Strategic implications of Corporate Social Responsibilities Essay

Strategic implications of Corporate Social Responsibilities - Essay Example According to Forbes (2012), involvement in CSR results in creative development and cost reduction within the organisation. An organisation, that is focusing upon sustainability will innovate and undertake methods to achieve the purpose. Such steps often result in creation of a new product that is eco-friendly and cost efficient. Forbes (2012) highlighted at least six reasons for organisations to incorporate CSR in their business activities: innovation, cost advantage, brand differentiation, long term strategic importance, customer engagement and employee engagement. Innovation, in context of CSR, can result in identification of multiple of sustainable business opportunities emerging ahead of an organisation. For instance, Unilever, as a part of its CSR towards environment, was able to develop a new hair conditioner that unlike other substitutes required less water. Once sustainability is incorporated in activities, it is obvious to witness effective utilisation of resources, efficien t consumption of energy and other non-renewable resources and increased usage of eco-friendly materials. It has been observed so far that brand differentiation has become one of the primary reasons for organisations to embrace CSR. Prominent companies such as Coca-Cola and Pepsi have incorporated brand differentiation in their products such as water bottles that are recyclable in nature, to enhance their brand image as sustainable organisations. In addition to brand differentiation in this interactive environment which can be achieved.

Body Language In Intercultural Communications Cultural Studies Essay

Body Language In Intercultural Communications Cultural Studies Essay With the international communication becoming closer,except the verbal communication in daily life, we may encounter many body languages. These body languages can express their mood or even substitute one sentence. Therefore, in order to understand the intercultural communication better, this dissertation first introduces the relationship between culture and language, then briefly explains what body language is and its function in intercultural communication, subsequently, briefly analyses the differences of the same body language in different cultures. At last, the dissertation suggests that when studying English language, one cant ignore the huge body language, it will be helpful with our English study. Key words: Language; culture; body language; intercultural communication I. Introduction With the international communication becoming more and more frequently, Chinese people may have many chances to get in touch with foreigners. They always use many body languages with their talk. It is a funny phenomena. Shakespeare said Theres language in her eyes, her cheek, her lip, Nay, her foot speaks. Indeed, these body language not only can make their word lively, but also express the speakers mood, or even substitute a sentence. What the body language means when they use for communication?This is the necessary knowledge of English study. Any kind of body language is formed on the foundation of culture. Without understanding the true meaning of a body language, it will embarrass or make mistake. Therefore, this dissertation will analysis the differences of same body language in the different cultures and suggest to study English on the premise of understanding their culture. II. Literature review 2.1 Culture and language 2.1.1 Culture The definition of culture is evolving as time passes. In the west, at first it was used to describe some ability of person which represent a form of act. Then culture used to describe the real achievement of a instructed person. And in 1952, a book of Alfred L. Kroeber and Clyde Kluckhohn named Culture. A Critical Review of Concepts and Definitions was give a general definition based on more than 160 kinds of cultures definition which was identified by modern east and west academic circle. And in China, its meaning was that with the understanding of all phenomena of human social, govern the world with instructing and inspiring. In the Confucian concept, wen not only means word, but also refer to all the rules of etiquette and music in general. In ancient Chinese language, culture meant guiding people with ethics. Culture is a complex concept and changing with human social. However, the word culture is most commonly used in three basic senses: Excellence of taste in the fine arts and humanities, also known as high culture An integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for symbolic thought and social learning The set of shared attitudes, values, goals, and practices that characterizes an institution, organization or group 2.1.2 Language Language is the important thinking and communicating tool of human being. With language people can keep and pass human civilization achievement. In general, any nation has its own language. It is a notable character of a nation and has long history. Language is closely related with thought. It is the carrier and exhibition form of thought. Language is a social phenomenon with stability and nationality. Though many animals can make sound to express their emotion or deliver message, these sounds are regular without change. Only person have language and can combine all the sounds that have no meaning to become a meaningful morpheme, then put these morphemes together in many ways to form utterance. Using infinite changing form to express infinite changing meaning. 2.1.3 The relationship between language and culture Culture and language are mutual dependence and can not be separated. Language is part of culture, it is the media of culture communication. We use language to communicate, and language is largely influenced by culture. The relationship between culture and language is on the foundation of nation. A nation produces language, at the same time produces culture. Edward Sapir thought that language can not exist without culture. The culture we talk about is social custom and belief. It can decide our life structure. Linguistician Palmer said that language faithfully reflects all the history and culture, game and amusement, belief and prejudice of a nation. As a part of nations culture, language reflects the nations visage, at the same time, language reflects the content of culture as form. Language is the important carrier of culture. Other carriers such as historical site, book, or painting, only show part or even a corner of culture. But language stores all the information of culture comprehensively. Language consists of voice, vocabulary and grammar. Vocabulary, especially the notional word, bear the important responsibility of carrying culture. Time passes, and many new words are coming into being, such as virtual floating, means netizens put their worries and secrets in the virtual bottle without knowing who will get it. All of these are anonymous. And kickback, the original of this word is that the International Olympic Committee will open an ethics investigation into Issa Hayatou over allegations the African football official took kickbacks from FIFAs former marketing agency. But these new words hardly possible become part of culture. Only those language fact that integrate into the bottom life deeply, chosen and washed out by history, enter the basic nation voc abulary is the sign of language affect culture profoundly. For example, Buddhism have been spreaded about 2000 years. Some words like free, retribution, disengagement, hell are coming from Buddhism. These words have already integrated into Chinese become part of it. Culture has effect on language semiotic system itself, language concept, thought and expression, and language learning. Nation culture is decided by the meaning of vocabulary. Different culture tradition and mentality have definitively function to it. Such as dragon, the western people have no favor to it, they thought it is monster, cruel person, stand for devil. But in ancient Chinese culture it stands for the son of heaven and the emperor, lucky and honorable. The reference content and way of culture are decided by the cultures person and persons culture. For example, Cantonese cant see snow for the whole year, so they do not distinguish ice and snow in concept. The northman say à ¥Ã¢â‚¬  Ã‚ °Ãƒ ¦Ã‚ £Ã‚ , and Cantonese say à ©Ã¢â‚¬ ºÃ‚ ªÃƒ ¦Ã‚ Ã‚ ¡. But the Eskimo who live in arctic pole always contact with snow and have a perceptive. There are more than 20 kinds of words used to describe different snow. As the carrier and express tool of thought, language promote the developm ent of thought, on the other hand, language is restricted by thought. For instance, Chinese say à §Ã‚ Ã‚ «Ãƒ ¨Ã‚ ½Ã‚ ¦, that is à §Ã‚ Ã‚ « and à ¨Ã‚ ½Ã‚ ¦, looking into the physics function of à §Ã‚ Ã‚ « and à ¦Ã‚ ±Ã‚ ½. But in English, there is railway train, look into the move way of rail and track. To understand the culture of English countries is the important step of English study. The research of language and culture is divided into language culture and language in culture. So culture is divided into two part: big culture and small culture.(Bright, 1976) Here is a form: language Big culture other cultural phenomena Culture Verbal language Small culture Non-verbal language Body language is the important part of non-verbal language. Non-verbal language and culture are learned behaviour and social custom that rich in long history heritage. The relationship between both have these characters in someone like Samovar etals eyes: culture and non-verbal language can not be divided. Many non-verbal languages are the result of learning culture. The shaping and impacting of non-verbal behaviour are always decided by determinate culture environment. It is very important to understand the relationship between culture and non-verbal language. (Samovar etal, 1981) Samovar thought that through understanding the basic represent mode of some cultures non-verbal language, we can search peoples behaviour and attitude. Through non-verbal language mode can understand a sort of cultures value system. Through the research of non-verbal language can exclude the narrow ethnocentrism. The most realistic signification of researching the relationship between culture and non-verba l language in intercultural communication is to resolve the culture conflict in non-verbal language. People always do not realize the learning of their own culture, but very sensitive with other cultures non-verbal language and easily produce misunderstand. Worth the whistle, the culture conflict brought by non-verbal language is serious than that brought by verbal language. Because non-verbal language always is the expression of sensibility and emotion. Samovar put forward that to resolve the non-verbal language culture conflict in international communication should remember the follow three principles when understand the meaning of other cultures non-verbal language: 1. When pay attention to the behaviour of a non-verbal language can not ignore that there are manifold non-verbal language cooperative work in real communication. 2. Anyone can not list and describe all the non-verbal language in any culture. But if we can understand exactly the information of some usually used non-verbal language under the international communication environment, it will be helpful to understand the necessary information. 3. Only understand our cultures non-verbal language first, can we understand other cultures behaviour. Under international communication, to identify the message of non-verbal language should avoid modal or only notice superficies. Be sure to keep in mind that any non-verbal language does not appear lonely, nor deliver any message consciously. Pay special attention to that when study foreign language, international communication activity, and international research, for the need of communicating, studying and researching, people have to make a summation and generalization of the non-verbal language of the same country and the same language nation to sum up some representative non-verbal language. However, in real communication, people must find that the non-verbal language in the same country and nation are not just the same. Even in the same area, it is differ in thousands of ways between the people in different occupations, different age groups and different culture levels. Such as America which is famous for multinational immigrant living together, their non-verbal language are ver y hard to be consistent. So as the different English country, the differences are more further. III. Body language 3.1 Definition Body language is a way of communication that body movements which use head, eyes, neck, hands, arm, foot or other parts of the body to express peoples thought and emotions. Facial expressions, eye contact and other postures and gestures are the commonly used body movement. In a general sense of word, body language includes facial expression, in a narrow sense of word, body language only includes the meaning expressed by body and four limbs. The assortment of body language was advanced by Ruesch and Kees in 1956 according to the basic component of non-verbal language. It involves sign language, action language, and object language. The other assortment was advanced by M. Knapp in 1978 through the analysis of some pertinent researching and literatures. That are body motion and kinesics behaviour, physical characteristics, touching behaviour, paralanguage, proxemics, artifacts, environmental factors. Subsequently, Jensen advanced another statement: body motion and gestures, attitudes to ward time, attitudes toward space, general habits in communication. The research of human body language can trace back to Aristotle in Greek. The formally research was beginning from Darwin. In his 1872 book The Expression of the Emotions in Man and Animals put forward that man and animals have many similar expressions. The systemic research of body language must come first Ray Birdwhistell. His 1952 book Introduction to Kinesics put forward the theory of kinesics. Made the body language become a coding system like verbal language to study the relationship between body movement and communication. Body Language of Julius Fast is a representative work that reflects the research result of body language. This book is known as the summary of the scientists research in the body language field. From then on, body language becomes a boundary science and produces new research result continuously. According to estimates, human body can make out more than 270,000 kinds of posture and movement. This is far more than the sound made out by human body. These postures and movements meaning are very complex. Some are definite and material as some are general and blurry. Some are used to communicate as some are used to self-express. Some are expressing emotion message as some are reflecting character and attitude. So the sort of body language is very complex. The body language classification method of Ekman and Friesen has important effent in non-verbal language communication educational circles. According to all the movements origin, usage and code, they divided human face and bodys continuous movement into five parts: 1. Symbolic movement: these movements have clearly meaning, such as the gesture express OK and victory. Symbolic movement always used to substitute verbal language. In general, they have distinct culture character. For example, the movement means suicide, in Japan, people use hand to simulate dagger to thrust the abdomen, and in America, people use hand to simulate a gun shot temple. 2. Illustrative movement: these kind of movements cooperate with verbal language directly to explain the meaning of the talking. For example, to emphasize a sentence, describe a thought, indicate a material, depict a space relationship, characterize a things rhythm and speed, portray a phenomena , describe a body movement, explain a sentences meaning, etc. 3. Emotion revealing movement: mainly through facial expression to show emotion or mood, of course the other part of body can also express these emotion. Express the emotion can repeat, exaggerate,deny the verbal language, or may be no relationship with it. Express the emotion always deliver the message of communication unconscious, but also can use it in communicating conscious. 4. Modulation movement: this kind of movement is used for maintaining or adjusting the talk in the face-to-face talk. It drops a hint that the speaker can keep talking, repeat again, explain further, speak fast or more lively, let other people have a talk, etc. In recent years, people pay attention to the research of the turn-talking in chat. Turn-talking means that telling the opposite side I want to talk; stopping the speaker changing the topic; asking the other side to give me a speaking chance; let the other side keep talking; telling the others that I have finish my talking and you can speak. The usually used movement is head and eye movement. 5. Adaptable movement: Ekman and Friesen divide it more further: 1). Self-adaptable movement: this kind of movement always happen on personally, such as, holding own hand, rubbing hand, grabing, scratching, clutching, nipping, whisking or gathering the cloth. In general, the emotion is more disconcerting, the pretty actions are more distinguished. Picking nose and wiping eyes belong to this kind. 2). Transformational adaptable movement: this kind of movement take place in the connect with other people. Such as, bringing or delivering, attacking or protecting, close or away. Leg movement can react that encroach, footsie or attack. Shaking hand or foot means fidgety that the person want to avoid talking. 3). Object adaptable movement: this kind of movement always relate to the using of material, such as smoking and writing. 3.2 The function of body language in intercultural communication As the necessary communication tool, body language has important function in intercultural communication. Bradford J. Hall(2002) summarized the mainly function of body language language: 1. Repetition: Body language can reinforce the verbal language by repeating the verbal message nonverbally, such as using a gesture, it can help the receiver understand the message easily. For example, when someone ask you where is the restaurant, you can point a certain direction when you say, the restaurant is north the library. Or we point to the question on the book we just ask. 2. Substitution: Body language can be used to replace some verbal language to deliver a certain meaning. When your friend meet a sad thing that make him cry, you can give him a hug. This is more powerful than any soothing words. 3. Contradiction: Body language sometimes can betray the speaker by sending contradictory message to the verbal language. The body language is often regarded as the powerful word than the spoken words. For example, we cant keep our face from blushing even say we dont nervous or we cant slow down our heartbeat if we are scared. And the teacher can find a student is wandering from the eyesight even though his eyes are staring the blackboard. So the body language is reliable than the verbal language sometimes. 4. Accentuation: It can force the power when you add a body language with your talk than only use verbal language. When you apologize to someone, if an apology show on you face, this can make your apology more conviction. In addition, body language can provide a complement to the verbal language. In some countries, you can up you thumb as the same time you give a admiration to your friends for his good performance. 5. Regulation: The body language also helps us to control the situation of our talking. For example, when we need a quiet, we can put our finger on our lip. IV. The analysis of the differences of the same body language in different cultures 4.1 The different meaning of the same body language in different cultures Here contrast some body languages that usually used but have different meaning. If you use a very awful body language, this might bring a badly result. 1. In China, up the thumbs means good to praise you are doing a good job, bravo and so on. It is same in many countries. If thumbs down means disagree, finish or youre game over. But in Australia, no matter it up or down is obscene. 2. Protrude the index finger means wait a minute in America, but in Australia it means one more beer. 3. Protrude the little finger means cowardly man in England as bet in America. 4. The V for victory or peace sign in America if made with the palm facing inward is taunting or sneering in England. It is very offensive to societys morals. 5. American people sometimes up head, palm facing down, index finger across the throat, it means Im full. I cant eat anymore. But it means decapitation in China. 6. When Chinese people communicating with foreign people, the most antipathetic movement is using index finger point the others casual. Indeed, the movement is in bad taste and impolite to western people. This is reproof and rebuke. 7. Chinese male like to put hands on other mans shoulder for a long time. And Chinese female frequently take other womans hand closely for long time. These shock the foreigners because they consider this gesture means homosexual. 8. When Chinese people receive or send a cup of water or a gift, they will use two hands to accept it to show appreciate and admiration. But American people dont care about whether use one or two hands. 9. When talking with American people Chinese like to put their hands crossed behind their back or into their pockets. But these gestures make the American think you are hiding guns in your hands. 10. Chinese may scratch their noses when feeling uncomfortable. This is confused the western people because in their culture this movement means Im telling a lie. 4.2 Some embarrassing examples due to misunderstanding of body language Under the same culture, people may have misunderstanding because of the body language, even the different culture. Culture difference in different countries, so the body language can express different meaning. If we do not understand the other peoples meaning, it will have misunderstanding and displeasure. For Examples: Tom is the manager of an American company in China. Recently, Li Lei, one of the Chinese staff makes a mistake at work. He is very upset about what had happened, so he comes to Toms office to apologize. Entering the office with smile. He says: I feel terribly sorry for the mistake. I am here to make a sincerely apology to you and promise that it will never happen again. When he said this, the smile always on his face. But Tom feels it is hard to accept and ask himAre you sure? Li says yes with smile. Tom is angry and saysYou dont look sorry at all. If you really feel sorry, how can you still smile? Li feels so embarrassed and does not know what to do. A Chinese student Wangdan and her friend, the American student Judy who studys in China were on the way to store. They saw a boy fell down on the ground. He tried to stand up while the surrounding people laughed. Luckily he was ok. Judy was worried but found Wangdan was smiling too. She was very curious and asked how could you laugh when someone else fell down. Why dont you help him to stand up and ask him whether he was hurt. Wangdan said, Because they know he was not hurt too much. But Judy still couldnt understand. She said, In my culture, if this was happen, we would do anything but laugh. The former examples are all about the smile. In daily life we usually smile, but in different culture, this ordinary movement can bring misunderstanding or some more serious results. When western people come across these situations, they will with solemn face to apologize or come to console the boy. Though smile means happy, it is the symbol for people in general, but in different culture, smiling in the communication are different. The western people think smile always means happy, high in spirits or think something is funny. But Chinese people often smile, because it not only means humours and satisfaction, also means embarrassment and protection, even a kind of evadable. So it confuses the western people, they say it is too hard to understand. In China, people sometimes use smile to eliminate embarrassment, also means never mind, and the person smile to self-mockery or play a joke. But if the affair is very serious, people will provide help but laugh out of court. So for the peopl e who do not know the meaning, this kind of smile will make them unhappy even produce antipathy. A Chinese student went to a American family and sent present to the child of this family,when he beckon to the little boy, yet the boy back off him. The hand movement is very abundant and with infective. Every gesture has its particular function. In the case, the Chinese student used Chinese gesture, which palm facing down and making a scratching motion with fingers to beckon. This is different in America that means to go away. When they let somebody to close up, their palm facing up or only move index finger. This is opposite to Chinese and may bring Chinese peoples repulsion. V. Conclusion After the briefly analysis of the analysis of body language in intercultural communications, we have a knowledge about the relationship between culture and language, and the influence of body language in the communication. The body language in our daily life is incalculable. Every one can use his body to represent himself. Body language is the same as verbal language to be the carrier of culture that may cause misunderstanding in the international communication because of culture difference. As an English major, to understand the culture of the target language is very important. Having the knowledge of body language will be helpful to us in intercultural communication.

