Unit 1 Critical Thinking Essay Example | Topics and Well Written Essays - 500 words

Unit 1 Critical Thinking - Essay Example According to Rawson (2007), death is not the end of all issues and troubles. He explains that if a man had died with a headache or anger, this will continue on even after death until he is able to recognise and learn the truth about the issue (Rawson F. L., 2007). Being unsatisfied with everything that we have is one of the major traits of almost every human being. It is only when everything is taken away from us that we realise and are grateful for what God has given us. Personally we display traits where no matter what we have in life we regret not having other things. This makes us not value life and all the blessing around us instead we crave to gain more and more setting the important things in life aside. This is very similar to a mouse, where the mouse moves around everywhere with aim of getting more food, without realising the dangers involved in its life. If a mouse were to stay content with the food it has, and look only when needed instead of to try and stock up the chances of it being attacked by a cat is relatively lower. However for the mouse to understand this, it would take, for it to be attacked by a cat. Hence the saying ‘the mouse does not know life until it has been into the mouth of the cat’. Irrespective of which culture, caste or creed one belongs, the life that God has given is the same for all. Each of us requires understanding and cherishing every moment of life rather than cribbing and crying in spite of all the blessings we have in life. God has created all of for a reason and has sent us down to Earth to fulfil our responsibilities. It is important that we understand this without having to reach the extreme stage of loss (Katz, 1996). Like the proverb states, the mouse only understands the worth of life when in the cat’s mouth, similarly we only understand the importance of life when we are about to die. That’s the

Porters Diamond Theory Application Essay Example | Topics and Well Written Essays - 2250 words

Porters Diamond Theory Application - Essay Example The purpose of this report is to discuss the contribution of Porters diamond model to the success of Apple Incorporated. Various aspects of this model such as firm strategy, demand and factor conditions, as well as supporting and related industries will be considered in determining their contribution to Apple’s international success. However, this company has also ventured into other technology related businesses among them the production of personal computers and computer software. In addition to these investments, it is also involved in the business of providing online services; hence, it has a healthy range of products for its target market. However, Apple is not on itself in the production of computer electronics. It faces a lot of competition from other equally well-established international companies such as Samsung from South Korea and China’s Hawaii. Their main points of competition besides the usual superiority of their respective products also border around other aspects such as product pricing and market appeal. In coming up with the Diamond strategy, Michael Porter recognized the fact that the strategies invoked by a firm play a crucial role in determining its market performance (Reinhert 2013, p.15). Hence, for multinational companies such as Apple, strategy is of the essence as it helps direct their approach towards the market. A primary strategy that is the hallmark of this corporation is differentiation. In the world of technology whereby consumer tastes and preferences tend to revolve around similar product attributes, differentiation is of the essence. The unique designs of Apple products and their high quality have greatly served to set them apart from the products of other competitors such as Nokia. Another vital strategy is value creation. This company has outsourced manufacturing functions to third parties as a way of focusing on product design and creation of user interfaces.

