Report On Competitive Strengths Through E Commerce Essay

BG004 E- Commerce in Modern Global Economy Report on Competitive Strengths through e-commerce Individual Assignment By Bhupinder Kaur Student ID: i144413 Date: 5th Nov 2014 Lecturer: Mr. Wilfred Kurukulasuriya Contents Abstract 3 Introduction 3 E-commerce Opportunities and Challenges 4 Operational requirements 6 Hardware, Software Technology 7 Findings and Conclusion 7 References 8 Abstract In today’s global economy, E-commerce has created a very cost effective way of reaching out to the customers. In this assignment, a clear description of ecommerce opportunities, strengths, technological advancement and how e-commerce is helping out businesses are briefly explained. The role of- ecommerce is studied by an e commerce business Souq.com. A report on competitive strengths through e-commerce, opportunities, advantages, challenges, development, operations to achieve company’s goal. This report is upon; Information such as e commerce is ease of customer, process, and product superiority, description on souq.com website, financial aspects and organization capabilities. Definition of e-commerce â€Å"The term of Electronic commerce has been used for describing a variety of market transaction, enabled by information technology and conducted over the electronic network†. (Bhaskar, 2009) Introduction The purpose of thisShow MoreRelatedInternal Analysis : The Boston Group Matrix1560 Words   |  7 Pages INTERNAL ANALYSIS (CH) The internal analysis focuses on the strengths and weaknesses inside a company or organization; it helps determine what the company is capable of. There are many tools that play a part of the internal analysis but the three main tools used in an internal analysis are the Boston Consulting Group Matrix, the Value Chain Analysis which includes primary activities and support activities inside the business. 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New Zealand Is An Export Driven Competitive Economy Essay

Problem statement New Zealand is an export-driven competitive economy with exports accounting for about 30% of GDP, one of the primary indicators used to gauge the health of a country s economy. Auckland Airport handles 85% of air cargo exported from New Zealand, making it a hub for businesses which conduct trade. These businesses want to know whether New Zealand’s economy is continuing to benefit from these exports. I predict that this is true due to the high OEC ranking of New Zealand, which indicated economic complexity. The question that must then be posed is: What is the long term trend in exports from Auckland Airport? This question is of interest to businesses and consumers alike because international trade affects the price of domestic goods due to changes in supply and demand. An investigation will be carried out into the export of goods coming from Auckland Airport to investigate and analyse trends and to make a forecast. Further investigation into both imports and exports were also conducted to gauge the economic situation of New Zealand. The data provided is sourced from Statistics New Zealand Infoshare, recorded from 1988 to 2015 and records quarterly gross weight of exports in tonnes. Plan Using the data provided, I will use NZ Grapher to plot a time series and a decomposition on Auckland Airport Exports from 1988 to 2015. The data will be interpreted taking into account the raw data, trend, residuals, and seasonal effect. A forecast will be made using theShow MoreRelatedGross Domestic Product Of Australia1673 Words   |  7 Pages AUSTRALIAN ECONOMY GROSS DOMESTIC PRODUCT As per Australian Bureau of Statistics, Gross domestic product of Australia is 1560.60 USD, with annual growth rate of 2.50 percent. Services sector dominates the total GDP of the economy (65 percent of total GDP). 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India has been a beneficiary developing country (BDC) in the U.S. GSP program since its inception in 1974. The GSP program was originally devised to be a program to promote development in low income countries. The core premise was that the preferential tariff rates in U.S. could promote export-driven growth in lesser developing countries. The GSP program expired on July 31

The Fool In King Lear Essay Example For Students

The Fool In King Lear Essay The Fool in King Lear There has always been a perpetual jester in a kingly court. Often he has provided entertainment via his superficial jokes and has won the good graces of his master by creating an atmosphere of ebullience and joviality. Rarely has there existed a fool of such vivacious and rudiment cruelty, practicality and unprecedented common sense as the fool of William Shakespeares King Lear. This fool is blessed with a mellifluous voice of nonsensical reason, which he uses throughout the play as a function of perpetuating Lears madness to the point of a complete metamorphosis and the conception of clarity of mind. The fools original and supposed role is that of entertainer; although Lears Fool is a more convoluted version, as he is an ironical paradox of love, cruelty and is filled with didactic perspicacity. One is able to see his practicality, as well as his affection for Lear when he urges the King to come out of the storm: Good nuncle, in, and ask thy daughters blessing. (III, ii, 11) The Fool primarily recognizes the severity of the storm, and advises Lear to forget his pride, so that he may enjoy a comfortable surrounding. Heres a night pities neither wise men nor fools (III, ii, 12) is the subsequent line, which contains a subjective insult; whereby the distinction of who is the wise man and who is the fool is dubitable. A direct affront to the King, one that is immersed in truth and sagacity, occurs in Act I, Scene IV when the Fool proclaims to Lear: I had rather be any kind othing than a fool, and yet I would not be thee, nuncle. (I, iv, 176) This comment is contrived due to Lears folly in partitioning the kingdom, his relinquishment of his land, and the sanction for his daughters to take power. The