Expanding Target to China Essay

China is, without a doubt, the fastest growing economy in the world today. Companies from around the world have wanted to tap into China’s market to cash in on the tremendous success that it continues to experience. There had been many restrictions for foreign companies who tried to do business in China, limiting the number of foreign companies, and allowing only the big players to come into China. Even then, these big players from around the globe faced more restrictions and rules once they entered China. But things have changed since China joined the World Trade Organization (WTO) in 2001; a new milestone for this country, as well as for other economies. Since then, restrictions for foreign investors and businesses to enter China’s market had begun to ease up. By December 11th, 2004, China must remove remaining restrictions on the retail sector in order to comply with the WTO rules. This means it will be much easier for foreign retailers to enter the market, and for c urrent foreign retailers in China to expand (1). Many retailers from all over the world will seize this golden opportunity, and Target should do so too. Target, a Minnesota based national retail company, has come a long way from being Dayton’s department store back in 1961 to being one of the biggest players in United States’ retail market, as we know it today. Over the last ten years, Target has experienced a continuous incline in growth year after year. Sales reached over $48 billion this past year, a 10 percent increase from the year prior (2). Just like its revenue, the number of stores across the United States has been on the rise. Currently there are 1313 Target stores operating in 47 states, including 136 SuperTarget stores in 20 states (3). Not surprisingly, Target ranks number four in Triversity’s Top 100 Retailers in the United States behind Wal-Mart, Home Depot, and Kroger (4). Globally, Target is ranked number 7 in the top 100 retailers worldwide (5). With this kind of statistics, Target has the potential and the resources to begin expanding into the international market, such as China. Comparing to Metro AG, a German retailer, which ranks a couple spots ahead of Target on the worldwide list, is not that much ahead of Target in terms of sales. And yet, Metro AG is one of the largest foreign retailers in China, along with  Wal-Mart and Carrefour (6). Not only should Target continue to expand domestically, but it should also start looking to expand in other markets around the world as well, such as China. This will allow Target to become a multinational company and begin creating a global recognition for itself in the retail sector. Now of course Target cannot dive right into the China Market and expect everything to just work out. Like any other company entering a foreign market, there are challenges and factors that Target must consider and evaluate before doing business in China. In this report, different reasons why Target should enter China’s retail market and the benefits it offers to the company will be presented. China’s economic status, political status, and economic status, along with options of entry and other factors that will affect Target’s business, will be discussed. China’s Economic Status China is currently the world’s most potential market for consumer goods. Its average annual GDP growth rate of nearly 10 percent for the last 10 years is the strongest among other major economies around the world (7). This is mainly due to the increase in manufacturing investment from foreign companies over the years because China is full of resources and cheap labor. Many products we see today are labeled â€Å"Made in China† since China has essentially developed into â€Å"a manufacturing centre for the world’s consumer goods production† (8). With a population of 1.3 billion people and having more consumers than Europe and the United States put together, it is obvious that China is by far one of the most attractive markets to invest in for foreign companies that are in the retail and consumer sector (8). When combining the strong, continuous growth of the economy with a population of this magnitude, the results are more money in consumers’ pockets, meaning more money to spend on goods. According to PricewaterhouseCoopers, â€Å"the retail sales of consumer goods in China quadrupled with a span of 10 years† (7). With this kind of statistics, it will be Target’s best interest to pursuit an expansion into China’s retail market. China’s economy and consumer market will continue to grow. The more people there are in a  market, the more money will be spent. Everyone will always need food and daily accessories regardless of how much money they have, and those that have more money to spend will spend that extra money on other goods. So by setting up operations there, Target will have a chance to go along with the ride and reap the promising rewards that China’s consumer market offers, which is what other foreign retailers are looking for. China’s Political Status One of the major milestones for China, which made a global impact, is its accession to the World Trade Organization in 2001. This is the main reason why the forecast of China’s growing economy remains strong. Since then, China’s has begun to ease up restrictions on imports and exports, and also for foreign businesses entering China’s market, most significantly the retail sector. By December 11, 2004, all restrictions on foreign retailing in China will be lifted, including restrictions on foreign ownership, number of branches, and geographic locations for where to set up stores (9). Currently, there are limited foreign investments in China’s retail sector. In 2000, the Retail and Wholesale sector only accounts for 2 percent of the total foreign direct investment in China (7). Today, this percentage is not much higher than it was in 2000. This is because prior to China’s accession to the WTO, there were many restrictions and regulations for foreign companies entering China. Some of the main restrictions were the annual sales volume requirement, assets requirement, and the minimum registered capital requirement. Before, in order to enter China’s retail sector, a foreign company must have annual sales volume of at least US $2 billion, assets of at least US $200 million, and minimum registered capital of at least RMB 50 million, or about US $6.1 million. Also, they were only allowed to enter the market with approval, and in a form of a joint venture with local partners with no more than 49 percent ownership (10). This limited China’s retail market to only the big international players such as Wal-Mart, Carrefour, Metro AG, etc, who all have already established a presence in China. But after China starts to comply with WTO rules next month; dramatic changes will take place in China’s retail sector. Once all the restrictions for foreign retail companies are lifted by China, the number of foreign retailers entering China will increase sharply, both small and medium retailers. All a company will need is a good reputation and a minimum registered capital requirement of US $36,000. Other than a joint venture, a wholly foreign-owned enterprise will become an option (10). Also, the foreign players that are currently in the market will be able expand more rapidly under the new rules. This is another reason why Target should enter China’s retail market, and soon. The percentage that the retail sector represents in the total direct foreign investment is still low, meaning there is a lot of room to grow. The sooner Target steps in, the more market share will be available for Target to gain. If Target delays its entry, other foreign retailers from all over the world will start to swarm in and the big players that are currently in the market will expand quickly; therefore making it more difficult for Target to create a significant presence. If Target decides not to enter this goldmine, then an incredible opportunity will be missed. WFOE or Joint Venture There are two options for Target to start business in China, establishing a wholly foreign-owned enterprise (WFOE) or a joint venture with a local Chinese company. There are advantages and disadvantages for both options, and it will be important to understand each. Joint ventures were the only way to enter China for any foreign company due to the restrictions set by China prior to joining the WTO. With joint ventures, foreign companies were able enter China’s market easier. It really helps to have a local partner that is already familiar with the market and know the laws of doing business in China. Also, with a joint venture, it is much less capital intensive since the local partner will be contributing to the business. The downside of a joint venture is that it is difficult to find the right partner, and it requires a lot time because a good relationship must be formed before any negotiations take place. In China, a good relationship is the key to doing business. Some major causes of joint  venture failures have been overestimation of the partner’s capabilities, differing expectations, and different management styles (11). These are some of the reasons that limit a foreign company’s desire to expand. WFOE, an option that will be open to foreign retail companies doing or planning to do business in China after next month, would probably be the direction that most foreign retailers will choose. It should be Target’s choice as well when entering China. But before a WFOE can be set up, an application must be submitted to MOFCOM’s (Ministry of Commerce) provincial-level counterparts. The applications will then be forwarded to MOFOCOM for approval. The approval process takes about three to four months, but approval is only granted if the proposed business will help the development of China’s economy (12). Target will have no problem getting approved because it will help create more jobs in China, bring in more sophisticated technology to run its stores and operations, and increase manufacturing production in China since a good portion of the products that will be in Target stores will be made in China. The disadvantage of setting up a WFOE is that it is much more capital intensive. Foreign companies do not have anyone to share the investment costs with in the country. China only allows money coming from outside of the country when foreign companies want to set up a WFOE (12). However, the advantages that WFOE offers outweigh the disadvantages. A WFOE can enjoy the exclusive management control and operational controls with less interference from the Chinese government (13). A foreign company can bring in sophisticated technology without having to worry about losing its intellectual property or figure out how many shares the technology is worth in a joint venture (14). Because of all this, a WFOE can expand into other areas more freely. Although WFOE would be a capital intensive option for Target, it will pay off in the long run. Having complete control over its management and operations, less governmental interference, and less limitations to expand will be beneficial for Target. China’s Social Status There are some other things that it must take into account before Target jumps into China’s retail market, one of which is the social landscape of China. Just like in the United States, knowing where the customers are and where to set up stores are important strategies. The more wealthy cities are concentrated in China’s east and south-east coastal provinces. The top ten most prosperous provinces in China are: Shanghai, Guangdong, Beijing, Zhejiang, Tianjin, Liaoning, Fujian, Jiangsu, Shandong, and Chongqing. These areas are obviously where foreign investors want to go because of higher per capita income and consumer spending in those areas. Consumer activities in some major inland cities are slowly on the rise, but are still fairly undeveloped compared to the east (7). But it may be a good idea to start investing in those areas and capture those markets while competition level is still low. Target should obviously start with investing in a couple of the more prosperous areas, such as Shanghai, Beijing, Tianjin, or Zhejiang. These four provinces have the highest per capita income and household consumption, which means there are more money spent by consumers (8). Besides this, Target should start investing in the major inland cities that are beginning to develop, such as Wuhan, Chengdu, Changsha, and Sichuan. Almost half of China’s population lives in the central and northwest provinces (7). Take advantage of the new rules that will lift restrictions on locations and the number of stores, and enjoy the benefit of being able to expand easier by being a wholly foreign-owned enterprise. The developing areas should be Target’s concentration. It may be a little more risky, and sales may be lower at first, but it will be beneficial in the long run. The biggest competitors, both domestic and foreign, are mostly located in the prosperous areas (8). It will be more difficult to establish a solid foothold in China’s retail market if Target starts off trying to compete with big foreign players such as Wal-Mart and Carrefour, or big domestic players such as Lianhua and Hualian, all of which are much more familiar with the market. So it will be a good idea for Target to tap into the less developed major  inland cities and create a niche market while competition is still very low in those areas. This can help them develop a presence in China, and become one of the major foreign players in China’s retail market. U.S. Commercial Service After understand all the details described previously throughout the report, Target still needs some help entering China’s retail market. Target is very successful in the United States, but China is a totally different market. There are different consumers, different languages, and different laws. Target needs to find someone that is familiar with the languages (Chinese and English), the Chinese retail market, and all the rules that foreign business must comply with. It would be the best if Target has some managers that fit these criterions within the corporation because then those people can be assigned to assist in Target’s plan to enter China. They will be familiar with China’s market and rules, as well as Target’s objectives and operations. But if there are no qualified candidates within Target, then this is where the U.S. Commercial Service comes in play to help. The U.S. Commercial Service offers customized solutions to help US companies enter and expand in the China Market. They have six offices in China: Beijing, Shanghai, Shenyang, Chengdu, Guangzhou, and Hong Kong. There are several services that a US company can purchase, one of which is the Gold Key Service (GKS). This service identifies and arranges appointments with the people that the company will need to meet in order to break into the China market successfully. The U.S. Commercial Service will tailor the service to the company’s needs. They can assess the competition, and/or find lawyers, consultants, government officials, agents and distributors, etc (15). This is a great service that Target should use if they do not have people to use internally. Going into a foreign market, especially China, without being knowledgeable in the country’s laws and regulations, competition, consumers, and business environment is very risky. Any company that does this is essentially setting up for failure in the new market. This is why Target  needs to find experts that know how to do business in China. By being able to access competition, access the business environment, and working with a consultant or lawyer that knows the business laws in China will definitely help Target develop a safe and successful entry into China’s retail market. To order the Gold Key Service from the U.S. Commercial Service, all Target have to do is contact the nearest U.S. Commercial Service assistance center, call 1-800-USA-Trade, or email their FCS Beijing Office at Export.China@mail.doc.gov (15). Other Factors In the Chinese culture, the colors red and gold are favorable colors. They represent happiness, good luck, and good fortune. During festive holidays, such as Chinese New Year, red is seen every where. All businesses, as well as households, would put up red lanterns and decorations. This may be beneficial to Target since red is Target’s color. By having red in the stores in China, it may attract more consumers because people may associate the Target stores with the same meanings that they associate with the colors, especially during festive holidays. Aside from culture, Target should look into other things, such as education in China. Education is very important to China’s future development if it is to be sustainable, but it is not an easy task. The government has been focusing on the country’s economic development, and has neglected to improve the education system and health. However, the government’s new goal is to raise education spending to about 4 percent of GPD, with help from the private sector (8). In the United States, Target currently have a Community Giving Program where Target gives back over $2 million a week to neighborhoods, programs, and schools across the country (16). If Target sets up a similar program in China, it may help build its reputation in the China market. By helping the community receive better education, improving living conditions, and improving living standards will help Target gain favoritism from both consumers and the government, which can only help Target’s goal for success in the market. Conclusion China offers a golden opportunity for foreign retailers, such as Target. Target should take advantage of China’s accession to the WTO and seize the opportunity by entering China’s retail market. There are many factors that Target must review and consider before entering China. Main factors like China’s economic status, political status, and social status. As well as evaluating options of entry (WFOE vs. JV), understanding the culture, assessing both foreign and domestic competitions, and become knowledgeable in business rules and regulations in the country. Target will be very successful in establishing a foothold in China’s retail market and become a major foreign retailer in the country as long as all aspects are carefully reviewed, planned, and understood. Target’s presence and success has been well established in the United States, and now it is time to expand to the next big thing – China. End Notes (1) http://www.chinabusinessreview.com/public/0401/01.html (2) http://quicktake.morningstar.com/Stock/Income10.asp?Country=USA&Symbol= TGT&stocktab=finance (3) http://www.targetcorp.com/targetcorp_group/investor-relations/investor- relations.jhtml (4) http://www.stores.org/pdf/04TOP100chart2.pdf (5) http://retailindustry.about.com/library/bl/03q2/bl_rf100603.htm (6) http://www.bjreview.com.cn/200414/Business-200414(C).htm (7) http://www.pwchk.com/home/webmedia/1024303622085/RetailMarket_ China.pdf (8) http://www.pwcglobal.com/gx/eng/about/ind/retail/wef%20jan04_external.pdf3 (9) http://en-1.ce.cn/subject/RetailinginChina/Regulation&Policy/200409/29/ t20040929_1882374.shtml (10) http://www.osec.ch/~0xc1878d1b_0x0001b994/Investments/foreign_investment_ restrictions_in_trade_and_retail_lifted/en/china_fipdf (11) http://www.sinomedia.net/eurobiz/v200404/story0404.html (12) http://www.isinolaw.com/jsp/fie/fie/FIE_wfoe1.jsp?LangID=0 (13) http://english.sohu.com/2004/07/04/81/article220848132.shtml (14) http://www.businessweek.com/adsections/country/asia/ (15) http://www.buyusa.gov/china/en/gks.html (16) http://target.com/target_group/community_giving/index.jhtml

