Brazilian Wine Industry Essay Example | Topics and Well Written Essays - 1500 words

Brazilian Wine Industry - Essay Example Accordingly the foreign investment of Brazil in other economies and the investments made by other economies in Brazilian markets have also increased. Thus, it can be stated that the foreign relations of the economy and its friendliness towards foreign investment is quite effective proving that the government’s contribution in promoting political stability is quite significant (Woodrow Wilson International Centre for Scholars 2007). From the above discussion it is apparent that the political environment of the economy is quite stable and the government is also providing considerable significance to the attribute. Moreover, the foreign trade is also efficiently encouraged in the economy. Therefore, it is most likely that the entry of Australian Vintage Ltd. in the Brazilian economy will receive moderate political interventions, which in turn would make the entry easier. Rules and regulations with respect to the foreign investments are controlled and supervised by the Federal Government of Brazil. However, the states of the economy control the commercial registration of a foreign firm, the yield on investments and the terms of infrastructure projects. The participation of foreign companies in this regard is entirely depended on the approval of the Brazilian Government. The economy also has a Commercial Code in order to regulate the operations of commercial firms, both national and foreign. The economy also serves the opportunity to the foreign firms to enter the

Philosophy of Education Essay Example for Free

Philosophy of Education Essay The word education is used sometimes to signify the activity, process, or enterprise of educating or being educated and sometimes to signify the discipline or field of study taught in schools of education that concerns itself with this activity, process, or enterprise. As an activity or process, education may be formal or informal, private or public, individual or social, but it always consists in cultivating dispositions (abilities, skills, knowledges, beliefs, attitudes, values, and character traits) by certain methods. As a discipline, education studies or reflects on the activity or enterprise by asking questions about its aims, methods, effects, forms, history, costs, value, and relations to society. Definition The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. However, even in the latter case it may be thought of as part of the discipline, just as metaphilosophy is thought of as a part of philosophy, although the philosophy of science is not regarded as a part of science. Historically, philosophies of education have usually taken the first form, but under the influence of analytical philosophy, they have sometimes taken the second. In the first form, philosophy of education was traditionally developed by philosophers–for example, Aristotle, Augustine, and John Locke–as part of their philosophical systems, in the context of their ethical theories. However, in the twentieth century philosophy of education tended to be developed in schools of education in the context of what is called foundations of education, thus linking it with other parts of the discipline of education–educational history, psychology, and sociology–rather than with other parts of philosophy. It was also developed by writers such as Paul Goodman and Robert M. Hutchins who were neither professional philosophers nor members of schools of education. Types As there are many kinds of philosophy, many philosophies, and many ways of philosophizing, so there are many kinds of educational philosophy and ways of doing it. In a sense there is no such thing as the philosophy of education; there are only philosophies of education that can be classified in many different ways. Philosophy of education as such does not describe, compare, or explain any enterprises to systems of education, past or present; except insofar as it is concerned with the tracing of its own history, it leaves such inquiries to the history and sociology of education. Analytical philosophy of education is meta to the discipline of education–to all the inquiries and thinking about education–in the sense that it does not seek to propound substantive propositions, either factual or normative, about education. It conceives of its task as that of analysis: the definition or elucidation of educational concepts like teaching, indoctrination, ability, and trait, including the concept of education itself; the clarification and criticism of educational slogans like Teach children, not subjects; The exploration of models used in thinking about education (e.g. , growth); and the analysis and evaluation of arguments and methods used in reaching conclusions about education, whether by teachers, administrators, philosophers, scientists, or laymen. To accomplish this task, analytical philosophy uses the tools of logic and linguistics as well as techniques of analysis that vary from philosopher to philosopher. Its results may be valued for their own sake, but they may also be helpful to those who seek more substantive empirical of normative conclusions about education and who try to be careful about how they reach them. This entry is itself an exercise in analytical philosophy of education. Normative philosophies or theories of education may make use of the results of such analytical work and of factual inquiries about human beings and the psychology of learning, but in any case they propound views about what education should be, what dispositions it should cultivate, why it ought to cultivate them, how and in whom it should do so, and what forms it should take. Some such normative theory of education is implied in every instance of educational endeavor, for whatever education is purposely engaged in, it explicitly or implicitly assumed that certain dispositions are desirable and that certain methods are to be used in acquiring or fostering them, and any view on such matters is a normative theory of philosophy of education. But not all such theories may be regarded as properly philosophical. They may, in fact, be of several sorts. Some simply seek to foster the dispositions regarded as desirable by a society using methods laid down by its culture. Here both the ends and the means of education are defined by the cultural tradition. Others also look to the prevailing culture for the dispositions to be fostered but appeal as well to experience, possibly even to science, for the methods to be used. In a more pluralistic society, an educational theory of a sort may arise as a compromise between conflicting views about the aids, if not the methods, of education, especially in the case of public schools. Then, individuals or groups within the society may have conflicting full-fledged philosophies of education, but the public philosophy of education is a working accommodation between them. More comprehensive theories of education rest their views about the aims and methods of education neither on the prevailing culture nor on compromise but on basic factual premises about humans and their world and on basic normative premises about what is good or right for individuals to seek or do. Proponents of such theories may reach their premises either by reason (including science) and philosophy or by faith and divine authority. Both types of theories are called philosophies of education, but only those based on reason and philosophy are properly philosophical in character; the others might better be called theologies of education. Even those that are purely philosophical may vary in complexity and sophistication. In such a full-fledged philosophical normative theory of education, besides analysis of the sorts described, there will normally be propositions of the following kinds: 1.Basic normative premises about what is good or right; 2. Basic factual premises about humanity and the world; 3. Conclusions, based on these two kinds of premises, about the dispositions education should foster; 4. Further factual premises about such things as the psychology of learning and methods of teaching; and 5. Further conclusions about such things as the methods that education should use. For example, Aristotle argued that the Good equals happiness equals excellent activity; that for a individual there are two kinds of excellent activity, one intellectual (e.g. , doing geometry) and one moral (e. g. , doing just actions); that therefore everyone who is capable of these types of excellent activity should acquire a knowledge of geometry and a disposition to be just; that a knowledge of geometry can be acquired by instruction and a disposition to be just by practice, by doing just actions; and that the young should be given instruction in geometry and practice in doing just actions. In general, the more properly philosophical part of such a full normative theory of education will be the proposition it asserts in (1),(2), and (3); for the propositions in (4) and hence (5) it will, given those in (3), most appropriately appeal to experience and science. Different philosophers will hold different views about the propositions they use in (1) and (2) and the ways in which these propositions may be established. Although some normative premises are required in (1) as a basis for any line of reasoning leading to conclusions in (3) or (5) about what education should foster or how it should do this, the premises appearing in (2) may be of various sorts–empirical, scientific, historical, metaphysical, theological, or epistemological. No one kind of premise is always necessary in (2) in every educational context. Different philosophers of education will, in any case, have different views about what sorts of premises it is permissible to appeal to in (2). All must agree, however, that normative premises of the kind indicated in (1) must be appealed to. Thus, what is central and crucial in any normative philosophy of education is not epistemology, metaphysics, or theology, as is sometimes thought, but ethics, value theory, and social philosophy. Role Let us assume, as we have been doing, that philosophy may be analytical, speculative, or narrative and remember that it is normally going on in a society in which there already is an educational system. Then, in the first place, philosophy may turn its attention to education, thus generating philosophy of education proper and becoming part of the discipline of education. Second, general philosophy may be one of the subjects in the curriculum of higher education and philosophy of education may be, and presumably should be, part of the curriculum of teacher education, if teachers are to think clearly and carefully about what they are doing. Third, in a society in which there is a single system of education governed by a single prevailing theory of education, a philosopher may do any of four things with respect to education: he may analyze the concepts and reasoning used in connection with education in order to make peoples thinking about it as clear, explicit, and logical as possible; he may seek to support the prevailing system by providing more philosophical arguments for the dispositions aimed at and the methods used; he may criticize the system and seek to reform it in the light of some more philosophical theory of education he has arrived at; or he may simply teach logic and philosophy to future educators and parents in the hope that they will apply them to educational matters. Fourth, in a pluralistic society like the United States, in which the existing educational enterprise or a large segment of it is based on a working compromise between conflicting views, a philosopher may again do several sorts of things. He may do any of the things just mentioned. In the United States in the first half of the twentieth century professional philosophers tended to do only the last, but at the end of the twentieth century they began to try to do more. Indeed, there will be more occasions for all of these activities in a pluralistic society, for debate about education will always be going on or threatening to be resumed. A philosopher may even take the lead in formulating and improving a compromise theory of education. He might then be a mere eclectic, but he need not be, since he might defend his compromise plan on the basis of a whole social philosophy. In particular, he might propound a whole public philosophy for public school education, making clear which dispositions it can and should seek to promote, how it should promote them, and which ones should be left for the home, the church, and other private means of education to cultivate. In any case, he might advocate appealing to scientific inquiry and experiment whenever possible. A philosopher may also work out a fully developed educational philosophy of his own and start an experimental school in which to put it into practice, as John Dewey did; like Dewey, too, he may even try to persuade his entire society to adopt it.Then he would argue for the desirability of fostering certain dispositions by certain methods, partly on the basis of experience and science and partly on the basis of premises taken from other parts of his philosophy–from his ethics and value theory, from his political and social philosophy, or from his epistemology, metaphysics, or philosophy of mind. It seems plausible to maintain that in a pluralistic society philosophers should do all of these things, some one and some another. In such a society a philosopher may at least seek to help educators concerned about moral, scientific, historical, aesthetic, or religious education by presenting them, respectively, with a philosophy of morality, science, history, art, or religion from which they may draw conclusions about their aims and methods. He may also philosophize about the discipline of education, asking whether it is a discipline, what its subject matter is, and what its methods, including the methods of the philosophy of education, should be. Insofar as the discipline of education is a science (and one question here would be whether it is a science) this would be a job for the philosopher of science in addition to one just mentioned. Logicians, linguistic philosophers, and philosophers of science may also be able to contribute to the technology of education, as it has come to be called, for example, to the theory of testing or of language instruction. Finally, in a society that has been broken down by some kind of revolution or has newly emerged from colonialism, a philosopher may even supply a new full-fledged normative philosophy for its educational system, as Karl Marx did for Russia and China. In fact, as in the case of Marx, he may provide the ideology that guided the revolution in the first place. Plato tried to do this for Syracuse, and the philosophes did it for France in the eighteenth century. Something like this may be done wherever the schools dare to build a new society, as many ask schools to do. Dewey once said that since education is the process of forming fundamental dispositions toward nature and our fellow human beings, philosophy may even be defined as the most general theory of education. Here Dewey was thinking that philosophy is the most general normative theory of education, and what he said is true if it means that philosophy, understood in its widest sense as including theology and poetry as well as philosophy proper, is what tells us what to believe and how to feel about humanity and the universe. It is, however, not necessarily true if it refers to philosophy in the narrower sense or means that all philosophy is philosophy of education in the sense of having the guidance of education as its end. This is not the whole end of classical philosophy or even of philosophy as reconstructed by Dewey; the former aimed at the truth rather than at the guidance of practice, and the latter has other practical ends besides that of guiding the educational enterprise. Certainly, analytical philosophy has other ends. However, although Dewey did not have analytical philosophy in mind, there is nevertheless a sense in which analytical philosophy can also be said to be the most general theory of education. Although it does not seek to tell us what dispositions we should form, it does analyze and criticize the concepts, arguments, and methods employed in any study of or reflection upon education. Again it does not follow that this is all analytical philosophy is concerned with doing. Even if the other things it does–for example, the philosophy of mind or of science–are useful to educators and normative theorists of education, as, it is hoped, is the case, they are not all developed with this use in mind. See also: ARISTOTLE; AUGUSTINE, ST. ; BAGLEY, WILLIAM C. ; BODE, BOYD H. ; BRAMELD, THEODORE; CHILDS, JOHN L. ; COMENIUS, JOHANN; COUNTS, GEORGE S. ; DEWEY, JOHN; FREIRE, PAULO; HERBERT, JOHANN; JAMES, WILLIAM; KILPATRICK, WILLIAM H. ; MONTESSORI, MARIA; NEILL, A. S. ; PESTALOZZI, JOHANN; PLATO; ROUSSEAU, JEAN-JACQUES; WHITEHEAD, ALFRED NORTH. BIBLIOGRAPHY ANDERSON, R. N. , et al. 1968. Foundation Disciplines and the Study of Education. Toronto: Macmillan. ARCHAMBAULT, REGINALD D. , ed. 1965. Philosophical Analysis and Education. New York: Humanities Press. FRANKENA, WILLIAM K. , ed. 1965. Philosophy of Education. New York: Macmillan. JARRET, JAMES L. , ed. 1969. Philosophy for the Study of Education. Boston: Houghton Mifflin. LUCAS, CHRISTOPHER J. 1969. What Is Philosophy of Education? New York: Macmillan. MORRIS, VAN CLEVE. 