Fool attempts to make Lear ascertain his folly, but it is too early for such cognizance. When he realizes this, the Fool tells Lear: I am better than thou art now. I am a fool, thou art nothing. (I, iv, 184) By pointing out his superiority to the K ing, he cruelly underscores Lears senility, while returning to the continuous theme of nothing, constructed wholly by Lear. The gratuitous quality of his comments, as well as Lears seeming disregard for them and his continuous insistence of treating the Fool as though he were his child accentuate the Fools cruelty. The Fool acts as a way to quantify the kings sanity. Lears madness (increases) overtly throughout the play, and the fools presence emphasizes the moments where an alteration in Lears state of mind in revealed. At the end of Act 1, Lear almost strikes the fool after he tells the king: Thou shouldst not have been old till thou hadst been wise. (I, v, 41) The Fool, however, is under the aegis of the gods as discussed earlier, so Lear would in fact be mad if he were to abuse him. Lear suddenly backs off, revealing a semblance of some sanity, and then professes: Let me not be mad, not mad, sweet heaven! (I, v, 43) In a similar declaration, Lear says: O Fool, I shall go mad. (I I, ii, 475) after he speaks of committing revenge upon his daughters. The Fool has been silent for some time, as it seems that Lear owns the necessary insight to perceive the future a role which the Fool has previously made his own. Lears fool is untouchable as the insightful, wise and holy fool who is under the protection of the gods or some prophetic powers, and is the all licensed jester. Child-like in his character, loved, pampered and indulged he enjoys the Kings good graces despite his continuous devastating remarks. He often tells Lear Ill teach you or you were foolish and still are. This omnipresent exhibition of superiority of a jester over his king could be punished; instead it is embraced. The fool talks to the king as though Lear was his fool: Fool: Dost thou know the difference, my boy, between a bitter fool and a sweet one?Lear: No, Lad, teach me. .uc44f9ddf5b97a4ab85ad97995c3695cb , .uc44f9ddf5b97a4ab85ad97995c3695cb .postImageUrl , .uc44f9ddf5b97a4ab85ad97995c3695cb .centered-text-area { min-height: 80px; position: relative; } .uc44f9ddf5b97a4ab85ad97995c3695cb , .uc44f9ddf5b97a4ab85ad97995c3695cb:hover , .uc44f9ddf5b97a4ab85ad97995c3695cb:visited , .uc44f9ddf5b97a4ab85ad97995c3695cb:active { border:0!important; } .uc44f9ddf5b97a4ab85ad97995c3695cb .clearfix:after { content: ""; display: table; clear: both; } .uc44f9ddf5b97a4ab85ad97995c3695cb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc44f9ddf5b97a4ab85ad97995c3695cb:active , .uc44f9ddf5b97a4ab85ad97995c3695cb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc44f9ddf5b97a4ab85ad97995c3695cb .centered-text-area { width: 100%; position: relative ; } .uc44f9ddf5b97a4ab85ad97995c3695cb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc44f9ddf5b97a4ab85ad97995c3695cb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc44f9ddf5b97a4ab85ad97995c3695cb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc44f9ddf5b97a4ab85ad97995c3695cb:hover .ctaButton { background-color: #34495E!important; } .uc44f9ddf5b97a4ab85ad97995c3695cb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc44f9ddf5b97a4ab85ad97995c3695cb .uc44f9ddf5b97a4ab85ad97995c3695cb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc44f9ddf5b97a4ab85ad97995c3695cb:after { content: ""; display: block; clear: both; } READ: US Economy Domination EssayLear joins in the game by allowing it and humors the Fool; which equates him with being the Fools entertainer, and therefore the Fools fool. Despite this twisted relationship, Lear also acts as the guardian of the Fool. In one scene, Goneril asks Oswald if her father struck her gentleman for chiding of his fool. (I, iii, 1.) Lear institutes physical violence to protect the precious fool; a severe act of rebuttal in response to a rather harmless admonition. However, Since only a madman or an evil person would think of striking or scolding the Fool, it may be assumed that Shakespeare wished to emphasize that Oswald and Goneril are of that nature. L ear sometimes threatens to hurt the Fool: An you lie, sirrah, well have you whipped. (I, iv, 172) but those threats are never manifested. This is also the first mention of the Fool in the play, which emphasizes his importance and favoritism from the king, as he obviously enjoys Lears highest courtesy and protection. This is not the same relationship that exists between Kent and Lear. Although Kent also tells the brutal truth and is often less incisive, he is shunned and despised by Lear: If on the tenth day following thy banished trunk be found in our dominions, the moment is thy death. (I, i, 178) This favoritism parallels that of Lear and his daughters, as though Goneril and Regan are Kent, and the fool Cordelia. The Fool is an extension of Cordelia, and she, an embodiment of the Fool. In her absence, the Fool acts in her role of child, and once she is returned, he is no longer present, so that she may fulfill her role appropriately. Lear exercises his paternal instincts on the Fo ol in Act III: Come on, my boy. How dost my boy? Art cold? (III, iii, 78) Lear treats him with utter affection and is preoccupied with his well being, just as he would Cordelia. A psychological analysis of his subversive action would reveal that Lears guilt and regret of banishing Cordelia are manifested in attempts at reconcilement through the Fool, who is a representative of Cordelia. Her truancy leaves him void, as she is his favorite and similarly to the Fool, all licensed in her actions. After her exile, Lear immediately misses her presence, and since he cannot have the original Cordelia, he calls forth his fool: Wheres my knave, my fool? (I, iv, 42) Throughout the general mayhem of the scene and more pressing matters at hand, such as his other daughters refusal to see him, Lears main preoccupation is his fool, and he calls for him five subsequent