsoft the great company it is should be maintained. This composition supports an organic organizational structure that is advised at this stage to be fully effective and keep costs low. Microsoft has transitioned through Greiner’s model of organizational growth and amassed billions in profit despite standard periods of crisis. This shows that the organizational structure and culture of Microsoft is one of strength and discipline to make adjustments as needed to continue its dominance in the marketplace. And as organizations change, the culture and its employees must adjust as well. Many innovative businesses have been spun off or benefitted from those employees that decided not to stay. For better or worse, that company has provided great gain to the technical revolution of our time. References Bill Gates. (February 18, 2012). In Bill Gates. Retrieved February 18, 2012, from http://en.wikipedia.org/wiki/Bill_Gates Jones, G. R. (2010). Organizational Theory, Design, and Change (6th ed.). Upper Saddle River, New Jersey: Pearson Education Inc.

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The effects of Globalization - Essay Example In economic sphere, globalization brings new opportunities to developing countries through capital injections, new technology and innovative ways of production. After all, the total value of world trade exploded from $57 billion in 1947 to an astonishing $6 trillion in the late 1990s (Easterly 43). In the last few years, the public debate over the alleged benefits and drawbacks of free trade reached a feverish pitch as wealthy Northern countries have increased their efforts to establish a single global market through regional and international trade-liberalization agreements such NAFTA and GATT. Free trade proponents assure the public that the elimination or reduction of existing trade barriers among nations will enhance consumer choice, increase global wealth, secure peaceful international relations, and spread new technologies around the world (Easterly 2001). Following Bhagwati (2001): "Economic globalization constitutes integration of national economies into the international eco nomy through trade, direct foreign investment, short-term capital flows, international flows of workers and humanity generally" (1). There is evidence that some national economies have increased their productivity as a result of free trade. Moreover, there are some benefits that accrue to societies through specialization, competition, and the spread of technology. But it is less clear whether the profits resulting from free trade have been distributed fairly within and among countries. Most studies show that the gap between rich and poor countries is widening at a fast pace (Easterly 34). Free trade proponents have encountered severe criticism from labour unions and environmental groups who claim that the elimination of social control mechanisms has resulted in a lowering of global labour standards, severe forms of ecological degradation, and the growing indebtedness of the global South to the North. The internationalization of trade has gone hand in hand with the liberalization of financial transactions (Webber and Fort, 62). Globalization of financial trading allows for increased mobility among different segments of the financial industry, with fewer restrictions and greater investment opportunities. TNCs (transnational corporations) have consolidated their global operations in an increasingly deregulated global labour market. The availability of cheap labour, resources, and favourable production conditions in the global South has enhanced corporate mobility and profitability. Globalization boosts productivity and improves production processes in LDCs (less developed countries) like China, India, Korea and Singapore. Today, these countries become the core of global production and economic activities (Bhagwat 72). TNCs and new technology bring new cultural patterns and western style of life changing traditions and values of isolated regions. Cultural globalization refers to the intensification and expansion of cultural flows across the globe. Obviously, 'culture' is a very broad concept; it is frequently used to describe the whole of human experience. In order to avoid the ensuing problem of overgeneralization, it is important to make analytical distinctions between aspects of

How the Limit-Pricing Model Fit within the Harvard Approach to Assignment

How the Limit-Pricing Model Fit within the Harvard Approach to Industrial Economics - Assignment Example Among these technological causes, one is the diminishing cost structure of the monopolist firm. There are some internal and external economies and diseconomies of scale. If the economies of scale dominate over the diseconomies of scale the firm faces diminishing cost. That's why the cost declines with the expansion of the firm. Higher the amount of production lower would be the average and marginal cost and hence higher would be the capability to charge the lower price. That can be shown with the help of the following diagram. The above case is called the phenomenon of natural monopoly; the new firm's entry gets restricted automatically because of the technological nature of the existing firm. The new firm would not be able to compete with the existing firm. (Kutsoyiannis 1994) 2. There are many barriers that are responsible for the monopoly power that a firm may enjoy. A high level of fixed cost is also a cause behind the emergence of monopoly power. If in an industry, the starting of a new venture is subject to high establishment cost or resource cost it would be difficult for the new entrants to start a new venture in the market. That also contributes to the monopoly power of the firm or firms as the scope of new entry becomes narrower due to the high time and cost required for starting production in the market. (Hoag 2006) 3. Another major cause behind the emergence of monopoly power is the legal barriers to entry. In this situation, the monopolist is protected by the legal system of the country from competition from new firms. The state enforces some laws that would enable a single company to sell any particular good or service. The best example is the case of USPS for delivering the first class mail. No other company is entitled to the right to sale the same commodity. That's why USPS enjoys the monopoly power in the market. Monopoly power is protected by federal law.