The Physical and Emotional Journeys of Charlotte Brontes Jane Eyre Ess

The Physical and Emotional Journeys of Jane Eyre The novel "Jane Eyre" by Charlotte Brontë consists of the continuous journey through Jane's life towards her final happiness and freedom. This is effectively supported by five significant 'physical' journeys she makes, which mirror the four emotional journeys she makes. 10-year-old Jane lives under the custody of her Aunt Reed, who hates her. Jane resents her harsh treatment by her aunt and cousins so much that she has a severe temper outburst, which results in her aunt sending her to Lowood boarding school. At the end of the eight years, she has become a teacher at Lowood. At the age of eighteen she seeks independence and becomes governess at Thornfield Hall. Over time, Jane falls in love with its master, Edward Rochester, who eventually proposes to her. On their wedding day, the sermon is abruptly halted by the announcement that Rochester's insane wife is kept locked up in the attic of Thornfield. Jane runs away. Penniless and almost starving, Jane roams the countryside in search of shelter, until she finds the house of St John, Mary, and Diana Rivers, who take her in and nurse her back to health. Jane then acquires an unexpected inheritance from her uncle. One night, Jane 'hears' Mr Rochester's voice calling for her, and decides to return to Thor nfield immediately. On her return, she finds Thornfield to be a "blackened ruin" due to a fire which has left Rochester blind with only one arm and killed his wife. Jane goes to Rochester's new home, and they are married. Jane's 'physical' journeys contribute significantly to plot development and to the idea that the novel is a 'journey' through Jane's life. "Jane Eyre's" chronological structure... ...law, and scorned and crushed the insane promptings of a frenzied moment." To start with, Jane is oppressed by her aunt and is allowed no will of her own, she is completely "a dependant" and has "no money". This situation improves enormously when Jane goes to Lowood, although she is still a servant in Thornfield until she runs away to Marsh End, where she must still depend on others in order to survive. Jane eventually gains her freedom through her inheritance, and the fact that she no longer has to depend on Rochester. Jane's physical and emotional journeys are brought to an end in the last chapter, where she switches from past to present tense: "My Edward and I, then, are happy....." This shows that she is no longer looking back, only forward to her future happiness as she has finally reached her 'destination'.