times. One Knight responds: Since my young ladys going into France, sir, the fool hath much pined away. (I, iv, 72) The Fools despai r is caused by Cordelias absence, which suggests their separation as unnatural; they are meant to be one, even though they are never on stage simultaneously. This is also the first mention of Cordelia since the opening scene, and the Knights comment strongly links the Fool to her. The Fool, as a representative of Cordelia, also acts as a constant reminder of Lears folly in expelling her. In one jesting session, among the Fools various random jokes, Lear comments: I did her wrong. (I, v, 24) The Fool brings with him a forced sense of realization, which Lear cannot control, so his mind gives in to the Fools subliminal reminders of his folly. The most obvious connection between Lears daughter and his fool, however, is made by Lear himself at the culmination of the play, when he has already lost both the Fool, and Cordelia. And my poor fool is hanged (V, iii, 304), Lear exclaims, referring to the hanged Cordelia in a term of endearment, but also suggesting the death of the Fool, althoug h his disappearance is never explained in actuality, and is continually vexing. The Fool vanishes after the mock trial scene because he has executed his function; Lear has become the fool. He makes defoliating remarks that are part of a necessary corrective system based on the purging of Lears false pride, partly manifested in his banishment of Cordelia. The Fool serves as Lears teacher in throwing away his false pride and the delusion of continuous authority. At the culmination of the play, Lear realizes he must forget this kingly preoccupation and accepts his daughter Cordelia: I am a very foolish, fond old manas I am a man, I think this lady to be my child Cordelia. (IV, vii, 68) He is no longer a King rapt with division, partiality and the quantification of love, but a father, a subject and a man. This is the image of a reconstituted land, in which the Fool has no role, so he departs cryptically and becomes a castaway. In the Fools final scene, he exits holding Lear up: Exeuntth e Fool supporting Lear. (III, vi.) A subjective meaning of this action is Lear and the Fool becoming one, as the Fool ceases to be the wise fool and Lear becomes the Fool with an incredibly salubrious clarity and common sense. The Fools action is preceded with Lear uttering his last words of madness: So, so, so; well go to supper ithe morning so, so, so. (III, vi, 81), nonsensical gibberish, before reappearing as the newly emanated fool much later in the play; ironically marking an end to his folly as King, and a beginning of insight as the Fool. .u31b32dfad99325b8045c32f3226d01c9 , .u31b32dfad99325b8045c32f3226d01c9 .postImageUrl , .u31b32dfad99325b8045c32f3226d01c9 .centered-text-area { min-height: 80px; position: relative; } .u31b32dfad99325b8045c32f3226d01c9 , .u31b32dfad99325b8045c32f3226d01c9:hover , .u31b32dfad99325b8045c32f3226d01c9:visited , .u31b32dfad99325b8045c32f3226d01c9:active { border:0!important; } .u31b32dfad99325b8045c32f3226d01c9 .clearfix:after { content: ""; display: table; clear: both; } .u31b32dfad99325b8045c32f3226d01c9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u31b32dfad99325b8045c32f3226d01c9:active , .u31b32dfad99325b8045c32f3226d01c9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u31b32dfad99325b8045c32f3226d01c9 .centered-text-area { width: 100%; position: relative ; } .u31b32dfad99325b8045c32f3226d01c9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u31b32dfad99325b8045c32f3226d01c9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u31b32dfad99325b8045c32f3226d01c9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u31b32dfad99325b8045c32f3226d01c9:hover .ctaButton { background-color: #34495E!important; } .u31b32dfad99325b8045c32f3226d01c9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u31b32dfad99325b8045c32f3226d01c9 .u31b32dfad99325b8045c32f3226d01c9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u31b32dfad99325b8045c32f3226d01c9:after { content: ""; display: block; clear: both; } READ: Apology EssayA knave and a fool are sometimes equated to each other in this play, although their actual meanings differ substantially. A knave is of an evil nature, a rascal or a vagabond while a fool is a simple jester, supposedly good hearted with a jovial sense of humor. Lears fool, however, is a paradox. Shakespeare always allots more intellectual ability and shrewdness to the evil characters in his plays that he does to the righteous. Edmund, for example, is so astute that he practically causes the audience to dispense sympathy for his atrocities. Since the Fool is very sagacious, it may be assumed that he is of an evil nature as well; yet he is the one who ultimately saves Lear by purging his delusions and his pride from him. It is this differentiation, or lack thereof, that is the partial cause of such unadulterated chaos in King Lears Britain. Shakespeare Essays

Emersons Individualism Essay Example For Students

Emersons Individualism Essay Emersons transcendentalism is essentially a romantic individualism, a philosophy of life for a new people who had overthrown their colonial governors and set about conquering a new continent, in hopes of establishing new and unique views. Though Emerson is not a traditional philosopher, the tendency of his thought is toward inward reflection in which soul and intuition, or inspiration, are fundamental. The new American needed less criticism and a rejuvenated sense of personal inspiration. Taking a practical and democratic, yet philosophic interest in all of nature and in individuals of every walk of life. Emerson stresses the potential for genius and creativity in all people. It is a source of creative insight within which Emerson identifies as divine. According to Emerson, Mind is the only reality of which men and all other natures are better or worse reflectors. For Emerson, intuition is the capability of seeing things creatively. We will write a custom essay on Emersons Individualism specifically