Marketing Essay Example | Topics and Well Written Essays - 2000 words - 4

Marketing - Essay Example CLASS NUMBER: †¦4†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. TITLE/TOPIC OF ASSIGNMENT: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Marketing 100 Situational Analysis†¦/Target Market Identification Report and Collage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.. Please read the following and sign where indicated DECLARATION: I/We declare the attached assignment is my/our own work and has not previously been submitted for assessment. This work complies with Curtin College rules concerning plagiarism and academic misconduct. [Refer to the Policy library on www.curtincollege.edu.au for full details on our Plagiarism and Student Misconduct polices.] I/We have retained a copy of this assignment for my own records. Signed: ____Wang Jue__________________________________________ Date___10 December 2010___________ This document is current at 31/08/2010. Page 1 of 1 1.0 Situation Analysis 1.1 Current Marketing Mix 1.1.1 Current Product Sunsilk Co-Creations-Addictive Brill iant Shine Shampoo is one of new Sunsilk’s Co-creations hair care line products. It consists of chemical as well as natural ingredients. The ingredients of the shampoo were chosen to achieve healthy shine, to co-create Sunsilk’s most advanced Addictive Brilliant Shine formulation for healthy hair that dazzles with shine (Unilever in Australia, 2011). Therefore, consumers benefit from buying a product in the form of healthy hair and â€Å"brilliant shine†. The company has teamed up with Jamal Hammadi from LA hair dresser to Hollywood stars and famous for his natural approach to achieve healthy shine (Unilever in Australia, 2011). It has inherent to all Sunsilk products cambered package, so customers can easily identify the shampoo as Sunsilk’s product. The bottle has red color and a big symbolic sign â€Å"!† on the front. The package developed by Brown Inc. (Brown Inc. 2011) makes product look modern and even hi-tech. This features distinct the pro duct from other shampoos and attract customers at the same time. Sunsilk Co-Creations-Addictive Brilliant Shine Shampoo is a part of hair care complex consisting of the shampoo and conditioner. Therefore, customers are given reason to by the shampoo together with the conditioner. The main targeted groups of customers are females between 16 to 40 with middle and high income level. Other groups of customers also might buy the product. Sunsilk Shampoo might be classified as staple goods because customers can use it regularly although they easily switch to another similar shampoo if the one is absent. Therefore, the shampoo is a star product of Unilever’s new product line. Its modern, professional and high-tech. It has original features that attract customers however; people can easily identify one of Sunsilk’s products. Customers can use it regularly although they easily switch to another similar shampoo if the one is absent. 1.1.2 Current Pricing The shampoo market is hi gh-competitive. There are many brands but in fact the most of them are owned by a few corporations such as Unilever, Procter&Gamble and Schwarzkopf. Sunsilk brand belongs to Unilever, the second biggest shampoo market company in the world. Unilever (2011) claims to practice value-based pricing. This means that the price is set based on the value a customer receives using the product. The primary importance of this kind of pricing is to encourage demand through setting the price according to customers feeling of the real value of the

Juicy Couture Advertising Analysis Essay Example for Free

Juicy Couture Advertising Analysis Essay Typical high fashion advertisements consist of a beautiful female model, wearing the most expensive clothing, looking classy and elegant. Somewhere there is usually a toned gorgeous man looking at her in awe, also wearing incredibly fashionable clothing. These ads, however effective on the minds of the masses, are not the same approach the infamous Juicy Couture brand takes. Bought by all types of women, from mothers to teenage girls, everyone wants to be part of the Juicy phenomenon. Juicy Couture’s image isn’t the stereotypical wealthy, high fashion kind of depiction. They show a more mainstream glamour and luxurious wealth. Their bedazzled track suits and terrier crowned logo shows their abnormal high end fashion. However, the brand is still very fabulous and expensive being â€Å"Made in Glamorous USA† (â€Å"JuicyDeals†). The advertisements of Juicy Couture try to show this same kind of image. The usual Juicy advertisements are displays of a picturesque suspended girl universe, by reflecting a modern, girlish, avant-garde display with a whimsical kind of spirit (Brown et al). Interesting and bizarre, they never fail to catch the eyes of women and girls of every age and race. Juicy couture has a different and outrageous kind of style that never fails to tap into the needs and desires of girls all over. According to their ads, with Juicy couture women can be prominent, can dominate, and can definitely get anything they want. In 2009, Juicy ran an ad campaign titled â€Å"Do the Dont’s. † Each ad depicted models breaking the rules, being rebellious, and going against what is expected by society. One of the ads shows a women dressed in business-like attire, pale skin, and hair done up in a boy-like style. She is leaning against a man dressed in complete contrast to her. He’s tan and dressed in a more feminine fashion with long shaggy hair, a tulle skirt, and carrying a purse. He stands causally like a female with his hip cocked out to the side. In the background you see a pink mansion like house, with beautiful plants and magnificent windows. Above them it says â€Å"Do the Dont’s. † Below that in light blue, the phrase â€Å"You can always get what you want† is written in messy-like handwriting. The items being advertised is everything from clothes, purses, jewelry, and perfumes. The purse and the fur coat, the socks, and the black dress are all Juicy Couture. Below their feet is the unmistakable â€Å"Juicy Couture† logo. In big, bold, fancy lettering, outlined in white. The overall name for the campaign is a striking small simple phrase that catches the eyes and can hook audiences in. On the ad it’s in black block lettering, at the top of the picture in a small type of font. To say do what is unexpected of you is something Juicy already does however, for this campaign, they are saying if girls want to be a part of this fun, superficial, girly, unrealistic world, you have to be different. When the line first came out it was different kind of high fashion that no one had seen before. They then incorporated that into their whole theme of their ads by showing a more unrealistic view of the wealthy with a forward-thinking view of fashion The house is a girly fantasy, being that it is pink, but it also shows how the pair are probably rich, and the rest of the house is just as wonderfully exotic as the two in front of them. It’s like they are a part of this beautiful world that only a few are able to see and to be like those in the picture it is necessary to be just as unrealistic as them. â€Å"You can always get what you want† is the main concept of the advertisement. In a bright blue color and it look as if it was hastily written on top with a paint brush, it is the first thing to notice. The phrase is big, bright, and takes up most of the page making it truly stand out. The two phrases correspond with each other. If you â€Å"do the dont’s† â€Å"you can always get what you want. † Or â€Å"you can always get what you want† by doing the â€Å"dont’s. † The phrase implies that with juicy couture you can get whatever you want. The models in the background give the message even more of a meaning with how they look. They give off the air that they truly can and do have whatever they want. It is even written like the person who wrote it, didn’t care about what people think. Who wouldn’t want to have everything? Jib Fowles in an article wrote about how advertising use different types of appeals in advertising. Fowles says as a â€Å"need for dominance† and a â€Å"need for prominence† is one of the ways that advertisers pull people in. This advertisement feeds the desire for women â€Å"enjoy prestige and high social status† (65). Women aspire to control and want to be admired. These appeals are shown in just the catchphrase of the advertisement, never mind the photo behind them. Although the writing may be the first thing seen behind it is an abstract photo Juicy is famous for. The female model is in control, and strongly dominates the photo. Her direct gaze toward the camera is confrontational showing she is unafraid of power, her smirk saying she already knows she’s got it all. She stands in a firm yet casual pose showing she’s comfortable with her status, even though to some people it could be unsettling. She’s happy and at ease with her life and wouldn’t change a thing. These aspects make her more of a conformist which is opposite of what a women in fashion should look like. She causally has her arm on his shoulder further showing her dominance. He is like her pet, or maybe her play toy (Brown et al). She is prime example as to what Fowles says about prominence and dominance. This model obviously shows both with her strong contrast to her male counterpart emphasizes this fact even more. Dressed casually like a girl the male model’s chest is bare showing to the audience that he’s not trying to be a girl but he’s not afraid feminine side (Brown et al). They differences between our very strange couple also leads into the â€Å"Do the Dont’s† aspect of the campaign. A man dressing like a woman is definitely going against the grain. In most advertisements men are shown as the strong leader of the person who dominates, but here it is quite clear that he couldn’t care less about being in control or anything. He is perfectly happy with his life and how he is dresses. This isn’t what is expected of a man today, not in the least. The point of the ad is to sell the viewer not a single commodity but to convince the consumer that wearing their clothing will lead them to a new lifestyle (Fowles 62). The ads instruct them to do whatever it takes to get the glamorous life they want, doing the â€Å"dont’s† and â€Å"making a mess. † However, it also emphasizes the fact that Juicy Couture is â€Å"Doing the dont’s† with their actually clothing line. With outlandish fashion rules they are trying to get audiences to remember fashion doesn’t have rules, and Juicy took that idea to the next level with their own set of rules. Women don’t have to listen to the conventional rules about life or about what they wear. The ad plays on feminine desires to be better looking than everyone else, to be different and in control.