A Proposed Solution to Hiring More Employees

Meeting the list above will improve healthy lifestyles for employees to keep working at their full potential. 1. 0 Introduction 1. 1 Purpose The purpose of this report is to hire a reasonable amount of employees for direct care at Anoka Metro Regional Treatment Center. Hiring employees would cut down performance. 1. 2 Problem The staff mentioned the lack of staff to do the work. Employees were working more hours. They expressed their frustrations about not having holidays off. Not letting the staff know at head of time that they would be working forced overtime was frustrating to staff. Staff felt frustrated with continue mandatory overtime.Patients are staying longer for treatment. Security officers are constantly call on hospital units four to five times in eight hours to handle crisis. Management not listing to staff to hire employees was a lack of team work. 2. 0 Discussion 2. 1 Solution Hire more employees to take the load off the current employees. 2. 2 Benefits Hiring new empl oyees has many benefits. Here are a few of them: Employees could spend more time with family Employees would come to work happier The company would benefit by increasing productivity Benefit economy by giving more people work. It's cheaper than having current employees work overtime.Customers would have better service. 2. 3 costs Hiring new employees can be a costly process, but it will pay off in the long run. According to Joe Hadzima, a columnist for the Boston Business Journal and lecturer at MIT's Sloan School of Management, the salary and benefits totals is â€Å"1. 25 to 1. 4 times base salary range. † As shown by Figure 1 Wages and Salaries only equal about 70% of the cost to hire new employees. There are quite a few other expenses you must take into account. The True Cost of Hiring New Employees Figure 1 2. 4 Hiring Process The company could do mix of the following to find applicants: An ad in the paperAn internet ad Job fair if enough openings are available Recruiter at a college or university one after each other. It should take a week to get the ads out and another week for applicants to respond to the ads. After the interview it should take about 2 weeks to process the applicants. In about a month new employees should be working in the company. These positions could either be full time or part time whichever is necessary. 2. 5 Training Training is one of the most expensive things about hiring new employees but it's important for employees to get the proper training.It takes on average 5 months for new employees to become good at their work. According to the Studer Group, â€Å"A survey of 610 CEOs by Harvard Business School estimates that typical mid-level managers require 6. 2 months to reach their break-even point. † There are many benefits to training employees. Here are few of them: They won't damage expensive company property. Employees will be more productive and efficient at their work. Customers will be happier when they deal with well-trained employees. Other companies are more willing to work with your company if your employees know what they are doing.Average Hours Employees are Trained In A Year This chart shows how employers are training employees more in the last few years. Figure 2 3. 0 Conclusion 3. 1 Solution Hiring new employees is the best solution for companies who are constantly busy and employees are working a ton of hours. Here are some of the many benefits: Current employees could spend more time with family Employees would come to work happier, because theyll have more time to rest and relax. The company would benefit by increasing productivity. Hiring new people is also good for the local economy by giving more people work.It's heaper to hire new employees than have current employees work overtime. Customer would also be happier with more employees so that they would have better service. 3. 2 Time Frame It should take about a month to hire new employees. It will take about 5 months for the employees to be trained in unless they have previous experience. So new employees should be hired and fully trained in in 6 months.

Brave New World.

The Ideal Women Brave New World is a fantasy of the future that sheds a blazing critical light on the present. Huxley says â€Å"Community, Identity, Stability† is the motto of this utopian World State, the motto of this utopia is the opposite of how this world really exists. Huxley’s description of the new world is a dystopia. Lenina is a futuristic model of the modern women. She is one of the idolized women of this dystopia. The role of women in this society is promotes promiscuity and drug use.Linda on the other hand, had a very different experience then Lenina as women of this New World. Huxley embodies the trials and tribulations that these women deal with. In Brave New World, Aldous Huxley uses the characters Lenina and Linda to show the role of women in this society. From the novel Brave New World Lenina is the ideal woman in this society. She conforms to the standards that are set for the women in the new world. As Lenina talks to Bernarsd, she says, â€Å"And how can you talk like that about not wanting to be a part of the social body?After all, everyone works for everybody else† (Huxley 91). This means that Lenina accepts the idea. In addition to that, Lenina does not believe in monogamy; she is very promiscuous, as every other woman is in the society; promiscuity is an accepted belief in this society. When Fanny talks to Lenina about seeing the same man for too long, she starts to lecture her about how wrong it really is: â€Å"And you know how strongly the D. H. C objects to anything intense or long drawn.Four months of Henry Foster without having another man–why he’d be furious if he knew† (Huxley 41). Lenina accepts the idea of promiscuity, which makes her the ideal women of the society; she follows by their standards. Not only does the society use promiscuity to control the population, but also promote the use of soma. One of the states mottos is â€Å"a gramme in time saves nine†. This means that they promote the use of a dangerous drug called soma (Huxley 89).Lenina’s brain is conformed to the idea that soma is the means of living. Soma is a drug that replaces reality with happy hallucinations. Aldous Huxley shows how Lenina is a typical character, an ideal role model of the New World; she conforms to all the ideas and rules of this society. On the other hand, Linda has a different experience than Lenina. Linda was once a member of the New World, but during a visit to the reservation she hit her head and when she could not be found, she was left there.Linda’s stay on the reservation was different from the New World: â€Å"So they are having children all the time-like dogs. It’s revolting† (Huxley 122). This means that, unlike the new world, the natives believed in families and having children the traditional way, other than the new world which uses the Bokanovsky process. Natives also did not believe in promiscuity;they thought of promiscuity as revolting. As Linda states, â€Å"Well, here the other people went on, nobody’s supposed to belong to more than one person†. (Huxley 121).This is important because this statement depicts the women of the reservation are traditional, meaning sleeping around with other men is not acceptable. When Linda was caught sleeping with other men, the women were angry and cruel to Linda. Linda also was not able to take soma. Linda says, â€Å"I suppose John told you. What I had to suffer—and not a gramme of soma to be had† (Huxley 120). This means that the reservation did not use soma; it was not a desirable drug. Even though Linda was once a member of the New World, she was a savage; her experience was contrasting than Lenina’s.By using Lenina and Linda Aldous Huxley shows two different stories and experiences from two different women brought up in the same world. Lenina’s life in the new world has an altered appearance than Linda who lives in the rese rvation. Bernard describes Linda as â€Å"so fat. And all the lines in her face, the flabbiness, the wrinkles† (Huxley 119). This is important because it describes Linda’s different appearance now that she lives on the reservation, when she lived in the New World Linda had more youthful appearance, like Lenina.Linda also missed the use of Soma; hen Linda returns back to the New World, â€Å"She took as much as twenty grammes a day† Linda is again dependent on soma. Even though Linda through unfortunate events became a savage, she has the same beliefs that Lenina also has. In conclusion, Lenina and Linda are both an ideal woman of the New World, both women depict the typical woman. Even though they went through different experiences their moral, standards, and values are the same. Works Cited Huxley, Aldous. Brave New World. New York: HarperCollins , 1989. Print. Brave New World. The Ideal Women Brave New World is a fantasy of the future that sheds a blazing critical light on the present. Huxley says â€Å"Community, Identity, Stability† is the motto of this utopian World State, the motto of this utopia is the opposite of how this world really exists. Huxley’s description of the new world is a dystopia. Lenina is a futuristic model of the modern women. She is one of the idolized women of this dystopia. The role of women in this society is promotes promiscuity and drug use.Linda on the other hand, had a very different experience then Lenina as women of this New World. Huxley embodies the trials and tribulations that these women deal with. In Brave New World, Aldous Huxley uses the characters Lenina and Linda to show the role of women in this society. From the novel Brave New World Lenina is the ideal woman in this society. She conforms to the standards that are set for the women in the new world. As Lenina talks to Bernarsd, she says, â€Å"And how can you talk like that about not wanting to be a part of the social body?After all, everyone works for everybody else† (Huxley 91). This means that Lenina accepts the idea. In addition to that, Lenina does not believe in monogamy; she is very promiscuous, as every other woman is in the society; promiscuity is an accepted belief in this society. When Fanny talks to Lenina about seeing the same man for too long, she starts to lecture her about how wrong it really is: â€Å"And you know how strongly the D. H. C objects to anything intense or long drawn.Four months of Henry Foster without having another man–why he’d be furious if he knew† (Huxley 41). Lenina accepts the idea of promiscuity, which makes her the ideal women of the society; she follows by their standards. Not only does the society use promiscuity to control the population, but also promote the use of soma. One of the states mottos is â€Å"a gramme in time saves nine†. This means that they promote the use of a dangerous drug called soma (Huxley 89).Lenina’s brain is conformed to the idea that soma is the means of living. Soma is a drug that replaces reality with happy hallucinations. Aldous Huxley shows how Lenina is a typical character, an ideal role model of the New World; she conforms to all the ideas and rules of this society. On the other hand, Linda has a different experience than Lenina. Linda was once a member of the New World, but during a visit to the reservation she hit her head and when she could not be found, she was left there.Linda’s stay on the reservation was different from the New World: â€Å"So they are having children all the time-like dogs. It’s revolting† (Huxley 122). This means that, unlike the new world, the natives believed in families and having children the traditional way, other than the new world which uses the Bokanovsky process. Natives also did not believe in promiscuity;they thought of promiscuity as revolting. As Linda states, â€Å"Well, here the other people went on, nobody’s supposed to belong to more than one person†. (Huxley 121).This is important because this statement depicts the women of the reservation are traditional, meaning sleeping around with other men is not acceptable. When Linda was caught sleeping with other men, the women were angry and cruel to Linda. Linda also was not able to take soma. Linda says, â€Å"I suppose John told you. What I had to suffer—and not a gramme of soma to be had† (Huxley 120). This means that the reservation did not use soma; it was not a desirable drug. Even though Linda was once a member of the New World, she was a savage; her experience was contrasting than Lenina’s.By using Lenina and Linda Aldous Huxley shows two different stories and experiences from two different women brought up in the same world. Lenina’s life in the new world has an altered appearance than Linda who lives in the rese rvation. Bernard describes Linda as â€Å"so fat. And all the lines in her face, the flabbiness, the wrinkles† (Huxley 119). This is important because it describes Linda’s different appearance now that she lives on the reservation, when she lived in the New World Linda had more youthful appearance, like Lenina.Linda also missed the use of Soma; hen Linda returns back to the New World, â€Å"She took as much as twenty grammes a day† Linda is again dependent on soma. Even though Linda through unfortunate events became a savage, she has the same beliefs that Lenina also has. In conclusion, Lenina and Linda are both an ideal woman of the New World, both women depict the typical woman. Even though they went through different experiences their moral, standards, and values are the same. Works Cited Huxley, Aldous. Brave New World. New York: HarperCollins , 1989. Print.