1969. Modern Movements in Educational Philosophy. Boston: Houghton Mifflin. OCONNOR, DANIEL JOHN. 1957. Introduction to the Philosophy of Education. London: Routledge. PARK, JOE. 1968. Selected Readings in the Philosophy of Education, 3rd edition. New York: Macmillan. SCHEFFLER, ISRAEL, ed. 1966. Philosophy and Education, 2nd edition. Boston: Allyn and Bacon. WILLIAM K. FRANKENA Philosophy of education is a field characterized not only by broad theoretical eclecticism but also by a perennial dispute, which started in the mid-twentieth century, over what the scope and purposes of the discipline even ought to be. In the Philosophy of Education article that was included in the previous edition of this encyclopedia, William Frankena wrote, In a sense there is no such thing as the philosophy of education (p. 101). During certain periods of the history of the philosophy of education, there have been dominant perspectives, to be sure: At one time, the field was defined around canonical works on education by great philosophers (Plato of ancient Greece, the eighteenth-century Swiss-born Frenchman Jean-Jacques Rousseau, and others); at other times, the field was dominated, in the United States at least, by the figure of John Dewey (1859–1952) and educational Progressivism; at other times, the field was characterized by an austere analytical approach that explicitly rejected much of what had come before in the field as not even being proper philosophy at all. But even during these periods of dominance there were sharp internal disputes within the field (such as feminist criticisms of the Great Man approach to philosophy of education and vigorous critiques of the analytical method). Such disputes can be read off the history of the professional societies, journals, and graduate programs that institutionalize the field, and they can be documented through a succession of previous encyclopedia articles, which by definition attempt to define and delimit their subject matter. These sorts of struggles over the maintenance of the disciplinary boundary, and the attempt to define and enforce certain methods as paramount, are hardly unique to philosophy of education. But such concerns have so preoccupied its practitioners that at times these very questions seem to become the substance of the discipline, nearly to the exclusion of thinking about actual educational problems. And so it is not very surprising to find, for example, a book such as Philosophers on Education. Consisting of a series of essays written by professional philosophers entirely outside the discipline of philosophy of education, the collection cites almost none of the work published within the discipline; because the philosophers have no doubts about the status of the discipline of philosophy of education, they have few qualms about speaking authoritatively about what philosophy has to say to educators. On the other  hand, a fruitful topic for reflection is whether a more self-critical approach to philosophy of education, even if at times it seems to be pulling up its own roots for examination, might prove more productive for thinking about education, because this very tendency toward self-criticism keeps fundamental questions alive and open to reexamination. Any encyclopedia article must take a stance in relation to such disputes. However much one attempts to be comprehensive and dispassionate in describing the scope and purpose of a field, it is impossible to write anything about it without imagining some argument, somewhere, that would put such claims to challenge. This is especially true of categorical approaches, that is, those built around a list of types of philosophy of education, or of discrete schools of thought, or of specific disciplinary methods. During the period of particular diversity and interdisciplinarity in the field that has continued into the twenty-first century, such characterizations seem especially artificial–but even worse than this, potentially imperial and exclusionary. And so the challenge is to find a way of characterizing the field that is true to its eclecticism but that also looks back reflexively at the effects of such characterizations, including itself, in the dynamics of disciplinary boundary maintenance and methodological rule-setting that are continually under dispute. One way to begin such an examination is by thinking about the impulses that draw one into this activity at all: What is philosophy of education for? Perhaps these impulses can be more easily generalized about the field than any particular set of categories, schools of thought, or disciplinary methods. Moreover, these impulses cut across and interrelate approaches that might otherwise look quite different. And they coexist as impulses within broad philosophical movements, and even within the thought of individual philosophers themselves, sometimes conflicting in a way that might help explain the tendency toward reflexive self-examination and uncertainty that so exercises philosophy of education as a field. The Prescriptive Impulse The first impulse is prescriptive. In many respects this is the oldest and most pervasive inclination: to offer a philosophically defended conception of what the aims and activities of teaching ought to be. In some instances, as in Platos Republic, these prescriptions derive from an overall utopian vision; in other instances, such as seventeenth-century English philosopher John Lockes Some Thoughts Concerning Education or Rousseaus Emile, they derive from a fairly detailed reconception of what the day-to-day activities of teaching should look like; in still other instances, such prescriptions are derived from other social or moral principles, as in various Kantian views of education (even though eighteenth-century German philosopher Immanuel Kant himself had very little to say on the subject). These prescriptive inclinations are in many respects what people expect from philosophy of education: a wiser perspective, a more encompassing social vision, a sense of inspiration and higher purpose. It is what people usually mean when they talk about having a philosophy of education. A broad range of perspectives in the field share this prescriptive impulse: many of these perspectives can be comprised in what was once called the isms approach (perennialism, idealism, realism, Thomism, and so on)–the idea that a set of philosophical premises could generate a comprehensive and consistent educational program. For many years, working out the details of these philosophies of education was considered the main substance of the field, and the debates among the isms were typically at the very basic level debates among fundamentally different philosophical premises. An implication of this approach was that disagreements tended to be broadly paradigmatic in the sense that they were based on all-or-none commitments; one could not, of course, talk about a synthesis of realist and idealist worldviews. One wag has suggested that the isms have more recently been replaced by the ists–less purely philosophical and more social/political theories that now typify many scholars working in philosophy of education (Marxists, feminists, multiculturalists, postmodernists, and so on). These will be characterized as critically oriented philosophies below, but at this stage it is important to see that these perspectives can be equally driven by the prescriptive impulse: many writers (for example, neo-Marxist advocates of Paulo Freires critical pedagogy) offer quite explicit accounts of how education ought to proceed, what it is for, and whose interests it ought to serve. The Analytical Impulse The second impulse that drives much of philosophy of education is analytical. In a broad sense this includes not only philosophical approaches specifically termed analytical philosophy (such as conceptual analysis or ordinary language analysis), but also a broader orientation that approaches the philosophical task as spelling out a set of rational conditions that educational aims and practices ought to satisfy, while leaving it up to other public deliberative processes to work out what they might be in specific. In this enlarged sense, the analytical impulse can be seen not only in analytical philosophy per se but also in studies that focus on the logical and epistemological criteria of critical thinking; in the diagnosis of informal fallacies in reasoning; In certain kinds of liberal theory that spell out broad principles of rights and justice but that remain silent on the specific ends that education ought to serve; and even in some versions of German philosopher Jurgen Habermass theory, which proposes a structure of communicative deliberation in which conversations must satisfy what he calls a set of general validity claims, but which does not specify or constrain in advance what that process of deliberation might yield. The analytical impulse is often seen as expressing a certain philosophical modesty: that philosophers do not prescribe to others what their educational choices ought to be, but simply try to clarify the rational procedures by which those choices should be arrived at. Here metaphors such as referees who try to adjudicate an ongoing activity but remain nonpartisan within it, or groundskeepers who pull up weeds and prepare the soil but do not decide what to plant, tend to predominate in how this version of philosophy of education is presented and justified to others. The idea that philosophy provides a set of tools, and that doing philosophy of education (as opposed to having a philosophy of education) offers a more workmanlike self-conception of the philosopher, stands in sharp contrast with the idea of philosophy as a system-building endeavor. Of course, it must be said that this impulse is not entirely free of the prescriptive inclination, either. For one thing, there is a prescriptiveness about the very tools, criteria, principles, and analytical distinctions that get imported into how problems are framed. These are implicitly (and often explicitly) presented as educational ideals themselves: promoting critical thinking or fostering the conditions for Habermasian communication in the classroom, for example. However rationally defended these might be, they will undoubtedly appear to some as imposed from on high. Moreover, at a deeper level, the analytic/prescriptive distinction is less than clear-cut: a theory of logic, or a theory of communication, however purely procedural it aspires to be, always expresses conceptions of human nature, of society, of knowledge, of language, that contains social and cultural elements that might appear natural or neutral to the advocates of those procedures, but that will be regarded as foreign and particularistic by others (why must I justify my educational choices by your criteria? ). This is not meant as a criticism of the analytical orientation, but it just shows how these impulses can and do coexist, even within accounts that regard themselves as primarily one or the other. The Critical Impulse Similarly, the third impulse, a critical orientation, can coexist with either or both of the others. The critical impulse, like the analytical one, shares the characteristic of trying to clear the ground of misconceptions and ideologies, where these misrepresent the needs and interests of disadvantaged groups; like the prescriptive impulse, the critical impulse is driven by a positive conception of a better, more just and equitable, society. Where the critical impulse differs from the others is in its conception of the contribution philosophy can play in serving these ends. From this orientation, philosophy is not just a set of tools or an abstract, programmatic theory; it is itself a substantive personal and political commitment, and it grows out of deeper inclinations to protect and serve the interests of specific groups. Hence the key philosophical ideas stressed in critically oriented philosophies of education (reflection, counterhegemony, a critique of power, an emphasis upon difference, and so on) derive their force from their capacity to challenge a presumably oppressive dominant society and enable put-upon individuals and groups to recognize and question their circumstances and to be moved to change them. As there are prescriptive and analytical elements in critically oriented philosophies of education, so there can be critical elements in the others. Philosophers of education more driven by a prescriptive or analytical impulse can and do share many of the same social and political commitments as critically oriented philosophers of education; and some of them may see their work as ultimately serving many of the same goals of criticizing hegemonic ideologies and promoting human emancipation. This is why these three impulses or orientations must not be seen as simple categories to which particular philosophies (or philosophers) can be assigned. Stressing their character as impulses highlights the motivational qualities that underlie, and frequently drive, the adoption of particular philosophical views. While philosophers tend to stress the force of argument in driving their adoption of such views, and while they do certainly change their minds because of argument and evidence, at some deeper level they are less prone to changing the very impulses that drive and give vigor to their philosophical investigations. By stressing the ways in which all three impulses can coexist within different philosophical schools of thought, and even within the inclinations of a given philosopher, this account highlights the complex and sometimes even contradictory character of the philosophical spirit. When philosophers of education teach or speak about their views, although they certainly put forth arguments, quotations of and references to literature, and so forth, at a deeper level they are appealing to a shared impulse in their audience, one that is more difficult to argue for directly, and without which the arguments themselves are unlikely to take hold. Implications of the Impulses for Philosophy of Education Given the existence of these three impulses, how can they help in providing an overview of the field of philosophy of education that does not fall into arguments about disciplinary boundary maintenance? First, these very broad orientations are in many respects easier to generalize within the field than would be any specific set of disciplinary criteria; many different kinds of philosophy of education can manifest these sorts of inclinations. Indeed, it makes for strange bedfellows when people consider that despite their vigorous paradigmatic differences they are actually motivated by very similar underlying philosophical commitments. Perhaps this recognition might create a stronger incentive for them to engage one another respectfully across those differences. Second, it is beneficial for philosophers to consider that the validity they attribute to certain kinds of arguments may not be driven simply by the objective force of those arguments, but also by a particular appeal those kinds of arguments have for them. This sort of reflectiveness might be fruitful for various reasons, but a significant benefit could be in raising a persons appreciation for why others may not be moved by the arguments that seem so patently obvious to that person; and why the force of argument alone may not be sufficient to generate philosophical agreement or reconcile disagreement. Given the pervasively eclectic and interdisciplinary nature of the field of philosophy of education, such a spirit of tolerance and inclusiveness, while not needing to be unbounded entirely, would be a valuable corrective to the historical tendency to establish the methodsor the philosophical school that will separate proper philosophy of education from the imposters. Advocates of more prescriptive approaches typically buttress their case for dominance by reference to canonical Great Works (Plato, ancient Greek philosopher Aristotle, Locke, Rousseau, Dewey). This sort of system-building across epistemological, ethical, and social/political issues is what the great philosophers do, and it is revealing that for them philosophy of education was rarely seen as a distinct area of inquiry but merely the working out in p