A literary analysis of two poems by Donne namely The Flea and The Sun Essay

A literary analysis of two poems by Donne namely The Flea and The Sun Rising - Essay Example Donne is acknowledged as a love poet, but this poem deals with love in an incongruous way given the fact that the speaker does not attach any importance to some preexisting relationship or chemistry with the woman he is attracted to. Instead he uses â€Å"the flea’s activity as an excuse for conjugal relations† (Brackett 179). He does not care to invest time in building a foundation before he approaches his love. All the romantic suspense in one’s exploration of the other person leading to bigger events is omitted and emphasis is laid on the speaker’s sexual desires. Donne’s take on love in this poem marked by complexity of thought and strange imagery leaves the readers amused and impressed even though it is playful and absurd. The speaker in the poem never considers the woman’s objections and simply reacts to them making her come across as a fool in denial. Then more dirt is splashed on the woman in the concluding lines of second stanza wher e he writes, â€Å"Let not to this, selfe murder added bee / And sacrilege, three sinnes in killing three† (17-18) and is seen equating killing the flea to sins like suicide, murder, and sacrilege. The approach to love, if there is any, is first quite imaginative given how the speaker uses a simple flea to lay out an entire framework. Then, this approach takes on a deep irrational hue. Finally, all passion is forgotten when Donne uses imagery of the flea’s blood and writes, â€Å"Cruel and sodaine, hast thou since / Purpled thy nail in blood of innocence† (19-20).... The approach to love, if there is any, is first quite imaginative given how the speaker uses a simple flea to lay out an entire framework. Then, this approach takes on a deep irrational hue. Finally, all passion is forgotten when Donne uses imagery of the flea’s blood and writes, â€Å"Cruel and sodaine, hast thou since / Purpled thy nail in blood of innocence† (19-20). Here, he is seen handling resentment stemming from thwarted desires. It is style like this which makes one appreciate how Donne, as chief of the metaphysical poets, is mesmerizingly capable of handling love in all its aspects even when dissatisfied desires leave behind deep wounds of bitterness as in case of the poem under consideration. The speaker’s argument is laden with sexual innuendos. Even the movement within the poem mirrors the act of lovemaking considering the argument which is contemplative in first stanza, then picks momentum reaching climax in second stanza, and finally culminates wit h the sudden unexpected death of the flea. In contrast to other poems like â€Å"The Sun Rising† in which the poet appears hopelessly in love, this poem is more concerned with lustful desires yearning to be fulfilled. According to the argument in this poem, the act of sex is nothing more than mingling of fluids and a history of romance is not necessary. But when the word â€Å"little† (2) is used by the poet, it is not meant that he does not consider the act of lovemaking important. Rather, it is only a way of convincing his love that engaging in sex would not really be a gigantic sin (Brackett 179). In the Renaissance period, the concept of sex was really confined to mixing of the blood which according to the poet has already happened when he writes, â€Å"And in this flea our two bloods mingled bee;†

Genetics and breast cancer Research Paper Example | Topics and Well Written Essays - 2500 words

Genetics and breast cancer - Research Paper Example Treatment plans have modified from time to time with the aim to conserve as much as normal breast tissue and reduce the recurrence rates. Different strategies have evolved ranging from modified radical mastectomy to radiation to hormonal and chemotherapy. Having a varied prognosis depending on the histo pathological appearance as well as the grading, staging and receptor status of the breast carcinoma. Early diagnosis and treatment yields better results, while late diagnosis and treatment results in widespread disease. Breast cancer one of the most common and ancient carcinoma in female occurring most commonly in postmenopausal woman and in individuals with BRCA mutation. The screening, diagnosis and treatment are rapidly changing areas with more and more advances in the diagnostic tests and resulting specific therapies depending on the histo-pathological and bio-markers. From diagnosis to treatment it needs a multidisciplinary approach with physicians, radiologists, oncologists, histo-pathologists on board. This article focuses on the etiological factors, genetic mutation, diagnosis, treatment plans and prognostic factors. . Breast cancers being more common in women but can also occur in men and have a poor prognosis as in men there is always delay in diagnosis as opposed to women. Unlike other carcinomas it can be picked up early as it presents with a lump in the breast, for the same reason it has also been documented as an ancient disease as unlike other carcinomas it could become visible and c ould be picked up as a lump in breast. If we look at the above risk factors, most of them can be explained by the fact that excessive exposure to sex hormones can lead to breast cancers. Early onset of menses and late menopause, both of these cases leads to over exposure to sex hormones (same can be explained with obesity). One of the studies being carried out concluded that

Hinduism and Buddhism Essay Example for Free

Hinduism and Buddhism Essay There are many religions in the world. Two of the most popular religions in the world are Buddhism and Hinduism. These two religions are very old religions. The ideals, tenets and aspects of these religions have been embraced by many individuals and by many other religions over time. In looking closely at these two religions, it is noticeable that there are similarities and parallelisms between the Buddhism and Hinduism religions. Buddhism naturally shares many ideas with Hinduism (Brodd, Sobolweski, 2003, p. 75). This is not surprising because of the roots and history of these two religions. But despite what could be considered as similarities or even close ties found between Buddhism and Hinduism, there are professionals who noted how lines are set and differences are established between the two religions. Similarly, the differences that underlie in the paths leading towards the particular directions of the specific religion, may it be Buddhism or Hinduism. Buddhists teachings or Dharma not to be confused with the related Hindu doctrine of dharma, or ethical duty are in some respects difficult to understand (Brodd, Sobolweski, 2003, p.  75). Ideas that share parallelisms or similarities, in one point or another, like the idea of dharma in Buddhism or Hinduism, or the state of improved sense of self, or self awakening, of the elevation of the spiritual self in a higher plane through the tenets and practices inspired by religion, are all important in the practice, observation and exercise of religion. The role of these aspects is important in understanding why or why not humans subscribe to religion and its religious ideals. In consideration of these ideas, this paper will explore the discussions about Buddhism, Hinduism, Dharma and the complexities involved in the motivations; reasons and rationale on why or why not individuals immerse themselves in the ideals of these religions particularly on dharma or why individuals criticize the religion; and the aspects they often point out as footholds of their arguments, pro or against these religions and its ideals, tenets, beliefs and impact on thinking, attitude and behavior. What is dharma? Followers of the Hindu belief believe that the dharma refers to the ethical code or the sense of responsibility one places on one’s self. While dharma in Buddhism refers to the teachings that one of the most important persons in Buddhism – Siddhartha Gautama – taught the followers of this particular religion. As a set of teachings or as a moral or ethical code, the two ideas of dharma are all about inspiring people to do actions