Buisiness Implication of Exchange Rates

BUSINESS IMPLICATIONS OF EXCHANGE-RATE CHANGES BUSINESS IMPLICATIONS OF EXCHANGE-RATE CHANGES Market Decisions On the marketing side, exchange rates can affect demand for a company’s products at home and abroad. A country such as Mexico may force down the value of its currency if its exports become too expensive owing to relatively high inflation. Even though inflation would cause the peso value of the Mexican products to rise, the devaluation means that it takes less foreign currency to buy the pesos, thus allowing the Mexican products to remain competitive.One interesting ramification of a peso depreciation is the impact of the cheaper Mexican goods on exporters from other countries. For example, the cheaper Mexican goods flooding the market in Argentina might take away market share from Italian exporters, thus affecting the Italian economy. A good example of the marketing impact of exchange rate changes is the problem that Japanese car manufacturers were having selling to t he United States in 1986 and 1987 due to the sharp rise in the value of the yen.As the dollar fell 47 percent against the yen in the 16 months ending in December 1986, Japanese car companies found that their cost advantage had disappeared, prices had to be increased, and profit margins had to be trimmed in order to remain competitive. In addition, Korean cars were making inroads due to the low costs and prices of Korean products. Thus a currency depreciation could result in foreign products becoming so expensive in a country like the United States that U. S. roducts soon would pick up market share from imports. The key is whether or not the percentage of devaluation exceeds the relative increase in inflation. In the case of Japan, the strengthening of the Japanese yen in the latter part of 1990 was advantageous to the Japanese in one sense—the cost of imports. Oil prices skyrocketed in late 1990 as Iraq invaded Kuwait, and oil is priced in dollars. Because the yen was rising against the dollar, the stronger yen offset the higher cost of oil.Production Decisions Production decisions also could be affected by an exchange-rate change. A manufacturer in a country with high wages and operating expenses might be tempted to locate production in a country such as Argentina (where the austral is rapidly losing value) because a foreign currency could buy lots of aus-trals, making the initial investment relatively cheap. Another reason for locating in a country such as Argentina is that goods manufactured there would be relatively cheap in world markets.However, a firm could accomplish the same purpose by going to any country whose currency is expected to remain weak in relation to that of the parent-country currency. The attractiveness of a weak-currency country must be balanced with the potential problems of investing there. Financial Decisions The final business area where exchange rates make a difference is in finance, The areas of finance that are most affect ed are the sourcing of financial re- sources, the remittance of funds across national borders, and the financial statements.There might be a temptation to borrow money where interest rates are lowest. However, we mentioned earlier that interest-rate differentials often are compensated for in the money markets through exchange-rate changes. In the area of financial flows, a parent company would want to convert local currency into the parent’s own currency when exchange rates are most favorable so that it can maximize its return. However, countries with weak currencies often have currency controls, making it difficult to manage the flow of funds optimally.Finally, exchange-rate changes also can influence the reporting of financial results. A simple example can illustrate the impact that exchange rates can have on income. If the Mexican subsidiary of a U. S. company earns 100 million pesos when the exchange rate is 200 pesos per dollar, the dollar equivalent of income is $500,00 0. If the peso depreciates to 300 pesos per dollar, the dollar equivalent of income falls to $333,333.The opposite would occur if the local currency appreciates against the parent currency. LOOKING TO THE FUTURE The international monetary system has undergone significant reform in the past two decades. As the historically planned economies undergo a transition to market economies, they will feel significant pressure on their exchange rates. High rates of inflation and weak demand for those currencies will lead to major devaluations—certainly a key factor affecting the Russian rouble in March and April of 1991.The European Monetary System should continue to strengthen, and national economic policies will be coordinated more closely as the Europeans move closer to a common currency. However, the weaker economies of some of the new entrants into the EC will continue to plague harmonization and the problems arising during the reunification of Germany will keep the German mark fro m soaring too high against the currencies of the other EC members. Some of the most interesting changes in currency values will take place in the â€Å"more flexible† category.Countries in the â€Å"adjusted according to a set of indicators† and â€Å"other managed floating† categories need to gain greater control over their economies in order to move to the â€Å"independently floating† category. Countries in the latter category are under constant pressure to control inflation and to keep from being tempted to intervene in the markets. Firms will face constant pressure to understand the factors influencing particular exchange rates and to adjust corporate strategy in anticipation of rate movements. Their job will only get easier if exchange rate volatility diminishes