Should there be a law when celebrities influence Essays

Should there be a law when celebrities influence Essays Should there be a law when celebrities influence Essay Should there be a law when celebrities influence Essay Anorexia nervosa is an eating upset, characterised by self-starvation. Sick persons tend to hold a distorted organic structure image, frequently sing themselves as larger than they really are. They may develop an intense fright of weight addition, despite the fact they are significantly scraggy. The unwellness has a psychological every bit good as physical footing and is more complex than merely following an utmost diet. Sufferers typically become haunted with nutrient and develop schemes to enable them to avoid eating. The deficiency of nutrient can ensue in failing, desiccation, sterility, kidney failure, bosom failure and decease. Despite considerable research, no individual cause of the unwellness has been established, although the media are frequently criticised for their publicity of super-thin theoretical accounts. In add-on, assorted famous persons, have been blamed for promoting anorexia through their emaciated visual aspects which some argue have led immature misss to endeavor for unnatural and inaccessible ideals, taking to the development of eating upsets. The influence of famous persons have led some to propose that the reply to the job may lie in legal control in the signifier of go throughing a jurisprudence to curtail the celebrity/anorexia influence upon immature misss. In footings of a condemnable jurisprudence and the possibility of conveying a prosecution against a famous person accused of act uponing immature misss to go anorectic, a figure of jobs arise. First, the nature of the offense itself, bing statute law allows for prosecution for non-fatal offenses under the Offences Against the Person Act 1861. A possible offense would include subdivision 20, which makes it an offense to bring down dangerous bodily injury ( GBH ) on any individual. There is no uncertainty that the wellness jobs suffered by those with anorexia could amount to GBH but there is an issue with causing – could the famous person concerned be said to hold caused the anorexia? In order to successfully prosecute a famous person in this context, the prosecution would hold to demo, beyond sensible uncertainty, that the behavior of the famous person straight caused a peculiar immature miss to develop anorexia. There are a figure of issues originating here. First, causing would be highly hard to set up. The usual manner of turn outing causing is by using a two-stage trial. First, was the action of the suspect, in this instance the famous person, the factual cause of the victim’s injury? The trial used comes from the instance of R v White [ 1910 ] [ 1 ] and is known as the but for’ trial – but for the actions of the suspect, would the victim have suffered from anorexia? As anorexia is a complex mental unwellness, the cause of which is non normally agreed upon, this would be all but impossible to turn out and surely could non, on the footing of current medical cognition, be attributed beyond sensible uncertainty to a individual cause. As factual causing entirely does non ever give rise to legal liability, even if it could be established, the prosecution would besides be required to turn out legal causing. For legal causing to be established, the actions of the suspect must be the legal cause of the victim’s injury. In relation to anorexia, the prosecution would hold to demo that the behavior of the famous person in inquiry made a important or more than minimal’ part to the victim’s anorexia. [ 2 ] This is possibly easier to turn out than factual causing but would still necessitate medical grounds to back up the averment. This would be really hard to happen. If both factual and legal causing could be established, the suspect may well reason that the fact that no 1 cause of anorexia has been established by the medical profession means that their behavior is merely one of a figure of possible causes. In add-on, the actions of the victim themselves may good be considered to interrupt the concatenation of causing which must take straight from the defendant’s behavior to the victim’s anorexia – in other words, the famous person may reason that it is the victim who has caused their ain anorexia by declining to eat and that they should non, hence, be held responsible. Even if the issues of causing were satisfied, there would be a job with work forces rea, in that the famous person would hold to be shown to hold deliberately caused the victim to develop anorexia or been foolhardy as to whether they did so. The prosecution are improbable to be able to turn out that this was the instance as no jury would be likely to do such a determination merely on the footing of the manner the famous person looked. In the civil kingdom, a instance may be made for carelessness, based on a failure by the famous person concerned to take sufficient attention to protect immature misss from being influenced by their visual aspect. This excessively though is improbable, since the tribunals would likely non enforce the necessary responsibility of attention upon famous persons. If famous persons were held to owe such a responsibility to immature misss, it would curtail their liberty and may even be held to transgress their human rights, as the tribunals would be enforcing their positions upon what constituted a normal weight and how famous persons would be allowed to look/dress and the similar. As there are issues with the bing Torahs, a new jurisprudence could be developed but given the jobs already highlighted in both the felon and civil sphere, any new statute law is likely to run into similar jobs. In decision, hence, there should non be a jurisprudence regulating this country, as the practical jobs associated with it would be excessively great. Alternatively, other influences should be considered, such how to advance the impression of a healthy weight, whilst research and intervention for those enduring from anorexia should be continued. Bibliography Allen, M. Criminal Law, 9Thursdayedition. Oxford: OUP, 2007 Beat. Has Fashion Got Its House in Order? ’ October 2007 Emmett, S. Theory and Treatment of Anorexia and Bulimia. Brunner-Mazel, 1985 Harpwood, V. Modern Tort Law, 6Thursdayedition, Routledge, 2005 Ormerod, D. Smith and Hogan Criminal Law, 11Thursdayedition. LexisNexis, 2005 Web sites BBC At: hypertext transfer protocol: //www.bbc.co.uk/health/conditions/anorexia1.shtml Eating Disorders UK At: hypertext transfer protocol: //www.b-eat.co.uk/Home Accessed 22neodymiumMarch 2008 1

Burger King Core Competencies Essays

Burger King Core Competencies Essays Burger King Core Competencies Paper Burger King Core Competencies Paper Assess the strategic alternative used by the firm Burger King is the world’s largest flame broiled fast food restaurant chain. As of mid-2009, it operated about 12000 restaurants in all 50 states and in 74 countries and U. S. territories worldwide through a combination of company-owned and franchised operations, which together employed nearly 400,000 people worldwide. Two major ways in which Burger King differentiates itself from competitors are the way it cooks hamburgers by its flame broiled method as opposed to grills that fry and the options it offers customers as to how they want their burgers. They also differentiated itself with some innovative advertising campaigns through the years, such as its use of a figure of a man who is the Burger â€Å"King†. In looking for new countries to enter, Burger King looks most favourably at those with large populations (especially of young people), high consumption of beef, availability of capital to franchisees for growth, a safe pro-business environment and availability of a potential franchisee with experience and resources. Outside of burger King’s America’s group (United states and Canada), 37.o percent of the countries and 24.6 percent of the restautants are in Latin American and Caribbean group, yet theses countries accounted for only 13.5 percent of the non Americas group revenue in fiscal 2009. This is largely because many of these countries have a very small populations. So why did Burger King develop a presence in these markets, even though at this writing it is not in countries with much bigger populations such as India,Russia and South Africa. The answer is largely due to a location factor. Burger King remains headquartered in Miami because so many people from Latin American and the Caribbean come to or through Miami, Burger King’s reputation spilled over to that area early on. This simplified gaining brand recognition and accepatance. Further, the nearness of the Latin American and Caribbean countries to Miami enhances the ability of Burger King management to visit these countries and for franchisees to visit Burger King’s headquarters. Overall Burger King owns 12 percent of its restaurants and franchises the rest by owning, Burger King demonstrates market commitment and if the country turns out to be as attractive as anticipated, then the owned operations may be more profitable for Burger King than royalties received from franchisees.