which would be considered as â€Å"good† or â€Å"ideal. † Neither the dharma in Hinduism nor the dharma in Buddhism espouses the action which can be considered as â€Å"bad†, â€Å"ill-willed† or â€Å"malicious†. Because of that, the ideas of dharma go hand in hand with practice of religious fervor. One should follow the dharma in Buddhism or the dharma in Hinduism even with the presence of an ultimate personal deity to whom one must provide an account of ones actions, thoughts, etc. The ideas involving the dharma in both religions and the reasons why a person practices and observes the dharma is closely related with the practice and consciousness on doing things that the person believes will earn him or her favor or good graces of his or her own personal god or deity. The idea is this it is reconcilable to have ones faith and ones religious actions feature actions in tune with and in accordance to the dharma (both in Buddhism and in Hinduism) and actions that one might believe are actions approved by his or her own god. The pursuit of what is right in ones mind is often related to the pursuit of doing what he or she thinks god would have wanted him or her to do. The teachings of the gods and deities of the major religions is about moral right. Dharma is always about doing what is morally right because Buddha did not teach or preached to the people about doing the wrong things. This situation is suitable especially in this day and age wherein individuals are not always exclusive to one religion anymore. Catholic Christians are welcoming the ideals and practices from other religions including Buddhism and Hinduism and the idea of dharma. Handling these two side by side is not impossible since they compliment each other and do not contradict each other. With this, dharma is observed even if there is also the pursuit of accountability of action for one’s specific personal god because the choice of actions runs in similar directions and not in opposing or contradicting pathways. Even if the action of the person is geared towards pleasing his or her own personal deity or god, the same action can be done following the Dharma. It would not conflict with the religion. On the contrary, it can be used to improve the actions of the individuals. Following the Dharma will result in the creation of a behavior that results to actions that are favorable to the gods and consistent with the ideals of the religion and is favorable and consistent to the ideals of Dharma as well. For example, Buddhists and Hindus can do things the right things so that when the time comes that they are called for their accountability, they can say that they did good things consistent to the religious belief. Their actions are motivated not just by religion or religious directions but also by the directions of the Dharma. Their actions can be considered as something better. It is ideal for an individual to not just act based on what their religion dictates but also based on what the Dharma dictates because it makes peoples actions more morally sound (Isherwood, Berg, Summers, 2007, p. 137). Simply said, Dharma is about doing in accordance to what is right and what is wrong. Everybody has their own dharma, that is to say the duty which is important to themselves there are certain things which he should do and certain things that he should not do (Isherwood, Berg, Summers, 2007, p. 137). This paradigm exists side by side with religious beliefs and this ideal can be used to improve religious practices in the effort to gain the approval of a persons god/deity. Dharma in Buddhism is an ideal that helps an individual possess an ideal set of behavior; while the idea of Dharma in Hinduism has a similar role in a persons life. In this concept, both Hinduism and Buddhism shares the similarity of providing the people/believers with a mindset or thinking/behavior paradigm that can help them act in a way that is more acceptable and helps them live more harmoniously with each other. Dharma guides a person. One should focus on his or her own Dharma in accordance with the details and characteristics of his/her life (Isherwood, Berg, Summers, 2007, p. 137). It is very, very important to follow ones own dharma and not somebody elses (Isherwood, Berg, Summers, 2007, p.  137). One of the characteristics of some of the religions in practice today is the presence of the concept of punishment and enticement/rewards. Religion, through its tenets and through the leaders of the religion that manage the â€Å"faithful†, always reminds the followers about the set of punishment waiting those who do not follow the pack and the rewards in store for those who do as the religion says. In some aspects of some of the religions today, the tenets of the religion include setting behavioral guidelines. In these guidelines, behaviors of the members which are against the guidelines deserve punishment often severe like the Christian/Catholic practice of excommunicating members, as well as the threat of ending up in fiery or frozen realm of torture and suffering for the soul like hell. While the behavior of the members of the religious congregation which are consistent to the ideals and guidelines of the religion deserve merit and later on, reward, which often comes in non-physical form like good things happening to the soul and the promise of a better afterlife. This sometimes becomes an important point when criticisms are raised. There are critics that believe that the creation of the punishment/reward system in these religions dictate the behavior of the members. They do not experience a genuine spiritual growth unlike what happens to individuals who experience a change in their lives because of the result of reflection, meditation and actions which are not enforced behind the power of threat and punishment. For example, some of the members act as dictated because they are fearful of the punishments, or some act as dictated because they want to get the rewards promised by their religion. The concept of the Dharma tradition provides no such direct punishment or reward system. Dharma in Buddhism and in Hinduism is focused on guiding an individual with the prospect that the person can achieve a state. But this is not akin to the idea of reward because achieving that state does not end or stop, rather it is pursued everyday. It is only a genuine sense of self and a genuine appreciation of what has changed in life which can truly say if the pursuit of the Dharma tradition either in Buddhism in Hinduism has been successful and effective. Vis-a-vis, there is no punishment for those who would not follow. This particular aspect of Buddhism/Hinduism is not about giving out punishment; but instead explains to the individual how doing, otherwise, can result to making one’s life more difficult than necessary. One might set out to understand and follow the Dharma in both traditions even without the concept of punishment or enticement. One of the aspects of the idea of Dharma that can convince anyone to follow this ideal with or without the punishment/enticement is because it is more than just about the self. Dharma, in both Buddhism and Hinduism, is about the sense of balance of the person in the universe. If the person has reached the consciousness, wherein his or her concern is more than his or her physical body or more than the sake of his or her physical existence (including consideration of material things and the pursuit of concepts related to the physical, material self/world like the worldly concept of material/temporary reward, etc), punishment and enticement which are limited to the physical existence becomes non-bearing or non factor. Instead, the person focuses on growth that makes the individual more focused on how he or she is in tune or living harmoniously with the rest of the universe (Ramen, 2007, p. 40). Dharma is more than just a set of rules to be a good person; it is the fundamental law that binds the universe together (Ramen, 2007, p. 40). In support of this argument, the author also added that to go against the Dharma is to defy the universe and that in following Dharma is to be in harmony with all things (Ramen, 2007, p. 40).