Religion 111: Introduction to the Old Testament Essay

Course: Religion 111: Introduction to the Old Testament Instructor: Email: Department Chair: Division Chair: Dean of the School of Arts and Sciences: Credit Hours: 3sh Course Expectations: Outside of class- 20 hours per week REL 111 Introduction to the Old Testament: This course is an examination of the writings of the Old Testament, using an historical and interpretive approach to these writings. GER REL and Humanities Student Learning Outcomes Student Learning Outcomes Upon successful completion of this course, students should be able to: Means of Assessment This outcome will be indicated by successful: –Trace the chronology of Israel’s history from the patriarchal period through the end of the prophetic era emphasizing its significant events, personalities, and cultural settings. –Performance on graded exams/quizzes. — Study questions — Questions of the Week –Identify the various literary genres present in the Old Testament. –Performance on graded exams/quizzes. — Study questions –Identify aspects of the different moral, ethical, and theological messages of the Old Testament. –Completion of research project. –Performance on graded exams/quizzes. — Study Questions — Questions of the Week –Develop an interpretive framework through the use of scholarly research tools and methods. –Completion of research project. Textbooks Meeks, Wayne A. Gen. ed. The HarperCollins Study Bible New Revised Standard Version. New York: HarperOne Inc., 1996. Coogan, Michael D. A Brief Introduction to the Old Testament: The Hebrew Bible in its Context. New York: Oxford University Press, 2009. The book can be purchased online through the MOC Bookstore at: http://moc.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=53551&catalogId=10001&langId=-1 Course Requirements 1. Careful study of each unit in the textbook, along with parallel reading in the Old Testament itself, is expected. The ability to respond to questions concerning the content of each chapter in the textbook as well as content material in the Old Testament which is related to it is essential. 2. The student is to submit written responses to four sets of study questions found at the end of each chapter in the Coogan text. A list of questions to answer for each week can be found under the assignments for each week on Moodle and in the Course Outline and Assignments at the end of the syllabus. These must be submitted via Moodle by 8:00 p.m. (EST) on the following dates: [Fridays: Oct. 4; Oct. 11; Oct. 18; Oct. 25]. Each assignment is worth up to 10 points. Late assignments (i.e., assignments turned in after 8:00 p.m. on the day due, even if one minute late) will be penalized 1 point per day for the first three days late. Assignments more than three days late (i.e., after Wednesday following the original due date at 8:00 p.m.) will receive a grade  of zero. Please note: 1 point is a big penalty; it roughly equals one and a half letter grades. All assignments must be formatted as follows: 12-point Times New Roman Font, 1-inch margins, single-spaced. In addition, you must type out each question along with its corresponding number, with your answer to the question below. You must use complete sentences and proper grammar and syntax in your answers. Failure to do so will result in grade deductions. When answering these questions keep these guidelines in mind: â€Å"Essay† means at least 300 words; â€Å"Discuss† means 125-200 words; â€Å"Identify† means two or three sentences; â€Å"List† means simply list the things asked for. All assignments must be saved in MS-Word format as a .doc or .docx file and uploaded as an attachment each week in Moodle. This is the only acceptable method to submit assignments. The file name on each assignment should follow this format: studentname-assignment#.doc (e.g., phelps-questionsweek1.doc). Failure to follow these guidelines may result in a reduced grade for the assignment. If you are unable to save and send your file as a .doc file, then you can do so as an .rtf or .txt file. Please note, however, that if you choose this latter option, you may be unable to view my comments, since I use the editing function in MS-Word to grade your assignments. It is the student’s responsibility to make sure that all sent files are in a readable format. Answers to all questions can be found in your textbook or in the Bible. There is absolutely no reason to consult other sources for the answers to the questions. Answers from the Internet or other sources will not be accepted. In addition, all answers must be written in your own words. Direct copying or cutting and pasting from the Coogan text or from any other source constitutes plagiarism and will result in a grade of zero. Be sure to cite your text and notes properly when you use them to answer questions; if you do not you are plagiarizing and will receive a zero. 3. Old Testament Research Project — in 3 parts. You will need to go into a  college or university library for research. (Your local public library will probably not have these sources.) DO NOT RELY UPON INTERNET RESOURCES FOR THIS PROJECT. A GREAT DEAL OF ONLINE CONTENT RELATED TO BIBLICAL STUDIES IS NEITHER SCHOLARLY NOR CORRECT (ESPECIALLY USER-GENERATED SITES SUCH AS WIKIPEDIA). The research project is due on Saturday November 2nd at 11:55pm, Week 5. For seated classes, they are due four days after the last day the class meets. The purpose of this project is to familiarize the student with resources that will enable them to study the Bible from a scholarly perspective. Your assignment will be graded for each section listed in this syllabus. You must use sources that are on this approved list. Please do not email me requesting to use sources not listed in each of the following sections. The sources listed represent the highest levels of scholarship and as such you will need to use one approved source from each section. Finding them will require visiting a college or university library. â€Å"I live hours from a college or university library† only means you will have to plan ahead so you can travel to one. You will need to plan, over the next 5 weeks, to go to a college or university library to find these sources. The MOC library has plenty of these sources on the shelf and they are ready to be used. Any other college- or university-level library will have some of them as well. If the college is religiously affiliated, the better chance you will have finding an increased number of approved sources. Public libraries are not the same as college- or university-level libraries. You do not need to buy these sources, which are often expensive, since you can find them in college libraries. Please note that many of these resources are reference works, and are not available for use outside the library. In other words, you cannot check out many of them. A. Scholarly Journals – Go to NCLive and access one full-text article from one of the religion journals listed below. Do not use a book review for your article. If you do not have the required password for NCLive, contact  the library. It is your responsibility to contact the library in a timely manner and understand how to access NCLive so that you can complete this portion of the assignment. Do not wait until the weekend before it is due. You need to plan ahead in order to have time to properly complete this part of the assignment. Remember you will need to have the current password for NCLive. In 2 – 3 pages: 1. Summarize the article. 2. Provide a brief biography of the author/s (one paragraph). 3. Identify three (3) things you learned about the OT or OT study from reading the article. Approved Journals available at NCLive are: Interpretation, Journal for the Study of the Old Testament, Journal of Biblical Literature, Near Eastern Archeology, and Commentary. B. Bible Dictionary – Familiarize yourself with the dictionary. In a 2 – 3 page paper: 1. Describe the contents of the dictionary (how it is organized, what kind of articles are included, who is the author/editor, whether each article is authored by a different person, etc.). 