The Giver

Creating an Acrostic Poem In this lesson, you will create an impressive acrostic poem. You will use your Intel-based MacBook, or iMac, (or other Macintosh computer running OSX 10. 5 or higher), and the preloaded software to complete the project. Images are provided to help you along the way, and there is a sample poem on the last page of this lesson. Try to follow the steps in the activity as closely as you can, but once you have a feel for the way the software works, feel free to elaborate in order to personalize your poem and further develop your computer skills.Here is a list of the tools you’ll use: HardwareSoftware ComputerMS Office-Word iSight CameraDashboard Widget-Dictionary/Thesaurus PrinterPhotoBooth, iPhoto (optional) Procedure: Setting Up the Document 1. Open MS Word application. Look for the icon in the Dock. If you can’t find it there, open a New Finder Window, then click on Applications, then scoll down to MicroSoft Office 2004 or Office X, then open (or expand) that folder to show the icon. Double-click on it to open the application. 2. Pull down the File menu to New Blank Document, or, in the Project Gallery, click Word Document, then click Done. . Type the title of the poem (name of the person, animal, item) on the first line of the page, ideally with all capital letters. 4. Press the return key two or three times to leave some space between the title and the first line of the poem. 5. Now type the same word vertically, down the left side of the page, again in all captial letters, pressing the return key after each letter, so that each letter is on its own line. Don’t worry about the appearance being rather dull at this point. The first task is to get the structure down. 6. Save your document.Some students may remark that they â€Å"†¦have not finished yet†¦Ã¢â‚¬  This is a good opportunity to remind ourselves that we should be saving our work early on in the process, and then repeatedly as the document grows. Pull down the File menu to Save†¦ A ‘sheet’ will appear at the top of your window. The one shown here shows that the document will be saved as: HENRY. doc on the Desktop. (You may elect to have your students save their work with a more specific name, and in another location. ) Click Save. Using the Dashboard Widget – Dictionary/Thesaurus 7. Click on the Dashboard icon in the Dock. 8.The dictionary widget may already be present on your desktop, but if it is not, click on the plus sign (in the circle in the lower left corner of the screen), and other widgets that are available will appear. 9. Click on the dictionary widget (it also includes the thesaurus). The widget will appear. You can drag it anywhere you like. Click on the Thesaurus button at the top of the widget, then type in a word you want to find synonyms for. Let’s say, for example, that you want to find a word that means ‘friendly’, but you don’t have an â€Å"F† in your name. Type the word friendly in, and then look for a word that starts with the letter you need. 0. Once you have found the word, click on the Word icon in the Dock to return to your acrostic poem. Type your word on the line that beings with its first letter.Repeat this process until you have filled in all the lines of your poem. Remember to continue to save your work by pulling down the File menu to Save, or by holding down the Apple key and pressing S. (? +S). Using the PhotoBooth Application to Take a Picture 11. Click on the Finder icon. If a Finder window does not appear, pull down the File menu to New Finder Window (? +N). 12. Click on Applications, then scroll down to PhotoBooth. Double-click on the PhotoBooth icon to open it. 3. Adjust your seated, (or for small students, your standing position) in front of the computer. You may also be able to adjust the tilt of the iMac or MacBook screen to change the angle. Get close to the camera so your image is large. 14. If you w ant a standard photo, just click the camera icon below your image, then smile and wait for the 3-2-1 countdown. If you don’t like the result, simply click on the x in the corner of the little image (which deletes it), and then take another. If you want an effect in your image, click on the 1 or 2 next to Effects, click on the effect you want to try, and then click the camera to shoot.Here are a few samples of the types of effects you can use: Once you are happy with the photo taken, you can simply drag and drop (with your mouse) the mini-photo from PhotoBooth onto the Word page. 15. There are several places you can store the photos you’ve taken: a. You can move them to iPhoto, and then create albums to organize them. b. You can save them to a folder on the desktop, or to a USB drive, or to a server folder. To locate the PhotoBooth images you’ve taken in the Finder, click File, Reveal in Finder. There you can rename the files and copy them to one of the storage l ocations mentioned above. 16.Once the photos are saved, you can insert them in the Word document in many ways as well. a. You can copy/paste them in from iPhoto, or drag/drop them from iPhoto, if you had saved them there. b. You can drag the photo into Word just by dragging the icon onto the Word page. c. You can pull down the Insert menu in Word to Picture, From File†¦ and then navigate to the location where you saved the photos. Once you see it, click Insert. Do not worry that that photo ends up in the middle of a sentence. Wherever the photo ends up, just double-click on it. 17. Once you have double-clicked on the photo, the Format Picture dialog box will appear.Click on Layout, then Square, then OK. 18. Handles will appear in the corners of the photo. Click and hold the mouse button down and a square with arrows in the diagonal corners will appear. Drag inward to resize the photo down. (You can always resize the photo later, if necessary. ) Repeat the process if more than o ne photo is desired. Leave space so that you can enlarge the text of the poem. If the poems are exprected to be posted on a bulletin board, make sure the text is at least size 36-48, with an even larger title, so they can be read easily from a distance. Modifying the Text 19. Select the text.Then, using the Formatting Palette, change the size, and font of the text. If you don’t see the palette, pull down the View menu to Formatting Palette. (Tip: If you want to select a single word, just double-click on it. If you want to select an entire line, triple-click on it). Finishing Up 20. Adjust the size of your photo(s) to have a good balance between the size of the text and the photo. Be sure there is enough white space on your page. Having a page that is too crowded is unappealing. 21. Change the color of the title text. 22. Change the color of the first letter to match the color used in the title text. 23.Using the formatting palette in Word, you can add a bordering line around the photo(s), and also a shadow, which helps the picture appear to be ‘lifted’ from the page. 24. Save your work. 25. Once your work is saved, feel free to make more changes until the page looks just right. 26. As an extension of this activity, and to give students opportunities to modify photos using iPhoto, the PhotoBooth photos can be sent to iPhoto and then edited. 27. A common task is to crop the photo, removing unwanted portions of the photo, or enlarge the image of the face, if the student was sitting too far from the computer when the photo was taken.California Reading/Language Arts Standards Included: Grade 3 Research? 1. 3 Understand the structure and organization of various reference materials (e. g. , dictionary, thesaurus, atlas, encyclopedia). Writing Applications 2. 2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.? Capitalization? 1. 7 Capitalize geographical names , holidays, historical periods, and special events correctly. HENRY Healthy Easygoing Neighborly Reliable Youthful The Giver Creating an Acrostic Poem In this lesson, you will create an impressive acrostic poem. You will use your Intel-based MacBook, or iMac, (or other Macintosh computer running OSX 10. 5 or higher), and the preloaded software to complete the project. Images are provided to help you along the way, and there is a sample poem on the last page of this lesson. Try to follow the steps in the activity as closely as you can, but once you have a feel for the way the software works, feel free to elaborate in order to personalize your poem and further develop your computer skills.Here is a list of the tools you’ll use: HardwareSoftware ComputerMS Office-Word iSight CameraDashboard Widget-Dictionary/Thesaurus PrinterPhotoBooth, iPhoto (optional) Procedure: Setting Up the Document 1. Open MS Word application. Look for the icon in the Dock. If you can’t find it there, open a New Finder Window, then click on Applications, then scoll down to MicroSoft Office 2004 or Office X, then open (or expand) that folder to show the icon. Double-click on it to open the application. 2. Pull down the File menu to New Blank Document, or, in the Project Gallery, click Word Document, then click Done. . Type the title of the poem (name of the person, animal, item) on the first line of the page, ideally with all capital letters. 4. Press the return key two or three times to leave some space between the title and the first line of the poem. 5. Now type the same word vertically, down the left side of the page, again in all captial letters, pressing the return key after each letter, so that each letter is on its own line. Don’t worry about the appearance being rather dull at this point. The first task is to get the structure down. 6. Save your document.Some students may remark that they â€Å"†¦have not finished yet†¦Ã¢â‚¬  This is a good opportunity to remind ourselves that we should be saving our work early on in the process, and then repeatedly as the document grows. Pull down the File menu to Save†¦ A ‘sheet’ will appear at the top of your window. The one shown here shows that the document will be saved as: HENRY. doc on the Desktop. (You may elect to have your students save their work with a more specific name, and in another location. ) Click Save. Using the Dashboard Widget – Dictionary/Thesaurus 7. Click on the Dashboard icon in the Dock. 8.The dictionary widget may already be present on your desktop, but if it is not, click on the plus sign (in the circle in the lower left corner of the screen), and other widgets that are available will appear. 9. Click on the dictionary widget (it also includes the thesaurus). The widget will appear. You can drag it anywhere you like. Click on the Thesaurus button at the top of the widget, then type in a word you want to find synonyms for. Let’s say, for example, that you want to find a word that means ‘friendly’, but you don’t have an â€Å"F† in your name. Type the word friendly in, and then look for a word that starts with the letter you need. 0. Once you have found the word, click on the Word icon in the Dock to return to your acrostic poem. Type your word on the line that beings with its first letter.Repeat this process until you have filled in all the lines of your poem. Remember to continue to save your work by pulling down the File menu to Save, or by holding down the Apple key and pressing S. (? +S). Using the PhotoBooth Application to Take a Picture 11. Click on the Finder icon. If a Finder window does not appear, pull down the File menu to New Finder Window (? +N). 12. Click on Applications, then scroll down to PhotoBooth. Double-click on the PhotoBooth icon to open it. 3. Adjust your seated, (or for small students, your standing position) in front of the computer. You may also be able to adjust the tilt of the iMac or MacBook screen to change the angle. Get close to the camera so your image is large. 14. If you w ant a standard photo, just click the camera icon below your image, then smile and wait for the 3-2-1 countdown. If you don’t like the result, simply click on the x in the corner of the little image (which deletes it), and then take another. If you want an effect in your image, click on the 1 or 2 next to Effects, click on the effect you want to try, and then click the camera to shoot.Here are a few samples of the types of effects you can use: Once you are happy with the photo taken, you can simply drag and drop (with your mouse) the mini-photo from PhotoBooth onto the Word page. 15. There are several places you can store the photos you’ve taken: a. You can move them to iPhoto, and then create albums to organize them. b. You can save them to a folder on the desktop, or to a USB drive, or to a server folder. To locate the PhotoBooth images you’ve taken in the Finder, click File, Reveal in Finder. There you can rename the files and copy them to one of the storage l ocations mentioned above. 16.Once the photos are saved, you can insert them in the Word document in many ways as well. a. You can copy/paste them in from iPhoto, or drag/drop them from iPhoto, if you had saved them there. b. You can drag the photo into Word just by dragging the icon onto the Word page. c. You can pull down the Insert menu in Word to Picture, From File†¦ and then navigate to the location where you saved the photos. Once you see it, click Insert. Do not worry that that photo ends up in the middle of a sentence. Wherever the photo ends up, just double-click on it. 17. Once you have double-clicked on the photo, the Format Picture dialog box will appear.Click on Layout, then Square, then OK. 18. Handles will appear in the corners of the photo. Click and hold the mouse button down and a square with arrows in the diagonal corners will appear. Drag inward to resize the photo down. (You can always resize the photo later, if necessary. ) Repeat the process if more than o ne photo is desired. Leave space so that you can enlarge the text of the poem. If the poems are exprected to be posted on a bulletin board, make sure the text is at least size 36-48, with an even larger title, so they can be read easily from a distance. Modifying the Text 19. Select the text.Then, using the Formatting Palette, change the size, and font of the text. If you don’t see the palette, pull down the View menu to Formatting Palette. (Tip: If you want to select a single word, just double-click on it. If you want to select an entire line, triple-click on it). Finishing Up 20. Adjust the size of your photo(s) to have a good balance between the size of the text and the photo. Be sure there is enough white space on your page. Having a page that is too crowded is unappealing. 21. Change the color of the title text. 22. Change the color of the first letter to match the color used in the title text. 23.Using the formatting palette in Word, you can add a bordering line around the photo(s), and also a shadow, which helps the picture appear to be ‘lifted’ from the page. 24. Save your work. 25. Once your work is saved, feel free to make more changes until the page looks just right. 26. As an extension of this activity, and to give students opportunities to modify photos using iPhoto, the PhotoBooth photos can be sent to iPhoto and then edited. 27. A common task is to crop the photo, removing unwanted portions of the photo, or enlarge the image of the face, if the student was sitting too far from the computer when the photo was taken.California Reading/Language Arts Standards Included: Grade 3 Research? 1. 3 Understand the structure and organization of various reference materials (e. g. , dictionary, thesaurus, atlas, encyclopedia). Writing Applications 2. 2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.? Capitalization? 1. 7 Capitalize geographical names , holidays, historical periods, and special events correctly. HENRY Healthy Easygoing Neighborly Reliable Youthful