Embryonic Wars Essay -- essays research papers

The specific objective of this major essay is to clarify and summarise the controversial debate concerning the ethical decency of embryonic cloning for therapeutic purposes. This is the form of cloning that is supposedly beneficial to a barrage of medical applications. We will identify the key opposing ethical perspectives such as those of the justification of embryonic research based on the normative theory of consequentialism. This paper will also probe into the relatively brief history of the debate while gauging the particular stumbling blocks of disagreement which bioethicists have arrived at. The topical aspects of therapeutic cloning will be closely studied by weighing the pros and cons and gaining a greater understanding of the present scenario. Formally speaking, embryonic cloning is a technique used by researchers and animal breeders to split a single embryo into two or more embryos that will all have the same genetic information. Some more extreme forms of Embryonic or Therapeutic cloning involve the deliberate creation of an identical twin to be destroyed before implantation in order to make replacement tissues. However, these identical twins are usually only six day old embryos, a minuscule collection of cells without a nervous system. Therapeutically, the notion of cloning is medically significant because cloned individuals at the embryonic stage "share the same immune characteristics as each other" (Harris 26). The possibility of cloning an individual at the embryo stage allows one clone to be used as a cell tissue and organ bank for the other. Embryonic cloning has a history of significant developments and discoveries that have occurred only in the past ten or twenty years. In the nineteen eighties and early nineteen nineties, sophisticated foetal and embryological research was banned by the United States’ Reagan and Bush administrations due to pressure from pro-life factions of the Republican party. However, these regulations against research into the controversial field were relaxed considerably with the inception of the more pro-choice Clinton administration. In October 1994, Robert J. Stillman shocked the world with the news of his successful "cloning of seventeen flawed human embryos at George Washington Medical Center" (Dyson & Harris 276) in the United States. Events such as this have continued to spark furiou... ...ead the developed nations to gain a proficient understanding of the realistic positive and negative possibilities of therapeutic cloning in the near future. This will, in time, generate the global legislations giving much needed ethical and humane boundaries to a field which is yet to be conquered. Works Referenced & Consulted Dyson, A. & Harris J. Eds. "Experiments on embryos" London, New York: Routledge, 1990. Harris, J. Chapter 1: "The Art of the Possible", in Clones, Genes and Immortality, Oxford: Oxford University Press, 1998. Hyde, Margaret O. & Hyde, Lawrence E. "Cloning and the new genetics" Hillside, N.J., U.S.A.: Enslow Publishers, 1984. Lord, B. I., Potten, C. S., Cole, R. J. "Stem cells and tissue homeostasis", Cambridge, New York: Cambridge University Press, 1988. Nicholls, Mark, "MATCH, (Movement Against The Cloning of Humans)", in The Tide is Turning, http://www.match.inweb.co.uk/, July 9th, 1999. Pence, Gregory E. "Who's afraid of human cloning?", Rowman & Littlefield, Lanham, c1998. Preston, Noel. "Understanding ethics", Leichhardt, N.S.W.: Federation Press, 1996.

Subtle Differences in Where The Wild Things Are Essay -- Picture Books

Subtle Differences Make Where The Wild Things Are a Classic When one thinks of a children's picture book, one usually thinks of bright colors and a story that involves a princess and a prince charming. One of the most classic children's books, Maurice Sendak's Where The Wild Things Are, however, neither uses bright colors nor a traditional love story. Instead the readers meet a young boy, Max, who, when sent to his room without dinner, imagines a far off land. We meet his friends, "the wild things", and learn that Max is the "most wild thing of all". Those aforementioned trends are not the only aspects that set Where The Wild Things Are apart from other children's picture books. Its structure, plot, and message all contribute to the individuality of this particular children's book. One interesting aspect about Where The Wild Things Are is the way the pictures and text are set up. The first sixteen pages and last two pages have text with a blank background on the left and the picture on the right. Only a few pages in the middle have the picture and text conjoined on the same page. William Moebius, in his article 'Introduction to Picturebook Codes', refers to something called "the drama of the turning of the page" (132). He observes that a picture book only allows the reader a few words and ideas at a time; authors very carefully decide which ideas and words belong on each page. The few pages where text and picture are together, Max is interacting with the wild things, while the other pages solely describe Max's individual actions. Perhaps Sendak wants the reader to be more aware of the text while Max is alone than what is going on in the text when he is with the wild things. Sendak chooses ... ... have their own way of expressing love, and we learn at the end that Max uses this expression to show his love for his mother. Max and his mother subtly show their loving relationship, and it is just enough for the readers to understand. Where The Wild Things Are seems to be a simple text to understand, but it has many subtleties that are expressed both through text and pictures that give the story a bigger meaning than what is on the surface. The combination between text, pictures, repetition, and the messages sent makes this picture book a children's literature classic. Works Cited Moebius, William. Introduction to Picturebook Codes, Word & Image, vol. 2, no. 2 (April - June 1986), pp. 141-51, 158. Sendak, Maurice. Where the Wild Things Are, New York, Harper Collins Publishers: 1963. Subtle Differences in Where The Wild Things Are Essay -- Picture Books Subtle Differences Make Where The Wild Things Are a Classic When one thinks of a children's picture book, one usually thinks of bright colors and a story that involves a princess and a prince charming. One of the most classic children's books, Maurice Sendak's Where The Wild Things Are, however, neither uses bright colors nor a traditional love story. Instead the readers meet a young boy, Max, who, when sent to his room without dinner, imagines a far off land. We meet his friends, "the wild things", and learn that Max is the "most wild thing of all". Those aforementioned trends are not the only aspects that set Where The Wild Things Are apart from other children's picture books. Its structure, plot, and message all contribute to the individuality of this particular children's book. One interesting aspect about Where The Wild Things Are is the way the pictures and text are set up. The first sixteen pages and last two pages have text with a blank background on the left and the picture on the right. Only a few pages in the middle have the picture and text conjoined on the same page. William Moebius, in his article 'Introduction to Picturebook Codes', refers to something called "the drama of the turning of the page" (132). He observes that a picture book only allows the reader a few words and ideas at a time; authors very carefully decide which ideas and words belong on each page. The few pages where text and picture are together, Max is interacting with the wild things, while the other pages solely describe Max's individual actions. Perhaps Sendak wants the reader to be more aware of the text while Max is alone than what is going on in the text when he is with the wild things. Sendak chooses ... ... have their own way of expressing love, and we learn at the end that Max uses this expression to show his love for his mother. Max and his mother subtly show their loving relationship, and it is just enough for the readers to understand. Where The Wild Things Are seems to be a simple text to understand, but it has many subtleties that are expressed both through text and pictures that give the story a bigger meaning than what is on the surface. The combination between text, pictures, repetition, and the messages sent makes this picture book a children's literature classic. Works Cited Moebius, William. Introduction to Picturebook Codes, Word & Image, vol. 2, no. 2 (April - June 1986), pp. 141-51, 158. Sendak, Maurice. Where the Wild Things Are, New York, Harper Collins Publishers: 1963.