for you for only $16.38 $13.9/page Order now We are limited as humans due to our imperfect nature, but through divine inspiration, and self confidence, we can achieve a higher level of understanding. Therefore, Emerson calls for us to always be prepared to listen to this voice within instead of conforming to societal pressures. The theme of Self-Reliance is an elaboration of this idealist theme: we are to follow our own lights. The Over-soul, the only prophet of that which must be, is both the act of seeing and the thing seen. It creates our world in depth by means of our insight and interpretations. Emersons great emphasis upon nonconformity and integrity shows that this Over-soul creates a world through individuals rather than through the conformity of society. Where we find beauty in a flower or a forest or a poem, meaning and direction, or deep understanding, the voice of this deity is speaking through us and creating the world around us by such means. This deity does not speak to groups but, in radical protestant style, to each person alone to the degree he or she attends to the message. The value Emerson attributes to the messages depends upon the Over-soul being self-sufficing and perfect in every hour. In spite of his individualism, Emersons thought is similar to the romantic nationalism of 19th century Europe, but where this nationalism focused upon collective entities such as a people, their language and culture, Emersons focus is upon the individual. In Self-Reliance he says, it is easy, in the world to live after the worlds opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude. Where nationalism stresses the development of an authentic national culture free from foreign influences and takes a collective perspective more or less for granted, Emerson applies a similar approach to each individual. Emerson complains that all men hear the inner voice, but most are too scared due to peer pressure to act upon the intuitions. Society everywhere is a conspiracy against the manhood of every one of its members. Emerson feels man must work on his own and be diligent and truthful in that work to produce a better society. Man must be willing to take risks instead of conforming to the rules of society in order to prosper. Man should control society instead of allowing society to control man. The two major barriers to self-reliance are conformity and relying on the past. The Trustee is man, himself, when he trusts his own intuition. This modifies the egotism of self-reliance because it makes it common to all men and it creates the view that self-reliance is not based on intellect but on common sense. Self-reliance allows one to progress in any situation. It implies that there would be no king or higher government; all would be equal. Self-reliance does not allow men to claim that they know God and use ancient terminology because in this way men revert to the past for authority. Emerson feels man should realize that his life is built on fate and chance and he has no power to control the outcome. .ueed872e3a5695e9ead22171431fabc80 , .ueed872e3a5695e9ead22171431fabc80 .postImageUrl , .ueed872e3a5695e9ead22171431fabc80 .centered-text-area { min-height: 80px; position: relative; } .ueed872e3a5695e9ead22171431fabc80 , .ueed872e3a5695e9ead22171431fabc80:hover , .ueed872e3a5695e9ead22171431fabc80:visited , .ueed872e3a5695e9ead22171431fabc80:active { border:0!important; } .ueed872e3a5695e9ead22171431fabc80 .clearfix:after { content: ""; display: table; clear: both; } .ueed872e3a5695e9ead22171431fabc80 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ueed872e3a5695e9ead22171431fabc80:active , .ueed872e3a5695e9ead22171431fabc80:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ueed872e3a5695e9ead22171431fabc80 .centered-text-area { width: 100%; position: relative ; } .ueed872e3a5695e9ead22171431fabc80 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ueed872e3a5695e9ead22171431fabc80 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ueed872e3a5695e9ead22171431fabc80 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ueed872e3a5695e9ead22171431fabc80:hover .ctaButton { background-color: #34495E!important; } .ueed872e3a5695e9ead22171431fabc80 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ueed872e3a5695e9ead22171431fabc80 .ueed872e3a5695e9ead22171431fabc80-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ueed872e3a5695e9ead22171431fabc80:after { content: ""; display: block; clear: both; } READ: A Farewell To Arms Analysis EssaySociety wants to impose government, rules, and law on its people so they can be puppet-like. Emerson proposes that men live based on their own individual instincts thus creating their own internal law. Emerson believes that men fail to succeed because they allow society to think for them. A foolish consistency is the hobgoblins of little minds, adored by little statesmen and philosophers and divines. With consistency a great soul has simply nothing to do. Emerson believes in living in the present and not in the past. Society is compared to a joint-stock company, in which the members agree, for the better securing of his bread, to surrender the liberty and culture of the eater. This is his explanation of how people are seduced into ignoring their own insights and convictions, their own culture, in order to better profit by their relationship with society. Emerson warns of the seductions of society and supplies a moral counter weight Nothing is at last sacred but the integrity of your own mind. It is better to make your own mistakes and suffer from them than to make the mistakes dictated by another and surrender oneself to dissolution in outside forces. Though the sensual man conforms thoughts to things, the poet conforms things to his thoughts. Emerson succeeded in conforming generations of Americans to his thought. Now, in an age where conformity is used in commercials as an advertising gimmick, Emerson would probably offer the following: Your conformity explains nothing. Act singly, and what you have already done singly will justify you now.