Event Marketing Summit Attendees Include Essay Example for Free

Event Marketing Summit Attendees Include Essay Event Production Manager, 206inc Director of Communications, 75 Ninth Avenue Coordinator of Sales and Marketing, 75 Ninth Avenue Partnership Marketing Manager, AAA MidAtlantic, Inc General Director, Action Marketing Country Manager, Action Marketing Costa Rica Partner, Activent Marketing Director, Global Experiential Marketing, Activision Senior Employee Communication Specialist and Event Planner, Activision Publishing Inc. Retail Experiential Marketing Manager, Activision Publishing Inc. Senior Corporate Events Manager, Adobe Marketing Events Manager, ADP Event Planner, ADP Events Marketing Manager, AdRoll Manager of Events, Adult Swim Events Coordinator, Adult Swim President, Advantage International Associate Creative Director, Advantage International Account Manager, Advantage International General Manager, Agressive Communication Director of Accounts and Business Development, AIM Marketing Solutions Director, Integrated Marketing, Alaska Airlines Conventions Planner, Alcon Global Conventions Logistics Planner, Alcon Laboratories Senior Project Manager, Events, Align Technology Vice President, All Year Sports Galaxy President, Alliance Connection, Inc. Senior Vice President, Allied Experiential Director-Sponsorships, Promotions and PR, Allstate Director-Global Event Marketing, AMD Senior Manager, Consumer Products and Services, American Express Media Consutlant/Producer, American Family Insurance Media Director, American Family Insurance Experiential Marketing Specialist, American Honda Motor Co. Manager, Experiential Marketing, American Honda Motor Co., Inc. Director, Sales Marketing, Event Conference Services, American Museum of Natural History Business Development Manager, Amsterdam RAI Trade Development, Amway Tradeshow Manager, AMX VP, Experiential Marketing, Anheuser-Busch Marketing Director, Anthem Blue Cross and Blue Shield Owner/Creative Director, AOO Events Events Manager, Apartments.com Events Director, Armstrong Patrnership Marketing Specialist, Audi of America Creative Director, AWESTRUCK Marketing Group President, AWESTRUCK Marketing Group President, B. Levine Productions VP, Affinity/Event Marketing, Bank of America Project Analyst, Bank of America Executive VP, Barkley Kalpak Agency Marketing Manager, Bayer Healthcare Senior Event Manager, BI WORLDWIDE Director, Global Brand Experinece, BlackRock VP, Brand Experience, BlackRock Director, Global Brand Experience, BlackRock Sampling Events Coordinator, Blue Chip Marketing Worldwide Product Manager, BlueWater Technologies Event Marketing Manager, BNP Media Event Manager, Booking.com Account Director, BOOM! Marketing Managing Partner, Brandscopic Director, Consumer Marketing Events, Bravo Market Leader, Britten Studios Vice President Special Events Promotions, Caesars Entertainment Director of Special Events, Caesars Entertainment Director of Strategy Planning, Cà ¡rdenas Marketing Network Executive Director, Strategic Corporate Events, Catalina Global Director, Event Management, Charles River Associate Director, Event Management, Charles River Head of Experiential Marketing, Chrysler Experiential Marketing, Chrysler Group LLC 2014 Event Marketing Summit Attendees Include†¦ VP, Client Creative, Chute Gerdeman Director Marketing Strategy, Cisco Marketing Strategist, Cisco Manager, Program Management, Cisco Social Media Manager, Consultant, Cisco, Cisco Director of Sales, Partner Engagement and Recoginition Programs, Cisco Manager: Digital, Audience and Measurement Engagement Strategy, Cisco Principal Marketing Manager, Worldwide Marketing, Citrix VP, Sales, City Eventions Vice President, Events Marketing, City National Bank Principal, Cloudburst Advisory Group Event Director, CMD Global Digital Marketing Manager, Coca-Cola Director, Corporate Marketing, Cognizant National Account Executive, Color Reflections Las Vegas Marketing Manager, Comcast Business Mobile Experience Regional Director, Compassion International Brand Director, Constellation Wines Manager, Global Marketing, Cook Medical Senior Manager, Global Marketing, Cook Medical VP, Program Development, CPC Intersect Project Sales, Craftsmen Industries President, Marketing Services, CROSSMARK Conference Manager, Crossway Books Brand Director, Crown Imports Senior Director Marketing, CSE Senior Marketing Director, CSP Business Media Promo Director, CTC Media Vice President of Enterprise Event Marketing Sales, Cvent Creative Techologist, CXG Vice President, Sales, Czarnowski Author, Decide to Be Excellent Event Marketing Director, Dell Experiential Marketing Manager, Dell Alienware Senior Marketing Manager, Deloitte Event Manager, Deluxe Strategic Communications Director, Deluxe VP Experiential, Deutsch Inc Partner/Vice President, Dimensional Communications Event Manager, Discover Financial Services Marketing Communications Manager, DoubleDutch Director, Multicultural Marketing, Dr Pepper Snapple Group Marketing Communications Program Manager, Eaton Corporation Marketing Manager, Edmunds.com Executive Director, EDPA VP, Account Director, EEI Global Operations Manager, Elite Marketing Group CTO, Elite Marketing Group Senior Vice President, Elite Marketing Group Account Executive, ELS Creative Director, Encatalogo CEO, Encompass Events Pvt Ltd Founder CEO, Encore Nationwide CEO, Engine Shop Director, Engine Shop Director, Marketing Communications, Ericsson Director, Client Experiences, Escalate Sr. Program Events Manager, ESET North America CEO, eshots, Inc. Senior Manager, Brand Partnerships, Esurance Vice President of Global Marketing, etouches Business Development, Event Strategy Group CEO, EventNet USA Founder CEO, EventPro Strategies SVP, Client Development, Eventus Vice President, Eventus CEO, Eventus Marketing LLC President, Digital Engagements, EWI Worldwide Executive Vice President, Exhibit Surveys Group CEO, Exp Group Group CMO, Exp Group Head of Strategy, Exp Nigeria Corporate Brand Consultant, ExpandaBrand Partner, Fake Love VP, Management Director, FCBX EVP, Group Management Director, FCBX Specialty Sales Manager, Featherlite, Inc. Senior Brand Manager, Pralines, Ferrero Canada Ltd Senior Manager, Global Events, FICO Director, Global Events, FICO Group Director, Fidelity Investments 2014 Event Marketing Summit Attendees Include†¦ Director, First Protocol VP of Marketing and Analytics, FISH Technologies Owner/CEO, Flash Point Communications Social Media Coordinator, Flash Point Communications, LLC CEO, Flavor Group VP, Marketing and Client Development, FLIRT Communications Experiential Marketing Manager, Florida Blue Experiential Marketing Specialist, Florida Blue VP, Business Development, Fluent Marketing Manager, For Rent Media Solutions/Forrent.com Brand Content and Alliance Manager, Ford Managing Director, Forum Group Events National Account Director, Corporate Accounts, Freeman SVP, Corporate Events, Freeman President, FreemanXP CEO, G2Planet Marketing Coordinator, GEICO Corporate Marketing Coordinator, GEICO National Strategic Partnership Rep., General Growth Properties National Promotions Manager, General Motors Marketing Manager, General Motors Auto Show Manager, General Motors Experiential Marketing Manager, General Motors Auto Show Manager, General Motors Account Supervisor, Geometry Global Account Director, Geometry Global SVP, Head of North American Analytics, Geometry Global Field Director, Geometry Global EVP, Experiential Marketing, Geometry Global Creative Director, Geometry Global Executive Assistant, Geometry Global Management Supervisor, Geometry Global Account Manager, Geometry Global Field Director, Geometry Global Executive Group Director, Geometry Global Account Director, Geometry Global Account Supervisor, Geometry Global Managing Director, Geometry Global Director of Production, Geometry Global SVP, Client Services, George P Johnson Senior Strategist, Strategy and Planning, George P. Johnson Promotion Marketing Representative, Georgia Lottery Corporation Trade Show Manager, Gerber SVP, Marketing, Global Experience Specialists Marketing Manager, Global Experience Specialists Senior Marketing Coordinator, Global