Animal Farm Comparison :: Animal Farm Essays

Most directly one would say that Animal Farm is an allegory of Stalinism, growing out from the Russian Revolution in 1917. Because it is cast as an animal fable it gives the reader/viewer, some distance from the specific political events. The use of the fable form helps one to examine the certain elements of human nature which can produce a Stalin and enable him to seize power. Orwell, does however, set his fable in familiar events of current history. Old Major, a eminent pig on the Jones farm, is regarded as the wise superior by the other animals. He has had a strange dream and calls the other animals together to talk about their disastrous situation. Old major declares: ';Let us face it, our lives are miserable, laborious and short';. He declares in Marxist terms that Man is the problem: ';Only get rid of the Man, and the produce of our labour would be our own. Almost overnight we could be rich and free. What then must we do? Why, work night and day, body and soul, for the overthrow of the human race! That is my message to you, comrades. Rebellion!'; The simple, but emotional appeal, gets trough to the uneducated and plain animals and, as in all revolutions, the planning begins in euphoria and idealism. No voice is raised to ask relevant question or call for a considered debate. The appearance of rats at the meeting raises a question: ';Are rats comrades?'; A democratic vote results in a ringing ';Yes!';. And Old Major proclaims, ';No animal must ever tyrannise over his own kind. Weak or strong, clever or simple, we are all brothers. All animals are equal!'; It was however generally understood that the pigs were the cleverest of the animals, so the work of organising for the Rebellion fell naturally to them. Especially two pigs take over leadership: Napoleon and Snowball. The pigs developed Old Major’s teaching into a complete system of thought: Animalism. Rules of equality, formality, and hard work was proclaimed and encoded in The Seven Commandments - ';an unalterable law.'; The animals enthusiasm was expressed through a hymn, ';Beasts of England.'; The Rebellion comes sooner then it had been excpected and the successful animals join together with a will to build a new and better world. To symbolise the new day the name of the farm is changed from Manor Farm to

Pan paniscus bonobo :: essays papers

Pan paniscus bonobo Pan. Paniscus (bonobo/pygmy), chimpanzees, are similar to Pan. Troglodytes (common chimpanzees), in many ways. Because of this, I am only detailing some of the differences. Currently the bonobo population numbers less than 20,000 individuals, the bonobo is listed as an endangered species by the United States fish and wildlife Service. â€Å"The bonobo is threatened by forest destruction for forest products and agriculture, they are hunted for food and sale for pet trade† (AZA, 1998, p.2). Bonobo populations have been greatly reduced by deforestation and human encroachment. â€Å"The bonobo is in high demand for bio-medical research, since hunting bans are not always enforced, they are heavily poached† (Bonobo, 2000, p.1). â€Å"One of the major threats to this species is that its range lies entirely within the country of the Democratic Republic of Congo† (AZA, 1998, p.2). Geographic Range: Historically the bonobo is considered a rare species relative to other apes because of its small range and habitat limitations†(AZA, 1998, p.2). The populations are discontinuous and widely scattered. Bonobos live near the Zaire River in the lowland rainforests and swamp forests. Morphological: â€Å"Bonobos can be distinguished from chimpanzees by their more slender frame, longer hind limbs, shorter clavicle, and smaller molars. â€Å"It has been established through molecular genetic analyses that the chimpanzee genus, P. paniscus, is most closely related to humans and shares approximately 98% genetic identity† (AZA, 1998, p.1). Bonobos are generally smaller than chimpanzee genus, P. Troglodytes and are less dimorphic, males are only 30% heavier’ (Hodgson, 1998,p.1). â€Å"There is sexual dimorphism in the canines where the males’ are longer than the canines of the females†(Flannery, 2000, p.1). â€Å"Molecular biologists estimate that the bonobo diverged from its relative, the common chimpanzee, only about 1.5 million years ago†(Kano, 1990, p.1). â€Å"The body structure of the bonobo is an adaptation for climbing and living an arboreal lifestyle in the rainforest† (AZA, 1998, p.1). â€Å"This little known ape is not really a chimpanzee, gorilla, or an orangutan. It is a very unique creature, whose anatomy resembles that of â€Å"Lucy† the most famous find of pre-human skeleton† (Bonobo, 2000, p.1). â€Å"Because of the similar morphological traits, some anthropologists consider the bonobo to be the best living prototype for the common ancestor of humans and African apes† (AZA, 1998, p.1). Thus, it would follow that the bonobos have many human-like morphological, physiological, and behavioral traits. Natural History: â€Å"Major foods of the bonobos include fruits, shoots, leaves, seeds, flowers, and bark.