PRACTICUM REPORT ON THE ADMINISTRATIVE ROLES, FUNCTIONS AND STRUCTURES OF THE KADUNA Essay

PRACTICUM REPORT ON THE ADMINISTRATIVE ROLES, FUNCTIONS AND STRUCTURES OF THE KADUNA NORTH LOCAL GOVERNMENT EDUCATION AUTHORITY, KADUNA STATE, NIGERIA CHAPTER ONE 1.0 INTRODUCTION A practicum is a practical field of study which students studying Educational Administration and Planning must carry out as a partial requirement for the fulfillment of the award of Bachelor Degree in Educational Administration and Planning. The students who offer Educational Administration and Planning as their course of study are expected to within the period of their programme to be attached to any of the educational organizations so as to provide the students an opportunity to acquire practical knowledge on the administration of an educational organization, observing the functions of the educational administrators and planners, the structures and functions of the educational organization and the overall responsibility of its administration. 1.1 THE ROLES OF THE LOCAL GOVERNMENT EDUCATION AUTHORITY The roles of the local government education authority are concerned with the overall aspects of the primary education. This is further prescribed in the federal republic of Nigeria official Gazette (1988) establishing the then National Primary Education Commission which some provisions were upheld by the present Universal Basic Education Commission as follows; i. The day-to-day administration of primary schools within the Local Government Area; ii. Making recommendation on promotion and discipline of both teaching and non-teaching staff on GL. 07 and above to the state universal basic education board, iii. The appointment, posting, transfer, promotion and discipline of both teaching and non-teaching staff within the range of grade level 01-06; iv. Payment of salaries, allowances and other benefits to both teaching and non-teaching staff; v. Submission of detailed annual estimates, accounts, and monthly returns to the state Universal Basic Education Board; vi. Acquisition and distribution of materials and equipment to primary schools; vii. Understanding capital projects and general maintenance of primary school buildings and its infrastructure; viii. Arousing, promoting and encouraging communal participation in the running of primary schools in the Local Government Area; ix. Taking all reasonable and polite steps to ensure full enrollment and attendance in all primary schools within the  area; x. Payment for any land acquired for the purpose of educational development; xi. Supervising the district education committees within the local government area; xii. Intimating on regular basis feedback to the state universal basic education board on public reaction to government education measures within the area; and xiii. Rendering a detailed annual report to the State Universal Basic Education Board on the activities of the Local Government Education Authority during the preceding year, especially on instructional activities. Read more:  Human Resource Roles and Responsibilities 1.2 THE SCOPE OF THE STUDY This practicum report is restricted to the administrative roles, functions and structures of various departments in operational in the Kaduna North Local Government Education Authority. This study will attempt to seek the method of decision making, communication channel and how discipline is maintained in the Kaduna North Local Government Education Authority. 1.3 THE LOCATION AND BRIEF HISTORY OF THE KADUNA NORTH LOCAL GOVERNMENT AUTHORITY The Kaduna North Local Government Education Authority is located along Abubakar Kigo and Nassarawa Roads respectively. At the Northern and Southern parts it bounded by Igabi and Kaduna south local government areas respectively. It is being housed on a storey building that contains twenty-four (24) offices. The Kaduna North Local Government Education Authority originated from the ancient educational tradition. The emirs and chiefs assisted by another community leaders at their respective domains were the sole authority responsible for appointing within the community credible personalities to give or train the children of the community and to report back to the emirs and chiefs. This system of administration was restructured to Native Authority at the advent of the colonial administration where Kaduna Metropolis was placed under the administrative jurisdiction of the Zaria Native Authority with the component unit responsible for grassroots education existing alongside as being one of the social services which the Native Authority was responsible for providing to the community. The Native Authority System of administration was in operational when the need to reform it was conceived. It was subsequently declared and reformed as the third tier of Government known as Local  Government Council with the unit responsible for primary education proclaimed a department. The history of the Local Government Education Department, Kaduna North will not be complete without being related to the mother Local Government Council as it serves as the sole source of funding and administrative discipline for the education department though, some of these functions were removed at the promulgation of Decree No. 31 establishing the National Primary Education Commission by the Federal Military Government as supported by the Federal Republic of Nigeria official Gazette of 17th August 1988 respectively. In spite of the overhauling and the reformation in the education sector that brought the Universal Basic Education Authority was still maintained. The Kaduna North Local Government Education Authority was created in 1991 by the Federal Military Government with the Administrative mandate to occupy the Headquarters of the then Local Government Education Authority, Kaduna. This was necessary as the Headquarters was located within the administrative of the Kaduna North Local Government Education Authority. CHAPTER TWO 2.0 STRUCTURES AND FUNCTIONS OF THE VARIOUS DEPARTMENTS OFKADUNA NORTH LOCAL GOVERNMENT EDUCATION AUTHORITY The Kaduna North Local Government Education Authority is consisting of six (6) departmental head with the educational secretary coordinating the activities of these departments which are mentioned below; i. Department of Human Resource Management ii. Department of Finance and Accounts iii. Department of Planning, Research and Statistics iv. Department of school services v. Department of social mobilization and knowledge management vi. Department of quality assurance The administrative structure of the Kaduna North Local Government Education Authority is shown below; i. The Education secretary ii. The Departmental heads of the various departments iii. The Units head iv. The Other subordinates staff 2.1 THE FUNCTIONS OF THE VARIOUS DEPARTMENTS OF THE VARIOUS DEPARTMENTS OF THE LOCAL GOVERNMENT AUTHORITY The hierarchy of the Local Government Education Authority, Kaduna North provides that the education secretary is the chief administrative and accounting officer who is responsible for coordinating the functions of the various departments of the local government education authority. THE DEPARTMENT OF HUMAN RESOURCE MANAGEMENT This department performs such duties as; i. Recruitment of teaching and non-teaching staff on grade level 01-06; ii. Deployment and transfer of both teaching and non-teaching staff on grade level 01-06; iii. Preparation of pensions list of retirees and intended retirees iv. Administering promotion advancement confirmations and discipline of staff within the range of grade level 01-06; v. Developing the personnel emolument budget for inclusion in the main budget of the Local Government Education Authority; vi. Developing and maintaining establishment workforce plan; vii. Developing job descriptions and schedule for the local Government Education Authority; viii. Reviewing responsibilities, duties and staffing needs including departmental functions; ix. Reviewing staffing levels and submit recommendations of such review to the state universal basic education board; x. Deployment of teachers to schools based on needs; xi. Preparing departmental reports to the state universal basic education board; xii. Preparing unit work plans and budget xiii. Developing and maintaining human resources policies. xiv. Establishing training needs or requirements and developing training plan for both teaching and non-teaching staff including induction programmes. xv. Recommending teaching and non-teaching staff for training and retraining. xvi. Identifying liaising with training service providers xvii. Maintaining training records xviii. Maintaining both confidential and open records. THE DEPARTMENT OF FINANCE AND ACCOUNTS This department performs related functions such as:- i. Preparing payrolls and making payment of salaries, allowances and other benefits to both teaching and non-teaching staff; ii. Maintaining account and other financial records; iii. Making all payments from the LGEA accounts; iv. Collaborate to prepare annual budgets and estimates; v. Coordinating and controlling loans and advances; vi. Preparing monthly, quarterly and annual financial reports; vii. Preparing annual financial statements and ensuring they are ready for auditing; viii. Providing financial advice to the LGEA ix. Collaborating with the social mobilization and knowledge management to provide the LGEA stakeholder with financial update; x. Liaising with the local government council on financial matters; xi. Endorsing computed retirement benefits; xii. Maintaining records of all contributory pension issues; xiii. Collecting from SUBEB and distributing pay slip; xiv. Receiving funds from SUBEB and disbursing same on behalf of the LGEA; xv. Rendering financial returns to the state Universal Basic Education Board; xvi. Maintaining bank accounts; xvii. Maintaining store; xviii. Maintaining assets register; xix. Preparing bank reconciliation. THE DEPARTMENT OF PLANNING RESEARCH AND STATISTICS This department undertakes such related functions as:- i. Propose frameworks for the departmental work plan and implementation plans by departments; ii. Coordinating the development harmonizing the LGEA plans medium term strategic sector, department annual work plan and performance targets etc; iii. Coordinating the development and harmonizing the LGEA budgeting process; iv. Identifying schools to be constructed and renovated after due consolation with the department of school services; v. Rendering annual reports to the state universal Basic Education Board and local Government Council; vi. Preparing unit work plans and budgets; vii. Ensuring that individual work plans are developed, implemented and  monitored regularly; viii. Ensuring the availability and functioning of education management information system; ix. Supporting the ministry and the state universal basic education board in the designing of annual school census and other survey questionnaires for both primary and junior secondary schools levels; x. Supporting the administration and conduct of surveys. THE DEPARTMENT OF SCHOOL SERVICES This department performs the following functions:- i. Establishment of early childhood care and development centers and overseeing the implementation of the curriculum meant for it; ii. Identifying and sharing staff needs with the human resources; iii. Identifying instructional materials need including textbooks and communicate to the education secretary and the universal basic education board; iv. Recommending to state universal basic education board the mode of instructional materials distribution based on school needs; v. compiling and forwarding school development needs to the department of planning research and statistics and other relevant units; vi. Recommending materials to be purchased such as textbooks and other instructional materials ; vii. Distributing both textbooks and other instructional materials to the schools and monitoring the usage of same viii. Overseeing library services in both primary junior secondary schools; ix. Coordinating the administration of exams for both primary and junior secondary schools x. Overseeing continuous assessment and ensure up to date class assessment records; xi. Coordinating curricular activities such as sports, health, clubs etc; xii. Providing counseling and guidance services to both primary and junior secondary schools; xiii. Maintaining records of pupils transiting to junior secondary school; xiv. Overseeing the provision of education for disabled children through facilitating integration of disabled pupils into regular schools; xv. Liaising with the state Universal Basic Education Board to provide education for children in nomadic communities; xvi. Coordinating school improvement initiatives; THE DEPARTMENT OF SOCIAL MOBILIZATION AND KNOWLEDGE MANAGEMENT This department is responsible for the under listed duties/functions i. Developing strategies for community participation and mobilization; ii. Constructing alliance within the community, civil society non-governmental organizations etc to support educational development; iii. Ensuring the establishment and support of the ongoing school Based Management Committees within the schools; iv. Developing and implementing strategies for community mobilization, advocacy and integration at local Government Area, wards and community; v. Ensuring that community participates in the implementation of the Universal Basic Education Programs in local Government Areas; vi. Promoting enrolment, attendance , retention and completion of girls education and out of school children; vii. Monitoring and advising on the implementation of self-help projects; viii. Working with communities to promote access and equity; ix. Through advocacy, sensitization, mobilization create platform for community enlightenments or awareness and participation in local Government Education Authority activities x. Facilitating community supports for schools xi. Strengthening communication between the State Universal Basic Education Board, Local Government Education Authority, Ward, Community and schools; xii. Producing materials for the LGA such as bulletin board etc; xiii. Ensuring adequate implementation of self-help project at the beneficiary schools. THE QUALITY ASSURANCE DEPARTMENT The functions of this department are highlighted underneath i. Coordinating all quality assurance activities at the LGEA; ii. Establishing the LGEA works plans and schedules for the evaluation of primary schools and feed back to zonal offices; iii. Coordinating training and re-training of primary evaluation officers; iv. Creating conducive systems for monitoring the quality of the whole school evaluation and the evaluators and ensure implementation of follow up activities; v. Establishing a system for dealing with poor performing schools; vi. Setting an annual target based on the priorities of the LGEA; vii. Preparing an annual detailed report covering the activities of the LGEA; viii. Evaluating and re-accrediting primary schools within the LGEA at least once in three (3) years; ix. Ensuring that the LGEA Evaluators follow standards and bench marks for evaluation of schools; x. Providing feedback to schools on  evaluation reports; xi. Producing instruments for school evaluation; xii. Preparing work plans and budget for the unit; xiii. Creating and maintaining database of all evaluation documents. 2.2 THE ORGANIZATIONAL STRUCTURE OF THE KADUNA NORTH LOCAL GOVERNMENT EDUCATION AUTHORITY Figure 1: Present the organizational structure of the Kaduna North Local Government Education Authority CHAPTER THREE 3.0 THE METHODOLOGY OF DECISION MAKING According to Fred C. Lunenburg and Allan C. Ornstien (2008) sees decision making as â€Å"the process of choosing from among alternatives†. Therefore, decision making is generally the thinking that follows alternative solutions aimed at arriving at the eventual remedy that is called decision making. The ability of an organization to function effectively depending solely on the type of leader it has. This is also the same with the functioning of organizations which depend on the kind of decisions made concerning it. This assertion is true because whatever plans of action an organization takes is the product of a decision. Whether such a decision proves effective for the organization or ineffective depends on how reasonable and relevant such a decision was. Consequently, decision making in an organization as it affects the Kaduna North Local Government Education Authority will be briefly examined with a view to ascertaining how sound decisions can be arrived at and who should be involved in the decision making. 3.1 THE MODE OF MAKING DECISION The Local Government Education Authority, Kaduna North takes decisions on issues that affect it collectively involving the principal officers drawn from various departments and sections. 3.2 DECISION MAKING MODEL The universally acceptable decision making adopted by the LGEA involves variety of steps through which it is hoped that individual will be enabled  to arrive at more reasonable decisions. i. Determining the problem and its scope: This is concern with identifying of the problem for which a decision is sought. It is critically thought over in order to fully understand and then defined and the actual limit of the problem known; ii. Analysis and Evaluation: The individual perceives the problem wholistically and decides whether or not a decision will be made to solve the problem. If it is irrelevant then the idea of a decision is therefore dropped; iii. Formulating alternative solutions: This explains that when individual has agreed to make a decision on the problem. He then develops alternative solution to the problem he intends to solve; iv. Determining workability of proposed alternatives: this assists in determining the possible effects after having compared the formulated alternatives with a view to helping the individual to have an idea of the best alternative to take; v. Selecting one alternative: this is the selecting of alternative which presents more favorable related consequences to unfavorable ones as the probable decision; vi. Test-out: This is the putting into practical action the alternative solution chosen on the basis of trial; vii. Evaluation of alternatives: This is the assessment of consequences arising during the trial period of the selected alternative. If the consequences are found to be positive and sound, the alternative then becomes the decision. CHAPTER FOUR 4.0 COMMUNICATION According to A. Owan Enoh, Becky B. Bamanja and Roy O. J. Onuwuka (1987) define communication as a process of ‘disseminating information from and to every member of such an organization’. It is generally, viewed and as a system of linking the individual, the group and the organization. 4.1 CHANNELS OF COMMUNICATION The most common used channels of communication in the Kaduna north local government education authority involves the following i. Ideating: The development of an idea, message, or information to transit/disseminate to the subordinates to the members of the community; ii. Encoding: This is the idea that the sender intends to convey or transmit to the individual and  even the public. Symbols such as words. Non-verbal cues or picture and even diagrams are designed to disseminate messages; iii. Transmitting: This segment of communication channels takes place as soon as the message is developed. This includes several methods such as memoranda, circular, telephone, board policy or management policy statement and face-face communication. iv. Receiving: This channel requires that the receiver should be a good listener to the oral message. In other words, if the message is written, the receiver must be attentive to its specified and implied meaning. v. Decoding: This is referring to the translation of an already received message into a perceived or interpreted meaning. The ability of the receiver is to take transmitted messages and give meaning to them. vi. Acting: this is the last communication channels. it involves putting into action or practice the information so far conveyed or disseminated for the positive improvement of an organization. 4.2 COMMUNICATION PROCESS Direction of communication There are basically two (2) ways of communication flow or direction viz; downward and upward systems but the one that is commonly in used in the Kaduna North Local Government Education Authority which is the downward communication will be briefly discussed below; Downward communication is referred to the communication pattern in an organization where directives are issued from a higher point of administrative function to a lower one. This could further be illustrated as when the education secretary gives directives to the departmental heads of the Kaduna North Local Government Education Authority who are as well accountable to the central administrative function. CHAPTER FIVE 5.0 METHOD OF MAINTAINING DISCIPLINE IN KADUNA NORTH LOCAL GOVERNMENT EDUCATION AUTHORITY The term discipline is defined in the Oxford Advanced Learner’s Dictionary (2005) as ‘the practice of training people to obey rules and orders and punishing them if they do not; the controlled behavior or situation that results from this training’. From the above definition  therefore, discipline is the ability to obey rules and others which are formulated and regulated by the constituted authority. The methods of maintaining discipline in the Kaduna North Local Government Education Authority among its employees is categorized into two(2) viz. staff within the range of grade level 01-06 and staff from grade level 07 above The discipline of staff on grade level 01-06 is purely the responsibility of the Local Government education authority and this occur when an employee is alerted of the implications of his/her action and as well informed of the decision of the management ag ainst him or her. Though these disciplinary measures varies from the magnitude of the offence committed. Some offences attracted instant dismissal considering their seriousness. The discipline of staff on grade level 07 and above rests solely on the state universal basic education board. Though the process of administering such discipline starts from the local government education authority by bringing to the attention of the board the type of offence an employee committed and the detailed recommended disciplinary measures due to imposed on the offender. 5.1 THE AIMS OF DISCIPLINE IN KADUNA NORTH LOCAL GOVERNMENT EDUCATION AUTHORITY Discipline is significant in any human or organization like the Local Government Education Authority. It is through enforcement of discipline that peaceful and harmonious conduct of organizational activities are successfully carried out by the personnel that further result in the attainment of the desired goals of the organization. Discipline regulates the conduct of daily activities of the personnel to conform to the laid-down rules and regulations. 5.2 RECOMMENDATIONS i. Releasing the need and importance of offering admission to the youth to undergo this programme, those who are within the range of participating in the National Youth Service Corps assignment, necessary arrangements be put in place to enable them take part in the National Programme at the completion of their educational programmes; ii. In recognition the functions and importance of planning in an organization, the management of the university will dialogue with the government with a view to considering graduates of educational and ministration and planning to serve as education  administrators and planners. iii. Considering the fact that, this programme is purely of education administrators and planners, effort be made to remove teaching practice from the course content and be replaced with industrial attachment. iv. As examinations are uniformly conducted across the nation’s institution the adoption of uniform implementation of educational polices by the Local Government Education Authorities is paramount. BIBLIOGRAPHY The Federal Republic of Nigeria Official Gazette No.53 (17 Aug.1988) Vol.75. A. Owan Enoh, Becky B.Bamaja and Roy O. J Onwuka (1987); a Handbook of Educational Foundations: Challenge Press, Jos, Nigeria. Fred C. Lunenburg and Allan C. Orstein [2008]; Educational Administration, Concepts and Practices: fifth Edition: Printed in the United States of America.