Early literacy support programme

Early literacy support programme This small-scale research project focuses on The Early Literacy Support (ELS) Programme (DfES, 2007) within an urban primary school. Over the past few years there has been a large amount of investment provided by the Government to help raise childrens attainment in literacy. As a result, additional support programmes and interventions have been developed. The ELS Programme is an intervention produced by the National Strategies aimed at Year 1 children, who with additional support, should reach or exceed age related expectations in literacy. Aims This research aimed to study the ELS programme to identify how children are selected to participate in in the programme and to investigate the staff and childrens perceptions of the intervention and impacts as a result of the programme. This research examined three key questions; How is Early Literacy Support supporting childrens specific needs? What are the perceptions of teaching staff on how Early Literacy Support has impacted on childrens enjoyment, development and attainment in literacy? What are the perceptions of the children on Early Literacy Support and their enjoyment and development in literacy? Rationale I have a keen interest in literacy and am interested in learning about different ways to support children who struggle to easily acquire literacy skills within the mainstream classroom. The main reason for conducting research into this area was to enable me to gain a better awareness of literacy interventions for young children, which will ultimately increase my understanding and inform my future practice as a teacher. The class where I was on placement had a large number of children who required additional literacy support, so it seemed the ideal opportunity to further investigate the literacy interventions that children were involved in. Furthermore, although research has previously identified the positive impact of ELS and other phonics interventions, there is no documented research assessing childrens or adults views on the programme. The present research aimed to address this literature gap. Literature Review Learning to read, write and spell are among the most critically important and empowering skills that children will learn at school (Pumfrey Elliott, 1990, p. ix). Literacy skills provide the grounding for education and future life, however, a large proportion of children in the education system experience literacy difficulties. Children who struggle to acquire literacy skills are a continuing educational concern in todays modern society (Pumfrey Elliott, 1990). Browne (2009) identifies that teachers largest concern is surrounding children who fail to make progress in reading and writing. There are a wide variety of possible causes of childrens literacy difficulties, for example language delay, visual impairment, absence of books at home and general learning difficulties (Browne, 2009). It is therefore essential for teachers to assess the pupils difficulties and identify underlying causes in order to provide support that is tailored towards their individual needs. At Key Stage 1 in 2009, 84% of children achieved level 2 or above in reading and 81% of children achieved level 2 or above in writing (DfCSF, 2009). These figures remained relatively stable between 2007 and 2009. Although the majority of children are achieving age-expected levels, there is still a proportion of children who are under-achieving in literacy during their early school years. The gap between children who are struggling in literacy during their early years of schooling and their progressing peers will widen as children continue through their school life, which will have a negative impact on their self-esteem as well as educational attainment (Moore Wade, 1995; Rose, 2006). Graham (2008) states that approximately 35,000 children (6% of Year 6s) each year are leaving primary school with literacy levels below their age expected potential. Moore and Wade (1995) highlight that difficulties in literacy will also impact attainment in other areas of the curriculum, as reading and writing are crucial skills. It is therefore essential that children receive suitable, individualised support as early as possible to prevent later, exacerbated difficulties (Moore Wade, 1995; Graham, 2008). Rose (2006) argues that childrens reading and writing difficulties can be avoided through early assessment and by implementing appropriate interventions to support their individual needs. The use of early interventions can be seen as a preventative approach to avoid later difficulties (Burroughs-Lange Douetil, 2007; Savage Carless, 2008). This view has been recognised by the Government and schools are now formally required to provide focused support to children before Year 3 (Graham, 2008). Following the introduction of the National Literacy Strategy in 1998, the Government introduced additional initiatives with the aim of alleviating literacy difficulties in todays young population, in order to raise attainment (Shiel, 2003; Soler Paige-Smith, 2005; Graham, 2008). The Government instigated three waves of support to help schools plan and implement adequate provision for every child (DfES, 2007; Graham, 2008). Wave 1 describes the provision of Quality First Teaching which consists of systematic phonics and a rich language environment that all children should receive within whole-class literacy lessons. The DfES (2007) argues that good teaching is the most effective way to raise childrens achievement (p.9). Wave 2 is designed to help children who have experienced quality teaching but are still behind their peers, although they have the potential to reach age related expectations. This level of support is in addition to daily literacy lessons and usually consists of group work following a structured programme that is delivered by a teaching assistant. Wave 3 is designed for children who have Special Educational Needs and require personalised one-to-one support (DfES, 2007; Graham, 2008). A recent focus in schools has been on Wave 2 interventions, with the aim of helping children to make progress in literacy (Rose, 2006). A commonly implemented Wave 2 intervention is The Early Literacy Support (ELS) Programme (DfES, 2007) produced by the National Strategies. The approach is used for children in Year 1 (age 5-6 years) whose literacy skills are developing slower than expected during their first term in Key Stage 1 (Shiel, 2003; Graham, 2008). The children identified to participate in ELS are expected to progress to, and possibly exceed, age-related expectations following small, focused group sessions (DfES, 2007; Hatcher et al. 2006a). A teaching assistant delivers the group sessions in close collaboration with the class teacher, which is essential for successful application of the programme (DfES, 2007). The ELS programme consists of planned, systematic sessions that work alongside the Primary Literacy Strategy and incorporates aspects of Letters and Sounds (DfES, 2007). The sessions focus on supporting and developing childrens phonological skills, helping them to link sounds to graphemes, decode words and subsequently improve their reading, spelling and writing (Hatcher et al. 2006a). This is essential, as studies assessing a variety of interventions have repeatedly identified that successful literacy interventions focus on phonological knowledge as a starting point to reading and writing (Hatcher et al. 2006b; Savage Carless, 2008). Ehri et al. (2001) conducted a meta-analysis of 52 intervention studies and concluded that phonemic awareness was the most significant contributor to reading and writing development. Rose (2006) stresses that effective interventions must build upon phonic work that the children have experienced within the mainstream classroom. Furthermore, he argues th at interventions will only be successful if the work completed in the sessions is sustained and built upon back in the classroom when the intervention finishes (Rose, 2006). Research has shown that the ELS programme has positive impacts in improving childrens literacy skills, particularly reading (Burroughs-Lange Douetil, 2007). Soler and Paige-Smith (2005) documented that children who were experiencing mild difficulties in acquiring literacy skills, progressed in literacy following the ELS programme. Further evidence comes from Hatcher et al. (2006a), who evaluated the effectiveness of the ELS programme compared to another reading intervention. They found that the reading skills of 6 year olds were raised in line with their peers by the time they had finished the programme. However, in this study there was no unseen control group, so results cannot be compared to children with low literacy skills who did not engage in the programme (Hatcher et al. 2006a). On the negative side, a constraint with the ELS programme is that the sessions are delivered by teaching assistants, rather than trained teachers. Researchers have argued that children who are struggling should be taught by skilled professionals who have knowledge of how to support and improve childrens attainment (Stainthorp, 2000) However, research has consistently shown that interventions delivered by teaching assistants can be effective in improving childrens literacy attainment (Hatcher et al., 2006b; Savage Carless, 2008). Rose (2006) highlighted that successful interventions were regularly carried out by teaching assistants who worked effectively with groups of children. Evidence comes from Hatcher et al. (2006b) who assessed the effectiveness of a reading intervention and found that the majority of children had caught up with their peers by the end of the programme, although a proportion of children still required extra support. They concluded that teaching assistants are mo re than capable of successfully teaching a group intervention in order to raise attainment. Additional support comes from a longitudinal study conducted by Savage and Carless (2008). They found that the majority of pupils who had engaged in teaching assistant directed interventions in Year 1, achieved national average results at the end of Year 2. Research to date stresses the importance of early interventions and highlights the success of teaching assistant directed group sessions. However, an important consideration regarding additional support is ensuring that the type of intervention given is related to the childs specific needs in order to raise attainment (Bradley, 1990). Furthermore, although research has previously investigated the effectiveness of ELS, there is a lack of research that has examined the teachers, teaching assistants or childrens perceptions of the intervention and subsequent impacts. The present research aimed to further examine the ELS programme to address this literature gap by studying the intervention in an urban primary school, where staff had recently implemented the programme in order to raise literacy skills for a group of Year 1 children (see Appendix 1 for project plan). The research aimed to investigate: How is Early Literacy Support supporting childrens specific needs? What are the perceptions of teaching staff on how Early Literacy Support has impacted on childrens enjoyment, development and attainment in literacy? What are the perceptions of the children on Early Literacy Support and their enjoyment and development in literacy? In order to answer the above research questions, ELS sessions were observed and staff and children were interviewed. Furthermore, childrens literacy targets were obtained and their reading and writing levels were compared from before and during participation in ELS. Methodology Design This small-scale research project employed a case-study design, examining the ELS intervention within one urban primary school. Demetriou (2009) identifies that case studies enable researchers to collect and record in-depth data within a real-life context. Participants A purposive sample (Burton et al. 2009) of three Year 1 children from an urban primary school were recruited for the study as they had been selected by their class teacher to participate in the ELS programme. The sample also consisted of the Year 1 class teacher and teaching assistant who delivered the programme. Data collection methods A mixture of qualitative and quantitative data collection methods was used in this study. Mason (2006) recommends using a mixture of qualitative and quantitative research methods to enable a clear view of the data. Furthermore, Evans (2009) highlights that using different categories of participants (teachers, teaching assistants and students), alongside a range of data collection methods enables triangulation and therefore increases validity and reliability of the methods and data collected. The majority of the data collection involved qualitative research methods, in order to gain rich, detailed data regarding individuals beliefs and opinions surrounding the ELS programme (Evans, 2009). Semi-structured interviews were conducted with the class teacher, teaching assistant and three children who participated in ELS. This form of interview enables the researcher to respond to interviewees answers to gain more detailed information (Burton et al. 2009). A set of key questions were planned (Appendix 5, 6 and 7) and additional questions were asked during the interviews depending on the participants response. Open-ended questions were asked to enable participants to express their own opinions, leading to more detailed, in-depth data (Burton et al. 2009). All interviews were recorded using a dictaphone and later transcribed. Three sequential ELS sessions were directly observed, with the observer as a non-participant. Although this is a time consuming method, Burton et al. (2009) argue that observation can be one of the most powerful tools in research (p. 95) as it can yield rich, real-life data that can be essential for the research. The observations were noted using a continuous narrative and were also recorded using a dictaphone to ensure objectivity. Quantitative methods were used to examine childrens literacy targets and attainment levels. Childrens literacy levels before participating in ELS (Autumn Term 2010) were compared to levels after completing a few weeks of the programme (Spring Term 2011). This data was also compared to adults and childrens perceived improvements as a result of the programme. Data analysis Observations and interviews were transcribed and coded using the open coding method, by identifying emerging codes from the data related to the key research questions (Burton et al. 2009). The observations were transcribed and coded according to the ELS session activities that the children engaged in, such as sounds, spelling and writing sentences (Appendix 8). All interviews were transcribed and systematically coded according to themes related to the key questions, for example childrens needs, development, enjoyment and attainment (Appendix 9). Ethical considerations Before conducting the research, an ethical consideration form was completed (Appendix 2) using Bera (2004) guidelines, which was signed off by my MA Tutor. As the research was being completed in a school, the research proposal was explained to the Head Teacher and she gave informed consent for the research to be carried out in her school (Appendix 3). As the research involved children under 16 years of age, parents of the three children involved were sent a letter explaining the research and asking for their permission for their child to be interviewed and observed. All parents returned the letters signed (Appendix 4). The research was also briefly explained to the children and they were informed that they didnt have to answer any questions if they didnt want to. Interviews with both staff and children were completed at a convenient time for the participants and were kept short so as to not impact on their usual school/work routine. Interviews with children were conducted in a quiet room that children were familiar with to ensure that they were comfortable. Furthermore, observations of ELS sessions were conducted during normal timetabled sessions to minimise intrusion or distress for children. All data collected was coded to ensure confidentiality and anonymity. Once the data was transcribed and reported, all interview recordings were deleted (Bera, 2004). Results Observations of ELS sessions are shown in Appendix 8. Interview transcripts with the class teacher (CT), teaching assistant (TA) and three children (A, D, and E) are shown in Appendix 9. The three childrens writing targets are shown in Appendix 10 and their literacy levels from September 2010 to April 2011 are shown in Appendix 11. How is Early Literacy Support supporting childrens specific needs? Childrens needs During the interview, the class teacher (CT) stated that the ELS programme was implemented at the school as there was a need in Year 1, particularly to raise the levels in writing. The three children were selected to participate in ELS as they were working on a W level in literacy and they lacked confidence in reading and writing. She said they all have potential, they are beginning to use their sounds but need more input with decoding words to read and sounding out words to spellà ¢Ã¢â€š ¬Ã‚ ¦.independently they werent able to produce a sentence on their own. Furthermore, child E had a lot of time off school so was selected in order to fill the gaps in his learning that he had missed. The childrens writing targets prior to starting the programme (Table 1), were all focused towards using sounds to spell and writing a simple sentence with correct punctuation independently. The teaching assistant (TA) said she was unaware of the childrens literacy targets, but knew the children has been selected for the programme to increase their confidence in reading and writing. Table 1 Childrens writing targets. Writing Targets January 2011 Child A To use full stops and capital letters in my sentences. Child D To use a Thrass chart to help me spell. Child E To write a sentence on my own. ELS session activities During a typical ELS session, the TA stated that they look at letter sounds, apply an action to each sound, learn key words and write simple sentences using the key words. She said a lot of the sounds and words we use in the sessions are also Thrass words, and the children often recognise that. During ELS observations (Appendix 8), the majority of the activities observed were focused on sounds and spelling. Session 18 incorporated writing simple sentences using the sounds and spellings that they had learnt in the previous sessions. Children were occasionally required to read key words, however there wasnt a specific reading activity incorporated into the observed sessions. Both the CT and TA stated that the ELS programme is followed strictly and not tailored according to the childrens specific needs or individual progress. However, the CT said that a feedback and assessment procedure is currently being implemented whereby the TA records a brief summary of the sessions to pass on to t he CT. What are the perceptions of teaching staff on how Early Literacy Support has impacted on childrens enjoyment, development and attainment in literacy? Enjoyment The CT and TA both identified that the largest impact of the ELS programme has been on the childrens confidence in reading and writing, both in the ELS sessions, whole class lessons and at home, which has increased their enjoyment in the subject. CT said they now believe they can write and seem to enjoy writing. Furthermore, she stated that the children are also starting to write things at home and show them to the rest of the class, which they never used to do. Within whole class lessons, she has also observed that the children are more involved during discussions and are definitely more positive towards their work, especially child A. The majority of the children seem to enjoy their extra literacy sessions. However, the TA noted that child A sometimes seems frustrated because she is missing out on class work, but otherwise she is enthusiastic in the sessions. The CT said that the children always come back from the session with a big smile on their face, which highlights their enjoyment of the ELS sessions. Furthermore, when in the classroom, the children are now showing pride and pleasure in their literacy work. The TA stated that children come over and say look at all the work Ive done, or can you read my writing. Development During interviews, both the CT and TA were very positive regarding the impact that ELS has had on the childrens literacy skills since starting the programme in January. Children are now confidently answering questions, they are able to write sentences independently and use their sound knowledge to spell and read words. CT stated they can now write a sentence independently without getting stressed out and they are beginning to spell all the simple words correctly. She also identified that children are more focused on their class work and are able to confidently complete writing tasks independently. CT described child E who was previously not focused on his work, whereas this week when he wrote about the school trip he wrote half a page on his own, which he would never have done before. This development has also been noted by the TA during ELS sessions, with child A now willing to try any activity, child D can correctly sound out words and child E has caught up with peers after a lot o f time off. The TA stated that all children have definitely benefitted from the programme already. Attainment As shown in Table 2, all of the three childrens levels in reading and writing have increased from W levels (not yet accessing the Year 1 curriculum, so assessed against P scales) in November 2010, to at least a level 1c in April 2011 during the period that ELS was implemented. The greatest improvement has been in writing, with child A and E achieving a level 1c+. What are the perceptions of the children on Early Literacy Support and their enjoyment and development in literacy? Enjoyment During interviews with the children, it was clear that all children enjoy the ELS sessions, however child A stated that she didnt want to be in the group anymore as she doesnt think she needs to be in it. All three children stated that they enjoy sounding out letters in the sessions and described how much they enjoy helping Pip the puppet with her sounds. Child D said I like it when we talk to Pip and help her sound out letters and likewise child E stated I like sounding out letters and reading things. Writing was consistently the activity that children enjoyed the least as they found it the most difficult. However, when describing her favourite piece of writing, child A stated I enjoy writing lots of things because I know how to write now. Development When describing what the children thought they had improved at in literacy, all the children identified that they can now sound out letters to help them with their reading and writing. Child A felt that she had got better at sounding out letters and stated this was because she had been practising with the TA. She also talked about finding writing difficult in Foundation Stage and said now I just remember how to write a word and can write it down. Child D said Ive got better at my reading because I can now sound out words to help me read. I am on List 9 hotwords already. Child E stated I have got better at writing. I always make the sounds for the letters and words to help me to write. Discussion This research aimed to investigate how the ELS programme is supporting childrens needs and assess adults and childrens perceptions of the programme. Interviews, observations and obtaining childrens targets revealed that the ELS programme is at present supporting the childrens specific needs. Furthermore, overall both staff and children expressed positive opinions regarding the ELS programme. The ELS session activities focused mainly on sounds and spelling, with writing a simple sentence incorporated into some sessions. This links directly with childrens needs before starting the programme and their individual writing targets, which Bradley (1990) argues is crucial in order for an intervention to be successful. Furthermore, the phonics covered in the session was linked to Thrass, which is the phonics programme that children experience in the mainstream classroom. This is crucial, as Rose (2006) argues that it is essential for children to have continuity to enable them to transfer their skills from the classroom into the session and vice versa. Although the sessions at present are supporting childrens needs, their targets will change over time and it cannot be concluded that the sessions will continue to support their needs. The ELS programme is followed strictly, with no room for incorporating work to specifically target the childrens individual needs if they are not cove red by the programme. This is therefore in contrast to the view held by Bradley (1990). Although the programme must be followed, it might be beneficial if the TA knew the childrens targets so she could focus on those particular skills, within the planned sessions. Both the adults and childrens perceptions of the programme were very positive. The adults have seen improvements in childrens literacy skills during the past few months, particularly with the childrens confidence in all aspects of literacy. The adults stated that the children are now more confident at sounding out words and will independently complete writing tasks that previously they struggled with. The children were able to identify what they felt they had improved at, which were in line with the adults opinions of the childrens development. This increase in confidence appears to have had an impact on the childrens enjoyment in aspects of literacy, although writing was consistently their least favourite aspect. Only one child expressed her frustration with being involved in the group as she felt she was missing out on class work. The ELS sessions are timetabled for 20 minutes at the same time each day, meaning children are always missing foundation subjects as part of their topic work. Although the intervention is clearly aiding childrens development, the children are potentially missing out on crucial learning experiences within the mainstream classroom. It would be interesting to investigate whether childrens opinions of the intervention were more positive if the interventions were timetabled on a rotational basis to ensure that children were not always missing the same lessons. The adults positive opinions surrounding the impact of ELS are supported by the increase in childrens progress and attainment in literacy. The childrens attainment in both reading and writing had increased from W levels, to at least a 1c during the period that ELS was implemented. The current research therefore supports previous findings that have documented improvements in childrens literacy skills and attainment following participation in the ELS programme (Soler Paige-Smith, 2005; Hatcher et al. 2006a; Burroughs-Lange Douetil, 2007). However in this study, it cannot be concluded that increase in literacy attainment is solely attributed to the ELS programme, because other variables were not controlled. Alongside the intervention, children were also experiencing quality teaching during their whole class sessions, with reading and writing supported across the timetable. Furthermore, the school has recently implemented the Read Write Inc. phonics scheme to use during the literacy le ssons, which focuses heavily on sounds and spellings. Therefore, it may be a combination of the ELS intervention, quality first teaching and literacy phonics schemes that have led to an improvement in literacy skills and subsequently an increase in reading and writing attainment. Further, controlled studies need to be conducted to assess the specific impact that the ELS intervention has on childrens literacy skills. Additionally, the present research only assessed a snap shot of the intervention and did not assess the impact of the programme on literacy skills and attainment in the longer term. Although the research documents an increase in skills and attainment, it cannot be concluded that the programme helped children to reach or go beyond age expected levels in literacy by the end of a school year. It would be interesting to conduct longitudinal research to see whether children participating in ELS during the spring term of Year 1, achieve age-related expectations of at least a level 1b by the time they finish Year 1. Although Savage and Carless (2008) conducted a longitudinal study of ELS and assessed results at the end of Year 2, research has yet to assess childrens attainment across the whole of Year 1. The current research also supports the literature that suggests that teaching assistants can deliver interventions successfully in order to raise attainment (Hatcher et al. 2006b; Savage Carless, 2008). However, prior to starting the programme the teaching assistant received no training and simply had to deliver the programme following the session plans. She was not confident in using Thrass as she had had no phonics training. In agreement with Savage and Carless (2008), it can be argued that to further improve childrens attainment, teaching assistants who are delivering interventions need to be trained in phonics programmes and should be aware of approaches to support childrens learning. As this was a small-scale case study conducted in one urban primary school, the findings from this research cannot be generalised to other children or schools (Demetriou, 2009). Furthermore, case study designs have been criticised for being influenced by the researchers subjectivity (Demetriou, 2009). However, to overcome this issue, the present research adopted multiple research methods and recording approaches in order to ensure objectivity, which therefore increases the validity and reliability of the findings (Burton et al. 2009). A strength of the research was that observations of ELS sessions were conducted sequentially over a 3 day period in order to increase reliability and observations were noted and recorded to ensure objectivity. However, the researchers presence may have influenced the children and staffs behaviour, meaning the observed sessions may not have been a true reflection of typical intervention sessions (Wilson Fox, 2009). Furthermore, the interviews yielded hi ghly valid, in-depth data, however once again the results cannot be generalised as the answers were specific to the children and staff interviewed (Wilson Fox, 2009). Conclusion In conclusion, this small-scale study revealed the positive benefits that the ELS programme has had both on the childrens confidence and their attainment in literacy. The research has increased my understanding of literacy interventions to support childrens learning and increase their attainment. Interventions would be something I would consider implementing in my own classroom if there was a need to boost childrens literacy skills. Furthermore, I would carefully consider the timing of the interventions so as not to greatly impact of their learning in other subjects that the children may enjoy. The recent changes being proposed in the Education Bill currently going through Parliament, has led to a period of uncertainty with regards to the curriculum, National Strategies,