Can Facebook Ruin Romantic Relationships Research Paper - 1

Can Facebook Ruin Romantic Relationships - Research Paper Example There have been advantages of Facebooking like the ones spelt above. It is a site where people can have fun that includes sharing old and new photos (Persimmons). By use of its online chat room, there is creations and nurturing of numerous relationships. It has also mobilized participation of people in campaigns and social events. This has culminations by saying that it enhances collaboration and further strengthens social interaction within a community. However, Facebook has accusations of ruining relationships that are romantically based and sufficient evidence has been sufficed to explain this sad phenomenon. Facebook has been prescribed for use with one’s beloved family but it is bad for relationships (Persimmons). One of the reasons that have been brought forward to explain Face book’s tendency to ruin relationships is that it fuels jealousy tendencies and weird behaviour in people who are in relationships (Persimmons). An example is when a man/woman in a relationship updates his/her Facebook status and the comments he/she gets are of sexual nature but leaning towards a joke. This might lead to the partner getting upset and the result is relationship breakdown. Jealousy undermines relationships and Facebook can be a good cause of such jealousy tendencies. People have therefore become victim to this jealousy tendency in their relationship setups. Facebook also has a profile section that has a relationship personal status section. The site tells everyone whenever a person changes his or her status. Anxiety is created whenever such a thing is changed (Persimmons). For example, when somebody is casually dating another person, his or her status reads ‘it is complicated’. In reality, altering one’s relationship status leads top very harsh and uncomfortable relationships coupled with suspicious conversations that kill the morale of continuing with any given relationship.        Ã‚  

Luxury Marketing- Essay Example | Topics and Well Written Essays - 1250 words

Luxury Marketing- - Essay Example The GDP per capita as on 2012 is $49,000 that positions it at rank 16 as compared to other countries2. 1.2 Demographic UAE is considered to have the world’s third best demographic profile after Qatar and Macau (China). According to the reports of the International Labour Organization a quarter of the population is estimated to be 4.8 million and is categorised under non-working age who are dependent either on their family members or on support from the government3. 1.3 Social and Cultural After Abu Dhabi started to export oil, the society of the country also started to transform. Emiratis are traditionally conservative but UAE is considered to one of the most liberal countries in the Gulf. Other believes and cultures are tolerated especially in Dubai4. 1.4 Technology UAE has spent about $5 billion (Dh 18.36 billion) as an investment towards technological upgradation. The main aim behind doing this was to make UAE the fastest growing region of the world in spending towards info rmation technology5. 1.5 Political Politically the region remains authoritarian. Until 2006 it remained as the as the only country that do not have elected bodies. In 2012 restriction was introduced related to usage of internet. However the authority of UAE tries to reduce the dependency on oil export and diversify the economy by creating boom in the tourism, construction and business sector6. 2. Industry Analysis 2.1 Overview Fragrance Foundation Arabia has claimed that a significant growth has been marked by the regional and global fragrance industry and is seen to get almost double from US$ 17 billion in the year 2010 to US$ 33.5 billion by 2015. More specifically a research by Euromonitor International stated that UAE has witnessed a high-end sales growth of signature products at a compounded annual growth rate of 5.4% and reach AED663.5 million by 2014. The sale in the mass fragrance for the same period is also expected to be AED247.9 million7. This is a clear indication of tha t the market of UAE has a preference for luxury goods and more specifically high-end products. 2.2 Entry Barriers The major entry barriers are the competitors operating in the market like Clive Christian, Tom Ford and Yves Saint Laurent who are some of the prominent players in the oud-based fragrance market. In UAE there are 3000 brands operating8. 2.3 Trends The current trends suggests that previously about 70% of the business was dominated by oud-based perfume but now it has reduced to only 30% and rest are occidental perfumes9. As per the survey record of UAE Ministry of Economy the per month average household income of the residents is AED18,248.60. The report has also revealed that the AED11,241.20 is the average household expenditure of the resident in one month with most of the income spent on drinks and food10. The age structure of UAE is 20.6% of the total population is between the age group of 0-14 years (male 577,599 and female 551,346), 13.8% is between the age group of 15-24 years (male 449,258 and female 306,410), 61.5% is between the age group of 22-54 years (male 2,570,054 and female 798,070), 3.1% is between the age group of 55-64 years (male 127,569 and female 40,996) and only 1% is above 65 years (male 33,481 and female 19,189) as on 201311. 2.4 Success factors Lifestyle of the people has changed. Now they want to look good and in fact smell good. Strong economy has made the region and the fragrance sector more lucrative. Growth in the expat population also plays a major role in

Enron corporation's power project in India Essay

Enron corporation's power project in India - Essay Example Enron entered into a contract with the Maharashtra Sate Electricity Board (MSEB) by risking its and its allied companies’ stakes in Dabhol Power Project (DPP). The discussions for the project started with the two principal stakeholders from the Indian side, the Indian state of Maharashtra and the other was Maharashtra State Electricity Board (MSEB). The project proposal of building a 2015 megawatt power plant with the investment of US$3 billion was given a green signal initially (Negotiation-project-India, 2010). Enron was not the only principal stakeholder; it was a sort of joint collaboration with the investment of 10% each by General Electric and Bechtel. Sustenance of the project was detriment to the availability of Liquefied Natural Gas to power the plant, which Enron planned to secure from one of its joint venture in Qatar, 1200 miles away from the power plant situated in Dabhol. The project was the largest ever project taken by Enron in India, supposed to produce electr icity in two phases. In the first phase it was planned to produce 695 megawatts from the locally available LNG, while the second phase target was to produce 1320 megawatts through natural gas channeled from Qatar (Negotiation-project-India, 2010).Enron was expecting huge profits from this project for the company investors from the MSEB of Maharashtra. It took just five days to materialize the contract by signing a memorandum of agreement between the MSEB and DPP. (Negotiation-project-India, 2010).... Sustenance of the project was detriment to the availability of Liquefied Natural Gas to power the plant, which Enron planned to secure from one of its joint venture in Qatar, 1200 miles away from the power plant situated in Dabhol. The project was the largest ever project taken by Enron in India, supposed to produce electricity in two phases. In the first phase it was planned to produce 695 megawatts from the locally available LNG, while the second phase target was to produce 1320 megawatts through natural gas channeled from Qatar (Negotiation-project-India, 2010). Enron was expecting huge profits from this project for the company investors from the MSEB of Maharashtra. It took just five days to materialize the contract by signing a memorandum of agreement between the MSEB and DPP, representing Enron of purchasing electricity at the rate of 7.3 US cents per kilowatt hour (Negotiation-project-India, 2010). What went wrong that the project failed? From the very start, it was a mistake made by the management at Enron to invest in a technology-efficient project in India without attempting an analysis of Indian socio-political environment. One thing became clear that the project was cleared without adhering to set legal and corporate procedures, essential for such a huge global venture. It also became evident that Enron adopted the unethical path in securing the contract. It was totally in the darkness over the political unsettling environment in India. All its negotiating and renegotiating expertise failed as the MSEB could not pay the bill against the used electricity. Enron had to confront opposition from many fronts; it had to initiate counter-campaigns to create positive conditions in its favor; legal battles also ensued.