Experience Specialists Marketing Communications Supervisor, GMR Marketing Director of Client Development, GMR Marketing Chief Digital Officer, GMR Marketing CEO/Cheif Creative, Go West Creative Account Manager, GO! Experience Design General Manager, GO! Experience Design Manager, Event Marketing, Gogo Air CEO, Gold N Fish Marketing Group Executive Director, GolinHarris Google, Google CEO, Group Delphi Account Executive, Group Delphi Associate Account Manager, Grow Marketing Associate Account Director, Grow Marketing Account Director/Experiential and Sponsorships, GSDM Partnership Marketing Manager, GSMA Ltd Manager, Mobile Marketing Programs, GSMA Ltd. New Business Development, East Coast Manager, GTE Agency Senior Marketing Manager, Brand Promotion and PR, HR Block Director of Brand Promotion and PR, HR Block Executive Director, Business Development, Hargrove Inc Senior Account Executive, Hargrove Inc Sales Executive, Hargrove, Inc. Director, Regional Dealer Communication, Harley-Davidson Director, Event Strategy and Execution, North America, Harley-Davidson Motor Company Sr. Coordinator Customer Experience Operations, Harley-Davidson Motor Company Account coordinator, Hawkeye 2014 Event Marketing Summit Attendees Include†¦ Client Partner, hawkeye Sports Experiential Brand Director, Sponsorships Events, Heineken USA Brand Manager, Sponsorships Events, Heineken USA Managing Partner, Helios Creative Services Production Resource Manager, Hello! Florida Destination Management VP, Creative Services, Hello! Florida Destination Management Senior Account Manager, Henry V Experience Designer, Henry V / Lub Dub Account Manager, Henry V Events Senior Manager, Event Marketing, Hewlett-Packard Company Writer/Producer, HGTV Manager, Hills Corp CEO, Founder, Hit Brands VP, Events Strategy and Transformation, HP Senior Director, HP SVP, Marketing and Events, HP Sr. Group Manager, Experiential Marketing, Hyundai Motor America Account Executive, i4D Events Marketing and Communications Manager, Idaho Housing and Finance Vice President, Ignition, Inc. Art Director, Illumina, Inc. Sr. Marketing Specialist, Illumina, Inc. Manager, Events, Illumina, Inc. Global Events, IMAX Corporation Assistant Manager, Global Events, IMAX Corporation New Business Development, Manager, Impact Unlimited CCO, Innova Marketing Event Marketing Program Manager, Intel Senior Consumer Marketing Manager, Intel Program Manager, Corporate Event Marketing, Intel Account Exeuctive, Interactions Marketing Senior Business Development Manager, Interactions Marketing Account Executive, Interactions Marketing Sr. Marketing Manager, InterCall Director of Product Marketing, InterCall President CEO, International Sportsmens Expositions, Inc. Account Manager, InVision Communiations CEO, Co-Founder, InVision Communications Project Manager, ITA Group Manager, Event Solution Line, ITA Group Production Manager, Jack Morton Worldwide Strategy Director, Jack Morton Worldwide SVP, Senior Strategist, Jack Morton Worldwide Director of Business Development, JHE Production Group Account Manager, JMI Senior Consultant, Events Marketing, Kaiser Permanente Manager, Event Marketing, Kaiser Permanente Manager, Programs Design, Kaiser Permanente Director of Partnership Marketing, Karlitz Company Chief Growth Officer, Karma411 Chief Executive Officer, Karma411 Marketing Manager, Karmasphere Group Account Director Experiential and Sponsorship, KBS+ Account Executive, Kubik Managing Director, Kubik VP, Museum Sales, Kubik Malbtbie, Inc. VP, Sales Sponsorships, LM Consulting SVP, Strategy Product Management, Lanyon Promotions Supervisor, LatinWorks Account Director, LeadDog Marketing Group Inc Director Client Partnerships, LeadDog Marketing Group Inc Senior Account Executive, Legacy Marketing Partners General Manager, Legacy Marketing Partners Account Supervisor, Legacy Marketing Partners Vice President, Sales Marketing, LEGO KidsFest Vice President, Operations, LEGO KidsFest Principal, LEO Events Senior Vice President, LEO Events Principal, LEO Events Director, Marketing Communications, Liberty Mutual Insurance CEO, LIFELAB events SVP, Chief Marketing Officer, Retirement Plan Services, Lincoln Financial Group 2014 Event Marketing Summit Attendees Include†¦ Marketing Manager, Conference/Event Management, Lincoln Financial Group COO, Linder Associates President, Linder Associates Digital Director, Liquid 7 Digital Content House Chief Creative Strategist, Live Marketing Senior Event Supervisor, LIVE!media by Sunflower Director of Events, LIVE!media by Sunflower Marketing Manager, LIVESTRONG Foundation President, M2W Inc. Director, National Events Partnerships, Macys Parade Entertainment Group Principal, MAG Specialty Vehicles Director of Client Service, Magnet Engagement Group President, Magnet Engagement Group Partnership Account Executive, Mall of America Partnership Account Manager, Mall of America Partner Chief Storyteller, Manifesto Partner Chief Strategist, Manifesto Account Director, Maritz Account Director, Maritz Project Manager, Marketing Factory CEO, Marketing Factory SVP Client Service, Marketing Werks Senior Director of Operations, Marketing Werks Senior Manager, Engagement, Marketing Werks General Manager, Marketing Werks Group Account Manager, Marketing Werks Associate Director, Marketing Werks Group Account Manager, Client Service, Marketing Werks Account Supervisor, match action VP, Development, match action VP, Accounts, match action VP, Event Marketing, Match.com VP, Public Relations and Digital Communications, Maybelline F2F Channel Manager, mbna Sports Marketing Manager, mbna Division President, MC2 SVP, Experience Design Director, MC2 Creative Director, MC2 SVP, Client Service, MC2 Senior Vice President Client Service, MC2 Client Director, MCI UK Head of Live Experience, MCI UK Sales and Marketing Coordinator, McNaughton-McKay Electric Co. Senior Brand Manager, Mentos Head of Brand Experience Marketing, Mercedes-Benz CEO, Method Models VP, Hotel Sales, MGM Grand Hotel Casino VP, Sales, MGM Grand Hotel/Casino Sr. National Sales Manager, MGM Grand Hotel/Casino Product Marketing Manager, Microsoft Global Event Marketing, Microsoft Senior Events Digital Marketing Manager, Microsoft Digital Marketing Manager, Microsoft Senior Director, Worldwide Partner Events, Microsoft General Manager, Worldwide Events, Microsoft Director of Operations, Milligan Events Principal, Milligan Events Director of Business Development, Milligan Events VP Marketing and Social/Digital Strategy, Moderne Communications, Inc. President, Moderne Communications, Inc. President, Mosaic Experiential Marketing Senior Account Executive, Moss Events VP, Operations Strategy, Motive CEO, Creative Director, Motive Events Sponsorship Manager, Moz Account Director, PR/social influence, MULLEN Manager, National Basketball Association Director of Consumer Marketing and Media Strategy, National Geographic Channel Associate Manager, Consumer Marketing and Media Strategy, National Geographic Channels Senior Director Marketing, NBC Sports Vice President, Ncompass International Account Manager, Ncompass International Co-Founder, Ncompass International Account Manager, Ncompass International Account Coordinator, Ncompass International Brand Activation Manager, Neo Media Marketing Limited 2014 Event Marketing Summit Attendees Include†¦ Managing Director/CEO, Neo Media Marketing Limited Business Analyst, Neo Media Marketing Limited Director, Nestle Marketing Service Director, Nestle Marketing Events Coordinator, New York Central Mutual Account Executive, Next Marketing Director of Strategy, Next Marketing CEO/President, Next Marketing Marketing Coordinator, North Highland Account Executive, Nth Degree Account Director, Nth Degree VP, Automotive Brand Experiences, Nth Degree Senior Vice President, Octagon President, Octanorm USA President, On Board Experiential Marketing President, One Stop Interactive EVP, Marketing Strategic Development, Opus Events Agency COO, Opus Events Agency EVP Creative Director, Opus Events Agency EVP, Event Strategy Design, Opus Events Agency EVP, Global Accounts, Opus Events Agency President, Opus Events Agency VP, Marketing, Oracle Managing