Chicago Hope Essay :: essays research papers

Chicago Hope Essay Chicago Hope is a TV Drama. The show uses camera shots and angles', lighting, dialogue and characters to portray the attitudes and values of the director. These are also used to push across themes. The values and attitudes that are strongly pushed across in this episode are Relationships, Law and order, gender and race and Men's health. A major relationship that is focused upon in this episode is the one between Dianne and Margaret, who is supposedly Dianne's lost mother. The fact that Margaret gave Dianne up for adoption at birth means that this reunion will be a very delicate one. The close up of Dianne in the car before she gets out the car to met her mother shows her feelings and makes it known that this is an important moment for both mother and daughter. The extreme close up when Dianne says 'I'm the daughter'; shows us the full impact of the statement and it makes us feel for Dianne and what she is going through at that moment. When Dianne is in the bathroom and she opens the cabinet it frames her face, when she closes it and there are two figures in it. We are filled with shock, and the suspense of what will happen to her next keeps us involved and interested in the show – the music that is playing in this scene also adds to the dramatic tension. The next part of this story line sees Margaret talking about how she knows abit about medicine because she had a hysterectomy. By mixing up the dates we start to feel that something isn't quite right. While Margaret is talking about the hysterectomy and how there we complications we are being lead toward the attitude that doctors aren't always right nor are they Gods. In the shower scene there are sound effects of creaking taps, water-running and so on, this gives us the impression of a creepy old house. The close up of Dianne with the silhouette in the background gives us the feeling that something bad is about to happen and that she is going to be the poor unsuspecting victim. This scene is exactly the same as the shower scene in Alfred Hitchcocks' 'Psycho';. When Dianne has found out that Margaret is really Alfreda Perkins, Billy wants to leave but before they can Margaret comes out with a knife. This immediately makes us think that she is going to turn out like the psycho lady we think she is.

Persian Gulf War

The war was fought very fiercely for Just one year between 1990 and 1991. Its effects can soul be felt In today's society. The war had quite a large impact on history, particularly modern history. The outcome of the war arguably poisoned the minds of many people, crippling relationships between many groups; particularly between the West and the Middle East. Its whole entirety has left a major impact on the lives of many people and will continue to be looked at as a dark time for Middle Easterners and quite the opposite for Westerners.It is often argued that the war was ultimately a fight for oil. Several sources do present their arguments in favor of this statement, and are successful in establishing a case where this statement is true. His real motive was probably to take control of the wealth possessed by Kuwait (Lowe 2005, up. 253). Referring to Sad Hussein, the author has stated that Sad Hussein's primary motive for the war was to take control of Kuwaiti wealth. Their wealth was their OLL Industry; an Industry that the world relied on heavily, particularly for countries In the Middle East and beyond.Most people take the view that Hussein was short on finances following the Iran-Iraq neighboring countries; this had mostly gone to waste and Hussein would not pay it all back. Additionally, he believed that Kuwait was historically a part of Iraq. Had this been true, he would have already possessed Kuwait for a long time. Several reasons can be produced to support the claim. As Iraq was short on finances, they needed only to claim a nation that had a booming industry. They didn't need to take over a country that had larger powers, and both the superpowers at the time were neutral awards Iraq.These facts, along with the small size of Kuwait, were in due course the main characteristics for Hussein's motives. Moreover, it was the West who was also in strife when they realized what was at stake from the invasion of Kuwait. Lowe (2005, p. 253) argues that Iraq and th e USA were previously on neutral terms, as USA had helped Iraq in their war with Iran. In contrast to this, USA was threatened by the invasion, as it left Saudi Arabia incredibly vulnerable. Saudi Arabia at the time (and still to this day) have possessed the largest oil industry and production for a long mime.This fact left several Western nations vulnerable as well, as Iraq were very close to invading Saudi Arabia next and this threat was made very clear to the West. If Saudi Arabia were to be invaded, their oil industry would have been controlled by Iraq, and the supply to the West would have been cut. The overwhelming evidence suggests that the war was a fight for oil, and a fight to protect the wealth produced by the oil industry. A variety of viewpoints emerge from political conflict in Iraq, and other Middle Eastern nations.Most people take the view that the poor decisions by politics within Iraq, particularly on the part of Hussein, led to the downfall of the overall position and reputation of the Middle East post-war. ‘International politics of Middle East have long been volatile and unstable' (Cellophanes 1992, up. 10). Indeed, the politics within the Middle East have been volatile and unstable, and this has led to their national identity becoming weaker. There is evidence to support that there was conflict in national interests, religions and ethnic rivalries post World War Two.These inflicts have led the people to take sides within their own country, and to oppose neighboring countries who they should call their ‘brothers' or ‘sisters'. The balances of interests have been made harder and harder to achieve and maintain, stemming from the poor decisions made by the leaders of each nation. Therefore, Iraq's downfall arose from Hussein's overconfidence and greed for power, ambition, wealth and reputation. There are many reasons in favor for both sides of the issue about economic impacts for Iraq, as well as the U. S.The majority viewpo int is that Iraq was already suffering financially, and the war left them in an even worse position. The financial crisis in Iraq had reached breaking point by early 1990 and Sad Hussein was in a desperate position (Finland 2003, up. 14). It is established that his motive for the war was to gain money, but the war was decisively won by the opposing side, proceeding to the economic suffering of Iraq. Conversely, the U. S. Did not suffer nearly as much. Hancock (2006) argues ‘The Gulf War being the least expensive of all American wars resulted in a cost of only $26. 92 per American citizen'.Comparatively, citizens of U. S. Had suffered a low economic loss and this was loosely opposite to that of Iraqis and other Arab nations. It is unarguable that the Middle East suffered a lot more economically compared to U. S. A. According to many sources, the aftermath of the war has left its mark on many around the world, particularly Iraqis. Common far more in number, but left negativity w ith Iraq. The Columbia Electronic Encyclopedia (2012) argues that Kuwait and Iraq suffered enormous property damage. This fact presents an argument to support that the huge property damage offered to Iraq applied to quite the rest of the Middle East.They had suffered huge casualties and property damage from the war, but this only created more anger for Iraq. Continued uneasiness and conflict between Iraq and coalition forces; primarily U. S. , led to Second Persian Gulf War (The Columbia Electronic Encyclopedia, 2012). The second war was based off of Hussein's anger towards the West and ongoing conflict was inevitable from the outcome of the first war. For these reasons, it is established that the aftermath of the war had a major effect on Iraq and the Middle East.Even the most superficial investigation of the war produces the major effects of the war on the Middle East. The weight of public opinion is relied on the fact that most Middle Easterners suffered from the outcome of the w ar. Kettle (n. D. ) argues ‘Both Kuwait and Iraq†¦ Would have to face a period of turbulence and instability†¦ Both have had their political integrity and independence, as well as their economy and civilian structures, seriously undermined†¦ ‘. The quote conveniently provides the long term effects of the two nations, but has also affected the whole of the MiddleEast. It is argued that the Middle East has been seen by the West as a permanent battleground. The effects had on the Middle East have even been solely blamed on themselves. Authors Beverly Milton Edwards and Peter Handkerchief (2007, up. 97) collectively argue ‘one recurring theme in academic discourses is that contemporary observers, especially governmental ones, should have anticipated the invasion'. The outcome and aftermath have proved the adversity that the Middle Easterners have had to face, and the way they have responded in the past.As the same time, it is argued that this war has add ed to the Arab-Israeli conflict. The Persian Gulf War led to overall instability within the Middle East, and it is because of this that there have been effects on the Arab-Israeli conflict. Conclusively, the war had a more of an impact on societies within the Middle East. In conclusion, the First Gulf War has led to ongoing conflict between the Middle East and the West in modern history. The war caused political, social and economic conflict between the nations involved in the war.