Critically consider the role and value of organisational performance Essay

Critically consider the role and value of organisational performance assessment - Essay Example On the other hand, Robert Anthony also stated that the success of a lot of companies may be attributed not only to â€Å"good strategies† but also to these companies’ â€Å"designed systems and processes that energize their employees to execute those strategies effectively†. Thus, to be a successful organisation, it is not only necessary to have well-thought out goals, plans, targets and strategies but there should be a well-executed system that will enable the organisation to achieve these goals and targets. In turn, an organisation knows when its systems and processes are being executed effectively and efficiently if it has a well-placed performance assessment system to evaluate the performance of the organization after these systems and processes are implemented. There are various ways to assess an organisation’s performance. According to Carter McNamara, â€Å"assessments might be planned, systematic and explicit †¦ or unplanned and implicit. Well-done assessments typically use tools, such as comprehensive questionnaires, SWOT analyses, diagnostic models †¦, etc., along with comparison of results to various "best practices" or industry standards†. The assessments may also cover financial or non-financial control systems. Tools used may also vary, depending on the objectives of the organization in conducting the assessment. These tools may include one or more of the following: the balanced scorecard, benchmarking, business process reengineering, management by objectives, program evaluation and total quality management. Alternatively, the organization may have its own in-house developed performance assessment system. It aids in the decision-making process regarding some (not all) aspects of the organisation such as the effectiveness of specific strategies, whether to merge with another organisation, whether to expand to a new market, to a new product line or to an entirely new business. It addresses

History HW Essay Example | Topics and Well Written Essays - 5750 words

History HW - Essay Example Republicans maintained that the leaders must be kept out of their political power after the war. The northerners maintained that the southern states were not to be allowed in the congress until after they had totally removed slavery out of their states. Seeing this Lincoln offered amnesty to all the whites in the south apart from those high rank officials who had stimulated the war. He also came up with a reconstruction plan to entice the southerners from their rebellion. Southern leaders, who had not been given amnesty, rejected the reconstruction laws and replaced it with another bill. This bill was known as the Wade-Davis bill and it was passed in the house after voting it in. however Lincoln refused to sign the bill after it had been passed and this made the two senators mad and prompted them to stop the reconstruction laws. Soon after, Lincoln was assassinated and this led to the rebellion from the south over his death. His successor Johnson passed three important amendments; these included the 13th amendments that abolished slavery, the 14th amendments which allowed every person born and raised in the US to be a US citizen. The 1th amendment allowed every citizen to vote. The other reconstruction that was done is the military reconstruction. In this reconstruction, the southern army was reconstructed and new leaders appointed to serve as army leaders. This was done to remove the old army leaders who had brought the fighting. Taxing reconstruction was also a major change in the reconstruction. In the past property was given value by their owners and they took the taxes themselves to the authorities, however this changed after the reconstruction of the new taxing laws. Most of the southerners were against the reconstruction laws because they felt that these laws were meant to punish them due to their resistance. This made them to oppose the laws and in turn refuse to follow the orders. The upper south soon agreed to end the opposition to the

Adoption by lesbian couple Essay Example | Topics and Well Written Essays - 2000 words

Adoption by lesbian couple - Essay Example Consequently, this has prompted the state to intervene via devising measures whose core purpose is to ease quick placement of the adoptees and reduce augmenting numbers in the adoption agencies. This essay via utilizing Jacqui and Anne’s case, seeks to highlight various aspects and obstacles that have rendered adoption process to be complex despite some measures imposed by the agencies not emphasized by the law. The first obstacle encompasses cultural differences amid the child on one side and would-be adopters. Since, both the parties emanate from varied cultures whereby the child may not be able to integrate well with the couple as necessitated and feel secured while under their care. Unaccompanied asylum seekers before arriving in UK, most of them have experienced untold sufferings to the extent of some traumatized (Coghill, 2009). Hence, the relevant authorities (adoption agencies) insist on presenting them to the individuals whom they deem beyond doubt will avail them the necessary care, comfort and love. Since, these children have to learn the state’s language besides embracing the new culture different from theirs, which is entirely diverse and may pose a challenge to them (Manchester City Council, 2013). Therefore, the social worker’s showing of displeasure was due to the pair’s plea to adopt despite their economic instability (Coghill, 2009). Cultural difference may pose a great challenge to the adopting parents because besides helping the child to embrace that of UK, they will not be able to understand the child’s former traditions. For instance, suppose the child emanates from Africa where child’s nurturing is exclusively diverse from the western states (Manchester City Council, 2013). Most African cultures regardless of a one’s sex usually deem the mother has more responsibilities in nurturing the child until the males reach the initiation age where the fathers take over. This is divergent to the UK w here the couple assumes all the roles jointly and it may have significant adverse impact especially if the adoptee is a teen (Coghill, 2009. Besides, the child may doubt the relationship of the adopting parents, (adoption) which conflicts what he or she has all through deemed to be right (Coghill, 2009). Since, in African or other regions like Asian, same sex union aspect is a taboo that may affect the child (Coghill, 2009, p. 54). This is especially when one is aware of what their culture dictates regarding marriage. Hence, prompting the social agency to reject Jacqui and Anne’s plea. Besides, according to their narration, there is no prove they will be together until the child attains his or her independence stage (Coghill, 2009). This is because they argue to be living together but no documents to prove their union (Coghill, 2009). Another obstacle regards the preference of race, which by extension they offered to have, whereby the adoption agency will be reluctant in lett ing the pair get the adoptee of their choice (Allen, 2005). Since, this may add up to worsening the child’s state besides the distress or severe experiences, he or she might have experienced (Allen, 2005). Probably, this was the reason that displeased social worker to the extent of not hearkening to their plea and declined to offer them any apparent reason (Allen, 2005). Because the adopters may perceive the agency operates on racial bases, which is not tolerable in UK. The UK statutes have mandated agencies to act in any case in the favor of the child irrespective of who may be intending to act as adopters (Allen, 2005). This implies the child’

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

Steroids - Essay Example In terms of the categories, ergogenic aids can be seen as distributed in terms of mechanical aids, pharmacological aids, physiological aids, nutritional aids and psychological aids (Sports Coach, 1997). All of these categories actually illustrate the fact that the ergogenic aids can be specifically tailored in view of the particular aspect of the being that needs to be enhanced. The most commonly used ergogenic supplements are protein supplements, energy boosters, weight loss agents and anabolic agents etc (Bonci, 2010). It is this category of anabolic agents in which the stubject matter of steroids falls. Steroids constitute two categories namely anabolic and corticosteroids (Dowshen, 2010). Anabolic steroids are the synthetic derivatives of testosterone and are synthetic hormones that boost the muscle production in the body and their strength. While the corticosteroids are drugs that doctors specifically prescribe to control inflammation (Dowshen, 2010). The usage of such steroids is mostly for the purpose of enhancing one’s abilities in the strength dependent sports. Anabolic steroids are the ones that trigger the release of the endogenous growth hormone and induce protein synthesis in the muscle cells whose psychological influence can enhance a more intense and sustained workout. While the complete effectiveness of them in enhancing strength and other factors that influence their effects still have some ambiguity in terms of understanding and cannot even be seen in a proper documented form. The effects of such steroids have not yet been determined correctly with full consensus based on the differences in the approaches being taken for their usage (Mac & Silver, 2001). With the advent of steroids as energy boosters in the sports category, there has always been a question of their effectiveness in terms of athletic

A Comparative Essay Of The Poems ‘Salome’ (C.A.Duffy) and ‘The Arrival Of The Bee Box’ (S.Plath) Essay Example for Free