Positive Reinforcement to Increase Academic Performance

Positive Reinforcement to Increase Academic Performance Reinforcement is the means by which behavior is increased. Also known as consequences, positive reinforcement adds something that will make it more likely the behavior will occur. Negative reinforcement is when something is removed, it is more likely to continue. The Reinforcement Continuum Reinforcement happens all the time. Some reinforcement occurs because the item or activity is naturally reinforcing. At the highest end of reinforcement, reinforcers are social or intrinsic, such as praise or self-esteem. Young children, or children with low cognitive or social functioning, may require primary reinforcers, such as food or preferred items. During the course of instruction primary reinforcers should be paired with secondary reinforcers. Primary Reinforcers: Primary reinforcers are things that reinforce behavior that provide immediate gratification, such as food, water or a preferred activity. Often very young children or children with severe disabilities need primary reinforcers in order to be engaged in an educational program. Food can be a powerful reinforcer, especially preferred food, such as fruit or candy. Often young children with severe disabilities or very low social functioning are started with preferred foods, but they need to be paired with secondary reinforcers, especially praise and social interaction. Physical stimulation, like piggyback rides or airplane rides are primary reinforcers that pair the therapist or teacher with the reinforcer. One of the principal goals of a therapist or teacher is for the therapist or teacher to become a secondary reinforcer for the child. When the therapist becomes a reinforcer for the child, it becomes easier for the child to generalize secondary reinforcers, like praise, across environments. Pairing primary reinforcers with tokens is also a powerful way to replace primary reinforcers with secondary reinforcers. A student earns tokens toward a preferred item, activity or perhaps food as part of their educational or therapy program. The token is also paired with secondary reinforcement, like praise, and moves the child toward appropriate behavior. Secondary Reinforcers:  Secondary reinforcers are learned reinforcers. Awards, praise and other social reinforcers are all learned. If students have not learned the value of secondary reinforcement, such as praise or rewards, they need to be paired with primary reinforcers: a child earns a preferred item by earning stars. Soon the social status and attention that go with stars will transfer to the stars, and other secondary reinforcers like stickers and awards will become effective. Children with autism spectrum disorders lack an understanding of social interaction and do not value praise or other secondary reinforcement because they lack Theory of Mind (ToM), the ability to understand that another human has emotions, thoughts and is motivated by personal self-interest. Children with Autism Spectrum Disorder need to be taught the value of secondary reinforcers by having them paired with preferred items, food, and preferred activities. Intrinsic Reinforcement: The final goal of reinforcement is for students to learn to evaluate themselves and reward themselves with intrinsic reinforcement, the feeling a person gets from a job well done, for successfully completing a task. Still, we need to remember that people do not spend 12 years in college, medical school and residency just for the honor of being addressed as doctor. They are also hoping to earn the big bucks, and rightly so. Still, when intrinsic rewards accompany employment, as in being a special education teacher, they may compensate for some of the lack of status and income. The ability to discover intrinsic reinforcement in many activities that lead to the big bucks does, however, bode well for future success. Socially Valid Reinforcers Socially valid reinforcers refer to reinforcement schedules that are age appropriate. Seeking reinforcers that do not set students apart from typically developing peers in their age group is really part of providing FAPE- a Free, Appropriate Public Education- a legal underpinning of the Individuals with Disabilities Education Improvement Act of 1994 (IDEIA.) For students in middle school or high school, putting Super Mario stickers on the backs of their hands is not age appropriate. Of course, students with the most difficult behavior, or those who do not respond to secondary reinforcement need to have reinforcers that can be paired with social reinforcement and faded as more socially acceptable reinforcement can take its place. Socially valid reinforcement can also help students understand what is cool or acceptable to typical peers. Rather than letting middle school aged students watch a Telletubbies video as a reinforcer, how about a National Geographic video about bears? Or perhaps anime cartoons? Identifying High Preference Reinforcers In order for reinforcement to be effective, it has to be something the student or students find reinforcing. Stars on a chart might work for typical 2nd graders, but not for second graders with a severe disability. They certainly wont work for high school students, unless they get to trade them for something they really want. There are several ways to discover reinforcers. Ask Parents: If you teach students who are not communicating, students with severe cognitive disabilities or autism spectrum disorders, you should be sure to interview parents before the students come to you, so you have some of their favorite things. Often offering a favorite toy for a brief period is a strong enough reinforcer to keep a young student on task.An Informal Preference Assessment: Lay a number of things that children of the same age enjoy playing with and watch what a student shows the most interest in. You may seek similar toys. Also, other items that have shown to be of interest, like toys that light up when you squeeze them, or accordion tubes that make noises when you pull them can be shown and modeled to students to see if they gain their attention. These items are available through catalogs that specialize in providing resources for children with disabilities, such as Abilitations.Observation: What does a child choose to use? What activities do they seem to prefer ? I had a child in an early intervention program who had a pet turtle. We had a nicely painted model turtle of vinyl, and he would work for an opportunity to hold the turtle. With older children, you will find they may have a Thomas the Tank Engine lunch bag, or a Cinderella Umbrella that they cherish, and Thomas and Cinderella may be good partners for reinforcement. Ask the Students: Find out what they find the most motivating. One way to do that is through Reinforcement Menus that  offer students things they can choose. When you collect them from a group, you can decide which items seem to be the most popular and arrange to make them available. A choice chart with the choices they have made can be very helpful, or you can create individual choice charts as I have for middle school students on the Autism Spectrum. If you want to control or limit the number of times they can make each choice (especially computer time, when you have limited computers for a large group) you could also make tickets with strips at the bottom to tear off, a little like the postings for used cars at the Laundromat.