African

Introduction The African-American cultural group can be described with the help of such criteria as environmental control, biological variations, social organization, communication, space, and time orientation. These factors affect the provision of healthcare services to African Americans. They determine the effectiveness of the American healthcare system among different ethnic groups.Advertising We will write a custom report sample on African-American Cultural Group specifically for you for only $16.05 $11/page Learn More Environmental control Some African Americans exercise environmental control by adhering to their beliefs and cultural practices. In turn, the individuals, who believe in traditional medicine, are suspicious of modern treatment methods (Dayer, 2010). Therefore, more representatives of this group may seek the services of folk healers before seeking modern medical remedies. This practice is imbedded in many traditions that they still obse rve today. Moreover, they mistrust the American healthcare system due to the effect of the Tuskegee syphilis study and other violations of their civil rights. Biological variations The studies have revealed that genetic makeup, enzymatic variations, and susceptibility to diseases are the main reasons for prevalence of certain diseases among African Americans. These diseases include cancer, asthma, coccidioidomycosis, lactose intolerance, and sickle cell anemia (Dayer, 2010). For example, the HbSS genotype passed on from parents to offsprings causes sickle cell anemia. The prevalence of the disease is between 8 and 10 percent (Spector, 2004). Additionaly, genetic variations determine the extent to which environmental factors and socioeconomic constructs affect the health of African Americans. Social organization African Americans attach importance to family and religion. For example, they treasure extended families, community organizations, and religious communion. Since the days of slavery, African Americans have maintained strong social ties in order to retain the sense of community and belonging (Spector, 2004). For example, slaves used spiritual symbolism to give hope for freedom. This tendency has led to strong church affiliations that are still present today. Moreover, religious and social groups were important for addressing social, political, and economic challenges faced by this group (Dayer, 2010). Communication The description of communication style is valid because African Americans use different languages and dialects. They emerged during the days of slavery. Apart from English, one can distinguish French and Spanish. Distinct language patterns emerged during the period of slavery when black people had to learn new languages in order to communicate with one another (Spector, 2004). Slave owners discouraged the communication between people who spoke the same language because this interaction could have led to rebellions. This separation contributed to the development of dialects such as pidgin and Creole (Spector, 2004). Moreover, African Americans rely on non-verbal communication. For example, they discourage direct eye contact in certain situations and use silence to express anger and dissatisfaction. Personal space I agree with the description of African Americans’ approach to personal space because it is determined by their social nature. They are not very sensitive to the concept of personal space because they are used to working together and taking care of each other. It should be mentioned that many African Americans encourage eye contact. However, they accept body contact (Spector, 2004).Advertising Looking for report on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Time orientation African Americans are described as having present time orientation, and I agree with this argument. These people are more concerned with the present, rather than the future . African Americans are inclined towards dealing with events and challenges that are related to the most immediate future. Therefore, they consider appointments and many other activities as flexible and elastic (Spector, 2004). This attribute distinguishes them from other cultural groups. How deeply I identify with the heritage I identify strongly with the African-American ethno-cultural heritage. I attach importance to such values as strong social and religious affiliations, open communication styles, distinct language patterns, and emphasis on present time orientation. In addition, I am of African-American origin. Several health beliefs are included in the cultural heritage of this group. They include the power of folk medicine, healing effects of herbs, healing powers of root and herb doctors, and the ability of spiritual healers to ward off evil and illnesses. Reference List Dayer, L. (2010). Cultural Competencies for Nurses: Impact on Health and Illness. New York, NY: Jones Ba rtlett Learning. Spector, R. (2004). Cultural Diversity in Health and Illness. Upper Saddle River, NJ: Prentice Hall. This report on African-American Cultural Group was written and submitted by user Hazel Galloway to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. African Table of Contents Introduction Existence of Math Performance Gap Causes and Explanation of Math Performance Gap Conclusion Works Cited Introduction The belief that Black students have worse performance in math in comparison with their White classmates has taken root among teachers, students, curriculum developers and researchers.Advertising We will write a custom research paper sample on African-American Students and Mathematics Achievement Gap: Stereotype or Reality? specifically for you for only $16.05 $11/page Learn More It is possible to assume that it rises from the first years of the â€Å"post- Brown v. Board of Education case† period when the â€Å"separate but equal† doctrine and segregation in education were declared unconstitutional (Martin 121), and when Black and White students began to learn together. Today many pedagogues have accepted this statement as given and adapt their teaching activity to it. Nevertheless, today th e question of Black students’ poor achievement in mathematics remains burning: understanding its validity and, if it is valid, its essence and source is very important, as it may give teachers valuable background for developing appropriate approach to teaching Black students. Besides, this knowledge may be valuable for Black students themselves to enhance their self-efficacy. The purpose of this research is to find whether there is the evidence of the math performance gap between Black and White students and, if we find that it exists, to throw ling upon its origin. There are several hypotheses that we need to check: The mathematics performance gap between Black and White students exists. The existing gap between Black and White students is caused by cultural or cognitive peculiarities of Black students’ thinking and learning. The existing gap between Black and White students is caused by Black students’ low motivation to studying mathematics. The existing gap between Black and White students is caused or aggravated by the commonly accepted negative stereotype. The existing gap is caused or aggravated by some other factors. We will observe sources devoted to the topic of our research and test these hypotheses. Existence of Math Performance Gap Several studies corroborate the statement about existence of the math performance gap between Black and White students; quantitative evaluation of their performance had been carried out for several decades. According to Rothman, the gap has reduced substantially during the 1970s-80s, but in the late 80s, the progress â€Å"stalled† (cited in United States Commission on Civil Rights 9). In 2000, the gap still existed: while about 40 per cent of white 4th grade students’ math performance was at or above proficient, only 5 per cent of Black students performed at the same level (10). Moreover, Fuetsch and Ware (in Hayman and Ware 307) state that during the investigation carried out betwee n 1995 and 2004, each year the gap was bigger than in the beginning of the observation at least in one of the observed grades.