A Comparative Essay Of The Poems ‘Salome’ (C.A.Duffy) and ‘The Arrival Of The Bee Box’ (S.Plath) Essay ‘Salome’ by Carol Ann Duffy and ‘The Arrival Of The Bee Box’ by Sylvia Plath have many similarities and differences. ‘Salome’ is ostensibly a poem about an individual, most likely a woman, who wakes up and finds ‘a head on the pillow’ beside them. The poem continues to detail their immediate actions and finally reveals that this head is in fact ‘on a platter’. ‘The Arrival Of The Bee Box’ appears on the surface to describe the empowerment felt by an individual as they explore their control over a box of bees. An interesting similarity is both poets are female. C. A. Duffy was born in Glasgow in 1995 and is the eldest of five children. Plath was born in 1932 and was born in Boston. If you read the poems from a biographical perspective it is possible to identify certain factors which the poet has included due to their personal circumstances. Personally, I believe that both C. A. Duffy and S. Plath have points to make. For example, Duffy’s poem could be seen to have many links to the role of woman in society and the power they possess over their male counterparts. This mental attitude, which has filtered through into her poetry, could stem from the fact she is the first women and the first openly gay person to hold the position of Britain’s poet laureate. Similarly, ‘The Arrival Of The Bee Box’ contains subversive ideas of power and possibly connotations to women taking an untraditional role in society. In ‘Salome’ the pace, tone, rhythm and structure are all fractured. This is very effective as it reflects the psychological standing of the voice in the poem. The effect is created through the techniques of enjambment and rhetorical questions and these can be observed in the fifth line â€Å"what did it matter? . The line is isolated and this draws the reader’s attention to it. Alongside this the rhetorical question then compels the reader to think â€Å"what did it matter? †. This emphasises the point to the reader that it does matter and is very important in the given context of the poem. By contrast, ‘The Arrival Of The Bee Box’ is made from six uniform stanzas of five lines. There is little by way of caesura and it therefore differs greatly, in terms of structure at least, from ‘Salome’. Personally, I believe this is because the speaker is portrayed as being more collected and comfortable with the received power, relative to the voice in ‘Salome’. The second line is an excellent example; â€Å"Square as a chair and almost too heavy to lift. † The rhyme of ‘square’ and ‘chair’ gives a positive sound and in turn this can be seen to signify control and enjoyment of power. The above evidence suggests that C. A. Duffy and S. Plath both have different ideas on which way structurally is best to communicate their ideas. However, I believe the free structure of ‘Salome’ adds more than the rigid structure of ‘The Arrival of The Bee Box’ as it generates an extra dimension in which readers can have more freedom to interpret the desired meaning of the poem themselves. Integral to both poems is the theme of power and the relation it has with the owner, especially women. The similarity and hegemony is this attack on the stereotypical views that if allowed to stand could drive woman to the periphery of society. In ‘Salome’ the voice is somewhat of a ‘player’ and it is this scopophilic attitude which generates Duffy’s point. In a modern society it is often seen as ‘cool’ or ‘macho’ for a male to sleep with many women. By contrast, if females replicate these actions then they stand a high chance of being bombarded with derogatory terms. It would appear that S. Plath would chose to focus more on the interest of power. She refers to different times in history (Greek, Slave Trade, Roman). This sets quite a theatrical atmosphere because referring to these superpowers through the ages helps the reader to appreciate the importance of power in our society both in the past, present and future. It highlights the fact that in Duffy’s opinion (and I agree) that it is embedded in humans to seek out power and control others. Overall, both poets have similar themes in their poems but chose to express them in different ways. A similarity between both poems is that they make allusions to either religious names or different parts of the Bible. C. A. Duffy in ‘Salome’ chooses to use iconic Christian names such as John and Peter. Whereas S. Plath uses the concept of a heaven; â€Å"There is the laburnum, its blond colonnades, And the petticoats of the cherry. † The description of this utopian setting could be linked to the feelings felt by the voice in ‘Salome’ when she/it says ‘I saw my eyes glitter†¦and ain’t life a bitch’. The voice sounds as though it is satisfied, justice has been done and it has reached a metaphorical destination. This destination, in my opinion, is that the voice feels like they have somehow reached equality by committing this grotesque act. A large influence in terms of language in both poems is the personal pronoun ‘I’. This similarity is most likely due to the recurring them of power in each poem. The narrators are trying to express that they are the ones in charge. The language in both poems is very simplistic but the words can be used in quite complex ways. Both poets have chosen not to overcomplicate their language and I think they have made their poems very accessible to all people. Colours are used in both poems for different effects. In ‘Salome’ the ‘red sheets’ could signify the anger felt by the voice for the injustices that have driven them to undertake the atrocity. In ‘The Arrival Of The Bee Box’ ‘the petticoats of the cherry’ and the ‘blond colonnades’ are used as the colours of the heaven. The use of colours is different in each poem but both work well. In conclusion, I feel that Carol Ann Duffy and Sylvia Plath are both very successful in presenting their ideas in the two poems. The poems are left open to interpretation and depending on the type of reading you undertake (colonial, biographical, etc) they can mean different things to different people. However, I personally feel that ‘Salome’ is more interesting and mesmerising to the reader. This is most likely due to the fact I found ‘The Arrival Of The Bee Box’ too abstract for me and I found it difficult to grasp. I think the poems have opened my eyes not only to the inequalities felt by certain groups of society but also to the disparities across the globe in general.

Relationship between Yoga and Life Satisfaction | Methods

Relationship between Yoga and Life Satisfaction | Methods Criterion-related Validity: Satisfaction With Life Scale correlated with ten other measures of subjective well-being (SWB). Most measures correlated at an r = .50 and above (Diener and Pavot, 1993). Reliability The Satisfaction With Life Scale has shown strong internal reliability of 0.57 – 0.75 in a sample of undergraduate university students and from 0.63 – 0.81 in a sample of elderly persons (Diener et al., 1985 cited in Teasell, 2011) and moderate temporal stability. The test-retest reliability coefficient was 0.82 for a 2-month interval and 0.84 for a 2-week interval. Test-retest reliability of 0.83 was established for 2 weeks to 4 years interval (Diener, 1985 cited in Teasell, 2011). Normative data Normative data is available for a diverse population including older adults, college students, prisoners, brain injury patients and abused women (Diener and Pavot, 1993). 3.3.3. PROCEDURE Stratified random sampling was used where the sample was divided into two strata for the two comparative groups of yoga practitioners and non-yoga practitioners. In order to administer the test, permission was taken from Yoga institutes, yoga classes and companies, and consent was taken from prospective subjects for the sample of this research study. Following their consent, each individual was assured that no information would be disclosed and the same would be used purely for research purposes. On agreement of these terms, demographic details were taken, the standardized instructions were given and the Satisfaction with Life Scale was administered. As such, life satisfaction was not sensitive to testing conditions (Kozma, Stone and Stones, 1997). The sample was also debriefed about the objective of the current research and was appreciated for their co-operation and time. 3.3.4. EXPERIMENTAL DESIGN A randomized between-group post-test only design was employed for the study. Life satisfaction of two independent groups will be compared. The graphical representation of the experimental design is as follows: OÄÂ ± R O2 Where R denotes random selection of the sample O denotes the Life Satisfaction scores on the Satisfaction With Life Scale OÄÂ ± denotes the Life Satisfaction scores of Yoga Practitioners on the Satisfaction With Life Scale O2 denotes the Life Satisfaction scores of Non-Yoga Practitioners on the Satisfaction With Life Scale 3.3.5. STATISTICAL ANALYSIS T-test is the appropriate analysis for a randomized between-group post-test only experimental design because it is used to compare the means of two independent samples and to determine if there is significant difference between them. Thus, the statistical analysis of the T-test was used to study if there was significant difference in the means of the two comparative groups on Life Satisfaction measured by the Satisfaction With Life Scale. 3.4. SUMMARY This chapter described the methodology employed for this research. This included the variables under study with their operational definitions, the controlled variables, and the hypothesis formulated on the basis of literature review. It also described the sample under study, the tool employed, the procedure followed for data collection, the experimental design and the statistical analysis. CHAPTER 4 RESULTS AND DISCUSSION 4.1. INTRODUCTION This chapter comprises of the two sections namely, the statistical analysis of the data obtained and the discussion of the results. 4.2. RESULTS This section entails the statistical analysis of the obtained data for the two groups, yoga practitioners and non-yoga practitioners using Descriptive Statistics and Independent Samples T-test. Table 4.1. (a) showing Descriptive Statistics for Yoga Practitioners and Non Yoga Practitioners on the Satisfaction With Life Scale. From Table 4.1. (a) showing the descriptive statistics for the two comparative groups it was observed that the total sample (N) consisted of 200 individuals, 100 yoga practitioners and 100 non-yoga practitioners. For the group of non-yoga practitioners, the Mean was calculated to be 23.71 with a Standard Deviation of 3.19. For the group of yoga practitioners, the Mean was calculated to be 27.75 with a Standard Deviation of 2.98. Table 4.1. (b) showing Independent Sample T-test for the sample of Yoga Practitioners and Non-Yoga Practitioners on Life Satisfaction. Table 4.1. (b) shows the Independence Sample T-test for the two comparative groups, yoga practitioners and non-yoga practitioners on life satisfaction. In the Levenes Test for Equality of Variances, the F value obtained was 0.51 which was significant at the 0.47 level indicating that the homogeneity in the sample was maintained. Thus, equal variances were assumed. In the T-test for Equality of Means, the t value obtained was 9.22 with df value (degree of freedom) of 198 which was significant at the 0.000 level. The mean difference obtained was 4.04. The significant difference obtained between the two comparative groups thus indicated that yoga practitioners showed significantly higher life satisfaction compared to non-yoga practitioners. 4.3. DISCUSSION The present study is a comparative study of yoga practitioners and non-yoga practitioners on life satisfaction. From the above section, the t value of 9.22 was significant at the 0.000 level. Thus the hypothesis stating that ‘the scores on life satisfaction will be significantly higher for yoga practitioners than non-yoga practitioners’ was accepted because the statistical analysis of the obtained data showed a significant difference between the two groups. In congruence to the above findings, previous researches done on the practice of yoga and satisfaction with life are listed below. Gharote (1982) studied the psychophysiological effects of meditation (Pranayama) and yogasanas on personality and use of yoga in therapy over a period of one year on several individuals who enrolled at the College of Yoga and Cultural Synthesis at Kaivalyadhyama, Lonavala. On various testing grounds, meditation and yogasanas decreased neuroticism, increased extroversion and self-control, self-actualization, happiness and psychological well-being (Gharote, 1982). From the above study it was inferred that practice of yoga increased happiness and life satisfaction. Bhushan (1998) studied the effect of a 14 month yoga course on measures of psychological well-being. The Satisfaction With Life Scale and Spielberger’s State Trait Anxiety Inventory were administered before and after the yoga course to 139 employed individuals. When the pre and post intervention scores obtained for the two variables, life satisfaction and anxiety were compared, an interesting finding was seen. There was a significant decrease for those with initial high levels of anxiety, and life satisfaction had increased after the yoga course (Bhushan, 1998 cited in Thomas, 2008) From the above study it was inferred that yoga increased life satisfaction and reduced anxiety. Jhansi (2007) studied the impact of yoga training on self-ideal disparity (incongruence between real self and ideal self) and psychological well-being on an experimental sample of 19 adults who had completed a yoga training course for six months and a control sample of 19 adults who had newly enrolled for the same. The experimental sample was tested after their yoga course and the control sample was tested before it on self-ideal disparity and on a scale of psychological well-being. Results revealed that the experimental group showed

Gun Controls Do Not Control Criminals Essay -- Argumentative Persuasiv

Gun Control Does Not Control Criminals    "A well regulated militia, being necessary to the security of a free State, the right of the people to keep and bear arms, shall not be infringed" (Bill of Rights, Article II). This seemingly simple phrase is probably the source of more debate and argument than any other single sentence in American history. The argument is not black and white, rather, it encompasses many shades of gray. At the one end of the spectrum you have the National Rifle Association (NRA) which currently views any type of gun control as an infraction against the Second Amendment of the Constitution ("What is the NRA" 1). At the other end of the spectrum you have groups like the Coalition to Stop Gun Violence (CSGV) and Handgun Control, Inc. seek to make most firearms accessible only to law enforcement and the military("CSGV" 1). In the middle there are organizations such as the American Firearms Association, who seek compromise regarding our rights (Lissabet, "Return" 2). Some organizations that one would expect to participate in this debate are noticeably quiet. One such group is the American Civil Liberties Union (ACLU). In "The ACLU on Gun Control", the national ACLU policy is neu trality (1). All factions in this debate have some merit, some more than others. All use a mixture of facts, figures, and emotions to express their views. I will be presenting some of their history, their views, and how they make their cases. The NRA is perhaps the most well known of the participants. They were formed after the Civil War, in 1871, as an organization dedicated to the rifle marksmanship of the state Militias. This was due to Union Army's lack of marksmanship. Following World War II, many returning veterans joi... ... Works Cited Cloud, David. "Anti-Gun Study Highlights Failure of Gun Control." Fundamental Baptist News Service 3 May 1996: 1 Lissabet, Ernest. "Anti-Federalism and the Second Amendment."   American Firearms Association WWW Site: http://www.firearms.org/afa/federal.html. Lissabet, Ernest. "The Return of the Old Guard."   American Firearms Association WWW Site: http://www.firearms.org/afa/return.html. "The ACLU on Gun Control." ACLU WWW Site: http://www.aclu.org/library/aaguns.html. "The Facts of Gun Violence_"   Coalition to Stop Gun Violence WWW Site: http://www.gunfree.inter.net/csgv/basicnfo.html. "What is the Coalition to Stop Gun Violence?" Coalition to Stop Gun Violence WWWSite: http://www.gunfree.inter.net/csgv/csgvsumm.html. "What is the NRA and how does it work?"   National Rifle Association WWW Site:http://www.nra.org/nra-precis.html.