2. Choose three (3) entries related to the study of the OT. Entries should be at least one column in length. a. Summarize the entry. b. Identify the author with a brief biography (1-2 sentences). c. Share at least one thing you learned from the article. Approved Bible Dictionaries: The Dictionary of Bible and Religion, William H. Gentz, ed. Dictionary of the Bible, James Hastings, ed Mercer Dictionary of the Bible, Waston E. Mills, gen. ed. Eerdmans Dictionary of the Bible, David Noel Freedman, ed. The Westminster Dictionary of the Bible, John David The Zondervan Pictoral Bible Dictionary, Merrill C. Tenny, gen. ed. Harper’s Bible Dictionary, Madeleine S. Miller and J. Lane Miller The Interpreter’s Dictionary of the Bible, Keith Crim, gen. ed. The International Standard Bible Encyclopedia, Geoffrey W. Bromiley, gen. ed. Anchor Bible Dictionary, David Noel Freedman, ed. C. Commentary–Choose one volume from a multi-volume Bible Commentary series. Do not use a one-volume commentary. The volume chosen should be on one of the books of the Old Testament. Familiarize yourself with the Commentary. In a 2 – 3 page paper: 1. Describe the contents of the commentary (how it is organized, what kind of information is included about each book, who is the editor of the series, what translation(s) the commentary uses, who is the author of the commentary on the book of the Bible in the volume you chose, etc.). 2. Choose a scripture passage and read what the commentary says about that passage (e.g. Genesis 1:1-2:4a; 2 Samuel 18:8-18; Psalm 1; Joel 2:28-29, etc.). Summarize what the commentary says about the passage and share at least two things you learned from reading about the passage in the commentary. Approved Commentaries: The Anchor Bible Series, The Old Testament Library, Smyth & Helwys Bible Commentary, Interpretation: A Bible Commentary for Teaching and Preaching, The Cambridge Bible Commentary, Interpreter’s Bible, The New Interpreter’s Bible (note this is an updated version from The Interpreter’s Bible), Broadman Bible Commentary, Interpretation Note: The New Interpreter’s Study Bible is not an acceptable source, since it is not a multi-volume commentary. Please do not confuse this book with The New Interpreter’s Bible, which is acceptable, mentioned above. The research project must be formatted as follows: 12-point Times New Roman Font, 1-inch margins, double-spaced. All sources must be documented using proper documentation (MLA, APA, Chicago/Turabian). Note: If you use APA, you  must still provide the page number in your documentation. In addition, although each part of this research project is self-contained, a short paper in its own right, the final product should be one document (i.e., do not send three separate documents). Each section of the final project should be delineated clearly with the start of a new page; there is no need to include a separate title page for each section, however. There is also no need to provide a bibliography after each section; simply include one bibliography at the end of the paper as a whole, which should include all sources used in each of the three sections of the project. Failure to follow these guidelines may result in a grade deduction. It is very important that you include every section as explained. Failure to use approved sources or to include each specified section will result in points that are available NOT being earned. The project is due on Saturday _Nov. 2 @ midnight_ via attachment in MS-Word in Moodle. Again, the file name on the assignment should follow this format: studentname-assignment.doc (e.g., williams-finalproject.doc) No late assignments will be accepted. This project is worth up to 20 points. 4. Learning Forum Discussion Board. There is a â€Å"question of the week† to provide opportunity for critical thinking and response to the thinking of others in your class. Each student must enter a response to the question of the week in the Course Forum for that week by Thursday at 8:00 p.m. of weeks one through four (starting right now!). The initial response must be a minimum of 400 words. The student must also respond to the comments of at least two fellow students by Sunday at 8:00 p.m. of each week. There will be no points for late work. Each week’s responses are worth up to 5 points. To receive full credit, responses must show evidence of critical analysis and that you have read the course materials. Your response to other students must be more than â€Å"I really like your idea.† Instead, tell why you liked or did not like what the other student stated? These questions are not asking for your opinion. You must interact with the textbook, Biblical readings, and other course materials as well as your  classmates. Be sure to substantiate your thoughts with cited scholarly proof. This is not the place to pronounce judgment on other religious perspectives or the perspectives of your classmates. If you disagree with something you read, then support your position with scholarly proof (e.g. â€Å"Sunday School† answers will not be accepted). Any comment deemed out-of-bounds will be flagged and no points will be rewarded. In addition to your responses, you may post any thoughts, questions, new ideas, challenges to what you have always thought that you have gained from your reading and class discussion. Be sure to check the Forum throughout the week. I may post responses to your posts from time to time. I will indicate if you did not receive credit for a post so that you may make sure you have enough posts for that week. Sometimes I may ask you to elaborate on a comment. In order to receive full credit for that post, you will need to do so. It is recommended that you read all posts by the instructor and be familiar with all material raised during the discussion. Please note that posting all responses in one day or in a short period of time is equivalent to showing up to a seated class for a brief period. If you do not actively participate in the Forum, then by definition you are not meeting the minimum requirements and you will be graded accordingly. Actively participating means checking the Forum often and responding with in-depth answers which show mastery of course material. Minimum participation will yield minimum grades (that means a â€Å"C†). In order to fully discuss your topic, you will want to state what your thoughts were before doing your reading, what you learned from your reading (being sure to cite with proper citation course material in your response) and most importantly how your reading has affected your understanding of the topic. The questions for each week are as follows: Remember, answer using a minimum of 400 words: Week One: Initial post Sept. 26 by 8:00 p.m. Responses due by Sun. Sept. 29 at 8:00 p.m. Prior to taking this course, had you ever noticed that Genesis has two creation stories (1:1-2:4a and 2:4b- 2:25)? Based on your current study, what is the purpose of these stories? What are the major themes in these stories? Compare and contrast what they reveal about God. Compare and contrast what they reveal about what it means to be human. Compare and contrast the order of creation in each story. Week Two: Initial post Oct. 3 by 8:00 p.m. Responses due by Sun. Oct. 6 at 8:00 p.m. â€Å"The Ten Commandments† are found in the Old Testament in Exodus 20 and Deuteronomy 5. Compare and contrast the versions of the Ten Commandments found in these two scripture passages. How do scholars account for their differences? What does the relationship between the Ten Commandments and Hammurabi’s Code reveal about the role of apodictic law in the Ancient Near East? Week Three: Initial post Oct. 10 by 8:00 p.m. Responses due by Sun. Oct. 13 at 8:00 p.m. Discuss the differences you have found in your studies between how judges were selected and their method of ruling, and how Kings David and Solomon were selected and how they ruled. How did the change from tribal confederacy under the judges to the monarchial society under a king impact the lives of the people? Week Four: Initial post Oct. 17 by 8:00 p.m. Responses due by Sun. Oct. 20 at 8:00 p.m. How does Coogan define Old Testament prophecy? Based on Coogan’s definition, how is the term prophecy often misunderstood today? Based on your readings in Coogan, to whom were the prophecies addressed and when were they expected to be fulfilled? What were several themes or concerns of the prophets of the Old Testament? Pay particular attention to Amos, Ezekiel, and Deutero-Isaiah (Isaiah 40-66)? 