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More We may also allude to the fresher data on the discussed problem. According to the results of the 2006 investigation of school students’ tests results presented in (Anderson), Black students were 41 points behind non-Hispanic students. Paige and Witty (35) state that in 2007, the difference between a number of White and Black fourth graders who performed at or above the proficient level was 51 per cent White versus 15 per cent Black; in the eighth grade, 82 per cent of White students performed at or above the basic level versus 47 per cent of Black students. Besides, the investigation in (Anderson) demonstrated that there is no strong correlation between age and performance in math: the gap varied in different gra des. Finally, the gap in math was bigger than that in other subjects, which makes studying of math achievement gap apart from gaps in other subjects reasonable. This gives us opportunity to state that there are certain factors beyond ethnicity itself and students’ age that impacts Black students’ performance in math. Some suggestions on these factors were expressed in the hypotheses formulated in the introduction. We will discuss them in the next chapter. Causes and Explanation of Math Performance Gap First of all, it is necessary to mark that today there is no single answer to the question on causes of the math performance gap. The range of opinions lies in different dimensions, even in such as ideological, racial and political. As for the scientific research, the given issue is mostly studied from sociocultural, socioeconomic, pedagogical and genetic perspective (Paige and Witty 59). One of the existing theories is the â€Å"socioeconomic disparities† (60). Ac cording to this theory, the long period of slavery impacted Black citizens’ performance in math. Black people had no opportunity to study for centuries, and the consequence of this situation is today’s achievement gap. Paige and Witty state that the difference in â€Å"parenting† skills between parents of different social classes and professions has been corroborated by several researches (61). However, not only past conditions are considered to impact Black students’ math performance. According to August 2000 NAEP report (in United States Commission on Civil Rights 10), the math achievement gap has connection with students’ current social condition: economically disadvantaged students perform poorer.Advertising We will write a custom research paper sample on African-American Students and Mathematics Achievement Gap: Stereotype or Reality? specifically for you for only $16.05 $11/page Learn More Another significant que stion to discuss is Black students’ motivation to studying math. Significant investigation was carried out by Rech (1994 212-220): the researcher found that the attitudes of Black students, even those having high performance at school, are poorer than those of White students. Rech argues that Black students demonstrate anxiety towards mathematics and have doubts about importance of learning it. To some extent, this can be linked with the â€Å"socioeconomic disparities† theory: analogically to parenting skills, parenting behavior also takes place in families (Paige and Witty 60). Thus, it is possible to state that Black students have low motivation to studying math. This should be considered by math teachers, as studying mathematics is important for students’ career prospects. Wilkens (in Irons 340) states that this problem has now been taking shape in our society; to get prestigious high-paid jobs, Black students who are the future employees should acquire nece ssary background and skills in math. Negative stereotypes and emotional environment also prove to be the factors that aggravate the math achievement gap. Haynes, Ben-Avie and Ensign (94) state that emotional environment is one of the strongest factors that impact Black students’ performance in math. They emphasize that in many cases teachers have prejudice about Black students’ math skills and expect them to fail, which actually influences their performance. This statement is confirmed by the research carried out by Rydell, McConnell and Beilock (949-966): when Black students were reminded about negative stereotyping about their performance in math, they began to actually perform worse. The research by Schweinle and Mims (501-514) also showed that Black students have lower math self-efficacy. Thus, there is one more point to consider for math teachers who work with Black students: motivation and self-efficacy in math are the issues that require working on beyond improv ing math skills themselves, and it is important to struggle against negative stereotypes and anxiety to cope with this task. Finally, one more assumption about gap in mathematics achievements is that there is certain inherent cognitive difference between Black and White students that is caused by race. Finding the answer to this question is a very difficult task, as studying cognition is much more complicated than studying motivation and attitude.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, despite a series of researches have been fulfilled, there is still no universal opinion on this issue. In (Cwikla 3), we see the comparative histogram of performance of students of different race in regards with different aspects of studying math. White, Black, Hispanic, Asian and other students are compared in being good at measurement, geometry, number sense, probability and statistics, and algebra. The histogram does not provide clear answer to the question. On the one hand, the author emphasizes that the absolute difference between White and Black students varies in different areas, which may be interpreted as the evidence of cognitive difference between students of different races. The research results demonstrate that Black, Hispanic and White students had their best performance in algebra, Asian students performed the best in geometry (9). On the other hand, we may notice that despite the absolute difference varies, the general trend is quite neat: Asian and White stude nts have the best performance in all areas; other students have the third place; Hispanic students have the fourth place, and Black students the fifth; exception is probability and statistics where the performance of Hispanic and Black students are quite high and almost equal; besides, there is slight difference in algebra performance. Thus, the difference in performance in different areas exists, but is seems somewhat blurred. One more point that should be considered is that there is the difference between the notions â€Å"cause† and â€Å"influence†. Despite we have outlined several factors that prove to impact Black students’ performance in math, it is difficult to state whether they cause the math performance gap or just aggravate it. Answering this question requires further study. Besides, it is important to take into account that these factors may be connected and influence each other. For example, if the factor of heredity exists in regards with math ski lls, low motivation may be also â€Å"inherited†; negative stereotypes may impact math self-efficacy and thus cause anxiety; finally, social environment may â€Å"persuade† economically disadvantaged Black students that they have no opportunity to get high position and well-paid job and that there is anyway no need to learn math. Conclusion Having observed the sources devoted to the gap in math performance between Black and White students, we can make the following conclusions: The gap in math performance between White and Black students exists. The gap in math performance is bigger than the gap in performance in other subjects. Despite after elimination of racial segregation in education the gap was reducing quite rapidly, today this reduction has almost stalled. Several approaches to explaining the gap in performance in math exist, and no one of them has been recognized the only correct. There is the evidence that math skills and math behavior are â€Å"parentedâ⠂¬  in families. Black students have low motivation and strong anxiety towards math. Negative stereotypes influence Black students’ math self-efficacy and performance in math. The question of inherent cognitive difference between Black and White students remains open. The points discussed above should be considered by school teachers, as, regardless of causes and factors of the gap in math performance, their task is to make this gap as small as possible. Works Cited Anderson, Nick. â€Å"Performance Gap on Tests Uneven for Black Students.