High Remarks for Hybrid Cars

QUESTION: Describe the different types of hybrid cars and how they are improving fuel efficiency. What are other pros and cons of driving a hybrid? —————————————————————————————————- High Remarks for Hybrid Cars It is no secret that one of the most popular trends in today's society is â€Å"going green† to help the economy, save the world, and so on. It is also no secret that gasoline prices have steadily increased over the years, and four dollars a gallon does not exactly agree with our wallets.In an effort to â€Å"go green† and save money on gasoline, hybrid cars have recently become a great option for those interested in getting high gas mileage and saving lots of money†¦ or so they think. Although hybrid cars have high gas mileage an d extend the time between visits to the pump, reviewing the raw facts about hybrid cars while asking the question â€Å"Do hybrid cars seem like a money-saving solution? † is a wise decision. While there are many different kinds of hybrid cars, they all share one common trait: a traditional, gasoline-powered motor and a new electric, battery-powered motor are both found within the vehicles.These vehicles use both motors at different times when on the go: the electric motor powers the vehicle when going less than 40 miles per hour, while the gas motor powers the vehicle at speeds greater than 40 miles per hour. While the functions of both motors may seem unimportant to some, consider stop-and-go rush hour traffic. Not only does the electric motor reduce smog levels due to its exhaust-free trait, but it also helps to save gasoline that is wasted when frequently pressing the accelerator.Another plausible scenario to consider is living in a small town where the speed limit rarely exceeds 40 miles per hour; traveling through these towns on electric energy can save gallons of gas, giving our wallets time to become more plump between each visit to the pump. The efficiency of hybrids are found in the vehicles' aero dynamics, weight reduction, and less powerful gas engine, making hybrid cars the most gasoline efficient vehicles on the market; these vehicles get an outstanding average of 48 to 60 miles per gallon.Although hybrid cars seem like the most logical way to go, a closer look at the cons of these vehicles can make anyone think twice. Because hybrids have both a gasoline-powered motor and a battery-powered motor, they are more likely to break down or malfunction due to the complexity of the system as a whole. These malfunctions can easily put the vehicle in an auto shop, causing an inconvenience on our schedules and our wallets. While hybrid cars do save gas when caught in stop-and-go traffic or driving through low-speed areas, the total savings aren't ex actly tremendous.Comparing a Honda Insight (hybrid car) and a Honda Civic (regular car), the annual difference between the fuel bills is only $230. While this may seem like a decent amount to save each year, take a closer look at the price of the two cars. Because hybrid cars are new, popular, and â€Å"money savers† (such as the Honda Insight), they costs a significant amount more than the standard cars equipped for saving gas (such as the Honda Civic); hybrid cars range from about $19,000 to $25,000, while gas-saving cars range from $14,000 to $17,000.People purchase these cars because the companies who sell them claim to save the consumers a fortune in gasoline expenses, however this doesn't seem to be the case when closely looking at these numbers. Over a ten year time period, a hybrid car would save approximately $2,300 in fuel expenses, but this amount of money fails to cover the payment difference for the car itself as opposed to a regular, strictly gasoline car (the d ifference between the cars being anywhere from $5,000 to $8,000). Hybrid cars also claim to get anywhere from 48 to 60 miles per gallon, which is a plus.However, this gas mileage is only about 20% to 35% better than a gas saving vehicle; gas saving vehicles, such as the Honda Civic, still get a decent average of 36 miles per gallon. After reviewing the price difference between the hybrid and a gas saving vehicle, the inability of the hybrid to replenish the money difference between itself and gas saving vehicles, the small amount of savings the hybrid annually provides at the pump, and the minuscule difference between gas mileage, an answer shouldn't be difficult to reach: Do hybrid cars seem like a money-saving solution?

How to Write A Ph.D. Thesis

How to Write A Ph.D. Thesis How to Write A Ph.D. Thesis Writing a Ph.D. thesis or dissertation takes time and energy. The process of conceptualizing, designing, developing, and the final presentation of the work requires students to devote their undivided attention to be able to complete the study on time, not to mention having to gain the approval of the examiners. If you’re nearing the finish line of your doctorate and you’re currently at the initial stages of your dissertation, here are some helpful suggestions for writing your doctoral thesis. Choosing A Topic Choose a topic of interest that coincide with your program’s area of expertise or interest. In most cases, graduate students develop their studies around a specific question that their programs have emphasized and proceed to work with supervisors in the faculty who possess the technical knowledge and expertise in those areas. If you are given a free hand to determine your focus, you will be expected to explore diverse themes related to your discipline before zeroing in on a final direction. Here are a few tips to consider during topic ideation: Identify â€Å"hot issues.† Bounce off ideas with your research supervisor and determine the key topics or pressing issues in your field. Widen your knowledge by reading up on the latest studies, published journals, academic case studies, annual reports, news articles, or data summaries around your topic. Journal your ideas. Write down your thoughts and discoveries so you can revisit, modify, or change them when needed. This will help you to focus your thoughts and keep track of ideas to develop and that may be important in improving your theme. Don’t seek a â€Å"perfect† topic. Some students might fall in the trap of overthinking their research topic. If you ever stall out, get in contact with your supervisor and get expert advice. Consult a faculty member. The Graduate School of the University of British Columbia suggests that researchers familiarize the specializations of individual faculty members in their graduate program. This helps you know if these members are the right fit for your research supervisory committee. Developing Your Topic As you develop your research topic, consider your career goals after earning your doctorate. A graduate student that’s worth their salt uses their dissertation to define the trajectory of their career path after university. Choose a topic that not only resonates with your interests and that of your program but also propels your career forward. Consider the following questions when developing your topic: Can the question sustain your interest and enthusiasm? Are there solutions to the problem? Could these lead to other problems worth researching? Can it make an original contribution to the field? Can you deliver the promise of the research? Drafting Your Research Proposal Once you’re sure of your topic, the next step is to draft your research proposal. A proposal must detail the first few chapters and the core sections of the dissertation. It must include the following parts (in order): Statement of the Problem (also called Background Information) Review of Related Literature (RRL) Planned Research Method Here are some additional helpful suggestions for focusing and writing your research proposal: Read proposals from other researchers. This will help you get a general idea of how a finished proposal should be. Ask for one exemplary paper from your field of study. Take note of: How the proposal was organized The types of headings used The level of clarity and specificity The author’s breadth of knowledge on the subject Write a quality Review of Literature. Don’t wait until the dissertation proper to prepare for this essential chapter. Your RRL should cover two arguments: Why your research is needed The essence of your methodology in answering the question raised Allocate sufficient time to develop your arguments. The longer you work on your RRL, the more time you have to locate resources, and the better a literature review you can produce. Archive all relevant resource materials. Make sure to organize them according to sections, arrange them in sequential order, and copy all bibliographic citations. This will come in handy when you need to reference a specific piece for your bibliography. Zero in on one area. Put a laser focus on your topic. Devote enough time to create specific and definite arguments for your research. Decide on a proposal title. A carefully considered title helps your readers immediately understand your research at a glance. Steer clear of confusing or vague language, and put the essential words at the beginning of your title. It can be useful to include keywords that will aid other researchers to find your work. The success of your proposal lies in the quality of your project and how well your presentation is on paper. If you need assistance writing your proposal, there are many proposal writers in Toronto who can guide you through the process. Defining The Scope Of Your Research To gain clarity and create a defined structure, narrow the scope of your research. Defining what you will and will not tackle should be discussed in your proposal. As you refine your scope, consider these points: Choose your methodology judiciously. Your methodology is one of the vital elements that will set the structure of your research. Consider methods used in your field and single out processes that your program and supervisory committee support. Your research supervisor will discuss some methodological questions with you as you develop your proposal. Choose a qualified and supportive supervisory committee. The committee you will work with will play a significant role in the success of your research. Select committee members that are not only experts in the field, but are willing to work with you towards your goal. They should be a source of guidance and encouragement for your labours. Be as open and objective as possible when receiving criticism from your committee. Meet with your committee as often as needed. It is during these meetings that you can thoroughly discuss your proposal and set goals and procedures. Writing Your Dissertation Writing is a vital skill that you need to hone early in the process. Use your proposal as your guide. Write in a way that reflects what you said you would accomplish in your methodology. Do the same for the Statement of the Problem and your RRL. Write clearly; avoid ambiguity. Have a list of keywords that are important to your research and use them throughout your dissertation. Don’t alternate between words or phrases when you’re referring to only one thing. This will help keep your meaning clear to your readers. You don’t have to write your paper in sequence (i.e. from the first chapter to the end); in fact, it is usually best to not write the introduction until the paper is completed.   Start with the parts you’re most comfortable with, and work from there. During revisions, you can rearrange sections to best support your arguments and present your evidence. Here are a few more tips for writing your dissertation: Plan a dissertation structure carefully with your supervisor. Create rough drafts as you go, and refine them as your topic becomes more focused. Create a filing system to easily track relevant results as you write each chapter. Use a reference manager to keep track of your references and notes. Back up your work. Make a digital backup of all the key parts of manual records, logbooks, or diaries you’ve used. Writing a dissertation can be challenging as you work toward completion. However, with the right guidance and effort, you can complete this undertaking and earn that doctorate you’ve worked hard for. If you need help in writing your dissertation, you can also get a professional writing service to make the process easier. is here to be your partners in this endeavour. We offer comprehensive dissertation/thesis services for advanced level students in the GTA. Contact us to get started with your project.