Lion in Winter Play review :: essays research papers

â€Å"The Lion in Winter† was performed on Saturday November 22nd was not as good as I thought it was going to be. The set was a great design and looked as it should for the time period. However, I didn’t like how scenes were changed. The set should have been designed to encompass more aspects of the scene structure. There was a lot of unnecessary movement on stage when there shouldn’t have been. Stage hands should not be seen or heard. Maybe the curtains could have been drawn for some of their work. The audience shouldn’t be made to watch the stage hands reset the stage right after an intermission. I thought it was handled very unprofessionally.   Ã‚  Ã‚  Ã‚  Ã‚  Many times throughout the course of the play I heard pretty much all of the characters stumble over lines. This was not very professional either. All of the characters except for the queen were not into the play they were putting on. It showed thru really badly. Many times during dialogue there were pauses between sentences as if no one was aware of what the next line was going to be. Had this been a Broadway play it wouldn’t have made it to the second night of production. The only people that were actually prepared for production were the two characters that weren’t students. The cueing is what make or breaks a play and it broke this one all the pieces right in front of everyone’s eyes. The people who went to the show I was at were not laughing when they should be, weren’t moping with the characters like they should have been. I felt no life in this performance. It really was a sad dissertation of what I had been told and led to believ e was going to be great. Lion in Winter Play review :: essays research papers â€Å"The Lion in Winter† was performed on Saturday November 22nd was not as good as I thought it was going to be. The set was a great design and looked as it should for the time period. However, I didn’t like how scenes were changed. The set should have been designed to encompass more aspects of the scene structure. There was a lot of unnecessary movement on stage when there shouldn’t have been. Stage hands should not be seen or heard. Maybe the curtains could have been drawn for some of their work. The audience shouldn’t be made to watch the stage hands reset the stage right after an intermission. I thought it was handled very unprofessionally.   Ã‚  Ã‚  Ã‚  Ã‚  Many times throughout the course of the play I heard pretty much all of the characters stumble over lines. This was not very professional either. All of the characters except for the queen were not into the play they were putting on. It showed thru really badly. Many times during dialogue there were pauses between sentences as if no one was aware of what the next line was going to be. Had this been a Broadway play it wouldn’t have made it to the second night of production. The only people that were actually prepared for production were the two characters that weren’t students. The cueing is what make or breaks a play and it broke this one all the pieces right in front of everyone’s eyes. The people who went to the show I was at were not laughing when they should be, weren’t moping with the characters like they should have been. I felt no life in this performance. It really was a sad dissertation of what I had been told and led to believ e was going to be great.

English Transformation Practice Essay Essay

Composers often use different methods to portray similar ideas to their audience. How have the two texts you have studied reflect the same ideas in different ways?  Shakespeare’s Taming of the Shrew and Jill Junge’s 10 Things I Hate about You are examples of where composers have used different methods to portray similar ideas to their audience. This essay will compare the three common themes the texts share, including marriage and dating, deception and disguise and the role and hierarchy of women in society. By comparing the dramatic and film techniques used in each of these respective texts, the common themes are expressed in their individual ways which ultimately are able to engage their audiences. Traditionally, economics and financial gain have been the more important aspect in relationships, especially marriage, as opposed to love. The marriage and dating customs of society have remained relatively similar overtime. In Taming of the Shrew, the audience is given an exclusive view into what marriage meant to society and individuals of the Elizabethan period. William Shakespeare conveyed how marriage as a financial gain was specifically applied to peoples during his era in Taming of the Shrew, where in Act 1 Scene 2, Petruchio and his servant Grumio visit Hortensio’s house. Petruchio boldly announces his quest to wed a rich wife. â€Å"†¦I come to wive it wealthily in Padua, if wealthily then happily in Padua.† Such a blunt statement clearly shows Petruchio’s ‘gold digger’ of a personality and his values when it comes to marriage, most likely influenced by the society he lives in. When Hortensio refers Petruchio to Katherina as part of a devious scheme for Bianca, the dramatic irony only further enhances how when it comes to women, men of Petruchio’s standard prioritize marriage as a financial transaction first, then their own feelings or even the feelings of the intended and that the view of the female is not taken into account. In this way, Shakespeare is able to demonstrate the value of marriage and by comparing this to 10 Things I Hate about you, it is evident that the same values still apply. The modern day teenage filmic text is still able to portray marriage and dating mostly as a profitable process through a different setting. When Joey asked Patrick to take out Kat, again, for his own warped benefit, including the punchline that if Patrick were to make Kat his own problem, a generous compensation would be rewarded, Patrick immediately becomes interested. â€Å"†¦you’re going to pay me to take out some chick? How much?†. This question highlights Patrick’s cleverly concealed interest in this deal because it ultimately involves money. Throughout this scene, Joey is seen mostly cast in sunlight, which suggests an almost innocent like motive to his request, where as Patrick is seemingly more of the selfish, sullen and nasty party in his business deal, because it is all for money, and he is completely disregarding or holding no respect for what Kat’s opinion and emotions might be on this matter if she heard of it. Jill Junge also makes effective use of medium shots, where the surly facial expressions of Patrick and arrogant body language of Joey and Patrick can be observed in more detail during their conversation. It also shows the reactions and emotions of them both whilst finalizing their business deal. The camera works and techniques of Jill Junge in this scene evidently express the monetary benefits of marriage and dating throughout time, from Shakespeare’s time well into the modern day. Deception and disguise in the two set texts involves harmlessly deceiving one, or multitudes of people by impersonating someone, or good at something they’re in actual fact not, the result of which is gaining something in personal value. Shakespeare expresses his interpretation of deception and disguise through Act I Scene II where upon arrival in Padua Lucentio and Tranio swap identities with each other as part of the plan to capture Bianca’s heart. Tranio assures â€Å"†¦when I am alone, why then I am Tranio, but in all places else, your master Lucentio.† Master and servant are well disguised as someone they’re not, and the chess pieces are set. Furthermore, Baptista, Bianca, Petruchio and the others of the story are deceived by the role swapping of Lucentio and Tranio. Again, the use of dramatic irony further increases the ‘masquerade’ atmosphere developing in this scene, thus supporting the theme of deception and disguise, for masquerades often involve not knowing the identity of anyone as their face is so effectively shielded with masks. Shakespeare cleverly inserts the concept of deception and disguise within his play that it becomes an important and crucial element to the plot, and when compared back to 10 Things I Hate about You, deception and disguise is another important and crucial element to the plot.