Brutus essays

Brutus essays Power is a thing that is easily abused. Often, even good rulers can be corrupted by their power. They start out as good people, but too much power turns them bad. Brutus fears that his friend Caesar will abuse his power if he becomes emperor of Rome. In the play The Tragedy of Julius Caesar by William Shakespeare, Brutus starts out wanting what is best for Rome, but in the end, he starts a civil war that tears Rome apart. In the beginning of the play, Brutus is a very honorable Roman. For example, Brutus himself says, Let the gods speed me, as I love/The name of honor more than I fear death (I, ii, 88-89). Brutus would rather die than be dishonorable. Brutus believes doing the right thing is the only thing that really matters. Even Cassius knows Brutus to be honorable, for he says, I know that virtue to be in you, Brutus/As well as I do know your outward favor (I, ii, 90-91). Cassius knows Brutus well and he knows exactly what Brutus stands for. To flatter Brutus, Cassius knows that Brutus wants to be honorable, and he can use it to his advantage. Thus Brutus is known in Rome for being honorable. However, after Brutus is sucked into the conspiracy, he starts doing what is not the best for Rome. Antony points this out when he says, You all did see that on the feast of Lupercal/I thrice presented him with a kingly crown/which he did thrice refuse. Was this ambition?/Yet Brutus says he was ambitious/And Brutus is an honorable man. (III, ii, 96-100). Antony mocks Brutus and calls to attention that Brutus is not honorable. He reminds the crowd that Brutus has done the wrong thing for Rome, because he has made false accusations against Caesar. Also, a messenger warns that, The enemy comes on in gallant show/Their bloody sign of battle is hung out (V,i, 13-14). Brutus has summoned an entire army to fight on the side of the conspirators. It has become a Roman civil war instead of just kill ...

Direct Democracy Pros and Cons

Direct Democracy Pros and Cons Direct democracy, sometimes called pure democracy, is a form of democracy in which all laws and policies imposed by governments are determined by the people themselves, rather than by representatives who are elected by the people. In a true direct democracy, all laws, bills and even court decisions are voted on by all citizens. Direct vs. Representative Democracy Direct democracy is the opposite of the more common representative democracy, under which the people elect representatives who are empowered to create laws and policies for them. Ideally, the laws and policies enacted by the elected representatives should closely reflect the will of the majority of the people. While the United States, with the protections of its federal system of â€Å"checks and balances,† practices representative democracy, as embodied in the U.S. Congress and the state legislatures, two forms of limited direct democracy are practiced at the state and local level: ballot initiatives and binding referendums, and recall of elected officials. Ballot initiatives and referendums allow citizens to place – by petition – laws or spending measures typically considered by state and local legislative bodies on statewide or local ballots. Through successful ballot initiatives and referendums, citizens can create, amend or repeal laws, as well as amend state constitutions and local charters. Examples of Direct Democracy: Athens and Switzerland Perhaps the best example of direct democracy existed in ancient Athens, Greece.  While it excluded women, slaves, and immigrants from voting, Athenian direct democracy required all citizens to vote on all major issues of government. Even the verdict of every court case was determined by a vote of all the people. In the most prominent example in modern society, Switzerland practices a modified form of direct democracy under which any law enacted by the nation’s elected legislative branch can be vetoed by a vote of the general public. In addition, citizens can vote to require the national legislature to consider amendments to the Swiss constitution. Pros and Cons of Direct Democracy While the idea of having the ultimate say-so over the affairs of government might sound tempting, there are some good – and bad – aspects of direct democracy that need to be considered: 3 Pros of Direct Democracy Full Government Transparency: Without a doubt, no other form of democracy ensures a greater degree of openness and transparency between the people and their government. Discussions and debates on major issues are held in public. In addition, all successes or failures of the society can be credited to – or blamed on – the people, rather than the government.  More Government Accountability: By offering the people a direct and unmistakable voice through their votes, direct democracy demands a great level of accountability on the part of the government. The government cannot claim it was unaware of or unclear on the will of the people. Interference in the legislative process from partisan political parties and special interest groups are largely eliminated.Greater Citizen Cooperation: In theory at least, people are more likely to happily comply with laws they create themselves. Moreover, people who know that their opinions will make a difference, they more eager to take p art in the processes of government. 3 Cons of Direct Democracy We Might Never Decide: If every American citizen were expected to vote on every issue considered at every level of government, we might never decide on anything. Between all of the issues considered by local, state and federal governments, citizens could literally spend all day, every single day voting.Public Involvement Would Drop: Direct democracy best serves the interest of the people when most people take part in it. As the time required for debating and voting increases, public interest, and participation in the process would quickly decrease, leading to decisions which did not truly reflect the will of the majority. In the end, small groups of people often with dangerous axes to grind, could control the government.One Tense Situation After Another: In any society as large and diverse as that in the United States, what is the chance of that everyone will ever happily agree with or at least peacefully accept decisions on major issues? As recent history has shown, not much.

Wold Cultures Term Paper Example | Topics and Well Written Essays - 2500 words

Wold Cultures - Term Paper Example The Judaism art dates back to the biblical times judging by the various piece of architecture and other artistic works described in the Bible. It is worth noting that the Jews have been conservative for a long time and this can be explained in their artistic works. The Jews are notorious for their Christian believes and the teachings of the Bible, which prohibits sculptured image. Hall (99) says that the second Mosaic commandments state â€Å"You shall not make for yourself a sculpture that resembles anything in earth or in heaven†. Despite the fact that the Bible expressly prohibits art, the Jewish have a history of rich artistic work and several artists with global reputation. Most Jewish arts get their inspiration from the Bible. The Biblical Jezebel literally means â€Å"in the shadow of protection of God†. Jezebel was a Jewish Artisan who was anointed by God with the sole purpose of building a tabernacle. Therefore, in order to have a holistic view of the Jewish culture the concept earliest works of Judaism is seen from God’s commandment to Jezebel. The prowess with which the Jewish conducted their arts has received praise from the Bible judging by the beautiful work that has characterized the construction of the First temple that was constructed in Jerusalem during the leadership of King Solomon. The temple was overlaid with gold and decorated with Cherum (1Kings 6). Moreover, the beauty of the second temple is apparent; the second temple was popularly referred to as Herod’s Temple. According to Howard & Ian (112), Tractate Succot attest to the beauty of this church by saying that none who is yet to see the Herod’s Temple h as ever seen a glorious building. Even after the destruction of the second temple in Jerusalem, the Jewish art continued to flourish. In fact, the Judaism art spilled outside Israel, which is the foundation of the Jewish culture. The beautiful works of Judaism art is evident in the Beit

The Use of Social Media by the Sports Organizations Assignment

The Use of Social Media by the Sports Organizations - Assignment Example Professional sports organizations include; need to curb corruption in sports organizations, dispute resolution between league members, and administration of punishment to players whose conduct become detrimental to the integrity of the game or league. The powers of the commissioner to administer punishment to offenders are granted under the â€Å"best interest† authority. There are several factors that are likely to influence organizational change in NFL that include; promising economy, social media, and internal policies. First, according to Sports Xchange (2015, p.6), NFL and its 32 teams recorded a total of $1.07 billion in sponsorship revenue; a 5.7% increase from the year 2012. The economy is expected to continue raising for the period of the next five years. Therefore, the organization of NFL will have to change to increase accountability of all officials in order to assure the sponsors of effective management of the financial resources. Secondly, NFL has been experiencing increasing influence of social media to determine public opinion on various decisions. For instance, fans are allowed to use the Twitter handles @NFL or @NFLCommish to express their feelings about any major decisions made by the League’s officials. This trend is likely to continue for the next five years hence forcing the organization to change how it makes its major d ecisions to avoid negative critics that might damage the reputation of the league. Thirdly, the Leagues internal policies have been changing over time. For instance, the personal-conduct policy has undergone through various changes hence forcing the commissioner to adapt to new ways of making judgments. This trend will force the Leagues organization to change within the next five years in order to accommodate the changing policies. However, the change might be refrained by the internal conflicts that are currently being faced in the League between Roger Goodell and other stakeholders.