5. There will be a final exam which must be taken before 11:55 p.m. on Thursday, ___Nov. 7____. The final exam will be available beginning Saturday, _Nov. 2__. You may take the exam at your convenience during the last week of class. It is a timed exam and you will have 2 hours to complete  it. The exam may only be taken once, so once you begin the exam you must finish it. Once your time has expired, the exam is officially over. The best way to prepare for this exam is to review the text, your responses to the study questions, and your instructor’s feedback to your study question response. Please note: the student is responsible for having a reliable internet connection and a browser that are compatible with the format for the online test. Please Take Note of the Following Concerning All Assignments: If you are in an Online course: By signing up to take an online course, the student accepts all responsibility for having properly functioning computer equipment and for understanding how to navigate the online course—including but not limited to complete understanding of Moodle, the MOC email system, and how to submit assignments. In addition, students are responsible for turning all assignments in on time. In the event of an emergency that may hinder the ability to turn something in on time, students should contact the instructor before the assignment is due. If you do not contact the professor before the deadline, it is too late—not contacting me ahead of time means that you have chosen to miss the due date. Determining what constitutes an emergency and whether to accept late assignments is left solely to the instructor’s discretion. Grading System The student’s performance in this course will be evaluated as follows: Study Questions40 points (10 points per week) Discussion Board/Question of the Week responses20 points (5 points per week) Research Project20 points Final examination20 points Total Points100 points Grades will be awarded as follows (please note that the Department of Religion uses a 7-point scale): A=93-100 ptsExcellent, well above minimum requirements, superior work and subject mastery (In papers, little to no grammatical, spelling or formatting errors. Work contains clear evidence of superior levels of scholarly analysis, synthesis, and relevant application. In discussion board posts there is evidence of superior critical thinking and analysis of course material.) B=85-92 ptsAbove Average, above minimum requirements, excellent work and subject mastery (In papers, little to no grammatical, spelling or formatting errors. Work contains clear evidence of excellent levels of scholarly analysis, synthesis, and relevant application. In discussion board posts there is evidence of strong critical thinking and analysis of course material.) C=77-84 ptsAverage, minimum requirements completed, satisfactory understanding of subject (In papers, some grammatical, spelling or formatting errors. Work contains little to no evidence of scholarly analysis, synthesis and relevant application. Majority of work consists of recalling facts, making general summary statements and restating the thoughts of others. In discussion board posts there is evidence of understanding course material but little to no critical thinking or analysis.) D=70-76 ptsPoor, minimum requirements not met, poor work and understanding of subject (In papers, unsatisfactory amount of grammatical, spelling and formatting errors. No evidence of scholarly analysis, synthesis and relevant application. In discussion board posts there is no evidence of understanding, critical thinking or analysis of course material.) F=below 70 pts Failing, minimum requirements not met, failing work and understanding of subject. (In papers, below poor amount of grammatical, spelling and formatting error. No evidence of scholarly analysis, synthesis and relevant application.) Please note: I only give out the grade that you have earned. You are responsible for your grade. Communication The only acceptable form of e-mail communication for students is the MOC email account. Students may expect messages from me on this account. Failure to check your MOC e-mail account is not an acceptable excuse for missing messages. You are responsible for checking your e-mail on a regular basis (i.e., daily) for messages concerning this course. Failing to check your email on a regular basis is not an excuse for missing important information. If you have difficulties accessing Moodle or your e-mail account, contact Information Technology at pcsupport@moc.edu or call 919.658.2502 ext. 3022. Academic Questions, Comments or Complaints All academic issues must be first brought to your instructor. Your instructor’s contact information is at the top of this syllabus. In the event that you and your instructor cannot resolve an issue, the next step is to contact the Division Chair. The Division Chair’s contact information is also at the top of this syllabus. To access the Honor Policy and information about Student Success Center Resources and Moye library, please refer to Moodle or the following website: http://www.moc.edu/index.php/academic-honor-policy-and-info-resource Course Outline and Assignments Week One: 1. Email me to introduce yourself and to indicate that you have understood the syllabus. Note: this is the time to ask questions if you have them. If you do not have any questions at this time, I will assume that you understand the syllabus. Saying later on in the course that you have misunderstood something is not an excuse. Include the following statement: I have fully read the course syllabus and understand the assignments and  method of grading. I also fully understand what plagiarism is in relation to each assignment, study questions, forum, and project. You must type your name at the end of the email. If you do not fully understand the syllabus or the honor policy, make sure to ask any questions you may have before sending this email. 2.Read Coogan, Chapters 1-5. 3.Read related passages in the Old Testament. 4. Answer the following study questions, submitting your answers by [Friday __Oct. 4_____ ] at 8:00 p.m. (EST): Chapter 3: 1, 2, 3, 4, 5 Chapter 4: 1, 2, 3, 4 Chapter 5: 1, 2, 3, 4, 5, 6 5.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week One Initial post due Thursday Sept. 26 by 8:00 p.m. Follow up responses by Sun. Sept. 29 at 8:00 p.m. 6. Begin working on research project. Week Two: 1.Read Coogan, Chapters 6-10 2.Read related passages in the Old Testament. 3.Answer the following study questions, submitting your answers by [Friday __Oct. 11_____] at 8:00 p.m. (EST): Chapter 6: 1, 3, 4, 5, 6 Chapter 7: 1, 2, 3 Chapter 8: 1, 2, 3, 4, 5, 6, 7 Chapter 9: 1, 2 Chapter 10: 1, 2, 3 4.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Two initial posts due by Thursday Oct. 3 at 8:00 p.m. Follow up responses by Sun. Oct. 6 at 8:00 p.m. 5.Continue working on research projects. Week Three: 1.Read Coogan, Chapters 11-15 2.Read related passages in the Old Testament. 3.Answer the following study questions, submitting your answers by [Friday __Oct. 18____] at 8:00 p.m. (EST): Chapter 11: 2, 4, 5, 6, 7 Chapter 12: 1, 2, 3 Chapter 13: 1, 2, 3, 4, 5 Chapter 14: 1, 2, 3, 4 Chapter 15: 1, 2, 3 4.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Three initial posts due by Thursday Oct. 10 by 8:00 p.m. Follow up responses by Sun. Oct 13 at 8:00 p.m. 5. Continue working on research projects. Week Four: 1.Read Coogan, Chapters 16-22 2. Answer the following study questions, submitting your answers by [Friday __Oct. 25____] at 8:00 p.m. (EST): Chapter 16: 1, 2, 3 Chapter 17: 1, 2, 3, 4 Chapter 18: 1, 2, 3 Chapter 19: 1, 2, 3, 4, 5 Chapter 20: 1, 2, 3 Chapter 21: 1, 2, 3, 4 Chapter 22: 2, 4 3.Read related passages in the Old Testament. 4. Continue working on your research projects. 5. Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Four initial posts due by Thursday Oct. 17 at 8:00 p.m. Follow up responses by Sun. Oct. 20 at 8:00 p.m. Week Five 1. Read Coogan, Chapters 23-24 and Appendix 2.Research Project must be submitted by Saturday, [__Nov. 2____] at 11:55 p.m. (EST). 2.Take the Final Exam by Thursday, [__Nov. 7____] at 11:55 p.m. (EST). NOTE: Late week 5 work will not be accepted. Non-negotiable.