Participar Conjugation in Spanish, Translation, and Examples

Participar Conjugation in Spanish, Translation, and Examples The Spanish verb participar is a cognate of the English verb to participate, which means that both words are derived from the same root word and have similar meanings. Participar is a regular -ar verb, like tratar and ayudar. This article includes participar conjugations in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Using the Verb Participar Since participar is a cognate of the English participate, it has the same meaning in both languages. Therefore, you can use participar in most contexts when you would use the English verb participate. For example, you can say Quiero participar en la competencia (I want to participate in the competition). However, in Spanish participar can be used in a few ways that do not translate to English. For example, it can be used to mean to share information or inform, as in Ella me participà ³ de la fecha de la reunià ³n (She shared with me the date of the meeting); or to share or get a share of something, as in Todos participamos de los beneficios de la compaà ±Ãƒ ­a (We all share in the companys benefits). Participar Present Indicative Yo participo I participate Yo participo en la clase. Tà º participas You participate Tà º participas en las reuniones importantes. Usted/à ©l/ella participa You/he/she participates Ella participa en la conferencia como invitada especial. Nosotros participamos We participate Nosotros participamosen la carrera. Vosotros participis Youparticipate Vosotros participis en la organizacià ³n de la fiesta. Ustedes/ellos/ellas participan You/they participate Ellos participanen las elecciones polà ­ticas. Participar Preterite Indicative The preterite tense is usually translated to English as the simple past. It is used to describe completed actions in the past. Yo participà © I participated Yo participà © en la clase. Tà º participaste You participated Tà º participaste en las reuniones importantes. Usted/à ©l/ella participà ³ You/he/she participated Ella participà ³ en la conferencia como invitada especial. Nosotros participamos We participated Nosotros participamosen la carrera. Vosotros participasteis Youparticipated Vosotros participasteis en la organizacià ³n de la fiesta. Ustedes/ellos/ellas participaron You/they participated Ellos participaron en las elecciones polà ­ticas. Participar Imperfect Indicative The imperfect tense is also a past tense, but it is used to talk about ongoing or repeated actions in the past. It is usually translated to English as was participating or used to participate. Yo participaba I used to participate Yo participaba en la clase. Tà º participabas You used to participate Tà º participabas en las reuniones importantes. Usted/à ©l/ella participaba You/he/she used to participate Ella participaba en la conferencia como invitada especial. Nosotros participbamos We used to participate Nosotros participbamosen la carrera. Vosotros participabais Youused to participate Vosotros participabais en la organizacià ³n de la fiesta. Ustedes/ellos/ellas participaban You/they used to participate Ellos participaban en las elecciones polà ­ticas. Participar Future Indicative Yo participarà © I will participate Yo participarà © en la clase. Tà º participars You will participate Tà º participars en las reuniones importantes. Usted/à ©l/ella participar You/he/she will participate Ella participar en la conferencia como invitada especial. Nosotros participaremos We will participate Nosotros participaremosen la carrera. Vosotros participarà ©is Youwill participate Vosotros participarà ©is en la organizacià ³n de la fiesta. Ustedes/ellos/ellas participarn You/they will participate Ellos participarn en las elecciones polà ­ticas. Participar Periphrastic  Future Indicative   The periphrastic future has three different components: the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive participar. Yo voy a participar I am going to participate Yo voya participar en la clase. Tà º vasa participar You aregoing toparticipate Tà º vasa participar en las reuniones importantes. Usted/à ©l/ella vaa participar You/he/she isgoing toparticipate Ella vaa participar en la conferencia como invitada especial. Nosotros vamosa participar We aregoing toparticipate Nosotros vamosa participar en la carrera. Vosotros vaisa participar Youaregoing toparticipate Vosotros vaisa participar en la organizacià ³n de la fiesta. Ustedes/ellos/ellas vana participar You/they aregoing toparticipate Ellos vana participar en las elecciones polà ­ticas. Participar Present Progressive/Gerund Form The present participle or gerund is a verb form that is often used as an adverb or to form progressive verb forms like the present progressive. Present Progressive ofParticipar est participando Is participating Ella est participando en la conferencia como invitada especial. Participar Past Participle The past participle can be used as an adjective or to form perfect tenses like the present perfect. Present Perfect of Participar ha participado Has participated Ella ha participado en la conferencia como invitada especial. Participar Conditional Indicative The conditional tense is usually translated to English as would verb, and it is used to talk about possibilities. Yo participarà ­a I will participate Yo participarà ­a en la clase si no fuera tan tà ­mida. Tà º participarà ­as You will participate Tà º participarà ­as en las reuniones importantes si te invitaran. Usted/à ©l/ella participarà ­a You/he/she will participate Ella participarà ­a en la conferencia como invitada especial si pudiera asistir. Nosotros participarà ­amos We will participate Nosotros participarà ­amosen la carrera si entrenramos suficiente. Vosotros participarà ­ais Youwill participate Vosotros participarà ­ais en la organizacià ³n de la fiesta si pudierais asistir. Ustedes/ellos/ellas participarà ­an You/they will participate Ellos participarà ­an en las elecciones polà ­ticas si pudieran votar. Participar Present Subjunctive Que yo participe That I participate La maestra quiere que yo participe en la clase. Que tà º participes That you participate El jefe pide que tà º participes en las reuniones importantes. Que usted/à ©l/ella participe That you/he/she participate La profesora espera que ella participe en la conferencia como invitada especial. Que nosotros participemos That we participate El entrenador quiere que nosotros participemos en la carrera. Que vosotros participà ©is That you participate Patricia necesita que vosotros participà ©isen la organizacià ³n de la fiesta. Que ustedes/ellos/ellas participen That you/they participate El gobernador quiere que ellos participen en las elecciones polà ­ticas. Participar Imperfect Subjunctive The imperfect subjunctive can be conjugated in two different ways, shown in the tables below. Option 1 Que yo participara That I participated La maestra querà ­a que yo participara en la clase. Que tà º participaras That you participated El jefe pidià ³ que tà º participaras en las reuniones importantes. Que usted/à ©l/ella participara That you/he/she participated La profesora esperaba que ella participara en la conferencia como invitada especial. Que nosotros participramos That we participated El entrenador querà ­a que nosotros participramosen la carrera. Que vosotros participarais That you participated Patricia necesitaba que vosotros participaraisen la organizacià ³n de la fiesta. Que ustedes/ellos/ellas participaran That you/they participated El gobernador querà ­a que ellos participaran en las elecciones polà ­ticas. Option 2 Que yo participase That I participated La maestra querà ­a que yo participase en la clase. Que tà º participases That you participated El jefe pidià ³ que tà º participases en las reuniones importantes. Que usted/à ©l/ella participase That you/he/she participated La profesora esperaba que ella participase en la conferencia como invitada especial. Que nosotros participsemos That we participated El entrenador querà ­a que nosotros participsemosen la carrera. Que vosotros participaseis That you participated Patricia necesitaba que vosotros participaseisen la organizacià ³n de la fiesta. Que ustedes/ellos/ellas participasen That you/they participated El gobernador querà ­a que ellos participasen en las elecciones polà ­ticas. Participar Imperative The imperative mood consists of commands, both positive and negative. Positive Commands Tà º participa Participate!  ¡Participa en las reuniones importantes! Usted participe Participate!  ¡Participe en la conferencia como invitada especial! Nosotros participemos Let's participate!  ¡Participemos en la carrera! Vosotros participad Participate!  ¡Participad en la organizacià ³n de la fiesta! Ustedes participen Participate!  ¡Participen en las elecciones polà ­ticas! Negative Commands Tà º no participes Don't participate!  ¡No participes en las reuniones importantes! Usted no participe Don't participate!  ¡No participe en la conferencia como invitada especial! Nosotros no participemos Let's not participate!  ¡No participemos en la carrera! Vosotros no participà ©is Don't participate!  ¡No participà ©is en la planeacià ³n de la fiesta! Ustedes no participen Don't participate!  ¡No participen en las elecciones polà ­ticas!

Latinos underepresentation in the criminal justice system are reflect Research Paper

Latinos underepresentation in the criminal justice system are reflect in the lack of latinos judges in the United States Supreme Court - Research Paper Example Without the promotion of a significant number of Latino legal professionals, Latinos perhaps have access to a very few culturally aware Latino legal experts to cater to the needs of the continuously increasing Latino population in the U.S. (Failde, 1997). This paper argues that Latino underrepresentation in the criminal justice system is reflected in the lack of Latino legal professionals or judges in the U.S. Supreme Court. Several qualitative and quantitative findings and statistics are available on affiliates of the legal profession who are self-identified Latino and hence offer some ideas about the opportunities, difficulties, and achievements of Latino judges and legal professionals (Rivera & Roure, 2012), and is crucial in gaining knowledge of the experiences of Latino legal experts. The rise of Latinos as a capably major electoral group is apparent in the judicial selection policymaking during the Bush administration. A Latino lawyer and past state judge, Alberto Gonzales, has become controversial because of his job as the head of the Bush judicial selection board. More importantly, the attempt of the Bush administration to assign Miguel Estrada to the federal appellate position brings a realization that Latinos can be a major political electorate. The appointment of Estrada was among the few disapproved by Democratic senators due to worries about his alleged fanatic conservatism (Chavez, 2011). It is widely believed that the Bush administration would want to take acclaim for assigning the very first Latino Supreme Court justice. However, in relation to other parts of judicial selection, there was no rise in the number of Latino judges from the conclusion of the Clinton presidency to the middle of the Bush government. Nevertheless, there was a little surge in t he population of Latino judges in U.S. District Courts (Smith et al., 2005). Regardless of whether Bush has the chance to

Women, Work and Class Assignment Example | Topics and Well Written Essays - 2250 words

Women, Work and Class - Assignment Example However, masculinity represents power not only of any men but white men that too those who leadership positions in the society. Hegemonic masculinity represents power that is attributed to men in high positions and such power is taken for granted whenever any man holds a certain position in the society. Hegemonic masculinity â€Å"legitimates the power of those who embody it† (Acker, 2006, p.82). In essential, hegemonic masculinity can be associated with violent acts like using violence for colonial conquests. In modern capitalism, violence is often masked by objective conditions like top managers in any organization can fire employees to increase profits thus creating unemployment (Acker, 2006, p.83). Hegemonic masculinity represents a country’s culture and heritage and this can be different in each country. Acker (2006) has given the example of Swedish banks trained and ambitious men in high positions give more priority to making profits than satisfying the needs of t he customers (Acker, 2006, p.84). Hegemonic masculinity is the power bestowed on men in position, and in the real sense it gives men in authority to use their power to bring positive changes in the society. Political leaders of a country can use the power bestowed on them to promote goodwill and harmony with other countries. 2. Means of provisioning In economic perspective, class differentiation is based on access of means of provisioning and survival. In a capitalistic society, production process and finances are executed with the objective of maximizing profit. Therefore, although some classes are provided with maximum resources, there are other classes whose production and resource accumulation capacities are undermined. Education and community play an important role in access to provisions, because these factors contribute towards â€Å"finding paid job at living wages† (Acker, 2006, p.55). Those who have control over production jobs receive highest returns in the field o f distribution. An economic structure of a nation is formed on the basis of distribution of provisions i.e. necessary supplies like food and clothing needed for survival. Provisioning occurs through paid or unpaid method of production, and distribution of results of production like wages and profits. Provisioning also affects gender and race. Many employees hire male workers in skilled trades or specific racial people for menial jobs for lower wages (Acker, 2006, p.170). However, with increase of service sector jobs, women labour is increasing thus making women breadwinners for families (Acker, 2006, p.172). Acker (2006) has given the example of housewife who does unpaid work of maintaining family. She has little control over means of provisions since she is dependent for provisions on others who are engaged in production and distribution processes (Acker, 2006, p.63). Today, education has become universal and also with increased job opportunities for all gender and races, power ove r means of provisioning is no more restricted to specific gender or race. Therefore, by contribution towards provisioning it is possible for any individual to become a significant shaper of a nation’s economy. 3. Corporate nonresponsibility Corporate nonresponsibility emphasizes the role of household women in the field of care and survival. This concept actually moves the responsibility of those with power and wealth and shifts it to women from poor and minority communities. It devalues their position but they are bound by responsibilities to take care of their lives and lives of others (Acker, 2006, p.9) Nonresponsibility can be turned to globalization processes. The scopes for profit and production without challenges to nonresponsibility act as encouraging factors for shifting production from