Director/CEO, Oracle Experience Limited Business Development, Oracle Nigeria Brand Activation Management, Oracle Nigeria Creative Consultant, Oracle Nigeria Senior Director, Global Initiatives, PayPal Managing Creative Director, PBJS Vice President, PBJS COO, PBJS Senior Manager, Brand Marketing, Peets Coffee Tea Senior Brand Director, Pepsi Senior Director of Cultural Branding, Pepsi VP, Business Development/Operations, Performance Marketing Group, inc. Executive Director, Corporate Accounts/Motorsports, Performance Marketing Group, inc. Director, Motorsports Marketing, Performance Marketing Group, inc. Experiential Producer, Periscope Senior Experiential Designer, Periscope Director of Marketing and Communications, Philips Global Director, Marketing Communications, Philips Healthcare Director, New Business Development, Pinnacle Exhibits, Inc. VP, Operations, Plan C Agency Director of Sales, Plannernet Sr. Research Manager, PortMA Field Marketing Manager, Preferred Brands International ~ Tasty Bite VP, Partnership Marketing, PREIT Malls Senior Manager, Partnership Marketing, PREIT Malls President, Premiere Transportation Business Development, Production Glue National Account Manager-Event Marketing, Productions Plus-The Talent Shop President, ProExhibits President and Lead Staffer, Professional Staffer Services VP, Program Development, Professional Staffer Services Sr. Marketing Manager, Project: WorldWide SVP, Marketing and Communications, Project: WorldWide Event Coordinator, Promega Corporation Executive Producer, Proscenium CFO, Proscenium Chief Creative Officer, Proscenium Managing Director, Proscenium Senior Brand Manager, PRUSA Events Manager, PRUSA Director of Product and Channel Marketing, QuickMobile Partner, Executive Creative Director, Rally Marketing Group Partner, Integration Development, Rally Marketing Group President, Ravenchase Adventures Global Director of PR, Razer Senior VP, Red Light Management Senior Program Manager, RedPeg Marketing Director, B2B Strategy, Regence BlueCross BlueShield 2014 Event Marketing Summit Attendees Include†¦ Event Manager, Regence BlueCross BlueShield Director, Remezcla CEO, Remezcla Director, Remezcla VP-Marketing, Remy Cointreau Author, Resilience: Why Things Bounce Back VP, rEvolution COO, RMD Group Inc. 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The Effects Of Poverty On Education Education Essay

The Effects Of Poverty On Education Education Essay In the United States of America, there is great emphasis placed on equal rights for all. Further, the Universal Declaration of Human Rights declares Education to be a human right (Dhillon, 2011). Yet, in this great country, the poor still do not receive an equal education, an education that could raise kids out of poverty (Dhillon, 2011). Instead, impoverished children are often brought down by a classist system. The role of poverty in the U.S. Poverty is the strongest indicator of a child going to prison (Anders, 2011). Three times the amount of money goes in the prison system than in the schools (Anders, 2011). State governments benefit when people provide for their families with illegal labor rather than turning to welfare, plus the benefit of free labor from prisons (Anders, 2011). Social mobility through education is for the most part a myth; it only holds true in only some communities (Anders, 2011). One would think that the more compassionate and preventative method of providing a quality education would be the more preferable route. Compared to other industrialized countries, the United States of America is quite negligent of its poor. From 1999-2009, the child poverty rate has increased 19.6% (Armstrong, 2009). Every day, 2,500 children are born into poverty in the United States, giving the country one of the highest rates of poverty among industrialized countries (Anders, 2011). The U.S. also allocates fewer resources to social welfare programs, such as public employment services and modest support guaranteed for all children (child allowance, child care, and paid parental leave) than other Western countries, despite the high value placed on being able to work ones way out of poverty (Anders, 2011). Policy makers mistake work with self sufficiency, and feel that work is all that is needed to be able to live off of welfare programs (Anders, 2011). It is impossible to become independent of welfare at minimum wage, which is well below living wage; two full time, minimum wage workers cannot afford the average cost of a one bedroom apartment, and when food, transportation, and health care is added to the needs of the impoverished the debt becomes too much (Anders, 2011). Oftentimes, basic needs such as health care and a good diet are sacrificed by the poor because they cannot get assistance. Poverty and neurobiology. Food is essential to life. A full stomach and a clear mind are essential for learning (Armstrong, 2009). With the increase in child poverty, there has also been an alarming increase in food challenged children (Armstrong, 2009). Malnutrition can lead to vitamin deficiencies, particularly in B vitamins and iron, and in the long term can lead to neurological effects (Armstrong, 2009). Other maladies with possible neurological effects that are more common to low-income children include lead poisoning and asthma (Armstrong, 2009). In general, the brains of impoverished children develop differently (Armstrong, 2009). Many functions of the brain, such as language development and executive functioning (e.g. the ability to plan, remember details, and pay attention) develop much more slowly in low income children compared to their wealthier peers (Armstrong, 2009). By the age of nine or ten, the differences in the brain scans of poor kids, compared to wealthier kids, are almost equivalent to the damage of a stroke (Armstrong, 2009). Poverty effects the childs achievement when he or she is assessed in their first year of school and continues to affect children once they leave poverty; the effects of poverty may be lasting (Kiernan Mensah, 2011). Because the background of poverty affects the neurobiology of children, it raises the question of whether anything can be done to help these children. The role of the school. The schools do occasionally try to do something to help impoverished children. Schools sometimes have early, intensive, sustained, intervention programs that also provide good nutrition and health care (Armstrong, 2009). However, with the growth in the child poverty rate, the education system struggles to provide the programs low-income children need to succeed (Armstrong, 2009). These programs are often cut when the economy is down (Armstrong, 2009). Poor schools, such as those in rural areas, have low per-pupil expenditures (Fusarelli Militello, 2012). So, many schools do not have it in their budget to pay for such extensive programs for such a large proportion of their students in the first place. Poor schools also cannot afford good teachers. The students with the most need often have the least experienced teachers (Armstrong, 2009). Schools with high rates of minority students, impoverished students, and English language learners are more likely to hire beginning teachers (Armstrong, 2009). These teachers then move to more affluent schools as they gain experience because the schools dont have the money to retain them (Armstrong, 2009; Fusarelli Militello, 2012). These students are 77% more likely to get out of field teachers (Armstrong, 2009). These schools need to offer incentives such as targeted salary increases, bonuses, housing incentives, tuition assistance, and tax credits (Armstrong, 2009). They also hire non-traditional teaching candidates, such as retired military professionals and high-achieving college students (Armstrong, 2009). Poor schools also have less difficult curricula, higher student to teacher ratios, and receive less funding (Armstrong, 2009). Thus, n ot only are schools lacking in the extra programs that impoverished kids need to catch up with wealthier peers, but they are also hiring less qualified people to teach low-income children, giving children with a low socioeconomic status an unequal education. The