Game Programming Assignment Example | Topics and Well Written Essays - 2500 words

Game Programming - Assignment Example What A* does is generate and process the successor states in a certain way. Whenever it is looking for the next state to process, A-star employs a heuristic function to try to pick the best state to process next. If heuristic function is good, not only will A-star find a solution quickly, but it can also find the best solution possible. Brief Description:: The A* algorithm maintains two sets or ordered lists OPEN and CLOSED. OPEN list keeps a track of those nodes that need to be examined. CLOSED list keeps track of those nodes that have already been examined. Initially, OPEN list contains just the initial node. Start with initial node and insert it in ordered list OPEN list. Create a list CLOSED. This is initially an empty list. Each node 'n' maintains the following: g(n) = the cost of getting from the natal node to 'n' h(n) = the estimate, according to the heuristic function, of the cost of getting from n to the goal node. f(n) = g(n) + h(n); intuitively, this is the estimate of the best solution that goes through n. If OPEN is empty, exit with failure in algorithm. Select first node on OPEN. Remove it from OPEN and put it on CLOSED. This is node 'n'. If 'n' is goal node, exit the program. The solution is obtained by treating a path backwards along arcs in the tree from the node to n. Expand node n. This will generate successors. Read the list OPEN according to heuristic and go back to step 4. Each node maintains a pointer to its parent node, so that later on the best solution if founded can be retrieved. If n is goal node then we are done with solution given by backtracking. For each successor node n, if it is already in CLOSED list and the copy there has an equal or lower 'f' estimate,...Thus, the depths of the graph are first examined. For DFS, a stack can be maintained to keep a record of all the visited nodes, to ease the backtracking process. Given a suitable problem, we represent the initial conditions of the problem with an appropriate initial state, and the goal conditions as the goal state. For each action that is performed, generate successor states to represent the effects of the action. If this continues, at some point one of the generated successor states is the goal state, then the path from the initial state to the goal state is the solution to the problem. What A* does is generate and process the successor states in a certain way. Whenever it is looking for the next state to process, A-star employs a heuristic function to try to pick the best state to process next. If heuristic function is good, not only will A-star find a solution quickly, but it can also find the best solution possible. For each successor node n, if it is already in CLOSED list and the copy there has an equal or lower 'f' estimate, we can safely discard the newly generated n and move on. Similarly if n is already in the OPEN list and the copy there has an equal or lower 'f' estimate, we can discard the newly generated n and move on. If no better version of n exists on either the CLOSED or OPEN lists, we remove the inferior copies from the two lists and set n as the pare

Macro Economics Research Paper Example | Topics and Well Written Essays - 2000 words

Macro Economics - Research Paper Example In details, the discussion seeks to establish the effects of fiscal, GDP, monetary, international trade, and demographic policies in real-estate business sector in the U.S.A economy. In the year 2008, the U.S economy faced a stiff slant as its domestic businesses slumped in performances due to inflation of the dollar unit. The government responded to the situation by resolving the dollar crisis and implementing long-term solutions to recover the economic deficits (McDonald & Stokes, 2013). Uncle Dan’s resolution to engage in real-estate business is for the good of the US society since the developed structures will provide direct and indirect job opportunities to many citizens in the nation (Capozza & Van, 2011). Statistics indicate that the US real-estate sector has in the past 3-year period contributed to the economy at a rate of 5%, 7%, and 8.6% respectively (Sanders & Order, 2011). Arguably, the real-estate economic segment serves to benefit the US economy through net contributions in the provision of working space for offices and other businesses that are invested within the rental premises. Therefore, a resolution to engage in real-estate business will serve to benefit the majority of the people and the investor will accrue profitable returns at the short and long run periods. Mainly, such benefits will be present in Uncle Dan’s real-estate business to the extent that he will provide commercial and residential premises to attract different customers with different needs and preferences (Deng, Quigley, & Order, 2004). The resolution further seems to be influential to the overall GDP rate of the economy. Economical reviews indicate that real-estate business’ contributions to the grand economic revenues at $2.15 trillion (LaCour-Little, 2008). Reviews concerning the business practices reflected in the real-estate field of business denote the profound growth rate and it is evident that the business is yet

Ismg 11 Essay Example | Topics and Well Written Essays - 500 words

Ismg 11 - Essay Example Laptops or PCs and other technology equipments are among some of the most frequently stolen company items. However, installing locks, which tether them to desks, can decrease the likelihood of stealing. Finally, IVK could imprint metal tags with company information on the equipments. Tying to remove these metal equipments will harm of spoil the equipments, and hence, people will not steal the equipments. According to Barton, exposing too much information of their IT Company to regular customers is both an advantage and a disadvantage to them. It is an advantage in the sense that exposing information to customers will likely improve the proceeding of their company (Austin, Nolan and ODonnell 182). For instance, using websites to expose a company’s information will likely attract more clients than companies that do not use the internet to advertise themselves. However, giving out too much information might also attract hackers to the company. This makes the company extremely vulnerable (Austin, Nolan and ODonnell 182). Hackers are able to note weak points of a company’s information system using the slightest information they can get. Therefore, what to disclose to regular clients is only the information that regards them, which will not enable them to exploit the company. Barton still has his job because of the admiration he receives from the Board of Directors (Austin, Nolan and ODonnell 184). According to the board, even though Barton is not acting as fast as they expected, he still brings in innovations to the company that no other CIO has ever done. Barton, at every board meeting, has been able to capture the attention of the key leaders who always seek for his advice. Barton’s boss, Williams, always asks Barton to advice him whenever he wants to incorporate something new in the company (Austin, Nolan and ODonnell 184). According to Williams, Barton was extremely talented in his job. Therefore, losing such a person

Macro Economics Research Paper Example | Topics and Well Written Essays - 2000 words

Macro Economics - Research Paper Example In details, the discussion seeks to establish the effects of fiscal, GDP, monetary, international trade, and demographic policies in real-estate business sector in the U.S.A economy. In the year 2008, the U.S economy faced a stiff slant as its domestic businesses slumped in performances due to inflation of the dollar unit. The government responded to the situation by resolving the dollar crisis and implementing long-term solutions to recover the economic deficits (McDonald & Stokes, 2013). Uncle Dan’s resolution to engage in real-estate business is for the good of the US society since the developed structures will provide direct and indirect job opportunities to many citizens in the nation (Capozza & Van, 2011). Statistics indicate that the US real-estate sector has in the past 3-year period contributed to the economy at a rate of 5%, 7%, and 8.6% respectively (Sanders & Order, 2011). Arguably, the real-estate economic segment serves to benefit the US economy through net contributions in the provision of working space for offices and other businesses that are invested within the rental premises. Therefore, a resolution to engage in real-estate business will serve to benefit the majority of the people and the investor will accrue profitable returns at the short and long run periods. Mainly, such benefits will be present in Uncle Dan’s real-estate business to the extent that he will provide commercial and residential premises to attract different customers with different needs and preferences (Deng, Quigley, & Order, 2004). The resolution further seems to be influential to the overall GDP rate of the economy. Economical reviews indicate that real-estate business’ contributions to the grand economic revenues at $2.15 trillion (LaCour-Little, 2008). Reviews concerning the business practices reflected in the real-estate field of business denote the profound growth rate and it is evident that the business is yet

The Emergence od Peace Essay Example | Topics and Well Written Essays - 1500 words

The Emergence od Peace - Essay Example The most significant reason that made him the most remarkable pope in the Christian history was due to the fact that called for developing the ecumenical council i.e. Vatican II. Based on the formation of Vatican II council, the classic Church practices significantly altered by means of new ecumenism and liturgy. Furthermore, Pope John XXIII has an important contribution in the Christian history, as he kept his view towards addressing the fact that was of high importance to Catholics worldwide. Additionally, restriction to use contraceptives was also regarded as his strong view, as it was claimed that it interferes the procreative will of God. Apparently, he continuously worked towards supporting the traditional viewpoint, which affirmed that married couples should not be divorced. Moreover, his work contributes towards protecting the Church scandal issues. Nevertheless, his contribution towards negotiating peace between Soviet Union and the US is also worth mentioning (Papal Encycli cals Online, â€Å"Encyclical of Pope John XXIII promulgated April 11, 1963†). Pope John XXIII’s encyclical ‘Pacem in Terris’ or rather the ‘Peace on Earth’ proposed during the year 1963 has have a fundamental impact over the Catholic social teaching during the period of war and peace. Additionally, the encyclical proposed by John XXIII during the cold war affirmed to have a dramatic appeal to maintain the decorum of peace among the world leading nations. Moreover, the principle ‘Pacem in Terris’ plays an important role in promoting the church-state relations, rights of the women, religious freedom and dealing with the other major issues. Besides, the encyclical’s state the norms of peace and maintains the intrinsic dignity of every person. Additionally, the impact was seen in the principle to maintain the religious freedom, equitable rights for the weaker section

Marketing Research Essay Example for Free

Marketing Research Essay 1. Explain the difference between testing for significant differences and testing for association. If a relationship present between two variables, it is important to know thw direction, the direction of a relationship can be either positive or negative. An understanding of the strength of association also is important. Researchers generally categorize the stenght os association as no relationship, weak relationship, moderate relationship, or strong relationship. If a consistent and systematic relationship is not present, then there is no relationship. 2. Explain the difference between association and causation. It depends if we have a linear relationship, which means the strength and nature of the relationship between them remains the same over the range of both variables, and can be best described using a straight line; or a curvilinear relationship, which means the strength and/or direction of the relationship changes over the range of both variables. 3. What is covariation? How does it differ from correlation? Covariation is the amount of change in one variable that is consistently related to the change in another variable of interest. 4. What are the differences between univariate and bivariate statistical techniques? Univariate focuses on one variable, and bivariate focuses on 2 5. What is regression analysis? When would you use it? Statistical technique that analyzes the linear relationship between two variables by estimating coefficients for an equation for a straight line. One variable is designated as dependent variable and the other is called an independent or predictor variable. 6. What is the main problem caused by high multicollinearity among the independent variables in a multiple regression equation? A situation in which several independent variables are highly correlated with each other. This characteristic can result in difficulty in estimating separate or independent regression coefficients for the correlated variables.