Advantages Disadvantages of electronic commerce

Advantages & Disadvantages of electronic commerce History In the 1970s, the term electronic commerce, referred to electronic data exchange for sending business documents such as purchase orders and voices electronically. Later, with the development of this industry, the term of electronic commerce is used to the business of goods and services via the web. When the first World Wide Web was introduced in 1994 as comprehensive, many well-known researchers have been predicted this type of business the web-based business will become soon important in the world economy, but it took four years that HTTP based protocols should be widely available to users. The first electronic commerce created in the USA and some European countries in 1998. These types of business are formed with beginner and unprofessional websites and it has been expanded rapidly. Electronic commerce was spread rapidly in most cities in America, Europe, and East Asia in 2005. Some say dates of electronic commerce return to prior of the Internet, but due to the costs of this style of business, only business and financial institutions and corporations could use it. But with the widespread use of the Internet to all of the people and change the structure of electronic commerce, this kind of business from the specific business case for a particular group out and became the industrial form. Frameworks Electronic commerce framework is comprised of three levels that this framework is needed to for successful electronic commerce. 1. Infrastructure The first part of the framework for electronic commerce is including hardware, software, databases, and communications. It is used in term of World Wide Web on the Internet or other message switching methods on the Internet or other telecommunication networks. 2. Services The second part of the framework includes a wide range of services that provide the ability to find and present information and are including the search for trading partners, negotiation, and agreements 3. Products and Structures This section of the electronic commerce frameworks consist forecasts and direct provision of goods, services, and trade-related information to customers and business partners, cooperation and sharing of information within and outside the organization and organizing of environment of electronic marketplace and chain of supply and support. Advantages Disadvantages The invention of new telecommunication networks and modern online devices has resulted in a new business. In fact, electronic commerce has become one of the most popular activities on the web. Electronic commerce created many benefits for companies and users, however, some disadvantages and serious problems stem from this issue. We can also sell any time, night or day, 365 days a year. Even while we are resting, our users can visit our website, search our goods, services, and determine their orders. Decrease Transaction Costs If we buy from the online store, we spend low operational cost, we have a better quality of service, and we can cut the many unnecessary costs. For example, if our goods or services downloadable, we will have transport costs completely cancel. Conduct a Business Easily In electronic commerce, we do not need physical company setups or there are not any crowds to deal with. We can buy from our house comfortable; users can easily choose goods from various procedures without moving around physically. Comparison in Prices Everyone can easily compare fees among the various websites. We can usually earn discounts on fees when compared with normal shop fees. Disadvantages Security Security pursues to be the main problem in electronic commerce. Everyone good or bad can easily open a website, and there are many bad sites, which their aim is users money. Guarantee There is no guarantee for product quality. Our orders might be damaged in the post or things may look different online to what you actually receive, for example, slightly different colors and feel of clothes or the freshness of vegetables and fruits. Social Relationships Electronic commerce allows users that buying and selling goods and services without geographic limitations but in this method, we have not any contacts and relationships with other persons and loss our social contacts. Impact Electronic commerce is a new method business that mixes all of the prior methods and transaction styles. Electronic commerce and electronic business have an impact on many districts of business, for instance, economics, marketing, computer science, finance and accounting, production and operation management, management information system, human source management, business law, and ethics. The following are some of the factors describe: Marketing The rise of information technologies and computer networks has many effects in business especially in the field of marketing. Everyone can make markets work more efficiently and they can improve their career with information management within a group. In this case, they can decrease the cost of opera tions and catch new markets and new opportunities for selling and transactions. Economics In the industry world, managers must encourage and conduct employees to devise plans to take advantages of new economic opportunities. Electronic commerce is creating new opportunities for the global economy, for example in the global travel and tourism industry. Transforming from traditional business method to electronic commerce method is hard and there were many different factors for companies to adopt them with electronic commerce factors. For this work, they must use the Internet and many other online networks, because for grow and use from new economic opportunities in each industry it is necessary to be matched with new technologies. Finance and Accounting Two decades of progress in information technology and development of its applications in the field of economic and social to form a new chapter of relations between people, institutions, companies and governments and new concepts are emerging on the literature of economic and trade. Internet as a global network, as well as prerequisite of electronic commerce, for reason flexibility, attractive, ease of use, low-cost access and ubiquity, is changing the traditional business moreover, electronic commerce had a significant impact on finance and accounting that include saving time, disinflation, increase productivity, reduce the demand for money (reduce the cost of publishing) and etc. Production and operation management The outcomes of a managers work, by on-time product qualify productions and with the least cost is determined. For this purpose, the first requirement is the correct information. Electronic commerce is the best way to have the most accurate and correct information for managers because consumers transmit their demands to managers directly

Study Skills Essay Example | Topics and Well Written Essays - 1000 words - 1

Study Skills - Essay Example Study skills are never attained fully formed, any more than a grown man pops out of his mother’s womb. According to Cottrell(2003 p3)They evolve and mature through repetition, trial and error, critique from others and continued reflection as you progress through your individual journey as a learner The purpose of this module is to provide the opportunity to acquire and develop the study skills that will be necessary to successfully complete this course to a standard that I am aiming for. Being a competent independent learner is derived from being self motivated, being able to manage personal learning processes, good time management skills and continually reflecting on what and how you learn best and tailoring your energies to suit. Within this portfolio I will examine the development of learner independence, time management, self evaluation of personal learning, production of an action plan and improving my essay writing skills. If as anticipated this is completed successfully it will add additional skills to my current ones and aide me in my current quest to secure a higher second grade result on this degree course. Learner independence or autonomy can be defined as â€Å"capacity to take responsibility for, and control of, your own learning, whether in an institutionalised context, or completely independent of a teacher or institution† (Thornbury, 2006). Learner independence is the ability of the learners to control their learning process (Holec, 1981). In the present age, when knowledge is growing at very fast pace because of the ongoing research work and rapid advancements in technology, the importance of independent learning cannot be overemphasized. Learners must understand that the education they are provided with at institutions is time-constrained, and what they need to learn is not limited to what they are taught in schools. Most learners used to learning in