role of the parent. If schools cannot make up for the difference in achievement between the poor and the rich, then perhaps the parents can. This assumption is one many policy makers and teachers have (Bower Griffin, 2011). Lack of parental involvement is associated with low student achievement and engagement (Bower Griffin, 2011). Parental involvement seems to be at the root of the achievement gap (Bower Griffin, 2011). Parental involvement is especially low for students of color and low-income households (Bower Griffin, 2011). Schools define parental involvement as volunteering in the school, communicating with teachers, assisting with homework, and attending school events and conferences (Bower Griffin, 2011). Correlational studies show that parental involvement leads to increased social competence and social networks, which leads to resources such as tutoring, enrichment opportunities, and curriculum extensions (Bower Griffin, 2011). By the traditional, white, middle-clas s definition of parental involvement, schools benefit by gaining resources. However, parenting in poverty is exceptionally difficult (Kiernan Mensah, 2011). Work schedules, difficulties with transportation, and difficulties with childcare prevent parents from coming to school events and conferences (Bower Griffin, 2011). Informal conversations and unscheduled meetings often work better for parents of low SES, but this is often see as obtrusive (Bower Griffin, 2011). Schools are warned against defining specific behaviors as parental involvement because it can disenfranchise families and make them feel like their efforts are going unrecognized (Bower Griffin, 2011). Low income families are ostracized by white middle class families who see their lack of traditional involvement as a lack of caring about their kids (Bower Griffin, 2011). Not all parents have the time and money the schools definition of parental involvement requires (Bower Griffin, 2011). Parents of poor and minority students, on the other hand, see the schools role as providing academic edu cation and their role as providing moral education; they define parental involvement as providing nurturance, instilling moral and cultural values, and talking with their children (Bower Griffin, 2011). Just because parents are not involved by the white, middle-class definition, does not mean they are not involved in their childrens lives. It is not necessarily the schools definition of parental involvement that determines the success of a child. A study by Kiernan and Mensah (2011) tested the effects of parenting, resources, and poverty on the achievement levels of children in elementary school in a longitudinal study. A parenting index was created using aspects that can help a child thrive despite the disadvantages of poverty: cognitive stimulation, promotion of play and learning, security and warmth in relationships, sensitivity towards the child, physical nurturance, boundaries and standards of behavior, and positive discipline (Kiernan Mensah, 2011). The top third scored 70% in good levels of achievement, the middle scored 51%, and the bottom scored 31% (Kiernan Mensah, 2011). Children were ranked from least number of risk factors to impede achievement to most and then put into quintiles; the first had 69% good achievement, the second had 64% good achievement, the third had 53% good achievement, the fourth had 4 2% good achievement, and the fifth, with the highest number of indicators, had 24% good achievement (Kiernan Mensah, 2011). Risk factors include income, mothers education, employment, housing, quality of the neighborhood, mothers age at birth, family structure, the number of children in the household, birth order, ethnic origin, and language spoken in the home (Kiernan Mensah, 2011). When tested for poverty, 60% of children who had not lived in poverty reached good levels of achievement compared to 40% in episodic poverty and 26% in persistent poverty (Kiernan Mensah, 2011). Kiernan and Mensah (2011) looked for interactions, and found that 44% of children who did not experience poverty had high parenting scores, compared to 11% of children in persistent poverty who had high parenting scores. Meanwhile, 66% of children in persistent poverty had low parenting scores (Kiernan Mensah, 2011). Similarly, 60% of children with the highest levels of family resources had high parenting sco res, while only 9% or children with low family resources had high parenting scores. Further, 69% of children with the lowest family resources had low parenting scores (Kiernan Mensah, 2011). Achievement scores for those in the lowest level of poverty with the lowest level of parenting were 19%, while it was 58% for the highest level of parenting (Kiernan Mensah, 2011). For those who had not experienced poverty and had high levels of parenting, their achievement levels were 73% (Kiernan Mensah, 2011). Poverty has about a 50% effect on achievement and parenting has a 40% effect on parenting within the study (Kiernan Mensah, 2011). Kiernan and Mensah show that although that poverty negatively affects a child, positive parenting practices can help counteract the effects of poverty. The role of the educator. Oftentimes, parents become an excuse not to teach impoverished children. Educators and policy makers absolve themselves of improving the problem with a blame-the-victim mentality by believing all parents of low income kids are lazy, addicted to substances, and dont care about their kids, and especially not their education (Armstrong, 2009). Teachers believe that parents will not become involved in the classroom, even though they refuse to try new methods (Bower Griffin, 2011). Often, the curriculum is not targeted to the children, even though children are most responsive to relevant materials and high stakes testing only exacerbates the problem (Anders, 2011). Instead of finding alternative methods to teach, schools see the child as deficit (Anders, 2011). There are definitely practices out there if teachers would only look. Teachers often do not relate to their students. Teachers primarily consist of white middle class women (Anders, 2011; Armstrong, 2009). Differences between middle and lower class include hidden social rules and communication, interactions, and expectations (Armstrong, 2009). There is a difference in symptoms of generational and situational poverty (Armstrong, 2009). Behaviors and the mindset related to poverty often affect learning (Armstrong, 2009). Identifying the students resources and strengths is proven to increase effectiveness of teaching (Armstrong, 2009). The best practice for educators working with impoverished students is that they should educate themselves on the effects of class and poverty and design curriculum relevant to poor students, drawing on the experiences and intelligences of the students (Armstrong, 2009). Teacher education programs tend to leave out critical conversations about how educators and education research relies primarily on white middle class educat ion (Anders, 2011). So, teachers tend to feel uncomfortable with their minority students (Anders, 2011). Finally, educators should be aware of their own biases and how they affect their interactions and expectations of students (Armstrong, 2009). This is good educational practice, but sadly it is not necessarily common educational practice. The standards of education are set to the white middle-class. Public schools want children to live by the behavioral standards set by the white middle class, including self regulation, memorization, social flexibility, compliance, and respect to authority (Anders, 2011). However, as stated above, children in poverty behave differently. Teachers know each pupil less on an individual basis and rely more on stereotypes (Anders, 2011). Knowing an individual child makes a behavior seem less disruptive and disrespectful and reveals the behavior as understandable and manageable (Anders, 2011) Based on differences, such as behavior, between the poor and the rich, students are academically sorted by socioeconomic status rather than ability based on stereotypes (Armstrong, 2009). However, merely educating oneself on the