Taking Junk Food Out of Schools

In recent years, more than a dozen states have considered setting legislation limitations for the accessibility of junk food in schools, most requiring vending equipment to be turned off during certain hours, off until the students lunch break, or increasing the coast of unhealthy foods to discourage students from purchasing it (Parents Advocating School Responsibilities) . In today’s society teenagers are 3 times likely to be overweight than the generation of our parents. According to the 2001 Surgeon General Report establishes that 14 percent of American youth are overweight (Surgeon General 2001).This is compared with 4 percent of American children in 1963. The correspondent also stated that 300,000 citizens pass away each year from obesity-related illnesses or circumstances made worse by obesity (Surgeon General 2001). The reason for not banning junk food in schools is more students will get in trouble for smuggling in the junk food than other rule breakings. Being able to enforce such a disallow would compel officials to go through a students locker, desk, book bag, desk and lunch boxes, taking up much needed time for the facilitator to teach and harming the students’ privacy.It should be up to parents on deciding what foods their children consume. If a child wants to have a little snack or sugary foods in their lunches they should be allowed to if it’s ok with their parents (Borkar 2011). Consumption of junk food is not bad if it’s done in moderation and can go well with a healthy diet. One advantage of allowing snack food in schools is that if adolescent does not bring a lunch carrier then he or she does not have to stay hungry and can simply have something to satisfy their appetite (Borkar 2011).

The Advancement of the Mayan Civilization essays

The Advancement of the Mayan Civilization essays The highly advanced citizens of the ancient Mayan civilization used hieroglyphics to keep important historical records, made many advancements in mathematics, and had a highly accurate astronomy system. Throughout their years of existence, the Mayans proved to be one of the most advanced civilizations ever recorded. Their hieroglyphic writing skills have been documented to be some of the most sophisticated in all of ancient America. The Mayans also had an amazing understanding of mathematics and the workings of the universe. They have, through these things and more, to be on of the most advanced ancient civilizations in all of the world. The Mayan civilization had a rich and interesting history. The history of the Mayans has been classified into five historical periods. The first is the Formative Period, which lasted from 1500 BC to approximately 150 AD and saw the rapid development of its early people and the erection of its first temples. Another important period was the Classic Period. This period lasted from about 250 to 900 AD and included the rise royal rule, commerce, urban centers and ceremony. The Postclassic Period occurred from 900 to 1500 AD and whitened the fall of the Mayan civilization from its "Golden Age". The Mayan history is a remarkable documentation of a extremely advanced civilization. The Mayan hieroglyphic system of writing stands as one of the most remarkable displays of the advancements of a civilization in the history of the Americas due to its complexity in design and usage. Their system of writing was the only one developed before the arrival of Columbus and has been noted as the most advanced system developed in all of ancient America. The Mayan writing was based on independent sections called glyphs, which many times appear quite flashy and complex to outsiders eyes. Through research by scholars, about 800 glyphs have been discovered , which exceeds the number of signs need...

William Sherman essays

William Sherman essays William Tecumseh Sherman was born on February 8, 1820 in Lancaster, Ohio. He was given his middle name after the Shawnee chief Tecumseh. Tecumseh had tried to unite the tribes of the Ohio River Valley against American forces on their land in the first decade of the nineteenth century. These attempts were unsuccessful though. In 1829, when Sherman was nine his father passed away so he went to live with a family friend, Thomas Ewing. Ewing was a influential Missouri politician. His other 10 siblings were distributed among the relatives and friends of the family. After he attended the academy at Lancaster, Sherman entered West Point Military Academy. He graduated from West Point in 1840 in the top six of his class. During the Mexican War, he saw service in California and for his meritorious service he received a brevet. He then left California and served as an officer in the commissary department of the army, but then resigned from the army in 1853. He resigned in order to p ursue a business, legal, and educational career. Sherman rejoined the army in May 1861 after Louisiana seceded from the Union and the Civil War broke out. He was commissioned a colonel of volunteers and commanded a brigade in the first battle of Bull Run, on July 21, 1861. Later that year, in September, he was given command of the Kentucky Army and the Department of the Ohio River. After given this command, he reported that he would need 200,000 men to carry out a successful campaign in that region. The press said that Sherman was crazy and timed proved them right. Sherman frequently fought with the press and Lincoln scorned him for this. After Sherman went through a nervous breakdown, he was sent to a post in Missouri. At the Battle of Shiloh on April 6, 1862, Sherman was in the middle of a great fight. For his services there he received the rank of major general. After this battle, Ulysses S. Grant endured much criticism off the many mistakes ...

The French Expression Aller Is Integral

The French Expression Aller Is Integral The French verb aller, which means to go, is used in many French idiomatic expressions. Learn how to go fishing, get to the bottom of things, go away and more with this list of expressions with aller. Theres a good reason why so many expressions use aller; its one of the most common and important verbs in the French language. There are a few basics to keep in mind with aller.  First, its an irregular verb, so it doesnt follow typical conjugation patterns. You just have to memorize its many forms. Second, the very common passà © composà © tense of aller uses the auxiliary verb à ªtre. (Je suis allà © means  I went, I have gone). This means that the past participle in this instance, has to agree with the Je,  or the I thats speaking. So If a girl said that, the past participle would have an additional e at the end of the participle to indicate a feminine subject: Je suis  allà ©e.   Another important peculiarity of aller is its use in constructing the near future. Combine the present tense of  aller the infinitive of an action verb to make the near future, or  le futur proche. The construction means  to be going to or to be going to do something. Common French Expressing Using Aller French Expression English Translation aller la pà ªche to go fishing aller la rencontre de quelqu'un to go meet someone aller pied to go on foot aller quelqu'un to be becoming, to suit aller au-devant de quelqu'un to go meet someone aller au fond des choses to get to the bottom of things aller avec quelque chose to match; to go with something aller chercher to go get; to get; to fetch aller de pair avec to go hand in hand with aller en voiture to go by car aller sans dire; à §a va sans dire to go without saying; that goes without saying Allez-y! Go ahead! Allons donc! Come on then! Allons-y ! Let's go! Ça va ? Comment allez-vous ? Comment vas-tu ? How are you? On y va ? Shall we go? On y va ! Let's go! s'en aller to go away

Assess the significance of the rapid colonisation of Africa on Coursework

Assess the significance of the rapid colonisation of Africa on international relations in years 1884-1904 - Coursework Example More specifically, the period of analysis which is a focal point of this discussion is the period of 1884-1904 which can be identified as the point of commencement of the colonization process. As stated previously, colonization marked the beginning of a period which saw the incorporation of Africa with the dynamics of the structural elements which were present on the global political stage at the time. Even though, this integration can be traced back to the events which took place in the late nineteenth century, the structural dependency which was acquired by African nations from their European colonizers continues to exist in the present scenario.3Given this observation, a critical question which is relevant to the discussion regarding the significance of African colonization on international relations, addresses the notion of the structure that was granted by Africa’s European colonizers to its society. Before, the process of colonization had begun; the international law did not view Africa as the ideal res publica for in the eyes of the European guild of nations the continent was merely res nullias and therefore, open for the execution of Europe authority and display of tremendous power.4Perhaps, the most fundamental event which expounds upon the effects of the rapid African colonization on the dynamics of global relations is that of the Berlin Conference, 1884, the proceedings of which dictated the regulations surrounding the partition of the African continent.5While, the tenets of the conference aimed to suggest a proposal for granting the European powers with a part of Africa’s land, the ownership of which was still maintained by Africans on specific grounds, it must be noted that the proposals that were addressed in the meeting had a long term impact on the relations of European states. More importantly, the event which took place in Berlin in 1884 enhanced Germany’s stance as a colonial empire.6 In order to execute the recommendatio ns of the Berlin Conference in a suitable manner, the meeting proposed the approval of pact which was termed as the â€Å"Protection of Friendship† to be agreed by the existing leaders of African lands and European statesmen to grant the latter with access to the former’s territories.7This observation leads to the discussion regarding the presence of international relations between the colonized nation and the colonizer. With regards to the autonomy and decision making rights that were granted to African colonies, it can be claimed that the political structure which was allowed to subsist in the nations was hollow and weak. For one, the political dependence of African states marred them from establishing a state of sovereignty and disallowed