The Emergence Of Professional Identity Education Essay

Despite the outgrowth of professional individuality as a separate research country in the last decennary, there is no individual definition to explicate precisely what the construct means ( Beijaard et al. , 2004 ) . There is common understanding, nevertheless, that individuality is non a fixed property of a individual, but is an on-going procedure of reading and reinterpretation of experiences within a given context. The post-modernist position of ego, to which I subscribe, is that ego is strongly related to how people organise their experiences in their life history, which could, hence, differ in clip and context, but allows persons to understand who they are and what they would wish to go. As a consequence, influences of historical, sociological, psychological and cultural factors may all impact on a leader ‘s sense of ego as a leader. If this line of statement is followed through, it would, hence, seem that ‘self ‘ is inseparable from a individual ‘s life history and, so, it is impossible to talk about ‘self ‘ when there is no contemplation.IntroductionBusher ‘s ( 2005 ) research of in-between leaders highlights how childhood experiences, parents and co-workers shaped his topics ‘ positions and values on instruction, acquisition and taking. He besides found that publicity shaped their sense of work-related individuality, their positions of themselves being bound up with the formal places they held within the school hierarchy. In this manner, professional individualities were developed through a combination of historical life and professional experience. However, it is besides of import to recognize that, when associating this to a life history attack, the narration of events comes to stand for a period of person ‘s lives, compressed into â€Å" one minute of self-narration † ( Kehily, 1995, p. 24 ) . Equally, as Kehily ( 1995 ) argues, how we see ourselves, our individuality, is capable to reformu lation in a assortment of ways harmonizing to the audience and, hence, we may hold a different version of individuality harmonizing to where, when and how we articulate it. Part of our life history can be omitted, embellished or reframed harmonizing to the feeling that we want to portray of ourselves. In other words, individuality is expressed as outward articulations as a merchandise of the societal interaction, instead than an person ‘s interior ideas. As a consequence, a Reconstruction of past events is likely to be placed within the ‘framework of present concerns ‘ ( Kehily, 1995, p. 26 ) . Malus and Wuf ( 1987, in Kehily, 1995 ) use the term â€Å" self construct of the minute † understood as a â€Å" continually active, switching array of accessible ego cognition † ( p. 306 ) . Similarly, single memory plays a big portion in determining and stating their ‘story ‘ . Memory can be selective, go forthing immense spreads and giving minutes of utmost lucidity. Identity building is, hence, an interrelatedness between past and present. Olesen ( 2001 ) , in his survey of professional individuality as acquisition procedures in life history, besides sees individuality as being a â€Å" field for an on-going subjectiveness † ( p. 3 ) . However, instead than it being subjective, harmonizing to the audience as a likely reading, it is more as a consequence of the person ‘s ability to reproduce experience in relation to existent world. It is this world which is capable to single perceptual experience, subjective orientations and significances. He argues that perceptual experience of individuality is besides interrelated to larning procedures of persons within their profession and general development. In this manner, ‘professional ‘ ind ividuality can steer and develop the person but could besides curtail the learning potency. Usher ( 1995 ) believes: â€Å" changing and switching individuality is ‘fixed ‘ and anchored by the act of composing † and that â€Å" life itself is conceived as societal text, a fictional narrative production where difference is repressed and clip suppressed in a demand for certainty † ( p. 2 ) . This position assumes that persons are about incapable of deciding the tenseness between seeing ourselves as the object and how other people influence and nowadays it. Giddens ( 1991 ) argues that how the tensenesss between external and internal positions of ego are resolved depends on single â€Å" histories and experience and societal and psychological demands † ( p. 3 ) . My place in this is that although persons may non be able to decide the tensenesss between external and internal positions, they may travel to a province of cognitive disagreement where they come to accept and recognize the difference without the demand for deciding them.Awareness of O nes SelfBusher ( 2003 ) takes a similar position reasoning that: â€Å" leaders and directors consciousness of ego is constructed through their interactions with other people, developing a altering consciousness of other people ‘s demands and besides of themselves as other people perceive them † ( p. 3 ) . This requires witting contemplation and has been encouraged through the centuries to advance a greater apprehension of the person ‘s sense of ego, the mutuality of people and with their environment ( Busher, 2003 ; Beijaard et al. , 2004 ) . I would besides reason that it besides depends to what extent persons are non merely consciously cognizant of the impact of these interactions, but besides how much they are able to larn from this and, by making so, develop their ain apprehension of people ‘s personal and societal demands, positions and outlooks, in other words, what Goleman ( 1995 ) footings as 'emotional intelligence ‘ . For any ‘people workers ‘ , understanding people ‘s actions in footings of how they construct their self-identity in peculiar contexts is critical to being able to work with them successfully. For leaders at any degree, a sound apprehension of other people is cardinal to success in their function ( Busher, 2005 ) . These soci etal interactions, as Busher ( 2003 ) , argues besides serve to develop impressions of power and that in developing individualities, peculiarly in the work context, people have to â€Å" postulate with the power relationships that operate † ( Smyth et al. , 2000, p. 149 ) . Cardinal to self-identity is besides their impression of power and how it affects their sense of bureau. The grade of authorization and command all physiques upon the individual ‘s sense of ego and is straight related to the place within which they operate and how much power they are able to ordain. Usher ( 1995 ) suggests that, possibly, this atomization of individuality is something we merely necessitate to accept and that it is inevitable â€Å" that the ego will be invented and reinvented † ( p. 186 ) . As can be seen from this treatment, professional individuality and cognition of ‘self ‘ is complex. It is made up of a assortment of elements, grounded in people ‘s single life histories, personalities and work-related experiences. The ability to reflect on their experiences and understand their ain professional individualities allows them to efficaciously wear the mantle of their several ascribed function and to hold a better apprehension of themselves and of those they lead.The Journey to LeadershipWhen analyzing life history, instruction research workers have tended to convey together shared characteristics and anchored them around nucleus subjects ( Gronn, 1999 ) . Both Kelchtermans ( 1993 ) and Parker ( 2002 ) utilize critical incidents, important people and phases as â€Å" heuristic tools in analyzing the calling narratives † ( Kelchtermans, 1993, p. 447 ) , while others ( Day and Bakioglu, 1996 ; Gronn, 1999 ; Coleman, 2002 ; Ribbins, 2003 ) have used phases and stages of leading to develop a conceptual theoretical account of leaders within a â€Å" longitudinal model † ( Gronn, 1999, p. 22 ) .Phases of LeadershipGronn ( 1999 ) termed the first phases of influence on a leader as the â€Å" Formation † phase and this encompasses the period from â€Å" babyhood to maturity † , placing household, schooling and peer mention groups as of import in supplying the â€Å" staging of a character construction † ( p. 32 ) . The 2nd phase, â€Å" Accession † ( Gronn, 1999, p. 34 ) , is the clip of â€Å" training † where persons see a scope of functions, fiting themselves with a assortment of accomplishments and get down to assemble and practise a â€Å" function repertory † ( p. 36 ) which will supply a house foundation upon which to pull for higher functions. It is in this phase, where an person ‘s strong motive to accomplish may foremost be realised, which Gronn ( 1999 ) suggests, to be effectual, needs to be accompanied by a strong sense of single ego belief and the associated feelings of one ‘s â€Å" worth and value † ( p. 36 ) which are developed in the Formation phase. The 3rd phase, that of â€Å" Incumbency † , is about the period of headship. Gronn ( 1999 ) suggests that if, at this phase, the functions that leaders take are â€Å" congruous with personal demands † so they will â€Å" be able to travel some manner to run into their demand to self actualize † ( p. 38 ) . The 4th and concluding phase is that of â€Å" Divestiture † where leaders may good lose their â€Å" psychological clasp † ( p. 39 ) , whether this be due to fortunes impacting on them and hence nonvoluntary or unplanned, or it may be more a voluntary, planned phase of the leader ‘s calling as retirement attacks. Day and Bakioglu ( 1996 ) , in their survey of caput instructors ‘ lives and callings, place a series of developmental stages and sub stages undergone by caputs which are compatible with Gronn ‘s ( 1999 ) model. Their starting point, nevertheless, is at the â€Å" Initiation † phase where caputs are already in function and, hence, could be considered as sub stages or stairss within Gronn ‘s Incumbency phase. Like Gronn ( 1999 ) , Day and Bakioglu ( 1996 ) suggest that there are â€Å" multiple tracts and flights through different stages of caput instructors ‘ lives † ( p. 206 ) . There are four phases of Day and Bakioglu ‘s ( 1996 ) theoretical account: Initiation, Development, Autonomy and Disenchantment. The Initiation phase is characterised by two cardinal procedures: acquisition on the occupation and working within the bing establishment ‘s model. They suggest that idealism, uncertainness and accommodation are three sub stages within this phase. The Initiation phase is followed by a Development stage where consolidation and extension takes topographic point. Day and Bakioglu ( 1996 ) depict this as the â€Å" most active, most satisfactory, most rewarding stage † ( p. 212 ) of the leader ‘s calling and can be compared to the feeling of â€Å" self realization † which Gronn ( 1999, p. 38 ) describes as a possible result of the Incumbency phase. The 3rd stage that Day and Bakioglu ( 1996 ) depict is that of Autonomy, which can be seen as holding both positive and negative effects upon single development and leading effectivit y. In this stage, caputs still have assurance, but their control can be under menace, due to the limitations placed upon them through authorities enterprises and establishment demands, so straight impacting their ability to command their ain sense of bureau. If this deficiency of control persists so much so that they begin to lose a sense of vision, caputs may so come in the 4th stage, that of Disenchantment. Characteristics of this phase include: â€Å" deficiency of assurance, enthusiasm and increasing personal weariness † ( Day & A ; Bakioglu, 1996, p. 224 ) . Ribbins ‘ ( 2003 ) more recent survey confirmed this wide form of calling phases, integrating both Day and Bakioglu ‘s ( 1996 ) four stages and Gronn ‘s ( 1999 ) four phases to suggest a modified model which suggests â€Å" two ideal typical tracts or paths to and through headship † ( Ribbins, 2003, p. 63 ) . Like Gronn ( 1999 ) , Ribbins ( 2003 ) suggests a formation phase where cardinal bureaus impact and determine the sort of people â€Å" that prospective caput instructors become † ( p. 64 ) . Similarly, Ribbins ( 2003 ) describes the 2nd phase of â€Å" Accession † as that clip when persons seek experience and leading functions in readying for future headship places. Ribbins ( 2003 ) notes that, in hindsight, few leaders really see this phase as one of deliberate planning in order to prosecute a class taking to headship. This can be compared to McCall ‘s ( 2000 ) â€Å" serving clip † ( p. 23 ) in order to accomplish their concluding finish. Coleman ( 2002 ) , in her survey of adult females as caput instructors, suggests that there is a â€Å" deficiency of planning and even an component of surprise in happening themselves a caput instructor † ( p. 33 ) and, therefore, the ‘grooming ‘ phase may travel unnoticed by the participant at the c lip. It is in the 3rd phase, that of Incumbency, where Ribbins ( 2003 ) suggests an option to Gronn ‘s ( 1999 ) theoretical account and physiques on Day and Bakioglu ‘s ( 1996 ) four stages. Ribbins ( 2003 ) suggests that leaders can take one of two chief paths at this phase, each of which consists of four bomber stages. The first three bomber stages are the same as Day and Bakioglu ( 1996 ) suggest: Initiation, Development and Autonomy, but with a 4th sub stage of Disenchantment or Enchantment. This is dependent on whether the leader has negative feelings ( disenchantment and loss of committedness ) or positive feelings ( assurance and competency ) at this phase. Whereas Day and Bakioglu ( 1996 ) depict a downwards gyrating procedure taking to disillusionment, or in Gronn ‘s ( 1999 ) term ‘Divestiture ‘ , Ribbins ( 2003 ) suggests that although this disenchantment so may go on, there is besides an option, that of captivation. If this latter stage occurs, the leader will stay enchanted with headship and will go on to be motivated by professional satisfaction, relationships with co-workers and keep a balance between place and school life. The concluding stage, that of ‘Moving on ‘ focal points on go forthing headship. It deals with the way that caput instructors take one time they divest themselves from office. If the caput instructor is able to stay motivated and ‘enchanted ‘ so they can look frontward to reinvention and prosecute a different involvement or business. However, if the caput instructor becomes ‘Disenchanted ‘ they face the chance of Divestiture and, to some, welcome retirement. Coleman ( 2002 ) merges her earlier theoretical account of calling phases ( Hall, 1996 ) with the Van Eck ( 1996 ) theoretical account, to bring forth her version of distinguishable calling phases of caput instructors. She suggests a readying phase where initial makings may be obtained, an establishment phase of come ining instruction and the lower degrees of direction, an promotion or development calling phase affecting deriving new experiences, farther makings and a concluding acquisition phase when headship is achieved. Taysum ( 2004 ) , on the other manus, proposes a model to place the formation of the leaders self. She argues that there are four dimensions which are â€Å" critical to understand how leaders learn † ( p. 10 ) and that it is necessary to travel beyond a additive analysis to one which explores the interplay between â€Å" the exercising of bureau and the construction that form and control that bureau † ( p. 10 ) . In this manner, she argues that leading is deconstructed to give a greater penetration as â€Å" to how leaders learn to go leaders † ( p. 11 ) . Similarly, Johnson ( 2002 ) in her survey of higher instruction leaders, did non mention to phases in leading development but to incremental phases where, over clip, leading becomes more appealing as experience and an increased academic profile rendered them eligible for more senior places. This attack I would reason, is more kindred to Parker ‘s ( 2002 ) and Kelchterman ‘s ( 1993 ) attack of non merely sing life stages but besides other facets such as critical incidents and people. Although Taysum ( 2004 ) affirms this, she besides goes beyond this attack and explores it within an rational, emotional and religious context.Critical IncidentsHarmonizing to Tripp ( 1993 ) , critical incidents in educational research are created and are non something bing independently of an perceiver expecting find. Critical incidents are produced by the manner we look at a state of affairs, an reading of the significance of an event or incident. What makes an incident ‘critical ‘ is that it is memorable and interpreted as important by what it means. Much of the research on life history, which