GCC and UAE vs. Iran

GCC and UAE vs. Iran Executive Summary The activity of Iran has been of extreme concern for the whole world and countries of the Persian Gulf Region in particular. In 2000, the disclosure of Iran’s nuclear program became a worrying signal for the whole world. The production of nuclear weapons of massive destruction could destabilize the situation in the Middle East and aggravate the peaceful existence of other countries.Advertising We will write a custom critical writing sample on GCC and UAE vs. Iran specifically for you for only $16.05 $11/page Learn More However, Iran’s nuclear program is not of the primary concern nowadays. Iran actively practices the policy of intervention in regional conflicts. Thus, Iranian involvement in Yemen, the Syrian crisis, undermining Kuwait and Bahrain security are warning signs for the global community. The disturbing thing is that Iran will become a significant participant in the global affairs due to the vast oil deposits. The Un ited States of America always played a significant role in the Middle East region. President Obama initiated another foreign policy that aimed at reducing the level of involvement in the Middle East. Such policy was motivated by the fact that the US involvement in the Middle East could have negative consequences for the country. What concerns the balance of power in the area, there is no balance due to the strategic significance of Iran and its provocative activity. Finally, countries of the Gulf Cooperation Council and the UAE, in particular, and Iran are interdependent due to their location. In my opinion, Iran undermines the potential development of the countries in the Middle East via interventions and aggravation of conflicts. The problem becomes severe because of the Iran’s growing influence. In my opinion, GGC and the UAE should collaborate with Iran to promote at least initial improvement of the situation. Context and importance of the problem Iran’s nuclear pr ogram and general belligerence have always been a reason for much concern in the world. Nowadays, most countries aim to promote a peaceful coexistence of all states. The countries of the Gulf Cooperation Council experience economic development nowadays. However, their prosperity is always under the threat due to the instability in the region. Despite the recent nuclear deal, the Gulf Cooperation Council, especially the United Arab Emirates, should monitor Iran’s actions and develop strategies for the creation of free of nuclear weapons zone in the Middle East. Several reasons predetermine the need to address the issue under consideration. First, Iran is estimated to be the primary state that supports the global terrorism. According to this view, Iran finances, trains, and provides armory for terrorist groups to overthrow regimes in Muslim countries, Israel, and the West.Advertising Looking for critical writing on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More The most famous terrorist organization is Al Qaeda (â€Å"Iran: a Clear and Present Danger† par. 2-3). Second, Iran’s support of activities in Syria and participation in the conflict in Yemen have already resulted in million deaths and an immense number of refugees. Finally, the active development of capabilities for cyber warfare, as well as smuggling weapons in Bahrain and Kuwait, demonstrate country’s danger. Important aspects for consideration The US vacuum from the area The distinctive feature of the President Obama’s foreign policy is the so-called vacuum from the countries of the Middle East. This decision is motivated by the excessive America’s intervention in the Middle East in the past. The results of this intervention are as follows: the dissatisfied Middle East, consequences of two wars in Afghanistan and Iraq, and the continuous terrorist threat. Taking all these adverse cons equences into account, the President decided to follow the strategy that is more tolerant in comparison to previous ones. However, scholars argue that nothing has been changed. Iran still aims at producing nuclear weapons, the Israeli-Arab conflict is unsolved, and terrorism continues to exist (Bettiza and Phillips 11). Some scholars even argue the US’s foreign policy of non-intervention resulted in the aggravation of the situation. The current example is the war in Yemen. Balance of power The problem of balance of power in the region is not solved yet. Several reasons predetermine this statement. First, no balance can be achieved unless the conflict with Israel is solved. Second, Iran’s development of nuclear program destabilizes the whole region. In case Iran introduces nuclear capabilities, it will bring extreme tension to the region. Other countries may start the production of nuclear weapons for protection. The situation is controversial because most countries in the region want to establish a zone free of nuclear weapons. For instance, the United Arab Emirates supports this idea because it is crucial to the successful economic development. This intention makes a situation even more complicated. Countries of the Gulf Cooperation Council should negotiate with Iran as far as military pressure is impossible in such conditions (â€Å"Rethinking the Balance of Power in the Middle East† par. 4-7). Mitigation to Iran’s hegemonic actions The European Union, the United Nations, the United States of America, and the United Arab Emirates imposed a variety of sanction aimed to mitigate Iran’s hegemonic actions. The global community had to react to Iran’s jeopardizing of peace in the world. All sanctions were directed at Iranian financial and energy sectors. The economy deteriorated significantly because of several rounds of severe sanctions. Thus, the UN sanctions banned the supply of materials that could be used in nuclear-b ased technologies. The export of weapons was banned too. The European Union also introduced particular measures. Among them were the restrictions to conduct any financial operations with Iranian banks and transport equipment that can be utilized for the enrichment of uranium. The US sanctions are the most severe.Advertising We will write a custom critical writing sample on GCC and UAE vs. Iran specifically for you for only $16.05 $11/page Learn More They ban everything except for the export of materials that can be useful for residents of the state (â€Å"Iran Nuclear Crisis: What are the Sanctions† par. 1-6). The relations between the United Arab Emirates and Iran should also be analyzed from this perspective. Thus, these two countries were partners for many years. However, the UAE strongly supports the UN and US sanctions against Iran because of its nuclear activity. GCC-Iran proxy wars Iran is involved in several proxy wars. The Iran’s role is Syria is being actively discussed nowadays. Researchers consider that Iran’s involvement has led to the formation of the so-called Islamic State by jihadists (Xenakis par. 3-5). Officials of Bahrain and Kuwait claim that Iran attempts to smuggle weapons in their countries as well. Bahrain’s Foreign Ministry officially supports this statement (â€Å"Bahrain Expels Iranian Envoy over Alleged Arms Smuggling† par. 2-3). Currently, the civil war in Yemen is one more proxy war between Iran and Saudi Arabia. The most disturbing thing about these wars refers to the fact that they also destabilize the situation in the region and aggravate the progress of other countries too. As the conflict develops and increases, more countries become involved. Consequently, the region-wide crisis occurs (Tisdall par. 1-5). Interdependence, economy, and trade The countries of the GCC are dependent on Iran because of its natural resources and strategic location. The United Arab Emira tes is involved in a variety of economic and trade relations with Iran. For instance, the share of total imports to Iran is the highest in the UAE. This relation demonstrates the UAE dependence on Iran. On the other hand, re-export system in UAE allows Iran to conduct several economic functions under sanctions (Habibi 4-5). Critique of policy options and further recommendations The 2015 Iran nuclear deal represents an agreement that presupposes the blockage of possible ways of receiving materials and equipment for the building of the atomic bomb. The enrichment of uranium and plutonium is reduced by more than ninety percent. According to the agreement, the possible level of enrichment is no more than four percent (â€Å"The Historic Deal that Will Prevent Iran from Acquiring a Nuclear Weapon† par. 1-5). This nuclear deal will result in the canceling of sanctions and Iran’s increasing influence in the global affairs. Large deposits of oil may alter the oil market drasti cally and result in the rapid fall of prices. Iran’s current activity should be regarded as a warning sign. The combination of aggression and increasing power may result in country’s threatening and provocative behavior. The primary problem refers to the fact that the global community, as well as the UAE, recognize the importance of Iran and readiness to meet halfway.Advertising Looking for critical writing on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More The UAE cannot avoid collaboration with Iran in such situation. The UAE cannot stop having international trade relations with Iran due to the threat of substantial losses. In my opinion, it is necessary to promote Iran’s economic development only in case it proves its peaceful aims. Current activities demonstrate contrary targets of the country. It would be necessary for the UN, the EU, and the US to limit Iran’s capabilities despite potential threat to the oil industry. Bahrain Expels Iranian Envoy over Alleged Arms Smuggling. 2015. Web. timesofisrael.com/bahrain-expels-iranian-envoy-over-alleged-arms- smuggling/. Bettiza, Gregorio, and Christopher Phillips. Obama’s Middle East Policy: Time to  Decide. n.d. PDF file. 29 Nov. 2015. lse.ac.uk/IDEAS/publications/reports/pdf/SR003/bettiza.pdf. Habibi, Nader. The Impact of Sanctions on Iran-GCC Economic Relations. 2010. PDF file. 29 Nov. 2015. brandeis.edu/crown/publications/meb/MEB45.pdf. Iran: a Clear and Prese nt Danger. n.d. Web. http://honestreporting.com/hot-topics/iran-a-clear-and-present-danger/. Iran Nuclear Crisis: What are the Sanctions. 2015. Web. bbc.com/news/world-middle-east-15983302. Rethinking the Balance of Power in the Middle East. 2010. Web. weforum.org/sessions/summary/rethinking-balance-power-middle- east. Tisdall, Simon. Iran-Saudi Proxy War in Yemen Explodes into a Region-Wide Crisis.  2015. Web. theguardian.com/world/2015/mar/26/iran-saudi-proxy-war-yemen- crisis. The Historic Deal that Will Prevent Iran from Acquiring a Nuclear Weapon. n.d. Web. https://www.whitehouse.gov/issues/foreign-policy/iran-deal. Xenakis, John. World View: Russia Warns that Syria would Become a ‘Proxy War’. 2015. Web. breitbart.com/national-security/2015/11/01/world-view-russia-warns- that-syria-war-could-become-a-proxy-war/.

Free Essays on Compassion Of Buddha

In the Legend of the Buddha Shakyamuni, the word â€Å"compassion† appears several times throughout the text. In the Merriam-Webster Dictionary, the word â€Å"compassion† is defined in two different ways. The first way comes from the Latin root â€Å"compati,† which means to sympathize. This definition means to be understanding and caring towards someone. The other definition originates from the late 14th Century, which means â€Å"sympathetic consciousness of others’ distress together with a desire to alleviate it.† This definition still uses the word sympathetic; however, there is an added component to help lessen the problems of others. I feel that the second definition of compassion (or karuna) pertains to the legend. Compassion in Sanskrit is defined as â€Å"pity, active sympathy and gentle affection felt for all sentient beings.† Once Buddha learns the four holy truths and the eightfold path, he claimed he reached his goal of Nirvana, he is described as â€Å"the great seer, full of compassion, had thus proclaimed the Dharma, he of the Kaundinya clan, and hundred of gods with him, obtained the insight which is pure and free from dust.† Throughout the legend, the goal of Buddha was to reach a level of release from the Samsaric cycle of rebirth. The second definition of compassion illustrates Buddha’s desire to elevate himself beyond the realm of the living and onto a more infinite, spiritual level. After Bodhisattva reached Nirvana, he wanted to not only help others reach the same state, but also have people there to share their experiences with. When the Buddha goes home to see his father, his father says, â€Å"instead, having conquered the great ills of the Samsaric world, you have become a Sage who proclaims the Dharma for the weal of all.† Buddha’s father says that his son has become a teacher, or a â€Å"Sage,† who uses his experiences and his knowledge to help others break out of the Samsaric cycle of life.... Free Essays on Compassion Of Buddha Free Essays on Compassion Of Buddha In the Legend of the Buddha Shakyamuni, the word â€Å"compassion† appears several times throughout the text. In the Merriam-Webster Dictionary, the word â€Å"compassion† is defined in two different ways. The first way comes from the Latin root â€Å"compati,† which means to sympathize. This definition means to be understanding and caring towards someone. The other definition originates from the late 14th Century, which means â€Å"sympathetic consciousness of others’ distress together with a desire to alleviate it.† This definition still uses the word sympathetic; however, there is an added component to help lessen the problems of others. I feel that the second definition of compassion (or karuna) pertains to the legend. Compassion in Sanskrit is defined as â€Å"pity, active sympathy and gentle affection felt for all sentient beings.† Once Buddha learns the four holy truths and the eightfold path, he claimed he reached his goal of Nirvana, he is described as â€Å"the great seer, full of compassion, had thus proclaimed the Dharma, he of the Kaundinya clan, and hundred of gods with him, obtained the insight which is pure and free from dust.† Throughout the legend, the goal of Buddha was to reach a level of release from the Samsaric cycle of rebirth. The second definition of compassion illustrates Buddha’s desire to elevate himself beyond the realm of the living and onto a more infinite, spiritual level. After Bodhisattva reached Nirvana, he wanted to not only help others reach the same state, but also have people there to share their experiences with. When the Buddha goes home to see his father, his father says, â€Å"instead, having conquered the great ills of the Samsaric world, you have become a Sage who proclaims the Dharma for the weal of all.† Buddha’s father says that his son has become a teacher, or a â€Å"Sage,† who uses his experiences and his knowledge to help others break out of the Samsaric cycle of life....