† Washington Post. 22 June 2006. Web. http://www.washingtonpost.com/wp-dyn/content/article/2006/06/21/AR2006062101829.html Cwikla, Julie. â€Å"Differential Mathematics Performance on the TIMSS-R across Delaware Students of Color.† Triangle Coalition. PDF File. Web. Hayman, Robert L., and Leland Ware. Choosing Equality: Essays and Narratives on the Desegregation Experience. University Park, Pa.: Pennsylvania State University P ress, 2009. Print. Irons, Peter H. Jim Crown’s Children: The Broken Promise of the Brown Decision. New York: Viking, 2002. Print. Martin, Waldo E. Brown v. Board of Education: A Brief History with Documents. Boston, MA: Bedford/St. Martin’s, 1998. Print. Paige, Rod, and Elaine P. Witty. The Black-White Achievement Gap: Why Closing It Is the Greatest Civil Right Issue of Our Time. New York, NY: AMACOM, American Management Association, 2010. Print. Rech, Janice F. â€Å"A Comparison of the Mathematics Attitudes of Black Students According to Grade Level, Gender, and Academic Achievement.† Journal of Negro Education 63(2) (1994): 212-220. Print. Rydell, Robert J., Allen R. McConnell, and Sian L. Beilock. â€Å"Multiple Social Identities and Stereotype Threat: Imbalance, Accessibility, and Working Memory.† Journal of Personality and Social Psychology 96(5) (2009): 949-966. Print. United States Commission on Civil Rights. Office of the General Counsel. Closing the Achievement Gap: The Impact of Standards-Based Education Reform on Student Performance: Draft Report for Commissioners’ Review. Washington, D.C.: U.S. Commission on Civil Rights, Office of the General Counsel, 2004. Print. Schweinle, Amy, and Grace A. Mims. â€Å"Mathematics Self-Efficacy: Stereotype Threat Versus Resilience.† Social Psychology of Education 12(4) (2009): 501-514. Print. This research paper on African-American Students and Mathematics Achievement Gap: Stereotype or Reality? was written and submitted by user Carmen Martinez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. African Table of Contents Historical background Adversaries of the African-Americans in 1960s Stopping segregation when going to school Woolworth story Right to vote Conclusion Works Cited African-Americans in the 1960s faced segregation, discrimination and stereotyping from their white counterparts. The African-Americans were discriminated based on their race, color, origin, religion and creed. Therefore, they were excluded from many activities of the country.Advertising We will write a custom essay sample on African-Americans in the 1960s specifically for you for only $16.05 $11/page Learn More The segregation included access to certain schools, waiting for long before being served and denial of voting rights. However, amidst these forms of discrimination, African- American movements emerged that demanded for equality and fair treatment of all the citizens. Historical background 1960s witnessed emergences of many African-led movements, which had a sole obj ective of fighting discrimination. African-American civil rights movement (1965-1968) was a movement aimed at fighting racial discrimination against the African- Americans. It was also constituted to restore voting rights to the African-Americans (Digital rights para. 3). Black power movement was another movement that emerged in 1966, which aimed at promoting civil rights including racial dignity, political self-sufficiency, economic and freedom from oppression from the whites (Murphiee 13). These movements, through rallies, lobbied for civil disobedience and non violent protest that helped them in raising their concerns to the federal and state government. These protests bore fruits as legislations were changed to accommodate the rights of the African-Americans. For instance, civil rights act of 1964 banned any form of discrimination based on religion, color, race, employment practices, national origin and public accommodation. Furthermore, the voting right act of 1965 restored and protected the voting rights of the African-Americans. Many other acts and rights were enacted to ensure that all citizens were granted equal opportunity and fair treatment. Adversaries of the African-Americans in 1960s African-Americans went through difficulties in the 1960s. Because of the harsh treatment, their lifespan was seven years less compared to the whites. The children of African blacks had half chances of completing their schools successfully. Only, a third of the students had a chance of completing college while only a third had a chance to join a profession body.Advertising Looking for essay on african american? Let's see if we can help you! Get your first paper with 15% OFF Learn More This discrimination impacted negatively on the progress of African-Americans. Furthermore, the African-Americans earned half as much as whites and their chances of securing a job were very minimal. In addition, the voting rights of African-Americans were limited, as this fr eedom was denied to them (Murphiee 13). Other forms of oppression were evident in the granting of opportunities and even in providing services or any other assistance. An African-American was always served after all the whites were served. This preferential treatment demonstrated the highest level of inhumanity and discrimination. Stopping segregation when going to school In 1960s, attending school was a privilege that was given to white children. African-Americans were segregated as their children could not be admitted to certain schools that were a preserve of the whites. Many African blacks were viewed as second class citizens and they were not given an equal opportunity to enroll in good schools. Even after the Brown v. Board of education decision, only 49 schools desegregated and only 1.2 African-American children in 11 states attended class with the whites (Digital rights para. 6). Therefore, this demonstrated the disparities and the level of segregation that the whites showed to their African-American counterparts. In parts of the 1960, civil activist such as Rev. Dr. Martin Luther King, Jr spoke of these injustices and demanded the government to accord equal rights to all of its citizens without discriminating against race or skin color. Woolworth story Discrimination was evident in the whites against the African blacks through different spheres of interactions and relations. On February 1, 1960, four African-Americans, Blair, Franklin, Joseph and David walked into the Wool worth stores in North Carolina agricultural and technical college. When they requested for a cup of coffee, a white waitress demanded them to stand before they could be served (Digital rights para. 4). The notion behind standing is the formed perception and stereotyping of the African-Americans. This episode demonstrated the harsh realities of racial discrimination that African blacks went through as citizens of United States in 1960s. To demonstrate their anger and dissatisfaction on the way they were treated, the four men stayed at their seats until the lunch counter closed leading to sit-in protests.Advertising We will write a custom