Advertising analysis (Nokia and Apple) Research Paper

Advertising analysis (Nokia and Apple) - Research Paper Example Nokia and Apple-two famous household names which have established their craft and credibility in manufacturing gadgets.However,these two brands have crossed their way as they compete for man's hunt for the most appealing mobile phone this generation can offer with the launch of Apple iPhone.As the competition for man's attention arises, advertisement of mobile phones has propagated rapidly. Hence, as a mobile phone user myself, my attention was drawn to two of the latest commercials of mobile phones, each from the above-mentioned mobile phone manufacturers.The Nokia N93 and Apple iPhone both launched their commercials on television. The Nokia N93 commercial whose sophistication has been branded by its plain black background, starts with the introduction of this Nokia model. As the commercial progresses, espoused by a background song from the classic band Moby, the features and its specifications are enumerated in print whilst the mobile phone shows off how these features are executed . The commercial closes with the logo of Nokia with their slogan "Connecting people".Apparently, Nokia has remained to patronize the bandwagon propaganda for this advertisement, which tries to convince consumers that since everyone else is doing it, they will be left out if they do not (Pollio, 1990). As majority of mobile phone users focus on the specifications of a mobile phone and indulge in knowing how to utilize this information, Nokia dwells on specifically identifying the details of the Nokia N93, such as the resolution, screen size and camera attributes. However, considering that Nokia has used the music of Moby to be the background music of this commercial, the commercial obviously appeals to all ages of mobile phone users who can afford to buy the phone. This is because the music supplied by Moby appeals to the older generation in which Moby has started as a band, and to the younger generation as well who nowadays settle to classic rock music. However, as the phone is a high-end model, it generally targets the upper society who can afford to purchase the Nokia N93. This is evident on the font of the features enumerated and the plain black background, which usually symbolizes wealth and refinement. Furthermore, the detailed enumeration of the features of the phone implies that the Nokia N93 is inclined to be marketed to the type of consumers who are feature-conscious. On the other hand, the commercial of the Apple iPhone begins with minimal background music, as a man's voice starts expressing how amazing things can fit in your pockets, thus referring to the Apple iPhone. Then, it proceeds with the voice naming the "amazing things" which can fit in this mobile phone. Contrary to the Nokia commercial, the features of iPhone are not detailed and specific. However, the delivery of the features of the phone is enough for its viewers to understand its attributes. As Apple has already established a brand marketed to the upper society-classy, sophisticated yet simple, which is being tried by Nokia to emulate, the black background and classic background music appeals to the elite. Additionally, the advertisement of Apple iPhone tends to appeal to the type of consumers who are design-oriented. Hence, this type of consumers is represented by those who care less about the functionality of the phone but dwell more on the design of the gadget. Nonetheless, the advertisement also tries to break the stereotype that the iPhone, being an Apple product, is less feature-enhanced. This is manifested as the narrator of the commercial tends to specify the "amazing things" packaged in iPhone. Furthermore, one of the most noticeable aspects of this commercial is Apple's attempts to use the "plain folks" propaganda on which Apple is trying to convince the public that the narrator's views reflect those of the common person (Berger, 1991). This is evident as the voice of the narrator tends to be casual, not too

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Journal - Essay Example Kennedy has several points he wants to drive home in his inaugural speech. First, he seeks to pass a message of accomplishment to his fans and a new era to Americans and beyond. His speech starts with diction to show his presidential accomplishment and to pass a message to Americans that he believes in the freedom gained through his election. Secondly, his speech seeks to get support from Americans to back his presidency. He achieves this through awakening Americans pre-existing sense of pride by reminding them of their heroic independent day. Kennedy seems to have a deeper understanding of his audience most of which happened to be Americans. He knows that independent day means so much to Americans and so his reference to it and to forbearers creates some support for Kennedy through association. His reference to history also helps him achieve the aspect of credibility needed by his audience. In addition, Kennedy portrays an understanding of the audience by constructing a message desi gned for the media. His message is rhetoric and full of imagery, which makes it appealing to the public in America and beyond and memorable. Kennedy is a man of good character. After being sworn in and acknowledging the purpose of the celebrations, Kennedy goes ahead to declare the solemnity of this act. Kennedy states, â€Å"For I have sworn before you and Almighty God the same solemn oath our forbears prescribed nearly a century and three-quarters ago† (Kennedy web). Kennedy acknowledges the supreme power above him, which is God. In addition, he does not take the entire glory of the success but recognises that his forebears had prescribed it. In addition, Kennedy uses a polite tone it trying to get support for his presidency. For instance, Kennedy says, â€Å"Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts,

Analysis Report Grading Rubric Essay Example | Topics and Well Written Essays - 750 words

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Maintenance and Plumbing Services - Essay Example This research will begin with the strength of the business. Maintenance and plumbing services offered by the business is enjoying various merits or strengths. The use of social platforms such as Facebook and Twitter is one of the ways that will envision the mission of the business to another level in the market. The target will be enlarged via marketing through social media; however, in order to meet the full potentials of the business, the management will consider using brand promotion. The business will adopt an artistic approach such as using famous artists to advertise a product via social media.   The business is using powerful digital resources to get a grip on the target market as compared to the competitors. This is considered as an added advantage to the business. Despite the fact that the business is using this approach to meet its goals and objectives, it should consider other clients with limited digital access. Thus, the business will also consider bringing other marke ting strategies such as the use of hard digital materials as the use of bronchus. In addition, the business will also use billboard and posters to meet the potential clients who have infinite digital distance. Enjoying weaknesses of the competitors places Mp services an upper hand in the business. For example, its competitors are not embracing the use of digital marketing and online plans to meet their target market.

Analysis Report Grading Rubric Essay Example | Topics and Well Written Essays - 750 words

Analysis Report Grading Rubric - Essay Example The need to advance in the human resource management is a main driver for undertaking this course. Today, the course is important to ensure my survival at the competitive job market in the human resource field. Furthermore, the motive to undertake she course comes from the urge to raise the efficiency and my standards of performance in targeted organizations. However, there exist a number of deficiencies during the study of the course. Lack of intensive resources to conduct the research related to Human resource is less than was expected. On the other hand, the available resources are restricted to databases that require rental procedures that will pose a problem in trying to access in-depth information on the course. Additionally, there may be an existence of delay in response from the instructor following that a number of students looks upon the professor for answers to course related questions. Effective and efficient instructions form the basis of comprehension of classwork infor mation on the course. Comprehensive content for instructions initiative include reflection and reinforcement of the approach within the broader human resource strategy that is capable of linking other strategies such as reward and focusing the engagement of every student in the classroom (Morrison 32). The instructional strategies that I prefer includes discussion groups activities, talks by specialized human resource managers, case studies, simulation of facts related to the classwork, application of computer teaching, observational exercises that involve inspection and report techniques, briefs by senior professors, and interactive learning. Remarkably, the timeline of the program depends mostly on the instructor’s plan and procedures. However, on an individual view, prefer a timeline that is takes into consideration other social activities outside the classroom. Furthermore, the timeline should be in correlation with the content that the course entails to avoid over or und erworking for students as well as the instructor. Audience The course compromise of high school learners where I am one of the students to undertake the course. I possess a number of characteristics that enhance my learning capability and collaboration with both the instructor and other students. I am a good listener, which ensures me to capture most from lecture and talks. Additionally, I actively participate in classroom proceedings by answering and asking course related questions. Remarkably, sitting in front of the classroom has been my trend throughout my education system. I do not require any pedagogical or anagogical considerations. The type of learning that needs to occur for the course should be focused on providing the student with practical skills on the course related information. It should demonstrate a good student-teacher relationship. Furthermore, the learning should be associative and inclusive. Inclusive learning ensures that all students regardless of disabilities have equal opportunities to succeed academically, behaviorally, and socially (Evans, Alvin & Edna 25). Spatial learning would also benefit the program because it involves the learning of relations among many stimuli regarding the course. Goals and Objectives Behavioral characteristic in an education environment play a main role in facilitating discipline and smooth flow. Non-natives behaviors in the classroom of restrained class

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Can Parental Involvement be promoted effectively