Importance of Communication in Human Resources

Importance of Communication in Human Resources Critically analyse the importance of effective communication skills in relation to the practice of Human Resource Management. In a workplace increasingly swirling with change, where the people part of the equation is increasingly critical to organizational success, getting communication right could be the defining factor in gaining competitive advantage. The importance of human capital: the idea that people are increasingly the only asset that differentiates one organization from another; puts human resource management (HRM) squarely at the forefront of the rapid change toward an information based economy. People need to know what’s in it for them and HR program components hold the answers. The best designed benefits package or most elegant compensation design will fail if no one fully understands and appreciates it. Thus, no other function could benefit from effective communication skills more than human resources. Broadly speaking, effective communication is â€Å"leader-driven and attempts to help people understand the market forces that shape the actions and strategy of the business.† (D’Aprix, 1996) This means that communication planning should incorporate how to drive employee behaviour to fulfil business outcomes, not simply the tactics and channels used to disperse information to a workforce. The result for business, and hence HRM, has been the challenge of getting the right people in the right place doing the right work in the right way. It may sound simple but is complicated by the simultaneous demographic changes challenging the working world. The population is aging with more employees wanting to stay put for longer at one end of the spectrum, while at the other end younger workers are moving more often. However, 75 percent of the jobs available are in the information, technology and service sectors, areas which traditionally skew toward younger applicants. Amid this ch ange, HR and other managers are faced with rallying their people around a set of common goals aimed at winning in the marketplace, and building such affiliation by negotiation among various employee groups is no easy task. Indeed, effective negotiation skills involve not only getting your message across to another person, but learning how to read what the other person is saying to you. This means not only listening to other people’s words, but also learning to interpret their body language. It also means learning to communicate without pre-empting other people or making them defensive. (Griffin, 1998) Studies on audiences’ reactions to speeches show that a speaker’s persuasive powers come from not just what is said but the way the speaker looks and sounds. Since the nonverbal cues you project are as powerful as the verbal ones, first, determine what it is you want the person you’re communicating with to do, then select an appropriate combination of words and body language to convey your message in order to communicate effectively and influence them in negotiations. The ultimate goal is to include others in the communication process without coming across as threatening, in or der to minimise conflict and stress, which are both increasingly critical problems in the modern workplace (Sanchez and Dempsey, 2002) Management style is the key to effective communication skills, and thus managers need to establish a style that makes them feel comfortable, in order to avoid stress for both themselves and their staff. For example, some managers may be comfortable getting personal with employees; while others may not and thus should not. Whatever style managers do adopt, in order to be effective they must be sure to use it consistently with all employees, as the biggest source of anxiety for both managers and employees is unclear or inconsistent instructions (Griffin, 1998). Also, to improve the handling of discipline and grievances, managers should be accessible and available when employees seek them out, to avoid grievances or problems escalating. To handle and prevent grievances, managers should be generous with as much positive feedback as possible, and include helpful criticism which focuses on the results of employees’ work. Listening to complaints without being defensive, and sympathiz ing with people so that they know they’re getting through, are also critical skills for handling grievances, which can otherwise spread and harm morale and productivity (HR Briefing, 2000). However, whilst conflict is often viewed as a problem to be avoided, conflict is also an opportunity to improve communications, build teamwork and relationships, and learn about the wants and needs of others. When conflicts arise, they don’t have to be immediately resolved, and often an attempt to do so results in cutting off communication. Indeed, in most instances it’s better for HR managers to act on conflict when they have more information, instead of approaching the problem at a time when tempers are likely to flare. Even in situations where a serious confrontation is unavoidable, and could result in a resignation or serious industrial unrest, managers can ease the tension by making sure to give themselves time to carefully formulate a response. In conclusion, the key to a beneficial HR and internal communication relationship is cooperation and mutual respect instead of competition, conflict, or worse, indifference. Communication cannot be an afterthought relegated to the bottom level of HRM considerations, and restricted to writing e-mails and conducting formal appraisals By recognising the importance of effective communication, HRM can deliver more effective services and ensure accomplishment of its people mission with communication being the critical success factor. In contrast, if HRM fails to develop its communication skills to a truly effective level it risks failing to fulfil its mission of developing, retaining and rewarding the talent necessary for a business to succeed. In extreme examples, ineffective communication can even create problems itself, especially in times of change or uncertainty, when clear, consistent communication is vital to maintaining employee and managerial morale and productivity. References D’Aprix, R. (1996) Communicating for Change: Connecting the Workplace With the Marketplace. Jossey-Bass. Griffin, J. (1998) How To Say It At Work. Prentice Hall Direct. HR Briefing (2000) Wrong words and moves create conflict. Aspen; 1st July 2000, p. 7. Sanchez, P. and Dempsey, T. (2002) Communication the critical success factor. Strategic HR Review; Vol. 2, Issue 1, p. 24

A Class Called Peer Listening :: Personal Narrative Education Essays

A Class Called Peer Listening Walking into a class called "Peer Listening" can certainly give a high school student a unique impression. It was my senior year of high school and all I wanted to do was take easy classes to finish off the year, and that's all I had heard about this class, no homework, it's easy, a "blow off class", so naturally it seemed to be the perfect class. Mr. Bihl I had known for a year and I found him to be a genuinely interesting, understanding person. I walked in the classroom and took the nearest seat to the window side of the room and waited to see who else was in my class. Bill walked in the door, he was a hockey player, jock and all around high achiever. Then came Lauren who was in the same "crowd" as Bill, but with those who liked to live a little more dangerously. Many of them have been into drugs in the past. Next Michelle, who I have heard a lot of rumors about, she is only sixteen and living with her boyfriend in their own apartment. After a minute or two, another kid named Bill strode through the door, he was an all around guy, he could fit into a group of people and manage to entertain them. Just as the bell rang, a girl named Nicole sat in the seat next to me. No one liked Nicole and I never really understood why. There were others that had come in, but most I didn't know. Once the bell had rung and I knew that none of my good friends were going to be in the class, the wave of dread washed over me. A whole semester of people I hardly knew. What a way to spend my senior year of high school! Once the class had started, there were only seventeen people. It was a very small class, compared to the rest of my classes, which topped thirty students. The classroom itself was located just inside the main hall leading to the entrance of the school. Room number 205. Inside, the classroom looked just like every other classroom in Clarkston High School, gray industrial carpeting speckled with burgundy, forest green, and an array of other colors. The walls were cinderblocks painted a hideous shade of off white, and lacked decorations. A gray Formica counter top lined one side of the classroom, complete with cabinets above and below.

Affirmative Action Essay -- essays papers

Affirmative Action Affirmation Action In Today Society: Myths and Facts As America nears the end of the twentieth century, we still face many lingering problems that stand unresolved. One of the most pressing and difficult problems is that of human relations, or to many, the trigger word race relations. For over 225 years America has been trying to fulfill the promise of the founders of this nation that â€Å"All Men Are Created Equal†, yet we still see institutionalized injustices and discrimination. Therefore, this paper attempts to look at one controversial issue that was implemented to correct previous human relation injustices of our nations. This issue is Affirmative Action. To examine affirmation action, this paper looks at the origin of affirmative action programs, U.S. Supreme Court affirmative action debate, employment and affirmative action, and finally myths and facts about affirmative action. I hope that through this paper these issues can be presented to gain a better understanding of affirmative action in today’s society. Affirmative action is a policy assigned to increase representation of women and minorities in business, educational institutions and government. It origin lies in the legislation that came out of the civil right movement of the 1960’s. The Civil Right Act of 1964 was passed, which forbids discrimination unions, employment agencies, and business employing more than 25 employees. However, the tasks for enforcement of this law had been immense and extremely difficult. In an endeavor to redress the systematic discriminations of the past, especially against blacks, remedial programs often called "affirmative action" were undertaken by educational institutions, unions, and governments. These programs required a percentage of minorities – group (racial minority and women) representation goal and a timetable for accomplishment of that goal. The basic premise was to level to playing ground for minorities. Almost, immediately from its inception affirmative action program has been controversy. The process of minority goals and percentages created a powerful† â€Å"white backlash†. Critics charge that the ratios are not goals but quotas and that affirmative action programs really call for reverse discrimination (discrimination against white males). Resolution of this conflict is difficult. While it is true that some minority group ... ... doors by themselves. In a perfect world program such, as Affirmative Actions would not be needed. Personnel decisions would be basis upon each individual’s abilities and qualifications, without regards to gender or ethnic group. However, we are far from a perfect world. As long as we have prejudices, hatred, and discrimination in society, programs of Affirmative Action will be necessary. Bibliography: Coleman, James William, and Cressey, Donald R. Social Problem. 5th ed. Harper Collins College Publishers. New York. 1993. 188-190 Levenson, Alec R., and Williams, Darrell L. Interracial America: Opposing View, â€Å" Affirmative Action Combat Unintentional Racism†, Greenhaven Press Inc., San Diego, 1996, 154-158 Bender, David and Leone, Bruno. Work: Opposing Viewpoints, â€Å"Affirmative Action Promotes Equality†, Greenhaven Press Inc., San Diego, 168-176 Collier’s Encyclopedia. CD-ROM. Sierra Home, 1998 Reflective in Race Relation, Online, www. Elibrary.com, 18 Feb. 1999 Coleman, Jonathan. Long Way To Go: Black & White In America, Atlantic Monthly Press, New York, 1997 Carter, Stephen L., Reflections of an Affirmative Action Baby, Basic Books, New York,