Twitter & Navigation Coursework Example | Topics and Well Written Essays - 1000 words

Twitter & Navigation - Coursework Example The following is the formula used to translate the coordinates: Decimal Degrees = Degrees + minutes/60 + seconds/3600 After configuring the degrees of the points the group must plot these positions on the paper map. The lack of identifying local landmarks or road signs in any case would cause issues with accuracy on pinpointing location. In order to avoid lack of accuracy a group should use some form of tracking device. For this project the iPhone is issued as a viable tracking device to be used secondary to the laptop. In reference to the project, a group encountered a problem when uploading data. The group had covered the laptop tracking device and could not retrieve a track record. The issued was solved by enabling the tracking system on the iPhone. The understanding that can be developed in this case is that the use of the paper map without assistance from electronics could be crippling. Utilizing a GPS as the main source for navigation and finding places has different outcome po ssibilities. Naturally coordinates have to be enabled on the system. This can be done by entering the same decimal degrees as map groups. The GPS will calculate and pinpoint these locations automatically. The tracking system within the GPS will develop a path for the group. However, the issue here can be based solely on the accuracy of the device. Should the pseudorandom code and the local copy of the coordinates be flawed by heavy error there will be destinations that do not match up. In the case of groups there should be a second record to show how accurate the findings are. In this case the use of a local map is implemented to show the right destination of the course. What can be picked up using the GPS method is that the accuracy of the device is hardly incapable of being disrupted. For that reason, individuals should not depend on one GPS result or test. A more accurate reading could be done if more than three devices are used. In general the use of a GPS system in combination with a map could be a suitable match. Though the project requires the use of paper maps and devices separately, they were typically used together to confirm information. The laptops were tracking as GPS devices would and the local area maps were a considerable replica of those paper maps. Twitter Twitter has an entire system is based on an Open System Environment. Currently, the users are implementing a Geo-tagging API to allow themselves to create TwitterVision, #UKSnow, and Trendsmaps in connection with Google Maps. With Geo-tagging one basically uses an iPhone (with viable signal) to deliver a corresponding coordinate to the system that transfers the iPhone signal into a location tag. Focusing more on the use of open systems can qualify the Twitter system to implement forums for educational environments and a larger scale of customer to business purchases as used in Second Life. The only major improvement that could be linked to the mapping system at present could be a location t o location open video attachment blog in real time to create a video conferencing concept. There is a current possibility of geo-tagging a video to a map using a camcorder that is GPS enabled. The basic concept is to utilize the available system the same as one would to geotag a photo (Catt 1). Should the concept of open software be generated to act as a system such as CISCO Webex there would be a live feed to connect universal Geo-taggers. This way individuals that use Geo-tagging for mapping could also enable real time video messaging

Only for Expert in Public Administration (Texas), (comprehinsive exam) Assignment - 1

Only for Expert in Public Administration (Texas), (comprehinsive exam) II part - Assignment Example The local governments on both secured and unsecured property on the other hand levy property taxes. Other taxes for local governments come from franchise fees, business license tax, parimutual taxes and many others. The third main source is from licenses, permits, fees, and receipts. These rates are charged from all manner of contractors within the locality (Aronson & Schwartz, 2007). Local governments also source their finances from both external and internal loans to finance projects. The external loans are sourced from banks or financial institutions while the internal loans are sourced from their own internal savings such as the capital development funds or the Consolidated Loan Fund that form part of the internal loans for a local government. While the internal loans are quite cheap hence can be afforded to finance the budgets, the external loans are expensive since they attract high interest rates hence not a wise way of financing a capital budget. The local governments also get fund from the contributions from revenues which results as a result of purchasing a capital item, it pays from the operating income from the year of purchase and it is used to pay for small capital items in most localities given that it does not attract any interest payments (Aronson & Schwartz, 2007). National governments may also extend grants to local governments on application w hich if combined with donor funds form a substantial source of revenue to help in incurring developmental and capital expenditure. The sources of funding a local government can therefore be categorized into two major categories namely, government transfers and the revenue instruments that the government controls hence its empowered to raise its own revenue as discussed above. As indicated above some municipal services are paid for by the individuals or the public who use them. The charges by the municipalities on the services are called† tariffs† and the tariffs should be affordable both

Practice skills Essay Example | Topics and Well Written Essays - 250 words

Practice skills - Essay Example Despite of his conceptual knowledge, he did not practice anything. He only verbalized the ideas. My best manager recorded a different trend from this. He linked the gap that would exist between knowing and doing. Therefore, this manager would focus on the implementation of his ideologies and strategies within the organization. For example, he ensured resilient performance amongst employees through channeling rewards such as salary increment and promotions. This manager also ensured a hiring process that upheld competence of the recruits. He also organized seminars and team-building activities to enhance affiliation amongst the workforce. The key difference is that the worst manager would only verbalize ideas, while the other would implement them. My best and worst managers also differed in their skills. The technical skills of my worst manager were impaired. He did not use tools and equipment competently to attain desirable objectives within the organization. Consequently, processes implementation within the organization was highly impaired. This manager also had an average performance in his interpersonal and problem solving processes. My best manager possessed an ideal capacity to use tools and equipment to implement processes. His interpersonal and communication skills were outstanding. This nurtured healthy relationships amongst the workforce and himself. He portrayed an elevated degree of analytical capability. This would enable him to make feasible recommendations for organizational

Smart Goals Essay Example | Topics and Well Written Essays - 250 words

Smart Goals - Essay Example I will begin at the end of my final semester in school. Goal 2 Smart: I would like to acquire the require expertise in running my own business Measurable: I want to have the best effective skills in business management Attainable: I will seek attachment in a business oriented establishment in order to acquire required management skills. Realistic: I will work in the company for a full time basis, but within a period of three months in order to venture in my own business Timely: I will begin at the beginning of my final semester in school Goal 3 Smart: I want to acquire the required market research market skills to develop exceptional operational strategies Measurable: I want to implement the most effective market research strategies in my business venture Attainable: I will take part in market research project used in existing business ventures Realistic: I will occasionally take part in research projects regardless of my occupational ventures Timely: I will begin taking part in rese arch projects immediately

PHYSICAL CHEMISTRY COURSEWORK Example | Topics and Well Written Essays - 1000 words

PHYSICAL CHEMISTRY - Coursework Example Average Lifetime for CH4 is 8.13 years, in this case it’s a first order chemical loss for X(CH4) With Rate Constant KC=3Ãâ€"10-15, The chemical loss is L=Kcm so that Tc is simply the inverse of the rate constant (Naylor, 1995) (a) The most abundant oxidants in the Earths atmosphere are O2(oxygen), O3(ozone) and OH(hydroxyl ) Radical group. These oxidants have large bond energies and are hence relatively unreactive except toward radicals (O2 only toward highly unstable radicals). With a few exceptions, oxidation of non-radical atmospheric species by O2 or O3 is negligibly slow. Of the three, OH radical is identified as a strong oxidant in the stratosphere. OH reacts rapidly with most reduced non-radical species, and is particularly reactive toward H-containing molecules due to H-abstraction reactions converting OH to H2O. Oxygen and Ozone:O2 and O3-oxygen is a principal constituent of dry air, accounting for 21% of the atmospheric volume, atmospheric oxygen is regulated by a slow atmospheric lithosphere cycle involving conversion of O2 to Carbon dioxide. Elements that combine with oxygen remove it from atmosphere; these are described as oxygen sinks, oxygen also combines with other elements to make oxides, the process of chemical change involving oxygen molecules and electrons is both oxidation and reduction, thus its relative activity in the atmosphere (Naylor, 1995) Ozone is generated by the energetic action of solar ultraviolet radiation (UV) on Ordinary Oxygen in the presence of stabilizing agent like Nitrogen. The reaction is reversible and O3 reverts to diatomic oxygen. It’s a strong oxidizing agent readily reacting with other chemical compounds to make toxic oxides, it’s also responsible in providing the strong oxidant OH and its also an important greenhouse gas, however its being depleted at high rate due to emissions due to human

Smart Goals Essay Example | Topics and Well Written Essays - 250 words

Smart Goals - Essay Example I will begin at the end of my final semester in school. Goal 2 Smart: I would like to acquire the require expertise in running my own business Measurable: I want to have the best effective skills in business management Attainable: I will seek attachment in a business oriented establishment in order to acquire required management skills. Realistic: I will work in the company for a full time basis, but within a period of three months in order to venture in my own business Timely: I will begin at the beginning of my final semester in school Goal 3 Smart: I want to acquire the required market research market skills to develop exceptional operational strategies Measurable: I want to implement the most effective market research strategies in my business venture Attainable: I will take part in market research project used in existing business ventures Realistic: I will occasionally take part in research projects regardless of my occupational ventures Timely: I will begin taking part in rese arch projects immediately