Conditions of enslavement and resistance by the women in barbados Essay

Conditions of enslavement and resistance by the women in barbados - Essay Example More pointedly and often ignored, the enslavement of women and their resistance to their lot presents not only an interesting historical recount, but in its impact on the island’s culture, a crucial aspect of its development and singular identity as a country rich in African tradition and lore—a tradition kept alive by the passive resistance of slave women. Colonialism and the Beginning of Slavery According to Appiah and Gates ( 1999), some time after 800 c.e. , several South American native tribes began migrating to Barbados; most were eventually driven out by the notoriously fierce Caribs, also from South America. The Caribs eventually took over the population of the island. In the first decade of the sixteenth century, Spanish conquistadors conquered the Caribs and began enslaving Barbados’s inhabitants, removing many to work on emerging sugar plantations throughout the Caribbean and on the mainland. Those remaining quickly fell victim to small pox and tubercu losis. (Barbados.org, 2009) By the time the British arrived in the early 1600s, the island was virtually uninhabited and seemed a prime place for the British to take over for their own expanding plantations in the region. In 1627 the first African slaves along with eighty British colonists landed on the island at Holetown Village. Appiah and Gates (1999) provide the following overview: Barbados was a colony founded entirely on slave labor. As early as the seventeenth century black slaves outnumbered whites by nearly four to one, culminating in the creation of legal and political institutions that dominated and subjugated the island's black majority for more than 300 years. The authoritarian style with which the white minority ruled Barbados was admired and emulated by white colonists throughout the Caribbean... By the mid-seventeenth century Barbados was the prototype for European colonialism, and the demise of that system on the island bears vivid testimony to the ability of Africa n slaves to overcome enormous obstacles on the road to freedom. (par. 3) Most of the slaves were provided by Dutch merchants†¦from Sierra Leone, Guinea, Ghana, the Ivory Coast, Nigeria and Cameroon. Many, as was usually the case due to the harsh environment of slave ships themselves, died before reaching their destinations. The harshness of the trips is attested to in eyewitness accounts that describe a scene after a gale. â€Å"By the time the tarp was removed and the portholes opened nearly a third of the people below had perished† (World Sagas.com, no date, par. 16). From the very beginning unrest among the slave population was evident. Laws regulating the slaves were quickly put into place and harshly enforced. By the 1800's, there were laws prohibiting slaves from leaving their plantations without permission and curtailment of cultural traditions of communication, such as the beating drums or any other instruments. Runaway-- men and women-- were treated harshly; law s required the return of runaways and leniency for anyone who killed runaways was institutional. The Lot of Women Slaves When it comes to slavery in general, history and other portrayals of enslaved people tend to focus on the role of men. This male dominated history fails to acknowledge and even devalues the role of women at all levels of slavery. Shepherd, Brereton and Baily (1999) in Women in Caribbean History states that until

Traditional Chinese Law Essay Example | Topics and Well Written Essays - 3000 words

Traditional Chinese Law - Essay Example For instance, some historians and legal analyst explains that the advancement of traditional Chinese legal system is defined by the confucianization of law, while some argues that China has Confucian foundation legal account1. In fact, this concept played a significant role in developing the ancient Chinese legal system, the legal success of Tang and numerous dynasties that later contributed highly to the development of the contemporary laws. Furthermore, even though there is little explicit evidence linking China’s imperial and modern laws, the impacts of Confucian philosophy and ethos is readily obvious in the modified and transformed Chinese legal culture2. An Introduction to Confucianism Confucius (Kong Fuzi) who lectured at an era of pronounced social disorder during the Seventh Century B.C., on the foundation of the traditional approaches and principles, particularly as prescribed by the ancient Zhou (Chou) rulers or as documented in their deeds (3.14), convention li, wh ich implies numerous effects, but specifically, denial of the eternal and operative normativity of official and sanction. Confucius essentially champions social and political order via a procedure of persuasion and instance, which can be got from the concept of Confucian Viewpoint that defines the human treatment of the emperor. For example, when it postulates that the moral strength of a gentleman is likened to wind, while that of a common man is compared to grass. According to Confucius, human nature is kind, therefore, he prefers personal-cultivation and education as the way by which people should be directed. In essence, he underpins that people should be guided by virtue is emphasized for benefits, values and compromise so as to prevent any kind of friction and form a perfect universe of peace and harmony in which the proper coexistence of human and nature can be noted. Confucius’ approaches towards law can be easily be got from Analects as can be supported by the phrase when he says â€Å" I could adjudge lawsuits just like any other person. However, I would love to make lawsuits needless†. This is because, the people ought to be motivated positively by li, conduct themselves in a correct way as punishment is nothing but a source of making people shameless. Confucius similarly encourages the human relationship between the leader and the subjects and also between families. On the contrary, the legalists maintains that human beings can coexist in a society harmoniously only when the offenses are handle by prompt punishments and underpins state powers and control instead of championing morality3. The law which at times is called (fa), as their entity is discouragement, enforces severe penalty for failure to adhere with the responsibilities levied by the government and the moral concerns are rigorously exempted in the conduct of the state. Confucianism and legalism had co-occurred, with uneven effect and conflicts in the entire China history. A fter being implemented as a national ideology, the Confucians, on one side recognized the superiority of li to fa, which subsequently, as a result of being Confucianized, played a subservient role to li4. The spirit and at times the real necessities of the Confucian li were integrated into