Family Identity Essay

A person’s identity is often considered a trait that someone is born with, similar to physical traits such as eye color or face shape. In actuality, identity is not something that can be determined by a particular strand of DNA, rather it is something that must be formed throughout a lifetime. Thus, at birth, one’s identity is a blank canvas, ready to absorb knowledge from its immediate surroundings, more particularly family, as it is the first thing a fresh identity is exposed to. As evidenced by Grapes of Wrath, Abraham Lincoln, and The Great Gatsby, one’s identity is primarily determined by his or her family. In Grapes of Wrath, the Joad’s identify themselves with their land, as farming is their only livelihood. Without land to farm, the Joads’s way of life is entirely uprooted; thus, they are forced to change their identities in order to survive. However, this identification with the land is not something each Joad is born with; rather, it is a relationship that is primarily influenced by family. Initially, Ruthie and Winifield, both still young children, do not understand the emotional impact of the Dustbowl on their family. However, as they watch their father, they begin to understand that his land is what makes him who he is, and without it, he is lost. At this point, Ruthie and Winifield’s new identities are starting to take shape as they, too, learn to love the land. Abraham Lincoln, a former president of the United States, grew up in a small cabin to a poor family. He was able to attend school as a young boy; however, the educational system of his rural town in Kentucky put him at a disadvantage to many other politicians he competed against. When Lincoln’s mother passed, he was left to be raised by only his father, whom he gradually became estranged from. However, these disadvantages that Lincoln faced made him the self-motivated and ambitious man he soon became. Had he been raised in a well-to-do family by attentive and loving parents, he would not have been nearly as driven and hardworking, as everything would have been spoon-fed to him. Thus, Lincoln’s family life was the one thing ultimately determined the man he was to become. Lincoln’s absentee father and poor economic situation gave him the will and ambition that allowed him o do great things in the world. In The Great Gatsby, in contrast to Abraham Lincoln, Daisy was born into an extremely wealthy family. In such a family, Daisy hardly ever had the need to lift a finger, as everything was done for her. In addition, this wealth made Daisy a very desirable young woman; thus, Daisy did not often have to work to gain anyone’s approval. Had she been raised in poor family, similar to Abraham Lincoln, Daisy would have been forced to sink or swim on her own, giving her more ambition to succeed. However, due to Daisy’s family life, she grew accustomed to a pampered life lifestyle in which everything was simply handed to her, making her the self-obsessed, materialistic, and lazy person she became. As evidenced by Grapes of Wrath, Abraham Lincoln, and The Great Gatsby, family is what primarily determines someone’s identity. Thus, identity is not some gene-determined trait that is formed prior to birth. It is something that takes shape in the early stages of one’s life, forming accordingly to his or her environment.

Settling the Rio Grande Valley

Settling the Rio Grande Valley The Rio Grande Valley consists of the southern most part of Texas, along the Texas/Mexico border. The population growth in this area was very slow until the 1900's, when it began to skyrocket. From 1920 to 1930, the population in the Valley more than doubled. One of the main factors for this population increase was the railroad construction. The St. Louis, Brownsville, and Mexico railroads all were completed in 1904. This furthered the expansion of the already popular method of irrigation farming in this area. The railroad system allowed for commercial production of different fruits and vegetables. Irrigation farming became extremely popular in this area and citrus orchards began popping up in this area. The farmers even discovered a tree that would thrive in the Valley climate. Irrigation farming became so successful that an amendment was added to the Texas constitution encouraging irrigation and drainage districts. Though it was becoming very popular, irrigation farming was far more expensive than the dry farming done in West Texas. It was almost impossible for small farmers to compete with the corporate farms and wealthy land owners. The large, corporate farms required extensive staff and therefore increased the population. The railroads continued to encourage population growth into the 20's and 30's by running excursion trains. These trains transported people, free of charge, from North Texas cities into South Texas. The passengers would often times buy land in South Texas and a single excursion could generate up to one million dollars in land sales. The economy continued to thrive and population continued to grow. Since most of the Valley consisted of large, corporate farms; the farmers relied on low paid laborers and the farms had their own cotton gins, stores, and employee housing. This created a wide gap between the wealthy and the poor, this gap was wider and more apparent than in other areas of the state because there were less small farmers to buffer the gap. Many of the low-wage laborers were African- American or Mexican-American. With that said, not only did rifts between classes become more evident, but also the racial tension became heavier. Earlier, â€Å"tradition and a relatively static social and political order† made people more sympathetic with the Tejanos. But during the twentieth century, these wealthy land owners were far more unsympathetic to the Tejano traditions and culture than in earlier years. This made discrimination more rampant and people became more outspoken with their bigotry. There are many documented events, like the Brownsville Affair to shed light on the extreme racism. In 1906, a documented fight broke out between a black soldier at Fort Brown and a local merchant. Since the soldiers arrived at Ft. Brown, the black soldiers were subject to extreme hatred and racism. With this particular incident, shots were fired and a white man was killed. This just goes to show the intense division between the classes and the hatred that was shown between the two groups. The railroads, the newly popular irrigation system, and the high land sales all contributed to the population growth, but because the corporate farms dominated the area, racial tension was very prevalent.

Raoul Wallenberg - The Holocaust Rescuer Essay Example | Topics and Well Written Essays - 2000 words

Raoul Wallenberg - The Holocaust Rescuer - Essay Example He hated witnessing hunting and killing of animals just for entertainment and sport (Handler, 1996). As an adolescent Wallenberg travelled far and wide and gained proficiency in English, German, Russian and French plus his native Swedish. He attended the University of Michigan for four years where he took up architecture. After finishing his degree he apprenticed in a Dutch bank located in Haifa, Palestine. Throughout his six months working in Palestine, he met Jews who luckily got away from Nazi Germany. The mad, sadistic, and hideous stories they narrate to him appalled and profoundly affected him not merely because of his compassionate nature, but because his great-great-grandfather was a Jew (Handler, 1996). When he went back to Sweden in 1936 he desired to work in the discipline of architecture, except that his American architecture did not meet the criteria for such profession in Sweden. Hence over the subsequent years he committed himself in different business ventures. He was hired in 1941 as the foreign sales representative for a Central European Trading Company located in Hungary. Hungary became a collaborator of Germany in 1939 because the Americans failed to rescue the pitiful and blameless Jews who were persecuted under the Nazi regime. Hence Sweden consented to send a special representative whose only objective would be to save the Jews from the evil clutches of the Nazis. For this mission the Swedish people chose Raoul Wallenberg for the reason that he spoke German proficiently and comprehend the ways of the Nazis (Tokudome, 1999). Wallenberg sensed that a number of Hungarian and German authorities were starting to be apprehensive of post war retribution for the heinous crimes they did to the Jews. He took advantage of this opportunity and immediately got the Hungarian and German authorities to reconsider their decisions and actions through encouraging them with intimidations and

South circa 1900 Essay Example | Topics and Well Written Essays - 1000 words

South circa 1900 - Essay Example While slavery ended at the end of the century, segregation came in the dawn of the new century with the passage of the Segregation Law in 1880. The southern states, particularly Tennessee first passed the segregation law prohibiting the mingling of races in all public places particularly in public transportation. Another law was also passed which is the Disenfranchisement Law that deprived Afro Americans of their right to vote. The passage of the segregation law and disenfranchisement law meant the white and the black cannot be together on public places and public transportation. These oppressive laws were then implemented in various states and municipality mandating the segregation of the blacks and the whites not only on public transportation but also in other aspects of public life that include, schools, hospitals, parks, movie houses, hotels and even restrooms. Even courtrooms which are supposed to dispense justice were not spared as it was required to have separate bibles for a black and white witness. The separation of books was not only limited in theological scriptures but also on schoolbooks where the textbooks of the white and black students were stored in different warehouses. The famous anecdote about Rosa Parks not giving up her seat to a white passenger sprung up from the segregation law where a black person has to give up his or her seat to a white person (blacks and white in the early phase of the segregation law cannot be together in public transportation). The Disfranchisement Law as the name implies, remove the right of the Negro to exercise his civil liberty to vote by despite the guarantee of the Fourteenth and Fifteenth Amendments. This was evident with the exclusion of the blacks from the list of those who can vote in 1870 and made it more difficult for blacks to vote (if they can) by passing the poll tax law. Ridiculous as it may sound but a literacy requirement was also enacted in 1890 that if a black person is allowed to vote, he or sh e must satisfy the â€Å"understanding clause† that they understood the constitution before the state registrar. Naturally, the determination of the black person’s fitness to vote became arbitrary that deprived many of them of their right to vote. Voting restrictions were also imposed to make it difficult for black people by stating deadlines of poll tax payment and voter registration unannounced. All of these were designed to make it difficult, if not impossible for a black person to vote. Many scholars, including Ayers are seeking the answer why was the law passed and many scholars contended that American society was not yet ready to accept the Negro as equals in all dimension of life that it was too radical an idea for a race that was once a slave to become an equal. Such, the separation between the two races, where the white can again impose its superiority among the blacks had to be imposed through the creation and passage of segregation and disenfranchisement law . Ayers however argued that while to some extent this could be true, there are several factors that led to the passage of these laws that shaped the socio-economic status of Afro-Americans in the 19th century. Ayers contended that the Jim Crow law was a result of various forces that include political, class, and psychological issues that was a byproduct of America’s industrialization. It could also be taken as an attempt to put the Negro in the south in his or her â€Å"