The American people Essay Example for Free

The American people Essay The offensive had some initial successes for the Vietnamese because American intelligence failed to detect the build-up of enemy troops. One of the most famous events during this offensive was the infiltration of the American embassy in the South Vietnamese capital Saigon by a 15-man suicide squad, all of whom were easily killed. A reporter at the time in the embassy which was regarded as the safest place in Vietnam saw this as it was happening and this crisis was viewed by millions around the globe. After confident predictions of an imminent victory many Americans were shocked to see footage of Communist fighters in the grounds of the American embassy which created a ‘credibility gap’ between the official message and what was seen happening on television. Famously Walter Cronkite, the most influential US anchorman said â€Å"What the hell is going on? I thought we were winning this war†. The introduction of draft of new soldiers further increased opposition, and many burnt their draft cards. Black and other minorities, who made up the largest proportion of the American army, did not want to fight ‘for something that they don’t have themselves’, especially since many white people got out of the draft by going to college. Famously Muhammad Ali was prosecuted for refusing to be drafted and said, â€Å"No Vietcong ever called me nigger†. Also the shooting of Vietnam Veterans who were peacefully protesting outside Kent state only caused more unrest amongst the American people. Huge marches were taking place against the war, with a million people joining one in New York. Between 1960 and 1973 over 500,000 men deserted from the armed forces and in 1967 ‘Vietnam Veterans against the War’ was formed. Particularly significant in undermining support for the war at home was the growing realisation of the brutality of the war. US troops were trained to see the enemy as not human so that they felt able to kill them. The tactic of ‘Search and Destroy’ were intended to help find Communist guerrillas hiding in villages, but often resulted in innocent civilians being attacked and having their houses and crops destroyed as collateral damage. The use of chemical defoliants was also very damaging as they were found later to be carcinogenic and America’s indiscriminate bombing seemed only to alienate the South Vietnamese rather than win other their ‘Hearts and Minds’. The most famous atrocity of the war was the massacre in the village of My Lai on March 1968. The company was told that a Vietcong battalion was hiding in the village and that any villagers found were definitely communist supporters. Despite finding no enemy fighters they destroyed the village and killed hundreds of its inhabitants. At first this massacre was kept secret and only on November 12th 1969 did the story appear in the American press after a reporter talked about the story to an officer on trial for this massacre. The reports of the massacre greatly strengthened the anti-war movement in America. This shook many Americans view of themselves as the ‘good guys’ and made them question whether America was fighting for a just cause. In addition the $66 million a day spent by 1968 meant that President Johnson’s spending on a new ‘Great Society’ was drastically cut, and income tax rose. $900 million worth of American equipment had been destroyed however they had only done $300 million worth of damage to the North Vietnamese economy. Also the cost of the troops in Vietnam amounted to about $20 to $30 billion a year. In 1967 ‘Life Magazine’ calculated it cost $400,000 for each Vietcong guerrilla killed. The media was the most powerful reason for America losing the war and the fact that it was uncensored meant that gruesome pictures were reported back in America which caused un-repairable damage to the war effort. This war showed definitively that if the people at home are not happy to fight, a country will never win. The power and danger of the media was shown with the recent Wikileaks scandal, showing that there is a need not to have everything out in the public. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Vietnam 1954-1975 section.

Promotional Flash Game: New Approach into Marketing

Promotional Flash Game: New Approach into Marketing 6 I have been approached by MARS ® who are one of the largest manufactures of chocolate related products. They are looking for a new alternative approach to advertise towards consumers and have requested myself to develop a flash game that will market and publicise their product in a fun, engaging, family friendly way that will advertise to consumers in a positive way. Over the years marketing has helped build and expand the MMs brand and has created a positive reputation of MARS ®. Computer-animated MM characters with cartoon-like storytelling have proved popular on television and it has helped to increase the brands recognition as a candy icon. Gaming is big business around the world and screen time is increasing at a steady rate. Eight to twenty-year old are the biggest consumers of chocolate and are one of the biggest users of new technology. Linking advertising with interactive gaming is a marketing dream as the intended audience is seeing this brand every day. This new proposed alternative way of advertising to consumers is creating a Flash game that will publicise their brand and product in a beneficial way. This proposed flash game can lead to positive outcomes for MARS ® as this a link to this game could be located on the companys home page on their website, which would make consumers more interested in their product creating an increa se in sales for MMs creating profits for MARS ®. The proposed flash game will be a remake of the retro of the 1980s-video game Pacman, but will be created with a twist. The game will be created using logos and images sourced from MARS ®s websites. The main villain is an alternative to the original to the game and is rebranded MM themed to the new main character Red who has been an icon to the product for more than 50 years being soon on numerous internet and TV commercials. The game will mainly feature MM and Skillites related characters. The game will have a background that will blend in well with the games design and concept. As mentioned, the flash game will be a remake of the retro of the 1980s-video game Pacman ®. The game will have multiple levels and difficulties. The game will begin with a start game page, exhibiting the main MM character Red, the start page will also contain URL links to MARS ®s products page, history of MMs and the MM logo. The levels will be created to look like the original Pacman game but will have MMs instead of dots, Skillites instead of fruit and MM characters instead of ghosts, and a human hand instead of Pacman to eat the MMs. The human hand with be navigated by the players using the arrow keys on their keyboard, using the arrow keys human hand icon can then travel up, down and left to right. For scene navigation, the player must select the button using their mouse to proceed to the next scene. The main objective of the game is for the human hand to eat all the MMs without being attacked and killed by the MM characters, If the human hand can eat all the MMs without bei ng attacked then the hand proceeds to the next level of the game. The characters for the flash game are as follows: Main hero controlled by Player: The player controls the hero using the arrow keys. Villains controlled by CPU:       These are the main villains for the game that will attack the player and will deplete the live icons on the games background. Main Villain Controlled by CPU: MMS ® Red The self-proclaimed leader of the group, red is full of both himself and delicious milk chocolate. Bonus Points Icon: This Icon of skillets if ate by the player, it will add bonus points which will be added to the players scoreboard. 1/03/17: Today I created the concept and explained how the game will function. I have also decided which brand and company, I will use for my promotional game. Ive also decided what theme I will develop for my game which will be Pacman. I also finalised the final design for my game and have decided which characters will be implemented in the game. Next time I will continue the theory and reporting work for my game. 3/03/17: Today I commenced the flowcharts for my game and finished them, it also includes the coding algorithm I will be using, as well as the procedure I will be using. It also shows how the user (Player) for the game will navigate the games function and layout. Next time I wish to begin developing the flash game and to commence coding. 6/03/17: Today I started the development for my flash game, by creating the layout and main features for my game. I have commenced coding the game and started developing the first level and scene, I have also made many buttons in my game that will navigate the player to the next scene. Next time I will continue the development for my flash game and will continue coding. 8/03/17: Today I continued the development for my flash game by creating the games layout, functions and scenes for my flash game, which includes the design, animations, sound effects that goes with the relevant scene, and URL links to the MM products page and MMs history. I also included some amusing songs and images. I also edited my flash games report. Next time I aim to be nearly finished developing my flash game and working towards the final editing stages for my game. 15/03/17: Today I finished the development phase for my game and started evaluating my game. My game has some issues with some buttons. But the main buttons for the game function. Today I did a beta test on my flash game, I also updated my project log. Next time I aim to complete the evaluation phase for my game. 21/03/17: Today I finalised my game for final submission. My game design looks appealing and creative and it suits the theme of my game. However, I did encounter some problems throughout the project with coding my game and the games functions. Because of this a minority of functions and buttons for my game dont work which is unfortunate, however the games background music, URL links and animations work accordingly. Next time in the future to resolve these issues, I wish to learn more flash coding techniques for resolving coding problems, by using better resolutions, that I had during my projects development, so I dont encounter these problems again. Because of these issues, Ive learnt what not to do next time I develop a project like this. Overall, I believe my game has the design and concept for a complete game but unfortunately the issues as explained earlier are interfering with this and I need to find better solutions in the future to overcome these issues, by using the trial and error principle.

Isolation and Society in Bartleby, the Scrivener Essay -- Bartleby Scr

Isolation and Society in Bartleby, the Scrivener      Ã‚  Ã‚  Ã‚  Ã‚   Herman Melville's Bartleby is a tale of isolation and alienation. In his story, society is primarily to blame for the creation and demise of Bartleby.      Ã‚  Ã‚  Ã‚  Ã‚   Throughout the story, the characters -- Bartleby in particular -- are isolated from each other or from society. The forester's office, which can be interpreted as a microcosm of society, was teeming with walls to separate the head ranger from his employees and to separate the employees from one another. There was one large crushed-glass wall which separated the lawyer from his sycophants (although he was still able to see their shadows due to the nature of crushed glass). The other workers put up a folding green screen to hide Bartleby because of his hideous appearance, who was also alienated from the rest of the workers. The Ranger and his employees were also isolated from the outside world; their window faced a wall of trees ten feet away, with a sewer-like chasm ...

Amish :: essays research papers

The Amish the â€Å"Plain People† My article is on the Amish Community and their vague and simplified way of life. Most of my essay will emphasize the culture and tradition of the Amish. According to the Pennsylvania, Dutch Country Welcome Center, â€Å" The Amish are a religious group who live in the settlements in 22 states and in Ontario Canada. The oldest groups of old order Amish, about 16- to 18,000 live in Landcaster County PA. These people stress humility, family and separation from the rest of the world. The Amish are best known for their cultural simplicity such as riding horses and buggies as opposed to forbidden automobiles. They also shun electricity, by using fire lit lanterns, radio and any other modern electronics that will jeopardize delicate lifestyle. In this effort, their lives are quiet, slower, and religious to the unseen and unspoken media and scenery to foreign culture. However, instead the Amish get their messages across by telegram, daily journals, by foot or bicycle as opposed to telephones. They have worship in their homes as well as church. Amish are trilingual, Pennsylvania Dutch, they pray in German and are taught Standard English in school. However, regarding the issue of school, The Amish do not believe in school past the eight grade. For, the parents of these children are fearful that a full education will give these youths a more modern insight and that will have some temptation to explore the unseen other world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The women and girls of this culture and religion will never have cut their hair, but wear it back in a bun. They wear plain fabric dresses reaching floor length, and wear a prayer in their hair indicating- white if married, black if single and no jewelry. As for the males and boys, dark colored suits, brim straw hats, long coats. They do not have mustaches and will grow beards after marriage.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  For the Amish, religion, family, and community are empirical. The Amish start seeking out marital spouses by the age of 16 and most women are married by the age 20 or so. However, before a marriage can take its proper place, the couple must be joined in at a church, and must be baptized into the Amish faith at about age 17, having followed the written laws known as â€Å"ordnung.† When the couple has established marital plans, they must keep it a secret from their parents till the months of July or August.