Urban wildlife management in arizona Essay Example | Topics and Well Written Essays - 250 words

Urban wildlife management in arizona - Essay Example This is something that makes the wild animals insecure and can be used in explaining the fact that they have been attacking human beings without being provoked. The fact that their natural habitat has been invaded is already enough provocation to them (Luniak, 2004). This leads to the solemn point that the government should also make sure that in the bid of expanding citys wildlife should always be considered. There are a number of ways in which wildlife can be considered in such a case. This is because in this case they as just as endangered by the situation just like human beings are. There can be made plans that will see to it that their inhabitants are fortified in such a way that they will not be easily found in the areas that are inhabited by human being (p. 67). The wild animals that cannot be easily put away from human beings habitat could also undergo scientific gene modification to make sure that the hostility that they have towards human beings is moderated. Some people would argue that this would be endangering the wild animals, but industrialization and urban growth are already putting them and human being in danger with each side fighting for survival at any cost (p.

Mesopotamia Essay Example | Topics and Well Written Essays - 1500 words

Mesopotamia - Essay Example History has always been chronicled as a series of political events, rise and fall of dynasties. It is within the framework of political history that the historian has to discern the religious and intellectual emotions of the people living in the ancient world. Although literary sources are not abundant sine they have not been preserved till date, archeological sources including monuments and inscriptions provide us a more or less clear picture of the thought process of the people living in the ages gone by. Polytheistic religious ideas are evident in the inscriptions and dedications of various temples and shrines, the myths and legends of particular gods, the recorded or observed practices of various cults and rituals, hymns and prayers that were transcribed by the priests and priestesses of the temples. The Mesopotamian thought process and religious ideas were characterized by polytheism coupled with a unique pessimism. In Mesopotamia, city-states were theocracies. The king was rega rded as the political and religious leader of the city-state. He was the people’s representative to the gods, and was the ‘First Servant’ of the gods to the people. Individual city-states often adopted a patron god to worship as their chief god. but recognized the validity of other gods and worshiped them on appropriate occasions. However, one god would be chosen as a patron god to aid them in time of war or crisis.... lands on Mt. Nimush, he offers sacrifice to the gods. The gods responded by gathering like flies around the sacrifice having not received any because humanity was destroyed by the flood: "the gods smelled the sweet savour, and collected like flies over a sheep sacrifice." 2. Only the best yield of the land and best animals were sacrificed at these rituals. It was their conviction that Gods could be appeased only by these offerings. So they had to be of optimum quality. The whole community would be involved in these rituals. Localized or private cults dedicated to a particular god that limited membership to a few or an elite also emerged, but the predominant forms of cultic worship involved the whole community; rich and poor; artisan and craftsmen, city-dwellers and country folk. Mesopotamian polytheism had many gods and goddesses that were immortal, but these gods had gender and specific functions or duties, and thus, limited powers. While they may appear to have been powerful and immortal, they were very human, in terms of behavior and emotions. They had the full range of human emotions: they expressed fear, lust, anger, envy, greed; yet the gods also expressed love, compassion, and a sense of justice, as well as, injustice and revenge. One notices an incredible and overwhelming mood of pessimism and insecurity that underlines the Mesopotamian Weltanschauung (world-view). The Mesopotamians viewed their relationship with their gods in this way rather consistently. Since they were devoid of political and personal security, the threat of constant war contributed to a sense of dread, uncertainty, and pessimism. This is potrayed in the "Lament for Ur", in which the goddess Ningal recounts the destruction of Ur in wartime and the sufferings of her

Legalizing Marijuana Essay Example | Topics and Well Written Essays - 500 words

Legalizing Marijuana - Essay Example ers of marijuana will accost only its users, the truth has it that marijuana use readily and inevitably attracts crime, violence and social disintegration. The government will also incur unforeseen expenses as it disburses more funds to the healthcare sector, for the treatment of marijuana-triggered conditions. The cause of these problems is the very nature of marijuana itself. Marijuana smoke contains 50- 70% more carcinogenic hydrocarbons, compared to tobacco smoke. Similarly, the fact that a single puff of marijuana smoke significantly alters chemical composition of the brain is a matter that is amenable to psychological complications and poor health. For the most part, the party that is culpable for blame is the people who voted for the decriminalization of marijuana. Given that the majority voted in favor of the legislation of marijuana as is disclosed by the BBC, there was nothing much policy makers and legislators could do. Partly, human rights caucuses such as ACLU are guilty of championing for the legislation of marijuana without sincerely informing the public about the dangers of the unprescribed use of marijuana. Likewise, other research organizations that falsely assert that there are no side effects of marijuana are to blame for the failure to be truthful (BBC, 1). To address this problem, it will be important to conscientize the public towards the pitfalls that come with the use of marijuana. It is from this juncture that the public can make informed decision on the matter. This idea is tenable because positive change emanates from a point of knowledge and self-resolution. Self-resolution will be important for all stakeholders herein. For instance, while parents will see the need to reinforce positive influence on their children concerning this problem, legislators may see the need to push for abrogation of the clause that legalized marijuana. From this point, the conscientized public may vote wisely. Others may propose the maintenance of status

Daydreamer Essay Example | Topics and Well Written Essays - 1250 words

Daydreamer - Essay Example I was happy about that, because I felt smarter, like I was a more rational person. Unfortunately, I started to realize that as logic and rationality were building up in my mind, imagination was flowing out. The day that I first really noticed that this was happening, I was at my cousins’ house. We were hanging out and telling ghost stories, just like we had a long time ago, when we were just kids and really believed all the stories we told. The day before, I had been trying to write a story. I stared at my computer screen, but I could not dredge up one single good idea from the depths my mind. I slapped the lid of my laptop shut with disgust and tried to think about other things, thinking that an idea would come floating into my head when I wasn’t reaching out for it so desperately. Now, at my cousins’ house, we were talking about all the ghosts we used to believe in. We talked like we all still believed, though. At least, my cousins did. They talked about all th e hauntings and the ways we used to scare ourselves like it was real. I kind of nodded and laughed along with them, not sure if we were playing a game for the sake of old-times, or if they really meant it. One of my cousins, Sam, brought up the story of Adrian, a ghost we used to think haunted our grandparents’ house. We used to convince ourselves that every little sound or shadow was Adrian. We even made a little spinner, like a spinner from a board game, with a tack and a cardboard arrow that we could flick to make it twirl around and point to words we’d written on a piece of paper. â€Å"Yes / No / Maybe† were the words we’d scrawled in our big round kids’ handwriting. ... next to an open window, and all say together, â€Å"Adrian, Adrian, are you there?† If nothing happened (and nothing usually did), we would go off and play, and come back and check on the spinner to see if it had moved. If it was pointing to â€Å"yes,† we would start running around, giggling and screaming. The rare times when there was a breeze right at the time we said our little chant, and the spinner moved right before our eyes, we would completely freak out, no matter which of the words it was pointing to. â€Å"Yes† meant â€Å"yes,† and â€Å"maybe† meant yes, but he was being coy with us. â€Å"No† naturally meant there was some other ghost hanging around; perhaps a more sinister one than Adrian. That day we sat at the kitchen table, drinking Cokes and laughing about what silly kids we used to be, but when my cousins talked about Adrian, it was with total seriousness. â€Å"Remember the time he pulled the blankets down on my bed?â₠¬  Sam asked. â€Å"Oh yeah!† said Dana. â€Å"Or when he knocked down that statue of a brass cat that Grandma used to have on the shelf?† I couldn’t stand it anymore. Were they serious? â€Å"Guys,† I said. â€Å"You know Adrian wasn’t real, right? You know that that statue could have fallen down for a lot of different reasons, and you probably half-dreamed your blankets being pulled off when they really just fell. Tell me you don’t still believe in Adrian.† â€Å"No way!† Dana shook her head. â€Å"There’s no way that statue could have just fallen down by itself. It was way back on the shelf. And I know Sam wasn’t dreaming about the blankets. Tell the story, Sam.† Sam stared at me like he thought I had lost my mind. â€Å"I was sleeping at Grandma’s house one night, and I woke up and couldn’t move. I felt this presence in the room with

Methods for Increasing Employee Motivation Research Proposal

Methods for Increasing Employee Motivation - Research Proposal Example The discussion will attempt to address the primary question framed as follows: What programs may be suitable to increase employee productivity and revenue? Taking into account that General Trading has expanded across global boundaries. This problem regarding employee productivity, if remains unsolved may damage the reputation of the company, which has built over the years. It may even lead to compromise the efficiency of the company, which may lead to increased customer dissatisfaction. So a proper analysis of the situation and probable solutions to increase the employee productivity is very vital in this scenario. General Trading is a wholesale food distributor organization with clients abroad to whom they export their product offerings across the borders. For them, maintaining a healthy motivation level among the employees and thereby increasing the productivity is very crucial to the development and flourishing of the company. In order to increase the motivation level among the em ployees, an employee incentive program is very much essential for the company. In today’s world, employees are the biggest assets to an organization. Companies are paying competitive salaries to the employees as compared to other companies, in order to keep them motivated, as well as to retain them. Most of them have already moved towards an ‘Employee Incentive Program’, which is itself a part of performance appraisal. It has also been found out in a study that employee engagement which mainly comprises of commitment to work, as well as employee’s job satisfaction with the company increases through a host of performance appraisal system that happens in a company from time to time. (Scott, â€Å"Introduction†). Employee Incentive Programs has been employed by many companies and is considered as a highly valuable tool to keep the employees in an organization motivated by offering various kinds of incentives on the basis of their performance in the org anization or in similar grounds. Implementing an employee incentive program in the organization has also lead to solutions that exists between the company’s top management and its employees on the production front. It also leads to identification of the most efficient and effective employees in the organization, who can further be moved up in the hierarchy and can be groomed for possible leadership roles in the organization. As a result, it leads to identification of talent within the organization without hunting for the right candidate in the open market.