Can Parental Involvement be promoted effectively This review aims to contemplate some of the fundamental issues that need to be addressed in order for schools to promote PI effectively. It starts by placing PI within a political and historical setting. It then discusses the difficulty in defining PI and how differing perceptions might actually pose as a barrier to promoting it effectively in schools. The review goes on to explore two theories/models of PI (Epstein, Hoover-Dempsey Sandler) which are thought to merit particular consideration in terms of schools developing a framework conducive to the effective promotion of PI. Communication is also discussed in order to highlight some of the basic issues in schools surrounding this area and some of the strategies that might enhance it. The review concludes that some of the language associated with PI can be ambiguous and therefore problematic due to the differing perceptions of meaning. It is important for schools, parents and pupils to all agree on a definition of terms and this is likely to be unique to every school. It is also suggested that in order for schools to promote participation effectively, it is best to have a framework in place which takes account of sociological and psychological factors regarding the agencies involved. The theories/models of Epstein and Hoover-Dempsey provide useful tools for schools in developing an individualised framework designed to accommodate the various dimensions associated with PI, including those advocated by the Scottish Government. However, care has to be taken so that frameworks do not become too pre-occupied with the goals of the school at the expense of the needs of pupils and parents. Successful PI depends largely on the level and type of communication between schools and homes. If schools do not seek to utilise strategies which enable deeper two way communication with parents then it is unlikely that any attempts to promote it will be effective in the long term. Rationale: The division between home and school was a very clear one, marked symbolically by the white line in the playground which parents were not expected to cross (Edwards Redfern, 1988, p.11). The white line symbolising a division between home and school is no longer visible in playgrounds, but does this legacy live on through what could be interpreted as a lack of commitment in schools towards building solid working relationships with all parents? The benefits of Parental Involvement(PI) in education are widely recognised and there is now consensus regarding a link between the above and positive student achievement (Desforges Abouchaar, 2003), with home involvement in particular thought to have the greatest impact (Desforges Abouchaar, 2003, Harris Goodall, 2007). Nevertheless, accounting for this knowledge, it could be said that many schools still struggle when it comes to creating and sustaining an environment which make parents feel part of the school community. Having experienced some time in schools as both parent and teacher, I have observed the difficulties a school faces when trying to promote the involvement of parents in school life, as well as the difficulties parents can face when trying to become accepted as part of the school community. I was a member of a parent school partnership for two years within my childrens primary school. Six was the highest number of parent members at any one time out of a school that had a roll of 350 children. I am also now a member of the Parent Council in my childrens secondary school and there are currently only seven parent members out of a school with a roll of 750 children. Although it is acknowledged that being involved in ones childs education does not have to include a presence in the classroom or being a member of a formal body, the above observations might make some question how effective schools are at promoting PI and if there is, in general, a lack of real commitment or understanding at a basic level, towards promoting and embedding it in whole school practice. My personal experiences in schools as both parent and student teacher have served to fuel my interest within this area of education. Indeed my involvement in my own childrens education has played a major factor in helping me find the confidence to return to higher education and embark on a teaching career. I have experienced firsthand how involving parents can be mutually beneficial for all concerned. I hope that my research into this area will further my own professional development by providing me with insight and knowledge for maintaining positive relationships with all parents as well as insight into how involvement can be promoted most effectively in primary schools. Introduction and Methodology Research, Government legislation and accountability are certainly some of the reasons why PI can no longer be regarded as token gesture and it could be said that schools are well versed on appropriate strategies for promoting it. Despite this, many still appear to struggle when it comes to developing and sustaining meaningful PI in practice as well as policy. Consequently, this raises the question: How can Parental Involvement be promoted effectively in primary schools? Within contemporary education there is an understanding that the word parent is taken to mean any person who has primary responsibility regarding the care of a child not necessarily the natural parents. (Education Act 1996).The above definition will therefore accommodate the word parent where used in this paper. The Scottish Government indicates a distinction between PI at school and PI at home and gives recognition to the fact that successful involvement is dependent on effective relationships between homes and schools (Scottish Executive 2006; SEED, 2006). For the purpose of this paper, the effective promotion of PI will therefore be taken to mean that schools maintain a degree of success in building meaningful relationships with parents whilst encouraging them to become involved in their childrens education both at school and at home. Accounting for demographics, socio-economic factors, cultural differences and individuality, what might be considered effective for one school promoting the involvement of parents might not be for another. Indeed it could be said that to apply a one size fits all approach is tantamount to denying children the right to be treated as individuals. Individual children have individual parents after all (Crozier, 2001). However, this review is based on the premise that there are basic matters relating to PI which are common to all schools and it is only by initially addressing such foundational matters that schools can begin to promote it effectively. The following review endeavours to give an insight into the above by highlighting various definitions and dimensions of PI, examining two influential theories and models, as well as exploring some of the issues surrounding communication. Some contemplation will also be given to addressing these issues in practice. Any literature that did not indicate relative information on the above was duly disregarded. The paper is informed by the review of selected national and international literature including: books, government documents, government policies, research papers and reports, previous literature reviews, and academic journal articles accessed via Athens. The literature has been sourced from libraries, internet searches, and searching databases such as ERIC, Informaworld and Emerald. Key words or phrases used were: Parental involvement Parental engagement Parent school partnerships Perceptions Home school communication Reference lists from relevant articles and books were also used to help refine searches and identify key experts and theorists within this field. Two experts whose names were recurring features in almost every search and reference list were the Americans, Epstein and Hoover-Dempsey. Their work was therefore probed further for this paper and it was decided it was applicable and indeed appeared to have been influential within the current Scottish PI context. Crozier was also identified as a notable British influence. Apart from outlining a history of PI, it was the intention to keep any literature as current as possible. However, one must account for the fact that there appears to have been a surge in the amount of interest and theories on PI during the late 1980s 1990s and as a consequence, this is the era where some of the important work regarding this area lies. Some of the theories and work put forward during this time still hold strong. Specifically, Epstein and Hoover-Dempsey appear to be continually referred to in even the most recent of literature. It has therefore been considered justifiable to include relevant literature, where appropriate, that may exceed the recommended 10 year threshold. Parental Involvement: A Historical Context Parental involvement within education has been emerging since the early twentieth century. Margaret McMillan, a Christian socialist, born in America to Scottish parents, was one of the first to highlight the importance of parental influence within education, especially in the early years (Fitzgerald, 2004). In the United Kingdom, PI was first given emphasis as a possible factor in the improvement of primary education by Lady Plowden (Fitzgerald, 2004). Her report was written on the basis of a review commissioned by the Central Advisory Council for Education in the 1960s, relating to children and their primary schools. In it, she set out numerous recommendations for enhancing education in England. For instance, she advocated that the individual child should be at the heart of an education system that promotes creativity and spontaneity. She also suggested that improving the relationship between parents and schools was a key element for progression (Central Advisory Council for Education, 1967). Although criticised by many at the time (Gillard, 2004), Browne suggests that this report was behind many of the aspects of PI which are still evident today. For example, school reports, choice regarding the schools that parents send their children to, parents evenings, PTAs (now replaced by paren t forums and councils in some countries) and school open days are all still common place (Browne Haylock, 2004). It could be said that many elements of her report appear to be evident today; guidance on the new Scottish Curriculum for Excellence also emphasises creativity, the importance of educating the individual child as a whole and the need for parents to be part of this process (Scottish Government, 2008). On a social level, the 1980s saw a shift within Western culture between professionals and everyday people. This resulted in the emergence of parents as consumers in education and schools were therefore destined to become accountable to parents as well as governments and local authorities. (Merttens et al., 1996).This is certain to have contributed towards the rising status of PI in Britain during the 1980s. However, on an educational level, Brown Haylock (2004) cite several research reports, within the area of reading specifically, as having a significant impact on attitudes towards PI at this time. Some of these reports include the Haringey Project (Tizard et al., 1982 cited in Brown Haylock, 2004)) and the Belfield Reading Project (Hannon Jackson 1987 cited in Brown Haylock, 2004). Both these reports (and similar studies) found that childrens reading achievement and motivation in school were likely to be higher when parents were involved in reading to their children as well as h elping with reading at home. Research such as this has ensured that the PI movement has been gaining momentum over the past few decades, helped by the agreement of Governments regarding the benefits associated with it. Parents in Scotland can also expect to be consulted as part of HMIE school inspections. International and National Policy Recent government strategies aimed at improving education in many countries are a reflection of how important PI is now perceived to be internationally. For example, Americas No Child Left Behind Act [ NCLB] highlights strengthening partnerships between schools and parents as a key component in its strategic plan to improve education ( US department of Education, 2001) as does The Schooling Strategy in New Zealand (Ministry of Education, 2005). The same year also saw the UK government release the white paper Higher Standards, Better Schools for All. It too emphasised the importance of schools communicating with parents (Her Majestys Government, 2005). Focusing on the Scottish context, this was just ahead of Scotlands Scottish Schools (Parental Involvement) Act 2006 which made it a legal responsibility of every education authority in Scotland to promote the involvement of parents in the education of their children (Scottish Executive, 2006).This act links to and builds on many other S cottish legislative policies. For example: The standards in Scotlands Schools Act (SEED 2000) and Education, (Additional Support for Learning) (Scotland) Act 2004 (Seed 2004) also give recognition to the important role parents can play in their childrens education. What is Parental Involvement? Parental involvement is a phrase that is generally used when referring to the role parents play in their childrens education. There appears to be no universal definition. It can mean different things to different people and this in itself may prove problematic for research and implementation. The current Scottish Government guidelines intonate that PI should include 3 specific dimensions: Learning at home, Home/school partnership, and Parental representation (Scottish Executive, 2006). Learning at home covers strategies to help parents to support their childrens learning and development at home. Home/school partnership is about promoting the idea of education being a shared responsibility and encouraging parents to engage with their childs school and education, and Parental representation is about ensuring that the views of parents are put forward and considered i.e. parent forums and councils (Scottish Executive, 2006). Harris Goodall (2007) argue that the phrase Parental Involvement constitutes little value in terms of helping improve education and raise achievement. They use the phrase Parental Engagement (PE) and see this as being distinct from involvement. They make the point that: Parental involvement can encompass a whole range of activities with or within the school, but if they are not directly connected to learning then they will have little impact on pupil achievement (Harris Goodall, 2007, p.6). If promoting PI effectively in schools were to be defined by the measurement of how successful it can be in improving student achievement alone then this point might be indisputable. However, as pointed out in Crozier (2000), it is a complex concept involving relationships, behaviours, actions and attitudes; therefore promoting it effectively in schools surely must take account of all 4 of the above. Although PI as defined by Harris Goodall may have little effect on raising student achievement (which is likely to be a desired result in most schools), they do concede that getting parents into the school is an important first step towards building positive relationships between the two parties (Harris Goodall, 2007). PI will therefore continue to be the general term used in this paper. Parents as Partners Much is made of the word partnership when involving parents in education. The Scottish Government, along with many other countries, advocates that schools should embrace parents as partners. However, one also has to be careful about the meaning of this word (Katyal Evers, 2007; Crozier, 2000; Crozier Reay, 2005). For some, the