My Visit to the Vietnam Memorial Wall & Monument in Washington, DC Essay

My Visit to the Vietnam Memorial Wall & Monument in Washington, DC - Essay Example Many lives were wasted; many hearts broke because of this war, even if it meant â€Å"protecting the liberty† of a country. Because of this significance, the Vietnam Veteran’s Memorial Wall in Washington, D.C. was erected in 1982. This memorial is dedicated to all the people who lost their lives fighting for liberty in the Vietnam War. The names of the US armed forces that were also Missing in Action (unaccounted for) were also engraved in the wall. These walls are testament to the greatness of these people who would fight for their country’s cause however vain. The walls are majestic. They were designed by Maya Lin, an architect from Yale. There are two walls and it is long, at least 200 feet. She used special stone walls from India called gabbro. These stones were imported specifically because of their excellent reflective property. One can actually look at the walls and stare at his own reflection. This is one of the major features of the wall, which is actual ly clever because the idea behind it is that when a visitor looks at the wall and sees his reflection, he could also look at the names of the veterans which symbolically means that the past and present are together in the wall. There are 58, 267 names engraved in the wall.

Contemporary issues in american society Essay Example | Topics and Well Written Essays - 750 words

Contemporary issues in american society - Essay Example The PATRIOT Act is but one example of a continuing authoritarian, totalitarian and some would argue treasonous breech of power has far-reaching consequences, not only for the battle for control in Washington D.C. but also in the way it affects the liberties that people enjoy both in the U.S. and abroad. The enacting of the PATRIOT Act initiated an avalanche of legislation that eroded civil liberties. The Act, as many citizens and legal experts alike have argued, violates the fundamental rights guaranteed by the U.S. Constitution’s first ten amendments, the Bill of Rights. This includes the freedom of speech and assembly (First Amendment); the freedom from unreasonable search and seizure (Fourth Amendment); the right to due process of law (Fifth Amendment); the right to a speedy, public and fair trial along with the right to counsel and to confront the accuser, (Sixth Amendment), the freedom from cruel and unusual punishment (Eighth Amendment) and freedom from punishment without conviction (13th Amendment). (Sinnar, 2003) According to former President Bush, â€Å"The PATRIOT Act defends our liberty. The Act makes it able for those of us in positions of responsibility to defend the liberty of the American people. It’s essential law† (Allen, 2004). Paul Rosenzweig, a senior legal research fellow at Heritage is convinced that Ronald Reagan, the champion of modern-day conservatism, would support the PATRIOT Act. (Lakely, 2005). According to some conservatives such as Rosenzweig, the Patriot Act poses no threat to civil liberties because it â€Å"has all the checks and balances on police authority that has been around for years† (Lakely, 2005). Despite the vehement opposition to the PATRIOT Act, its critics even acknowledge that it has been effective in building a more cohesive link between all levels of law enforcement including the intelligence agencies. The Act does not give away the civil liberties that were earned by the bloodshed of our

Marketing Communications Essay Example | Topics and Well Written Essays - 2500 words - 1

Marketing Communications - Essay Example This not only allowed compliance with the marketing plans, but also succeeded in directly addressing the issue of consumer behaviour. This study emphasizes on the strategic significance of communication and the long term effect on the consumers. In this study, one of the biggest telecommunication companies of UK, O2, has been chosen to evaluate its communication mix. In addition, a comparative study between O2 and one of its arch rivals, Vodafone, has also been carried out. The key findings were that both O2 and Vodafone use almost all the elements of communication mix, except direct and personal selling. Although, it has been found that Vodafone is currently enjoying a better position in the market with its strong promotions and better plans, but the study has also shown that O2 has the potential to outshine Vodafone. In this context, the company can use its wide range of offerings to compete with Vodafone. One of the major limitations of the study was that it has been able to carry out secondary research only. It is believed that some kind of primary research along with this would have increased its credibility. Table of Contents 2 Introduction 4 Competition between two Brands 5 Literature Review 8 Market Overview 10 Research Methodology 11 Analysis and Discussion 11 Conclusions & Recommendations 17 Appendix 19 Introduction This paper looks into the marketing strategies of O2 and presents an evaluative study of the current strategies adopted by the company in contrast to its competitor, Vodafone. However, prior to that, brief overview of both the companies will be presented. O2 Telefonica UK Limited, commonly known as O2, is a UK based Telecommunication Company and is owned by Telefonica. The company is considered as the second largest telecommunication company of UK, right after Vodafone. O2 is presently headquartered at Slough, Berkshire, United Kingdom. It was founded in the year 1983 and Cellnet was its predecessor. Apart from the telecommunication servic es, the company also operates in financial service industry and internet service providing industry. Ronan Dunne serves as the present CEO of the company. Since his takeover from the previous CEO, the company has managed to do very well and has also succeeded in maintaining high revenue. O2 offers 2G, 3G and 4G services across the country and in some other parts of Europe. Furthermore, along with the wireless services, the company is proactive in fixed line services as well. The company uses its name as the logo and tries to portray an image where it acts as oxygen to the consumers with its name O2. The company is also active in the fields of charity and for that, it has tied up with groups. One of them is Academy Music Group. Partnering with them, the company has established O2 academy. Vodafone Vodafone Group is a telecommunications company based in London (Vodafone, n.d.). The company has the registered office in Berkshire. The company has influential operations in the internatio nal market and occupies the position of the third-largest mobile telecommunications company, after China Mobile and Singtel in terms of total number of subscribers (Celtnet, 2013). In June 2011, the company had 381.72 million subscribers (Rediff, 2011). The company has expanded its operations in more than thirty countries. Additionally, it has network of business partners in more than forty countries, apart