differences between students could help prevent this. Differences in behavioral standards between social classes lead to low income students being disciplined more in school. Zero tolerance policies, though they do not increase school wide academic achievement scores and in some cases lower them, contributes to school push out and school leaving (Anders, 2011). Students who jeopardize the schools achievement scores on top of having a disciplinary record are more likely to get pushed into the resource room or out of school altogether (Anders, 2011). No Child Left Behind leaves teachers with less time to focus on students because they have to focus more on curriculum and tests (Anders, 2011). In low-track classrooms, teachers rely on authoritarian compliance and give fewer opportunities for active learning (Anders, 2011). These teachers are compared to correctional officers when remembered by prisoners (Anders, 2011). Routines, compliance demands, condemnation, and targeting trained students for academic failure and dropping out (Anders, 2011). It raises the question as to whether or not the educational system, and society at large, wants kids to fail in life. The role of high-stakes tests. The educational system continuously places poor students on a lower track, and potentially forces them out of school, in order to protect their standing on high-stakes tests. Standardized tests test knowledge and skill sets that are more likely to be present in children of upper classes, yet these tests have become more important (Armstrong, 2009). A more prominent example is that the SAT has a persistent, but unintended, statistical bias in the verbal section that negatively affects African American students (Armstrong, 2009). The test has been recreated many times and it cannot relieve itself of bias, and the racial and class biases are very strong (Armstrong, 2009). Some postsecondary institutions base a large portion of their entry on the SAT without any other standardized test (Armstrong, 2009). This could impede impoverished students from getting into those institutions (Armstrong, 2009). Campbells Law, created in 1975, says that if a quantitative social indicator is used in decision making, the more subject it is to pressure and the more likely it will be to distort and corrupt what it was intended to monitor (Dutro Selland, 2012). Since No Child Left Behind, Campbells Law has lead to narrowing curriculum, reorganizing classroom time for tested subjects, reallocating funds for tested subjects (math and English) and students near the cut score, and to persuade teachers to teach in ineffective ways (Dutro Selland, 2012). High stakes testing only shows part of what a child knows. Too much focus on high stakes testing leads to cheating the system, a loss in quality of education, and increased dropout rates (Dutro Selland, 2012). Teachers must focus more on math and English and less on other subjects (Dutro Selland, 2012). They must drill students, especially poor students, on content and form (Dutro Selland, 2012). The form of the test though can often undermine important aspects of content students should know; for exampl e, the writing assessment over simplifies genre and the purpose and process of writing (Dutro Selland, 2012). High stakes tests certainly have their downfalls. Standardized testing is not all bad. Since No Child Left Behind, Schools must be held accountable for the education of their students; they must show this through adequate yearly progress (Booher-Jeening U.S. Department of Education, 2011). All students must be tested (Booher-Jennings U.S Department of Education, 2011). Unfortunately, in many schools there is no extensive help unless a child is in special education in many schools, which may explain why many poor students are pushed down to special education (Booher-Jennings U.S Department of Education, 2011). Further, Response to Intervention, a program that gives struggling children the extra help they need, rather than waiting for them to fail, is starting to be implemented across the nation (Fuchs, Litty, Hatch, 2011). Perhaps, things will change with the implementation of Response to Intervention. An important aspect is how high-stakes tests make children feel about themselves. High stakes tests place children in binary power relations of proficient or non-proficient (Dutro Selland, 2012). Non-proficient children can be locked into a pattern of powerlessness; once a person ascribes to a role or a competence, it is hard to see it another way (Dutro Selland, 2012). A third of the 4th graders knew where they were on the assessment, but didnt know why (Dutro Selland, 2012). They were certain about their reading competence, either for positive or negative (Dutro Selland, 2012). Dutro and Selland (2012) describe one child who despite having recently had a major success in reading, felt like she was a poor reader due to achievement tests. Students should not have to feel belittled by standardized tests, especially when they do work hard to make progress. Conclusion Children should not be put in the middle of a power struggle between the lower and upper classes. Three times the amount of money goes into the prisons than in schools, even though a proper education could easily reduce the amount of criminals because people wouldnt have to turn to crime to make money (Anders, 2011). Unlike in other industrialized countries, the United States does not give low income children the social welfare programs needed to the extent to equalize the opportunities to achieve. Families are left to struggle on their own to come up with resources such as housing, food, and health care. Many children of low income families academically develop at much slower rates due to lack of proper nutrition. Families also have a difficult time with housing and this provides discontinuity with curriculum and routines. Despite these difficulties, schools expect parents to make up for extensive schooling that they do not offer; poor schools have less money, less educational resou rces, and less qualified teachers than other schools. Parents do not have the time or money, and often times the education, to be extra involved and believe that it is the schools job to educate their children. Parents believe their job is to be the moral support for their child and the schools job is to be the academic support. A study by Kiernan and Mensah (2011) supports the parents belief that positive parenting can help a child to succeed, despite poverty. Unfortunately, the schools solution to offering extensive help to impoverished students is too often to push them to a lower track in school or forcing them out of school all together. Educators are primarily white, middle class women who do not relate to their students. If they did research on poverty, they could help prevent this all together. That way, students would not be discouraged and would not feel like failures for the rest of their lives. An increase in putting students in special education and forcing them to leav e school has increased due to high-stakes tests. While high stakes tests hold schools, teachers, and students more accountable, they also have lead to schools cheating the program and this is one really unfortunate result. Standardized tests tend to favor the white middle-class, meaning that poor students are at a disadvantage. Children who do poorly on the tests feel bad about themselves, even if they are making strides in the classroom. Even when they are not told how they did, they have a feeling how well they did on the test and are fairly accurate. It is important to keep in mind that poor children can succeed despite their disadvantages and more importantly despite all stereotypes. The poor in America are receiving unequal education thanks to stereotypes, funding, and high-stakes tests. While it is true that low income children may be disadvantaged from environmental stressors and are more likely to be delayed as a result of their environment and poor nutrition, with extensive programs and better nutrition more achievement can be gained. Equal education for the poor, and prevention of crime through better education, is attainable.