incorporates critical incidents, reaches a similar decision. Gronn ( 1999 ) discusses â€Å" critical turning points † ( p. 28 ) in his stages of leading development. He suggests that they can be in the signifier of impermanent set dorsums which is portion of the class within calling patterned advance. Similarly, Parker ( 2002 ) in his survey of the impact of life history on leading, termed critical incidents as â€Å" specifying minutes † ( p. 25 ) . The importance of these are illustrated in his concluding comments about the caput instructors in his survey, where he suggests that such experience â€Å" helped them specify their educational doctrines and hone their accomplishments † ( p. 25 ) and so believed much of their life history influenced their leading manner. These specifying minutes were seen as â€Å" motivational drivers † ( p. 33 ) which: â€Å" created the deep-rooted sense of career that these caputs have carried with them throughout their callings † ( p. 34 ) . Goodson and Walker ( 1991 ) reached a similar decision when analyzing the life history of instructors reasoning, that critical incidents in: â€Å" instructors ‘ lives and specifically in their work which may crucially impact perceptual experience and pattern † ( p. 24 ) . Knight and Trowler ‘s ( 2001 ) reappraisal of the functions of leader-academics in higher instruction argue that they need seven types of cognition and propose some ways in which leaders might develop them. Reviewing critical incidents and important friends are some of the ways they suggest to develop and prolong the first signifier of cognition in their list, that of ‘control cognition ‘ ( p. 168 ) . Contemplation on incidents is, hence, required if some experiences are to go ‘critical incidents ‘ . The survey of life history allows this contemplation to take topographic point and the building of their ain perceptual experiences of personal experience and therefore the significance these experiences have on the respondent. Harmonizing to Angelides ( 2001 ) , it is besides an efficient technique of garnering qualitative informations because a big sum of qualitative informations can be collected covering a broad clip span.Significant PeoplesThere is general understanding within the literature that critical people are â€Å" strategically located forces † who â€Å" contribute to the manner and velocity of calling promotion † ( Gronn, 1999, p. 28 ) . Dhunpath ( 2000 ) discusses how the â€Å" interpersonal context † depicting critical people as â€Å" important others † such as parents, wise mans, co-workers and equals as: â€Å" both powerful positive and negative influences that shape an pedagogue ‘s pattern † ( p. 546 ) . Similarly, Parker ( 2002 ) besides discusses the importance of wise mans who were responsible for determining the thought of those leaders that he studied â€Å" at intensely formative minutes of their lives † and goes on to state they â€Å" were important to fixing these caputs for leading functions † ( p. 35 ) . Ribbins ( 2003 ) reiterates this importance at the formative phase and believes that they are partially responsible for act uponing and determining â€Å" the sorts of people that prospective caput instructors become † ( p. 63 ) . Coleman ( 2002 ) suggests that the significance of critical people is peculiarly of import for female leaders, as they bes ides provide function theoretical accounts for them. One of her respondents illustrates this by stating that the critical individual for her was a caput that: â€Å" encouraged me to travel for headship and likely more than any other individual in my calling † ( p. 26 ) . Kelchterman ( 1993 ) finds the usage of critical people every bit good as incidents and phases as â€Å" really utile heuristic tools in researching the calling narratives † ( p. 446 ) but besides every bit theoretical constructs. He uses both constructs to exemplify the influence they have on the professional committedness and occupation satisfaction of the instructors in his survey, both in a positive and negative manner. It besides proves utile in â€Å" retracing the ( development of ) the professional ego from the calling narratives † ( p. 448 ) . In the latter phases of their calling and, peculiarly, for more senior leading functions, Johnson ( 2002 ) found that leader-academics ‘ contact with experts in their field was of great aid in larning how to take. These people became important in determining and developing their leading capableness, peculiarly in the absence of any formal preparation or development.Professional Development and Training for LeadershipThe increasing accent on ‘managerialism ‘ in which instruction establishments are given greater liberty, are exposed to market force per unit areas and are expected to pull off uninterrupted betterment in their public presentation, places an accent on the importance of leading and the direction of instruction alteration. Equally, the scope of duties attributed to the leader-academic function demonstrates how much leaders need to larn in order to take. The volatility of the higher instruction clime besides adds a farther bed to the demand for larning, dev elopment and support for the leader-academic. Despite this, there is a surprising deficit of research or books on professional development for middle-level leader-academics. Those which do cover different leading activities ( for illustration: Bolton, 2000 ; Smith, 2002, 2005 ; Prichard, 2000 ) tend to handle leading as a generic activity, with inside informations of what leaders do instead than how they should develop in order to larn to take, although Smith ( 2007 ) does get down to turn to this in his most recent work. Possibly it is even more surprising that many universities provide small or no formal preparation ( Johnson, 2002 ; Smith, 2005 ) . A common trouble identified by many new leader-academics in Smith ‘s ( 2007 ) research is that the bulk lacked readiness for the function and had received no leading or direction preparation before and following their assignment. The preparation that did be tended to be on issues related to wellness and safety, equality and dispo sal systems instead than specifically leading development. This determination may explicate why few in the survey by Rhodes et Al. ( 2007 ) held impressions of professional development as an bureau of motive or satisfaction. Similarly, Aziz et Al. ( 2005 ) lament the deficiency of developing â€Å" despite it being an issue that has been discussed by research workers for over 30 old ages † ( p. 573 ) . This is in blunt contrast to the increasing national accent placed on leading development at school and farther instruction degree ( James and Vince, 2001 ) . For illustration, leading characteristics conspicuously in school reviews ( Office for Standards in Education: OFSTED ) , it has an of import focal point in the examination of local instruction authorization ( LEA ) monitoring and reappraisal ( Teacher Training Agency, 1998 ) ( TTA ) ; a leading college for schools has been established and a national professional making for caput instructors ( NPQH ) has been developed. F urther to these enterprises, plans have besides been designed to back up and develop caput instructors who are both new to the station and for longer functioning caput instructors. Similarly, in farther instruction, ‘The Centre for Excellence in Leadership ‘ ( CEL ) has been established since 2003 to â€Å" guarantee first leading within the acquisition and accomplishments sector † ( www.lums.lancs.ac.uk/leadership/cel ) . While it is recognized that the ‘Leadership Foundation for Higher Education ‘ has been established more late to foreground the importance of leading development within higher instruction, nationally the focal point appears to be much lower key than in the school and FE sectors. Arguably, leaders in higher instruction are capable to equal alteration as that in the school and farther educational sectors and so the importance of effectual leading is as of import. However, due to the complexnesss of leading at section and module degree which have developed since the 1992 Education Reform Act, it would look that larning to take demands to be far more made-to-order and contextualised for each leader and within single modules and universities. Blackmore and Blackwell ( 2006 ) concur with this position, reasoning that a generic attack which assumes that leaders all have the same concerns and motives and that these are unchanging, is improbable to be successful. It is likely that leader ‘s clip will be dominated by undertakings that are rather different from the involvement in research or instruction that vivified their callings to day of the month ( Knight and Trowler, 2001 ) . As a effect, Knight and Trowler ( 2001 ) argue that larning to take should include acknowledgment that the leading function has the possible to: â€Å" gnaw the ego individuality that has brought calling success † ( p. 166 ) . They besides suggest that portion of larning to take will affect being more stray, to set the involvements of the establishment as high or higher than their module or squad. As a effect, it may besides affect being criticized for the determinations that they will hold to do. Keeping up with the demands and wants of the university ‘s clients and pull offing the relationships with the external universe is of all time more demanding for the leader-academic. As collegiality still operates to some extent, deriving general consent for the manner forward is more hard even though it is still seen as a: â€Å" critical portion of the in-between director ‘s occupation in higher instruction to derive the co-operation of staff † ( Hellawell and Hancock, 2001, p. 195 ) . Aziz et Al. ( 2005 ) note that, although surveies allow some sense of the duties of the leader-academic, there appears to be no consensus bing as to which dimensions are most of import or around which dimension preparation plans should be designed. To travel portion manner in rectifying this, their survey inside informations the design, execution and findings from a formal procedure of measuring the preparation demands of the leader-academic within one American university. Although they do this for merely one university, the theoretical account is utile in that it could be built upon and tailored to other universities. However, whichever theoretical account to which one subscribes, it is evident that contextual acquisition is traveling to be of import for leaders. It would be logical to presume that this â€Å" contextual acquisition † ( Hellawell and Hancock, 2001 ) can merely be achieved by being exposed to leading responsibilities earlier on in their calling ; therefore they have a better apprehension of the function of leading before they are appointed ( in the instance of the statutory university ) or have it imposed on them ( in the instance of the hired university ) . While it is comparatively straightforward to learn procedure and cognition of leading, as evidenced by the figure of generic classs ( e.g. hypertext transfer protocol: //www.Leadership-he.com/programmes ) and texts ( e.g. Bolton, 2000 ) available in these countries, it would look that situational cognition is as of import but more hard to learn. Knight and Trowler ( 2001 ) list the seven types of leading and direction co gnition that they believe leader-academics should derive. These include the followers: Control cognition Knowledge of people Knowledge of educational pattern Conceptual cognition ( cognizing about direction and leading constructs and research ) Procedure cognition ( procedures of leading and direction ) Situational cognition ( understanding eventualities that have made the module what it is and impact what it might be ) Tacit cognition that integrates the other six signifiers in adept pattern Adapted from Knight and Trowler ( 2001, p. 168 ) . This provides a utile model from which leaders can get down to set up what they need to larn in order to take efficaciously. However, while experience is a widely regarded method of larning and development, Johnson ( 2002 ) points out that persons must be aware that bing cognition, accomplishments and patterns are rapidly outdated and as new jobs and restraints emerge, new signifiers of expertness are needed. This type of informal acquisition is likely to be unstructured, ill-defined, unplanned and it is, hence, doubtful how much development really takes topographic point. Such experiential acquisition can non be merely an sum of clip spent but knowledge demands to be gained through the active reading of experience by the scholar ( Burgoyne and Stuart, 1991 ) . What Johnson ( 2002 ) found peculiarly worrying in her survey of leader faculty members was their inability to joint what they had learnt and how it had come approximately. Lessons learnt remained tacit cognition which could be particularly debatable if there was the demand to rethink their attacks and patterns. I would propose more good to development is ‘Integrated managerial ‘ acquisition ( Mumford, 2004 ) which still occurs within managerial activities but there are clear development aims identified and the development is planned and reviewed. This is because research indicates effectual acquisition is embodied in the ‘doing ‘ ( Sugrue, 2002 ) . Critical contemplation is an of import constituent of this procedure if the experience is to take on peculiar significance. In this manner, acquisition is existent, direct, witting and likely more significant than by the inadvertent method of informal, unplanned acquisition. However, the challenge here is to convey informal procedures of larning in to the development of leaders in maintaining with leaders preferable ways of larning. Blackmore and Blackwell ( 2006 ) take a similar position proposing leader-academics need support to larn on the occupation through mentoring, brooding appraising reappraisal and planning which allows acquisition and tacit cognition to be identified, shared and extended. Indeed, Muijs et Al. ( 2006 ) , when looking at leading development in extremely effectual farther instruction suppliers, discourse the sensed effectivity of experiential signifiers of professional development which build on the leader ‘s background and demands. They peculiarly advocate encompassing technological developments which allow cost effectivity and consideration of development chances for the person. The duality of leading acquisition in situ is that, although it becomes a merchandise of pattern and is gradual over clip to let in-depth apprehension of academic civilization and work, there remains the potency that when leader-academics take on leading functions there is still a steep initial larning curve ( Johnson 2002 ) . It would, hence, seem that larning to take comes from a scope of beginnings. Given the current volatility and alteration in higher instruction, preparation and support should be made available in the signifier of advice, chances for structured single contemplation and regular formal and informal interaction with their equal group. Those who are non as successful at larning to take may get by and trust on their positional authorization to accomplish conformity. Those who can larn from the broad spectrum of beginnings should make more than header and, alternatively, be leaders of successful modules.DrumheadIt would look that research workers are in wide understan ding that leaders, surely within the mandatory instruction sector, do travel through distinguishable life phases and that critical incidents and important people do hold an impact on how leaders learn to take. As can be seen from this treatment, while leading and development has become one of the chief subjects of national instruction direction at school degree, small has been done to back up the development of leaders within higher instruction. There are a figure of ways in which development can be implemented, both officially and informally, to help leaders in their function. However, it has besides been seen that the accomplishments and cognition for effectual leading develop over clip and through sing a assortment of functions on the path up to a leading place. Given the importance attached to leading within instruction, guaranting a supply of able center and senior leaders is critical to single educational institutional success. As a consequence, such organisations need to ship on systematic sequence planning to guarantee there is a supply of able leaders non merely to carry through those going but besides to develop leading at all degrees throughout the organisation, non needfully me rely for make fulling specific stations.