Daydreamer Essay Example | Topics and Well Written Essays - 1250 words

Daydreamer - Essay Example I was happy about that, because I felt smarter, like I was a more rational person. Unfortunately, I started to realize that as logic and rationality were building up in my mind, imagination was flowing out. The day that I first really noticed that this was happening, I was at my cousins’ house. We were hanging out and telling ghost stories, just like we had a long time ago, when we were just kids and really believed all the stories we told. The day before, I had been trying to write a story. I stared at my computer screen, but I could not dredge up one single good idea from the depths my mind. I slapped the lid of my laptop shut with disgust and tried to think about other things, thinking that an idea would come floating into my head when I wasn’t reaching out for it so desperately. Now, at my cousins’ house, we were talking about all the ghosts we used to believe in. We talked like we all still believed, though. At least, my cousins did. They talked about all th e hauntings and the ways we used to scare ourselves like it was real. I kind of nodded and laughed along with them, not sure if we were playing a game for the sake of old-times, or if they really meant it. One of my cousins, Sam, brought up the story of Adrian, a ghost we used to think haunted our grandparents’ house. We used to convince ourselves that every little sound or shadow was Adrian. We even made a little spinner, like a spinner from a board game, with a tack and a cardboard arrow that we could flick to make it twirl around and point to words we’d written on a piece of paper. â€Å"Yes / No / Maybe† were the words we’d scrawled in our big round kids’ handwriting. ... next to an open window, and all say together, â€Å"Adrian, Adrian, are you there?† If nothing happened (and nothing usually did), we would go off and play, and come back and check on the spinner to see if it had moved. If it was pointing to â€Å"yes,† we would start running around, giggling and screaming. The rare times when there was a breeze right at the time we said our little chant, and the spinner moved right before our eyes, we would completely freak out, no matter which of the words it was pointing to. â€Å"Yes† meant â€Å"yes,† and â€Å"maybe† meant yes, but he was being coy with us. â€Å"No† naturally meant there was some other ghost hanging around; perhaps a more sinister one than Adrian. That day we sat at the kitchen table, drinking Cokes and laughing about what silly kids we used to be, but when my cousins talked about Adrian, it was with total seriousness. â€Å"Remember the time he pulled the blankets down on my bed?â₠¬  Sam asked. â€Å"Oh yeah!† said Dana. â€Å"Or when he knocked down that statue of a brass cat that Grandma used to have on the shelf?† I couldn’t stand it anymore. Were they serious? â€Å"Guys,† I said. â€Å"You know Adrian wasn’t real, right? You know that that statue could have fallen down for a lot of different reasons, and you probably half-dreamed your blankets being pulled off when they really just fell. Tell me you don’t still believe in Adrian.† â€Å"No way!† Dana shook her head. â€Å"There’s no way that statue could have just fallen down by itself. It was way back on the shelf. And I know Sam wasn’t dreaming about the blankets. Tell the story, Sam.† Sam stared at me like he thought I had lost my mind. â€Å"I was sleeping at Grandma’s house one night, and I woke up and couldn’t move. I felt this presence in the room with

Anti-globalization movement Case Study Example | Topics and Well Written Essays - 1250 words

Anti-globalization movement - Case Study Example The term globalisation has come become popular only since the 1980s and since then protest against globalisation started, the term anti-globalisation also became popular at almost the same time. The groups and individuals belonging to "anti-globalization movement" developed in the late twentieth century to resist the globalization of corporate economic activity and the free trade with developing nations that might result from such activity. For instance, these organisations are against the proliferation of multi-national corporations especially in the third world. Technological advances have made it easier and quicker to complete international transactions both trade of goods and financial flows. In other words globalisation refers to an extension beyond national borders of the same market forces that have operated for centuries at all levels of human economic activity-village markets, urban industries, or financial centers. There by turning the world into a global village. However, the opportunities provided by globalisation in real sense in not the same for all the countries and hence it has created an economic imbalance. This has resulted in the emergence of groups protesting against globalisation. ... rge corporations, as exercised in trade agreements and elsewhere, which they say undermines democracy, the environment, labor rights, national sovereignty, the third world, and other concerns (Wikipedia n. pag, 2007). There are several concerns that has been put forth by the anti-globalization movement. The people who oppose globalisation or the anti-globalisation movement argue that globalisation has been the main reason for enhancing poverty and claim that the creation of an unfettered international free market has benefited multinational corporations in the Western world at the expense of local enterprises, local cultures, and common people. Where as proponents of globalisation argue that it allows poor countries to develop economically and raise their standards of living. Hence resistance to globalization has been a result of people and governments trying to manage the flow of capital, labour, goods, and ideas that make up the current wave of globalization (Silicon Valley n.pag). Globalisation has been criticized on many fronts by politicians, members of conservative think tanks, mainstream economists, and other supporters of market-based economic integration. One of the major concern put forth by the anti-globalization movement, is that the major causes of poverty amongst developing and underdeveloped world. For instance, poor farmers in these countries face trade barriers. Besides it hs also been claimed by these groups that unemployment has also increased in third world countries. Another criticism against the movement is that, although it protests about things that are widely recognized as serious problems, such as human rights violations, genocide and global warming, these movements have never tired to solve these porbems. In many instances these

Good and Evil Essay Example for Free

Good and Evil Essay There are many different viewpoints on what is right and wrong and ethically and morally correct. Immanuel Kant (1724-1804) and Jon Stuart Mill (1806-1873), both considered to be two of the best philosophers of all time, had different views on how one should live the Good Life. John Stuart Mill’s theory was called Utilitarianism and Kant’s theory, the Categorical Imperative. Immanuel Kant believed that it was more important for a person to have moral values than to be intelligent, funny, or to have any other talents or traits of the human mind or body. He believed of course that it was good to have these talents but that â€Å"moral worth† was invaluable. Kant expressed, â€Å"to act morally is to act from no other motive than the motive of doing what is right† (Sommers Sommers, 2010, p. 230). Kant believed that morality was not just about the results or effect of an action but the will behind the action. He believed that our actions must come from a sense of Duty, not because we care for or love one another but because it is our Duty to â€Å"respect the Moral Law† (p. 246). Judging the importance of a decision based on whether or not it was following a rule or set of rules is called deontological ethics. He believed that it was not the consequences of the action which were important but the person’s motive carrying out the said action. Many disagree with Kant saying that we must have a foundation to start from, a reason such as love or concern to do what is morally correct. John Stuart Mill believed that our actions must promote happiness to all involved, not just the person doing the action for it to be morally correct. Mill endorsed the â€Å"principle of utility† thus that actions are correct if they produce happiness and wrong if resulting in the opposite of happiness. Mill’s version of the Golden Rule is â€Å"To do as you would be done by, and to love your neighbor as yourself† (p. 211). Mill defended Utilitarianism saying that the result and consequences of the action, to produce happiness that is, would make the said action correct. This is called the Greatest Happiness Principle. Utilitarianism is not based on the happiness or satisfaction of one individual but of the whole mass or group of people involved, â€Å"the welfare of all citizens† (Rachels Rachels, 2012, p. 101). Casablanca In the movie Casablanca, the main character, Rick Blaine believed in living the Good Life just like John Stuart Mill. He also was concerned with the consequences of action. Rick also seemed to be like Kant in that he had a strong sense of duty professionally. Rick had a duty to himself, which he made clear on many occasions, but also had a duty to his acquaintances and patrons of his cabaret’. Rick made decisions to promote happiness, like Mill, but his decisions were based on selfish reasons. If others were happy he would make more money. Rick could have been considered a Utilitarian because he made decisions many times to put the happiness of the group ahead of the happiness of one individual, hence the second proposition of Classical Utilitarianism; â€Å"An action’s consequences matter only insofar as they involve the greater or lesser happiness of individual’s† (Rachels Rachels, p. 110, para. 1). In the beginning, Rick made the decision to let the police take Ugarte into custody so as not to disrupt the rest of the patrons. He also did it to make himself happy so that he would not have any problems with the authorities, so his establishment would run smoother, and also so he would be able to have the exit visas that Ugarte had given him to hold onto. In the beginning Rick was only concerned with his own happiness and he states this early on when he said, â€Å"I stick my neck out for nobody. † But, as the story progresses it seems that Rick started to make decisions to benefit others, not just him. When a young woman approached him and told him her story of wanting to get to America he rigged the game to benefit her and her husband so that they would have the money to buy their passes. This would benefit both the man and woman, make him appear good, benefit his acquaintance who sold the visas, and in-turn would probably come back to benefit him again. As stated earlier, Kant believed that one should have a moral obligation to do what is right and that it comes from a person’s pure sense of duty not from any emotion. Kant strictly â€Å"denied that emotions could have any foundation for morality† at all and that we should actually â€Å"discipline our feelings by reason† (Betzler, 2008, p. 308). Kant actually believed that it is an obligation and it is required to do what is morally right. This is how Rick appeared to be throughout until he came into contact with his old love, Ilsa. Ilsa seemed to bring out the best in him. When he realized how much he really cared for Ilsa and loved her, he only wanted to see her happy even if it was not with him. In the end he made a decision for the greater good of all involved instead of just himself. He helped Ilsa and her husband leave Casablanca even though he knew he would get into trouble. Rick showed his real sense of moral value when he did this. Another character that also showed his morality was Captain Renault. He helped Rick many times and recognized his good intentions towards others at the end of the movie. It appeared as if Captain Renault was impressed by Rick putting Ilsa and Victor Laszlo first even though it meant he would not have her anymore. Captain Renault covered for Rick in the end so that Rick would not be arrested. Captain Renault also showed that he was looking out for the benefit of the group not just one person when he did this. So, who is to say what makes an action right or wrong? Does the action have to be backed by a sense of duty or should it be driven by love and compassion for others? Is it not only the consequence of the action that matters? If good comes from the action and the action comes from the heart, thus is it not good? Kant believed that â€Å"love and compassion should not be allowed to cooperate in the performance of Duty† (p. 247). Cannot Duty, love, compassion, and friendship work together to make a decision right and justified with the end result being happiness? References Betzler, M. (2008). Kant’s ethics of virtue. Walter de Gruyter. ISBN: 9783110177282 Rachels, J. Rachels, S. (2012). The elements of moral philosophy (7th ed. ). New York, New York: McGraw Hill Sommers, C. H. Sommers, F. (2010). Vice and virtue in everyday life: Introductory reading in ethics (8th ed. ). Belmont, CA: Wadsworth