Drama In Road Not Taken by Robert Frost Essay

A very living and breathing drama of life is painted in â€Å"Road Not Taken† that presents a situation in which speaker is caught in a decision-making dilemma. The setting of the poem presents the speaker t a bifurcation of road where he must decide which trail to take. He can not make out where either road leads. He looks at the physical aspects of the road and decides to travel on the less-traveled road. The poem symbolizes the underlying theme of choice-making and speaker’s individuality in prefer a less-common way. It further implies that decision-making must not be procrastinated because it is more harmful than the outcome of an endeavor. Furthermore, in manifest that there is no absolute choice available to human being and he has to prefer one choice over the other provided and governed by destiny. The only distinction that poet has, is his preference of less-common choice. Although whole poem is an extended metaphor of life where one comes across many occasions when he has to make decisions but Frost introduces various metaphorical expression to convey the intensity of the situation. In the very first line, Robert Frost brings in the primary metaphor, the diverging roads. Fist line introduces the dilemma of diverging road while in line 2-3 poet shows the limitations of physical being and regrets over human incapability to travel on both road. â€Å"Long I stood† depicts that he did take the impulsive decision and took his time to make decision. Lines 4-10 depict his comparative examination of both roads. He again refers to human incapacity when he acknowledges that his vision is inadequate. Next two lines resonate the past feeling as he finds the both road â€Å"really about the same†. In 13-15, he makes his decision whereas lines five lines, he visualizes himself in future, talking about his decision to go on the less-traveled path.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The tone of the poem is meditative because speaker contemplates on his options. He has to take into account the characteristics of each road. There is an element of regret also as he can not travel on both road but poems ends on an optimistic not as poet thinks that traveling on less-traveled road will make the difference. He signifies the importance of his individuality that compels him to move on a less-trodden path. He does not adopt the ordinary path in the mundane activities of life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The structure of the poem has a peculiar importance and is constructed on four stanzas with five lines each. The first stanza presents the dilemma; second stanza symbolizes the choices available to the speaker. Third stanza manifests his regret over not taking the other road whereas fourth road depicts the decision of the poet to take the less traveled road. There is sign of exclamation after line 13 that indicates the excitement on decision to keep the first path for another day but this excitement soon dies out as he doubts that whether he will come back. In lines 18 and 19, there is repetition of â€Å"I† that denotes the emphasis on â€Å"his† decision to move on less traveled trail. Rhyme scheme of the poem is abaabcdccd†¦Frost uses simple diction that conveys his message with comprehensive.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   So as a whole, this poem uses different poetical tools to describe the psychological dilemma of the poet in decision-making. His experience is not subjective but is of universal nature and he presents it in a subtle way.

Chapter Practice

QuestionAnswerthe trend towards worldwide markets makes it easier to predict where competitors will spring up. true or false?falsebecause many countries are investing in countries other than their own, each country is becoming more autonomous and independent. true or false?falsean advantage of international expansion is that competition within foreign countries is generally very similar to that of the US. true or false?falseIn michael porter's â€Å"diamond of competitive advantage† there are 4 broad attributes that, as a system, constitute a nation's competitiveness in an industry. true or false?truethe factor endowments of a country are inherited and cannot be created. true or false?falsewith regard to factor conditions the pool of resources that a firm has is much more important than the speed and efficiency with which these resources are deployed. true or false?falsedemanding domestic consumers tend to push firms to move ahead of companies in other countries where consumer s are less demanding and more complacent. true or false?truehigh levels of environmental awareness in Denmark have led to a decline in Denmark's industrial competitiveness in the international marketplace. true or false?falsecountries with a strong supplier base benefit by adding efficiency to upstream activities. true or false?truetypically, intense rivalry in domestic markets does not force firms to look outside their national boundaries for new markets. true or false?falsemany international firms are increasing their efforts to market their products and services to countries such as India and China as the ranks of their middle class continue to increase. true or false?trueinternational expansion can extend the life cycle of a product that is in its maturity stage in a firm's home country. true or false?truean advantage of international expansion is that it can enable a firm to optimize the location of every activity in its value chain. true or false?truethe laws, and the enforcem ent of laws, associated with the protection of intellectual property rights, represent a significant currency and management risk to multinational firms. true or false?falsedifferences in foreign markets such as culture, language, and customs can represent significant management risks when firms enter foreign markets. true or false?trueoffshoring takes place when a firm decides to shift an activity that they were previously performing in a domestic location to a foreign location. true or false?true2 opposing pressures that managers face when they compete in foreign markets are cost reduction and adaption to local markets. true or false?truetheodore levitt has argued that people around the world are willing to sacrifice preferences in product features, functions, and design if they are offered lower prices and high quality. true or false?trueamong theordore levitt's assumptions that would favor a global strategy is that consumers around the world are becoming less price sensitive. tr ue or false?falsewithin a worldwide market, the most effective strategies are neither purely multidomestic nor purely global. true or false?trueindustries in which proportionally more value is added in upstream activities are more likely to benefit from a global strategy than those in which more value is added downstream. true or false?truein a global strategy a firm operates all its businesses under a single common strategy regardless of location. true or false?truea multidomestic strategy is the most appropriate strategy for international operations because it drives economies of scale as far as possible and provides a middle of the road product appealing to the largest number of consumers in every market. t or f?falsethe need to attain economies of scale encourages multinational firms to operate under a multidomestic strategy. true or false?falsecorporations with multiple foreign operations that act very independently of one another are following a multidomestic strategy. true or false?truea multidomestic strategy would likely include the use of high volume, centralized production facilities to maximize economies of scale. true or false?falsea limitation of a multidomestic strategy is that it may lead to overadaptation as conditions change. true or false?truemultinational firms following a transnational strategy strive to optimize the tradeoffs associated with efficiency, local adaptation, and learning. true or false?truea key tenet of transnational strategy is improved adaptation to all competitive situations as well as flexibility by capitalizing on communication and knowledge flows throughout the organization. true or falsetrueaccording to studies by Rugman and Verbeke, most of the world's 500 firms are global- not regional or biregional. true or false?falsea franchise generally expires after a few years whereas a license is designed to last into perpetuity. true or false?falsetypically joint ventures involve less control and risk than franchising. true or false?falsetypically the best method of entry into a foreign market is the establishment of a wholly owned foreign subsidiary so that the parent organization can maintain a high level of control. true or false?falsea major trend in international developments include:greater international trade and operations, growing recognition of an international managerial perspective, a large increase in international investmentthe reasons that explain why some governments make better use of the inflows from foreign investment and know how than others include:governmental practices that are business friendly, local entrepreneurs that can train workers and invest in modern technology, sound management of broader economic factors such as interest rates and inflationaccording to michael porter's framework all of these factors affect a nation's competitivenessfactor conditions, demand characteristics, related and supported industriesrivalry is intense in nations with conditions of ____ consumer d emand, _____ supplier bases, and _____ new entrant potential from related industriesstrong, strong, highaccording to michael porter, firms that have experienced intense domestic competition are:more likely to design strategies and structures that allow them to successfully compete abroad.all of these factors have made India's software services industry extremely competitive on a global scalelarge pool of skilled workers, large network of public and private educational institutions, large, growing market and sophisticated customersadvantages of global diversificationfirm not being solely dependent on domestic market, firm with large margins at home helping subsidize its operations in other nations, potential to lower costs of operation even if the primary market is at homeoptimizing the location of every activity in the value chain can yield all of these strategic advantagesperformance enhancements, cost reduction, extending the life cycle of the product or serviceMicrosoft decided t o establish a corporate research laboratory in Cambridge, Englandto access the outstanding technical and professional talent available there so that they can attain world class excellence in selected value creating activitiesthe sale of boeing's commercial aircraft and microsoft's operating systems in many countries enable these companies to benefit from:economies of scaleMany US multinational companies set up maquiladora operations south of the US-Mexico border primarilyto take advantage of the low cost of laborappreciation of the US dollar will have this impact on McDonaldslower profits, because foreign profits will be reduced when measured in dollarsThis occurs when a firm decides to utilize other firms to perform value-creating activities that were previously performed in houseoutsourcingwhat is one of Theodore Levitt's assumptions supporting a pure global strategy?MNCs can compete with aggressive pricing on low cost products that meet the common needs of global consumerspressur es to reduce costs require thata company must pursue what is economically beneficial to the company including maximizing economies of scale and learning curve effectsLow pressure for local adaptation combined with low pressure for lower costs would suggest what type of strategy?internationalHigh pressure for local adaptation combined with low pressure for lower costs would suggest what type of international strategy?multidomesticSoftware Tech Inc. a company in the computer software industry, invests heavily in R&D and product design. Thus, most of its value is addedupstreamIndustries in which proportionally more value is added in _____ activities are more likely to benefit from a ______ strategy.upstream, globalWhat types of international firms are most likely to benefit from a global strategy as opposed to a multidomestic strategy?firms in industries that have much value added in research and design or manufacturingRecent trends that might lead to managers of multinational corporat ions to adopt a more decentralized strategy for their operations would includeconsumers are the world are increasingly willing to trade off idiosyncratic preferences in product features for lower price, flexible mftg trends have allowed a decline in the min volume required to reach acceptable levels of production efficiencyFirms following a global strategy strive to offer ______ products and services as well as locate manufacturing, R&D, and marketing activities in ______ locations.standardized, fewGillete's worldwide success with its Sensor razor demonstratesthat a global marketing effort can sometimes be successfulas in the case of Siebel systems, elements of a global strategy may facilitate the competitive advantage of differentiation bythe creation of a world wide network to achieve consistent service regardless of location.risks associated with global strategyfirm with only one mfg location must export its product, geographic concentration of any activity may also tend to isola te that activity from the target market, concentrating an activity in a single location makes the firm dependent on that locationlimitations of global strategy:limited ability to adapt to local markets, concentration of activities may increase dependence on single facility, single locations may lead to higher tariffs and transportation costsElements of a multidomestic strategy may facilitate the competitive advantage of cost leadership bydecreased shipping and transportation costs inherent in local productionlimitations of a multidomestic strategyless ability to realize cost savings through scale economies, greater difficulty in transferring knowledge across countries, may lead to overadpatation as conditions changehigh pressure for local adaptation combined with high pressure for lower costs would suggest what type of international strategy?transnationalUnits coordinate their activities with headquarters and one another, units adapt to special circumstances only the face, and the e ntire org draws upon relevant corporate resources. These are attributes of:transnational strategyWhat is a disadvantage of a transnational strategy?unique managerial challenges in fostering knowledge transferin order to realize the strongest competitive advantage, firms engaged in worldwide competition mustpursue a strategy that combines the uniformity of a global strategy and the specificity of a multidomestic strategy in order to achieve optimal resultsAccording to studies by Rugman and Verbeke, approx how many of the world's largest 500 firms are global, that is, they have at least 20% of their total revenues each in North America, Asia, and Europe?10What describes the most typical order of entry into foreign markets?exporting, licensing, franchising, joint venture, and wholly owned subsidiarya domestic corporation considering expanding into international markets for the first time will typicallyconsider implementing a low risk/low control strategy such as exportingThe form of en try strategy into operations that offers the lowest level of control would be:exportingFees that a multinational receives from a foreign licensee in return for its use of intellectual property are usually calledroyaltiesthe difference between a franchise and licensing contract is thata franchise contract is more specific and longer in duration_________ entails the creation of a third party legal entity; whereas _______ do not.joint ventures, strategic alliancesa business in which a multinational company owns 100% of the stockwholly owned subsidiaryThis is most appropriate where a firm already has the appropriate knowledge and capabilities that it can leverage rather easily through multiple locations in many countrieswholly owned subsidiaries