word partnership might suggest equal responsibility between parent and teacher regarding the education of children. This could be off- putting for parents; they may feel they lack the confidence and knowledge to assume such a role. For others partnership could suggest more power to parents and this could be off -putting for teachers ; they might feel that their professional status is under threat in some way (Crozier, 2000).Perhaps the definition of partnership suggested by Armstrong (1995) cited in Hodge Runswick-Cole (2008, p 638) is one for schools to consider within the context of promoting PI. Armstrong suggests that partnership should imply: Mutual res pect, complimentary expertise and a willingness to learn from each other. This seems to capture the essence that teachers are experts in education and parents are experts in their own children. In summary, the literature examined above appears to highlight ambiguity within some of the language associated with PI. This could perhaps be detrimental to any efforts to promote it effectively. A message common to all schools might be individual establishments need to think carefully about how they define this concept, in terms of what is legally expected of them, in terms of how it might be construed by parents and professionals, and in terms of what goals it is hoped will be achieved by promoting it. Two Theories There are many theories regarding PI; two in particular seem to have had major influence, remaining dominant in literature over the years. It is perhaps of no coincidence then that both appear to stand out as imploring specific relevance within the context of schools working effectively with parents. One seeks to explain parental participation mainly from a socio-ecological perspective and the other primarily from a psychological viewpoint. A Sociological Perspective Joyce Epstein, founder and now director of The National Network of Partnership Schools and the Centre for School, Family and Community Partnerships in America, is a leading figure in the field of PI and has produced a wealth of research- based literature. Epstein appears to focus on a socio-ecological approach which has links to Bronfenbrenners meso-system; relating to ecological theory and the interrelationships between children, peers, family and school (Bronfenbrenner, 1979, cited in Doherty Hughes, 2009). She argues that society has overlapping spheres of influence connected to education. These overlapping spheres of influence are within schools, families and communities (Epstein et al 2002). She puts forward the term school, family and community partnerships and emphasises the idea of education and socialisation being a shared responsibility between these 3 agencies. (Epstein et al 2002).Epstein sets out a comprehensive, multi-dimensional framework, highlighting six main types of PI: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Her book Schools, Family and Community Partnerships: Your Handbook for Action- gives detailed definitions of each type and the challenges that go with them [see Epstein et al. (2002) P 14-15] She suggests that categorising possible contributions in this way can help to accommodate all social circumstances, therefore allowing all parents to become involved in their childrens education (Epstein et al., 2002). On the other hand, it is unrealistic for all parents to want or be able to become involved in all six of these areas and Epstein advises schools of the need to tailor this paradigm in order to meet the individual goals and needs of the parents, pupils and schools. Epstein intonates that PI is likely to be more successful when promoted as part of a whole school initiative, in correlation with the goals of the school. For instance, if the goal of the school for a particular year is to improve achievement in maths, she recommends that any participation should be conducive to this goal. It could be said that this also helps to convey the message that parents are important and part of the school plan. She talks of an Action team of representatives involved in any partnership and recommends a yearly review of goals. In Scottish schools, it might make sense to try and tie this in with any existing parent councils. There is, however, research (Henderson Mapp, 2002) which shows formal PI is likely to include middle class parents, with working class parents more inclined to be involved at home. The Henderson Mapp study focused on a sample of American parents but nonetheless, these results might question the extent of which parent councils in Scotland are representative of the diversity in Scottish society. The Scottish Government has perhaps tried to address this issue by making all parents automatic members of a Parent Forum, allowing them to approach the Parent Council at any time to raise concerns regarding school issues. However, there appears to be no studies in Scotland at the moment attempting to find out if all parents are satisfied with the Parent Forum/Council set up. This may be an area for further research within Scottish schools. This said, Epsteins theory and model appears to be consistent with Scottish Government guidelines on PI. Despite the fact that it is written by an American and therefore more likely to be aimed at American Policy, it does seem to promote the aspects involvement that have been emphasised in the Scottish Parental Involvement Act (Learning at home, Home/school partnership and Parental representation), it does give emphasis to partnerships with parents and community as advocated by CfE (Scottish Government, 2008) and it does seem to be adaptable to the differing goals and interpretations surrounding PI. A Psychological Perspective Hoover- Dempsey Sandler (1997) whilst acknowledging the impact of social interactions, highlight a psychological perspective.They conducted a study into why parents become involved (or not) in their childrens education; three psychological constructs are identified. The first is parents role construction: this takes account of what parents actually believe their role should be in their childrens education, including activities and time spent with their children learning. The authors suggest that this is likely to have been influenced by parents own experiences of school and how involved their parents were. The second is parents sense of efficacy: this is defined as the extent to which parents believe they can make a difference to the outcome of their childs achievement by being involved in their education. (Hoover-Dempsey Sandler, 1997) It could be argued that school-based practice can make a difference to negative attitudes by educating parents about the benefits of contributions. A study, carried out by the Scottish Executive in 2005, found that Scottish parents were happy to maintain a supporting role in their childrens education and felt that it was the teachers who should have the principal role. However, it also concluded that many parents were unaware of the potential positive impact their involvement could have on their childrens education. They may also often be unaware of schools expectations of them regarding involvement issues such as homework (Deslandes Rousseau, 2007). Perhaps if parents were more aware of their potential impact and of what schools expect, they might be inclined to want more involvement. Maybe in order to promote PI effectively, schools need to try harder in attempting to get this message across to all parents. This is consistent with be the view of Harris Goodall (2008) who ask the question Do parents know they matter? They concluded the above article by stating that effective parental involvement will not happen unless: Pare nts know the difference that they make, and unless schools actively reinforce that all parents matter. (Harris Goodall, 2008, p.287). Finally, the third construct identified by Hoover-Dempsey and Sandler is: general invitations, demands and opportunities for involvement.This relates to how parents perceive their involvement to be wanted by the school and the child. (Hoover-Dempsey Sandler, 1997). Although the attitude of parents towards the school is very important to the successful promotion of PI, schools should not underestimate the influence of the attitude of the school towards parents. They need to attempt to reach out to all parents and provide opportunities for involvement. This theory/model stresses the need to consider the beliefs and attitudes of individual parents and the roles they construct for themselves .The model was revised in 2005 and identified a need for a distinction to be made between PI at home and PI in school when considering the above. (Green et al., 2007).The Scottish Government also appears to acknowledge this distinction (Scottish Executive, 2006), indicating that schools should promote involvement at home and at school, in an attempt to accommodate the roles that parents feel most comfortable with. Differing perceptions The above serves to highlight what might be seen as a criticism of Epsteins framework. It could be said that although her theory provides a very useful model for participation, which promotes a multi-dimensional approach, it could be interpreted as being very school focused and perhaps does not pay enough attention to the needs and perspectives of parents or how they perceive their role within the school and their childrens education. Barge Loges (2003); Lawson, (2003); Poulou Matsagouras (2007) and Harris Goodall (2008) all give emphasis to the differences in perceptions of PI between teachers, students and parents. While most studies found that all parties agree it is important that parents are involved in childrens education, Lawson (2003) concluded that the ideas of what this involvement should entail were significantly different. Crucially, Barge Loges warn of the dangers of assuming that all parties are on a par as far as parents and involvement is concerned and point out t hat: The differences among these groups expectations can influence the success of implementing parental involvement programmes, (Barges Loges, 2003, p.142).Some might say that this points to a need for individual schools to adopt a collegiality approach and engage in discussion and collaboration with parents, teachers, and students where appropriate, about the goals of the school and expectations of any PI policy or activity. Communication Experts agree communication is critical to the success of PI (Epstein et al. 2002; Desforges, 2003; Hughes Greenhough, 2006; Harris Goodall, 2007; Katyal Evers 2007) and there are many issues surrounding it. It is beyond the parameters of this paper to even attempt to address them all. However, while maintaining a focus on basics, it is thought the following is pertinent to promoting PI effectively in primary schools. Before going any further, it might be useful to consider the meaning of communication. Katyal Evers (2007) acknowledge the complexity of this word with regards to interpretation. It can simply mean: the giving or exchange of information, signals or messages or on a deeper level it needs to account for: the effect the message has on the receiver (Berger 1995 cited in Katyal Evers, 2007, p.67). It could be said that all schools need to contemplate the latter if PI is to be promoted effectively. Superficial communication is unlikely to instil the trust or mutual respect that is required for building solid relationships. Hughes Greenhough (2006) found that schools on the whole are good at giving information to parents regarding activities and events but are less inclined to ask for parental perspectives or opinions. They compare their findings with the views of Hallgarten. He intonated that information in schools was designed to: Increase the flow of information from school to home rather than promote communication between home and school (Hallgarten 2000 cited in Hughes Greenhough, 2006 p. 472).This is suggestive of a lack of regular two-way communication; perhaps indicating that strategies enabling information from homes to be communicated to the school are not being considered enough. Katyal Evers (2007), point out that teachers may gain valuable information, about their pupils, by communicating with parents in informal situations. It could be said that in order for this to happen, teachers need to give parents the impression that they are approachable and available; they have to be visible. He nce, a simple strategy might be for teachers to spend 5 or 10 minutes in the playground before and after school. Once or twice per week could be enough to initiate some valuable two-way communication with parents .Some schools also hold parent breakfasts which the head or deputy attend. This also promotes 2-way communication in a more informal setting which makes the management team visible to parents. A decade into the 21st century and some might say it is imperative that schools consider the use of technology to promote communication and involve parents. Clay (2005) stresses the importance of teachers moving with the times and finding ways of integrating the use of technology to communicate with parents. She cites school web sites, interactive home-work web pages, phone calls, online learning plans and digital portfolios as ways of keeping parents informed using technology. The Scottish Government also appears to see the potential in using technology to enhance communication with parents and Her Majestys Inspectorate of Education (HMIe) identifies this as good practice within the glow ICT initiative starter pack (HMIe, 2010). Glow is a new ICT initiative in Scotland, forming a national intranet that will help with the implementation of Curriculum for Excellence. The pack notes indicate that the use of glow has: real potential for improving home-school communication..and, most imp ortantly, allowing greater parental involvement in their childrens learning. A future area of research within PI in Scotland could therefore involve determining the scale of impact glow has had on improving PI in schools. Of course an ethical consideration would have to be that not all parents have access to a computer. As parents develop busier lifestyles, and at a time when teachers also appear to struggle to find the time to do all that needs doing, Graham-Clay (2005, p 123) cites a valid point made by Brewer Kallick, (1996): Technology also holds promise to allow teachers communication opportunities not limited by school hours or location. Perhaps, most noteworthy for the effective promotion of PI, Graham -Clay also warns of the need to: retain a human touch. Conclusions It is hoped that this review has offered a fundamentalist view on how PI can be promoted more effectively in schools. PI is multi-dimensional in nature and should be guided by the needs of individual schools, parents and pupils, as well as research and government legislation. What is therefore deemed to be effective for one school working with parents may not be for another. It is accepted that this review is perhaps critically limited due to the above, as well as the fact that the criteria surrounding it (set word count) did not make it possible to address the wide array of more sophisticated factors (such as cultural differences, language barriers and socio-economic status) that can impact on efforts to include parents. Whilst recognising the above, the paper took the stance that there are however, basic matters regarding PI which demonstrate commonality in all schools and it is often said that attending to the basics is the key to success. Agreement between all parties concerned, regarding a definition of PI and the roles within it, could be considered a fundamental issue in promoting it effectively. With regards to defining it, the review indicates that schools need to consider that it c