Fashion Essays Fashion and Hugo Boss

Fashion Essays Fashion and Hugo Boss Fashion and Hugo Boss Hugo Boss â€Å"Fashion is a uniquely sensuous, dynamic and international phenomenon, and HUGO BOSS holds a leading position in this fascinating market. The exceptional personal commitment and standout achievements of our employees form the cornerstones of our success.† (Dr. Bruno Sà ¤lzer, Chair of the Managing Board, HUGO BOSS AG). Hugo Boss AG is a fashion house based in Metzingen, Germany, specializes in high-end apparel. It is named after its founder, Hugo Boss. Hugo Boss has been successfully asserting and expanding its position as a global market leader in the upscale fashion market for many years. The HUGO BOSS brands encompass all key fashion areas, ranging from classic clothing, evening and leisurewear to functional sportswear and complementary accessories. Licensed products such as eyewear, watches, fragrances and cosmetics further enhance our collections. HUGO BOSS is represented in the fashion market by the BOSS, HUGO and BALDESSARINI brands. HUGO BOSS products are available worldwide in over 100 countries. HUGO BOSS the name denotes success, perfection and a style that transcends international borders. Its primary competitors are Gianni Versace, Armani and Gucci in the fashion retail sector. The BOSS and HUGO brands cover all the major fashion segments for men and women. Additional product groups such as shoes and accessories, fragrances, eyewear, and watches complement the individual collections. The target audiences mainly catered to by HUGO BOSS are individuals ranging between the age groups of 20-60 years. Largely, its customers are the young and the professional working class. The marketing channels used are the seasonally changing advertising strategies, business through the internet, public relations and various sales promotion schemes. Products HUGO BOSS is represented in the fashion market by the BOSS and HUGO brands. These brand collections and their fashion lines are aimed at various target groups, creating a brand world of extraordinary fashion diversity at a constantly high level of quality. The BOSS Black, BOSS Selection, BOSS Orange and BOSS Green lines as well as the accompanying accessory collections are all part of the core BOSS brand. BOSS Black The women’s collections in the BOSS Black line offer versatile fashion ranges with a rich array of elegant â€Å"modern classics† in business-, leisure- and formalwear: perfect looks that satisfy the most sophisticated tastes. BOSS Orange BOSS Orange offers casual collections for women who enjoy dressing in style and wearing surprising looks. Unusual materials, bold colors and beautiful details appeal to a clientele that delights in experimentation. HUGO HUGO delivers innovative looks for women with a young, upbeat attitude. The collections feature body-hugging silhouettes and up-to-the-minute styles. Accessories For the past several years, a broad selection of innovative lifestyle products has complemented the HUGO BOSS fashions. The segment Shoes Accessories has featured most prominently and represents considerable growth potential for the company. This product group was therefore integrated into the Group in 2004 and has been progressively expanded since. Micro-Environment Micro-environment denotes those elements over which the marketing firm has control or which it can use in order to gain information that will better help it in its marketing operations. In other words, these are elements that can be manipulated, or used to glean information, in order to provide fuller satisfaction to the company’s customers. P’S of Marketing Product For men include: Boss Black/Boss Black Selection, Boss Green, Boss Orange, Hugo, and Baldessarini. For women: Boss Black, Boss Orange and Hugo. Also part of the brand is Lifestyle Accessories. (As explained above ) Price The price that a customer pays varies for each type of their product. Their target market constitutes are people between the age of 20 and 60, i.e. for the young, professional and working class. The price of the products of an industry are determined by a number of factors including market share, competition, market costs, product identity and also the customer’s perceived value of product. Place Place comprises of two distinct elements: channels of distribution and transportation of goods. HUGO BOSS sells its products are various stores and outlets. It has various retail outlets. It also has logistics that relates to the physical warehousing and transportation of goods from various places. It is well organized and effectively working. Promotion HUGO BOSS promotes itself by advertising their products via Media, i.e. TV, newspapers, banners, internet, etc. Also, sponsorship, product placement, endorsements, direct mail, trade shows, etc help them to promote their brand efficiently in the market. It is also engaged in charitable work. Macro Environment Macro-environment refers to the surroundings in the market which are unavoidable and need to be adjusted with than manipulate them. It is essential to study these factors that affect the business techniques followed by the organization. Knowing these factors is very important; once exploited, they may prove to be very beneficial to the firm. Pest Analysis Political and Legal Factors Hugo Boss is involved in international operations. Thus, it faces the domestic as well as the international political concerns. They export and have joint ventures and subsidiary companies abroad. The political and legal factors in various countries differ a lot. Hugo Boss has to take in consideration all these factors since its products are available in over 100 countries. Special attention needs to be given to volatile conditions so that the political conditions are monitored very carefully. Government policy can severely affect the financial results of the business. For instance the aggressive US fiscal policy driven in art by the invasion of Iraq has caused the US dollar to depreciate against other currencies such as the EUR or GBP. Economic Factors Economic factors are of concern to HUGO BOSS because they are likely to influence, among other things, demand, costs, prices and profits. These factors are largely outside the control of the individual firm, but their effects on individual enterprises can be profound. Political and economic factors are often strongly related. Since HUGO BOSS is engaged in international marketing, changes in world economic forces are potentially highly significant. The rate of inflation, unemployment and the level of domestic interest rates affect the return from new investments and can inhibit the adoption and diffusion of new technologies. Economic changes pose a set of opportunities and threats, this it is very important that HUGO BOSS monitors the economic environment at both domestic and world levels. Social and Cultural Factors It is very important for HUGO BOSS to manifest itself in changing tastes, purchasing behavior and c hanging priorities. The type of goods and services demanded by the consumers is a function of their social conditioning and their consequent attitudes and beliefs. Social changes are preceded by changes over time in a society’s cultural values. The weather changes are also another factor to be taken care of. Every time the weather of a country changes they need to change their products. Consumers need different trends and styles. They do not need want to wear the same styles every time. The lifestyle trend changes to an extent every time. HUGO BOSS also has an outstanding advertising. All this helps them create the effectiveness of their products etc. Technological Factors HUGO BOSS plays an important part in technological progress. They have their own research department which plays a part in innovating new developments and new applications. A change in the technological environment affects the products and services that the firm produces and the way in which the firms carry out their business operations. There is a very important need to have technological improvements in the business in today’s world. The design of the collections and the development of groundbreaking production technologies both occur at corporate headquarters in Metzingen. There, for each of the year’s four seasons, their creative teams design the fashions that capture the contemporary zeitgeist. Swot Analysis SWOT analysis refers to the Strengths, Weakness, Opportunities and Threats that a company evaluates in itself as well as from the market which it is trying to capture. With this knowledge, the internal and external factors of the firm can be easily analyzed and worked upon to improve the growth and market share of the firm. Strengths and Weaknesses form the internal factors and Opportunities and Threats form the external factors that influence the marketing activities of an organization. Strengths The strengths that a company represents the competitive advantage that it has over the other firms it’s competing with. HUGO BOSS has a very good reputation, resulting in a high market share, making it the biggest retailer on the high streets. A good repute brings a high consciousness of the brand name in the minds of almost every potential consumer. Its diversity and variety in the product offerings, furnishing to everyone’s needs whether man or woman, and middle aged customers has added on to being one of its strengths and reasons for loyalty in the marketplace. Weaknesses Weaknesses often discourage employees in a corporation, but identifying them is necessary in order to overcome them to re-enter the market. A company’s weaknesses are not just the problems from the firm’s point of view, but also from the consumer’s point of view. These limitations slow down the progress of the company when compared to its competitors. Some of HUGO and BOSS’ inabilities are keeping up with the changing trends in the retail market. Sometimes their incapability to target the right customers in terms of product range and potentiality also hinder the growth of the company. Opportunities Opportunities refer to the upcoming trends or social, economical or technological patterns that can be exploited to increase market share and customer loyalty. Since the age group targeted by HUGO BOSS is till the age of 60 years, more number of old people should be targeted as prospective customers. Collaboration with other companies to increase product breadth and depth, with more celebrity patronage is a sure opportunity that should be taken advantage of. Buying competitors who could pose a threat in the future is also a possibility that HUGO BOSS can utilize to keep up its market share. Threats Threats are the inevitable situations that might arise, which the company needs to handle tactfully. These are external factors that cannot be controlled by the company. Changing trends in fashion and economic and technological advances are some of the threats that all fashion industries face, including HUGO BOSS. The varying structures in the market, mostly in the younger clothing markets also are threats to retailers. Conclusion In 1987, Boss Orange for men was launched described as sporty and casual separating itself from the trendy Hugo brand and the sophisticated Boss Black brand. Boss Green is a completely sporty brand selling items designed for sport or a sporty look. The companys products, divided over three brands, are available throughout the world in 103 countries and more than 5,002 retail stores. These brands are Boss, Hugo, and since 2004, Baldessarini. The latter, Baldessarini GmbH, is a more independent business unit which focuses on a more prestigious image than its two sister brands. It sells, like the other Hugo Boss brands, clothing, shoes, fragrances and accessories but will leave Hugo Boss after the Spring/Summer 2007 collection has been sent to boutiques. This is due to the newly launched premium Boss line, Boss Black Selection, outselling Baldessarini. Todays sub-brands for men include: Boss Black/Boss Black Selection, Boss Green, Boss Orange, Hugo, and Baldessarini. For women: Boss Black, Boss Orange (announced in July 2005 for Spring/Summer 2006 launch) and Hugo. Also part of the brand is Lifestyle Accessories. With an analysis on the various factors affecting the firm along with its strengths and opportunities as internal factors and weaknesses and threats as external factors, there is a clear understanding on the position and market segment HUGO BOSS covers and satisfies. Its strengths and weaknesses along with its PEST factors, the behavior of the organization towards these aspects in the marketing field, are also identified. References 1) Kotler, P. (1996) ‘The Principles of Marketing’, Second European Edition, Prentice Hall 2) Marketing (2002) : ‘Dont let medias search for a story cloud the business issues.’ Vol 3, p. 16 3) www.hugoboss.com (as viewed on 10/12/07) 4) http://66.102.9.104/search?q=cache:jwO826q-jWgJ:monikgupta.net/bsc/MarketingReport.pdf+Hugo+Boss+SWOThl=enct=clnkcd=9gl=uk (as viewed on 10/12/07) 5) http://www.coursework4you.co.uk/swot.htm (as viewed on 11/12/07)