Popular Music in the Making of Modern Brazil Essay

Bryan McCann’s book â€Å"Hello, Hello Brazil† colorfully discussed the fascinating world on the development of the Brazilian music industry, the customs and the traditions of the population and the political standing that has influenced the Brazilian culture as a whole. The rapid acceptance of the cultural and political changes that has taken Brazil by storm has turned this nation to become one of the admired Latin American countries with the advancement of their musical industry. From the 1930s to the 1940s, the Brazilians have embarked on a cultural marketplace of recording and broadcasting that was influenced by Getulio Vargas, the politician from Rio Grande do Sul who was known for his dramatic and uneventful style of political agenda. In 1926, Getulio Vargas, a young congressman proposes that movie theaters and radio stations must grant royalties to the musicians for the recorded music they played. The â€Å"Getulio Vargas Law† suddenly became the congressman’s powerful means of endearing himself with the people of the music industry. The Brazilians love music and anyone in his power who protect and pursue the industry will be adored by the people. From then on, the music became livelier and the radio turned to be the most important tool for commercial broadcasting. Suddenly the seemingly boring stage of Brazil’s entertainment industry is teeming with composers, producers, music lovers and even politicians who ride up the wave for political purposes. But since there was a disparity between Minas and Sao Paolo, the two opposing regions with different roots and culture, music was used to unify differences over racial and regional gap. But as McCann discovers the living culture and the progress of Brazil into becoming a developing nation he also took a keen observation on the form of government ran by Getulio Vargas. From 1930 to 1954, the presidency has been advocated on and off by Getulio Vargas for which as some historians say has created a chain of uneventful events not only in Brazil but to the international scene as well. McCann relevantly categorized Getulio Vargas as the president with an unfamiliar way of rules not only in the world of politics but his way of influencing people as well. Vargas was loved by his nation not only because he has made Brazil the musical symbol of Latin America but he also imbibed a great authority on the country’s political and economic standard. He adopted and introduced different social, cultural and technological alternatives that were categorically from Western influence but this method, however, became unpopular especially to the socialist groups. Vargas became known for his goal in unifying Brazil to heal the long-standing class and regional differences between Sao Paolo and Minas. He tried to reconstruct Brazil’s political theme by removing regionalism and inject nationalism but his objectives have became so large that he ruled out the differences of ethnicity and class and at the same time introduced American influence into the culture starting with the music. However as the music progresses, Brazilian musicians and fans started to justify their musical preference with political color. This innovation has affected the purity of music into the realm of opinionated culture and nevertheless turned the foundation of music again into a tool of political segregation. And so the Brazilian and American influenced music industry although has founded solid grounds during the 1930s to 1940s has suddenly became fragmented in the 1950s (Bryann McCann). Getulio Vargas was born at Rio Grande do Sul in 1883. His family belongs to a wealthy clan who are politically strong which gave him the interest and advantage to assume a political career in his younger years. He became a congressman in 1926 through the Legislature in Rio de Janeiro and then appointed by President Washington Pereira as the Finance Minister of Brazil. Vargas has served his appointment well but in 1928 he decided to run for governorship against the political party of Pereira and incidentally won. After two years of being a governor, Vargas was selected by the party Alianca Liberal (Liberal Alliance) to run for president. But Pereira who is still the current president does not want to release his position to another party represented by a politician from the state of Minas. The â€Å"Golden Rule of Brazilian Politics† during that period is that it is required that there will be alternating president from among the state of Sao Paulo and the state of Minas. Since Pereira is from Sao Paulo, he quickly appointed Julio Prestes to be the upcoming president and asked the support of the people from Sao Paulo. This instigates a rebellion starting from the Southern Brazil but incidentally Prestes still won the presidency. Vargas publicly stated that he accepted his fate but then he clandestinely plotted to topple the administration of Prestes. A coup ensued and in three weeks, Getulio Vargas became by force the Provisional President of Brazil in 1930. Vargas’ ideals were of a capitalist and a corporatist and hates socialism. He focused on solidifying the powers of the federal government rather than providing strength and protection for the local and state government. Even in his first term in his office Vargas introduced a new constitution and people see it as a manipulation of the constitution to strengthen his hold. This is his means in achieving a long term project to turn Brazil into a strong nation with a strong economy much like the Western nation he is very fond of. When the people began to feel uncomfortable with his administration Vargas felt he has to do something to continue his ruling and prove himself again otherwise. When his original term was due to end in 1937, he staged another coup at the very last minute and declared that he is placing a new economic system – the â€Å"Estado Novo† or the New State. The Estado Novo was a corporatist state based on the same principles used by Antonio Salazar of Portugal. This new state allowed for Vargas to become President again because basically Estado Novo is founded by the support from large labor sectors in the government. He again snatched another term that will serve him until 1943. However, as 1943 came around he stated that, due to the crisis situation brought about by the eruption of World War II, he would remain in office and that a new election would be held as soon as the war ended. He made a similar announcement in 1944 in the middle of the war. When the war ended, however, it seemed he had no option but to allow for elections to continue. Brazilian election laws of that time required any government official to resign one year prior to elections if they wished to be eligible for the following elections. But Vargas did not want to resign nor showed any intention of doing so. During this period the people of Brazil want him out of the palace and branded him as a dictator. The military became upset and tell him he needs to resign because he is not eligible to run. Vargas was outraged and said if they wanted him to be out of the presidential palace then they have to remove him physically but assured the military he would fight them with his own men. The military officials want no bloodshed and so their only option was to cut off of the electricity and the water supply to force him out. Although he challenged them to attack so that, as he said, his blood would symbolize his protest against the violence they are imposing on him the military did not hurt him. Finally he left the palace with a belief that he has served his country well. But Vargas has a heart of concrete determination and the appetite for power. In his years of being out of the palace he became a senator and a congressman thanks to his political party who is always in support for his candidacy. He became the Senator for the state of Rio Grande do Sul but although he is still active as a politician for four years he said he prefers being a private person. Then suddenly Vargas re-emerged as a member of the Brazilian Labor party which encouraged him to run for president again. In 1951, Vargas re-assumed his third term as the President of Brazil. However, the Brazilian economy was in shambles and there is an increasing opposition against his ruling. The country’s inflation cannot able to cope up with the cost of living which made Vargas powerless in the middle of this crisis. His health began to fade and attacks of depression and insomnia became frequent. The worst thing, however, was that the United States which he thought was his ally have became less concerned with Brazil and do not want to fulfill its promise of economic assistance. His ever increasing critics became more direct in hitting his administration until his chief bodyguard was implicated in an attempted killing of Vargas’s infamous critics. Corruptions of his government were exposed and the military leaders again called for his resignation but he did not resign. On the morning of August 24, 1954, a large crowd gathered in his palace shouting for his resignation. Then the military officials gave him an ultimatum of forcing him out. Pressured and officiated as the great dictator he went to his room, sat down and wrote a note to his people and then committed suicide. He wrote all his frustrations against those who criticize him – the military and the opposition who continued to ask for his blood. He said they have insulted him and was not given the right to defend himself and has silenced his voice. He listed all the accomplishments he had done for Brazil such as liberating the people by means of social freedom, revised the wages in favor of the poor, guided the economy to prevent the effect of economic meltdown, and bring peace to warring factions by means of unification of the two states. He dramatically ended his note and added that now that he was condemned, he has to leave the people defenseless from an institution he has always protected but now exploited. When the note was read on the radio and aired on television, the audience suddenly felt his frustrations and despair. They began chanting his name and want him back. In the history of Brazil’s regime, Vargas became known by many to be the â€Å"Father of the Poor†. However, most people see him as an egomaniacal dictator. While he was seen as an idealist and a principled leader by captivating the hearts of the poor, his means in achieving a long lasting success for Brazil is nonetheless ostracized because of many shortcomings. First, he formed alliances with rich foreign countries in building a corporatist and a capitalist government so that he can control the economy and trash out socialism. In effect this did not materialize but socialism succeeded after he died. Second, those who oppose and criticize his dictatorial administration were imprisoned to contain them. Lastly his greed for power is endless and invalidated the laws by creating selfish deeds against the government just to hold on to power. Getulio Vargas ruled Brazil for almost 20 years. Unfortunately, most people claimed that his dictatorial leadership virtually destroyed Brazil’s constitutional government because of his greed for power and corruption. His means on making Brazil a great country was not successful for he has manipulated not only the constitution but fooled the people by denying them their own sovereign power to vote the person they want. Once in power he became an authoritarian and a corporatist which somehow destroyed the state controlled labor sectors. But as McCann said Vargas has at least earned a reputation of a good leader by those who he handed help. This is the part when he was successful with his leadership. In his long years of leadership, he once hailed a hero by the people of Brazil, Vargas became successful in some aspects for he has instituted social programs for the poor and created a bill that would allow women to vote. He gave freedom to women and encouraged them to become part of the labor forces of Brazil. He revitalized the military and for a time he enlivened the economy while improving the relationship of Brazil to other countries. Although many observers say Vargas was more prominent on the national than the local level, his relationship with the Western world signifies his intention in turning Brazil into an industrialized nation. Unfortunately his dreams did not completely materialize until he took his own life thinking he was a good president and had served his people well (Bryan McCann). Works Cited: McCann, Bryan. Hello, Hello Brazil: Popular Music in the Making of Modern Brazil Duke University Press, 2004. McCann, Bryann. â€Å"Hello, Hello Brazil: Popular Music in the Making of Modern Brazil. † Estudios Interdisciplinarios de AmA ©rica Latina y el Caribe (2004). August 4, 2009 .