essay sample on African-Americans in the 1960s specifically for you for only $16.05 $11/page Learn More The four men rallied support and the following day 25 colleges appeared at the restaurant. The non violent protest went on with African-Americans protesting against inequality. The protest finally bore fruits after six months when the white city officials granted the rights to African Americas to be served in a restaurant without giving preference to the whites (Digital rights para. 7). The protests on lunch counter sit-ins spread to other cities across the southern states. For instance, in North Carolina, some storekeeper unscrewed their lunch counters while in states such as Alabama, Virginia, seats were roped-off to ensure that no one was given a preferential treatment. All the customers had t o stand upon being served with food. African- Americans Students resorted to attacking those libraries, lunch counters, and other public facilities such as beaches that were segregated and a preserve for the whites. In pursuit of their rights, 142 student leaders formed a student Nonviolent coordinating committee, which would enable them fight and demand for equality. Rev. Luther King motivated them and encouraged them to stand up and be ready to be taken into jail in their pursuit to awaken the dozing conscience of whites. These sit-ins resulted to wade-ins in beaches that were segregated. By the end of 1960 more than 70,000 people had participated in the sit-ins in more than 100 countries and 20 states with police arresting more than 3600 protestors. Furthermore, almost 187 students were expelled from their learning institutions for participating in the sit-ins (Digital rights para. 8). However, these protest bore fruits as most of the counters were integrated hence helping in bre aching the gap between the whites and the African-Americans. Right to vote African-Americans in the early 1960s were prohibited to vote. This fundamental right was denied to them making them to be non partisans in the politics of the US. They could not therefore, demand for the respect of their rights because they could not vote. However, the enactment of the 1964 civil rights that prohibited discrimination in public accommodations and employment provided a relief.Advertising Looking for essay on african american? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nevertheless, prior to the enactment of the act, this fundamental constitutional right to vote was not provided to the African-Americans (Clayborne, para. 4). For instance, in state of Alabama, eligible voters were required to provide written answerers to a 20 paged test on the state government and constitution. Some of the questions that were asked during these tests included giving reasons to why presidential electors cast ballots for their presidents and many other questions of such caliber. These laws were intended to restrict the African-American voters from participating in the elections through intimidating them indirectly. Therefore, the whites made it difficult for the African-Americans to votes in the general elections Martin Luther king was instrumental in bringing the issue of voting rights to national attention when he decided to launch a voter registration drive in Selam, Alabama in 1965. In Selam city the number of blacks outnumbered those of whites but surprisingly t he roles related to voting were assigned to the whites. 99 percent of roles were reserved for whites with only 1 percent being taken up by the blacks. Luther led his black counterparts to the county courtroom for registration. But their quest was halted after an approximate 2,000 black demonstrators were arrested together with king (Clayborne, para. 6). However, upon the ruling by the federal court not to interfere in registration, James Clark ordered the African-Americans to stand on a line for five hours before taking a test. At the end of the day, not even a name of a single black was added in the registration rolls. Protest matches went on and when four Ku Klux Klan members killed a 39 old white civil rights volunteer, the president, Johnson expressed nation’s anger and shock marking the journey to change (Digital rights para. 5). Two measures were adopted in 1965, which were aimed at helping in safeguarding the rights of black Americans. 24th amendment was ratified by th e state on 23 January to bar any poll tax in the federal elections. Five southern states had poll taxes in their systems of governance. Secondly, the signing of voting right by the president on 6 August prohibiting literacy tests and instructing federal examiners to seven states to begin registration of black voters helped in boosting African-American registered voters. The number reached 450,000 in the southern states within a year. Conclusion In conclusion, 1960s was a transformation or transition period for the African-American citizens. They had suffered all forms of discrimination and through their undeterred efforts and determination, they managed to fight and reclaim their rightful place in the American community. The African-Americans were discriminated in terms access to schools, services, voting rights but through their devotion, they finally managed to be granted their rights. Works Cited Clayborne, Carson. African – American leadership and mass mobilization, 1994. Web. Digital rights. America in Ferment: The Tumultuous 1960s: Voting rights. Web. Digital rights. America in Ferment: The Tumultuous 1960s: The State of Black America in 1960. Web. Murphiee, Vanessa. Black Power: Public Relations and Social Change in the 1960s.  American Journalism, 21.3 (2004): 13-32. This essay on African-Americans in the 1960s was written and submitted by user Leighton Shaw to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. African

Effects & Consequences of Early European Contacts on... essays

Effects & Consequences of Early European Contacts on... essays Effects In this writing I will attempt to describe how early contacts with the Europeans effected the Native peoples of North America. I will also try to analyse if it effected their lives in any significant way, and if it did, in what way it might have altered them. And finally, I shall see if this contact produced any cultural conflicts or attempts toward mutual co-existence. First of all, we need to see what drove Europeans out of Europe, and into exploration of the unfamiliar hostile seas. Curiosity, being a characteristic trait of the human race was certainly a factor, it supplied the constant need to explore and discover the unknown. But, in this case, the main reason for the early European expeditions was economic. A desperate search to find a new route to the Indies was underway. With the capturing of Constantinople by the Turks, the traditional routes to the Orient were cut off, and the highly sought after spices needed to preserve the meats in Europe became scarce, as well as many other exotic goods previously imported from the far East. So, explorers from the more powerful European countries were sent by their governments and merchant elite on their way in search of a passage to India and China in the West. One such explorer hailed from France by the name of Jacques Cartier. He set off in late April, 1534, from Saint-Malo with two ships and 61 men in search of the great North West passage. They sailed all the way into Chaleur Bay, which divides present day Quebec from New Brunswick, where he met his first Mikmaq traders. A trading exchange between the Native peoples and the Europeans was initiated by the Natives, who made signs to the sailors to come on shore, holding up to them furs on sticks, in exchange for the newcomers iron knives, kettles, and axes. Further up into the continent, they encountered Iroquoians, who, unlike the Mikmaq, were unaccustom...

HRM Book Summery Essay Example | Topics and Well Written Essays - 1750 words

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