High Drop Out from School Among Girls in Tanzania Essay Example for Free

High Drop Out from School Among Girls in Tanzania Essay Education enables girls to make their own decisions and to influence their families positively. Education saves and improves the lives of girls and women. It allows them greater control of their lives and provides them with skills to contribute to their societies. UNICEF (2004) report indicates that girls’ education leads to more equitable development, stronger families, better services, better child health and effective participation in governance. Despite the obvious benefits of Education to national development, research findings indicate that girls’ dropout rate from school is higher than that of boys. It observed that Tanzanian girls, for various reasons bordering on religious, cultural, socio-economic and school related factors, are not given a fair chance in the educational sector. In Tanzania, about 7. 3 million children do not go to school, of which 62% are girls (UNICEF 2004). The same UNICEF report indicates that girls’ primary school completion rate is far behind that of boys, at 76% compared with 85% for boys. This gender gap means that millions more girls than boys are dropping out of school each year. This goes to show that the majority of children not in school are girls. Mohammed (2004) equally reported that a girl may be withdrawn from school if a good marriage prospect arises. Early marriage is a sociocultural factor that hinders the girl child’s access to school. Some parents, in an attempt to protect their teenage daughters, give them out to wealthy old friends. Some of these girls who attempt to escape from such forced marriages end up in disaster. Alika and Egbochuku (2009) found that the socio-economic status of the girls imposes considerable constraints upon their continuing stay in school. In fact, they asserted that a girl’s particular socio-economic inheritance may have a direct and important effect on educational attainment. The Problem Education, which is the right of every child, is a mirage in the lives of some Tanzanian girls because some of them are forced into early marriage as from age 12. Poverty has been known to force most parents to withdraw their children from school UNICEF (2004) report indicates that some 121 million children are out of school for various reasons and 65 million of them are girls. With the educational rights of 65 million girls unmet, something should be done to ensure that they complete their education. The same report indicates that Tanzania is one of the 25 developing countries of the world with low enrolment rates for girls, gender gap of more than 10% in primary education and with more than 1 million girls out of school. This is a problem that requires emergency action if the nation is to advance technologically, considering the multiplier and intergenerational benefits derivable in the education of the girl child. It is the aim of this study, therefore, to find out reasons why girls dropout of school in Tanzania and, consequently, based on the findings proffer counselling strategies that could be adopted in order to check the incidence of drop out from school among girls in Tanzania. Research Question  To guide this investigation, one research question will be formulated 1. What are the reasons for high dropping out of school by girls in Tanzania? The descriptive survey design will be adopted for this study. The study sought to determine the reasons for dropping out from school among girls in Tanzania. The population of the study will comprised all girls who dropped out of school and re-enrolled in schools in Tanzania. Four primary schools, four secondary schools and four skill acquisition centres will be used for the study. A stratified random sampling procedure will be adopted in selecting the secondary schools, on the basis of their status i. e. all girls’ schools and all co-educational schools. For the primary schools, the upper primary classes will be used for the study while for the skill acquisition centres, two government skill acquisition centres, one nongovernmental skill centre and one private skill centre will be used for the study. The research instrument used will be a checklist on reasons for dropping out of school.

Individual Reflective Report On Gibbs Cycle Of Reflection Education Essay

Individual Reflective Report On Gibbs Cycle Of Reflection Education Essay The Gibbs cycle of reflection is used in 2 incidences in the report. The first incident is the group project for CLS course on starch and second is the feedback given for the SIM course for the business report. In both of the incidences, problems are evaluated and necessary solutions are taken for the improvements. The solutions are action planed to make it achievable and measureable with in a specific time period. INCIDENT ONE: THE STARCH POSTER SESSION 1.1 DESCRIPTION OF THE INCIDENT: The incident happened during the starch poster session on the week 3 of commercialization of life sciences session. We were assigned a group project to commercialize the starch of a company. We were supposed to prepare a poster drawing the road for commercialization. The starch had several importances like high in fibre and decreasing the obesity rate. The poster was prepared showing the treads of obesity and how the starch will help the people have a healthy lifestyle. The market for the starch was collected from varies websites like euro monitor. The product advantage of the resistant starch was shown to that of Competitor Company. The road for commercialization of product was drawn. The poster was presented in the class. The same process was done by other groups. 1.2 FEELING OF THE INCIDENT (ON THE SPOT ANALYSIS): What I felt? I felt that the poster was not good in the visual representation even before it was presented. There were lot of gaps in the poster, the combinations of colours were not good and the content was not to the level of masters. During presentation, I managed the contents to give a good meaning yet I feared there was not enough data in the poster and I dont know the answer if I was questioned. Luckily, there were not so many questions. The only question asked was about how to create value in this poster which I managed to answer. What my group members felt? My group members felt that the poster was not as good as they expected. The visual content was felt very poor. No group member felt that there effort was shown in the poster. But everyone in the group accepted that the presentation by me was well done even though we had poor contents in hand. What did other group members feel? The other group members felt that the poster was good and well presented. Indeed it was better than the other groups. The other groups didnt proceed to take the starch to the market. They stopped at the point of analysing the importance of starch. The poster of other groups wasnt complete according to assigned work. What did the course instructor feel? The poster was appreciated by the course instructor for showing the market and how it can be commercialized. The course instructor felt improvements can be made in the poster especially in visual representation. 1.3 EVALUATION OF THE INCIDENT: Although it was a group activity only 2 of the group members did the poster with minor contribution from others. The group did not well co-ordinate for the project. Many members of the group taught it was simply unnecessary waste of time. Many group members felt that this was not the group they intended to be in and some of their actions like not contributing to group activities demonstrated their disinterest in co-ordinating with the group. The poor visual effects and content were due to the fact that many were not happy to work in the assigned group. Many conflicts were in the group on what content to put in the poster before the poster session. There was a conflict on who will present the poster on the day of presentation. Everyone wanted to present the poster and everyone wanted every letter of them to be in the poster. This was not possible because many of the contents were same and some of the data were not in the scope of the assignment. The group members felt that their efforts were neglected. Poor performance of the group was due to: Improper co-ordination of group members. 1.4 ANALYSIS OF THE PAST: This situation remembered me of the incident that happened once I was in my undergrad. The people were not happy to work in the group for the lab project. My team members went and stood with the friends in other groups. They used to chat and always my group had no results in the experiments. Out of 11 experiments in the lab we had result for only 2 experiments. The course instructor called each one in the group personally to know the problem. When he knew the problems he took the group to the dinner and helped us to know each other well. I remember he even assigned some nick names appreciating our good characters. We were taken for trekking to improve the co-ordination. After a month group members felt comfortable to work in the group and next semester we got 9 results out of 11 experiments in the lab. 1.5 ANALYSIS OF THE TECHNIQUE USED: The technique my undergrad course instructor employed was Wheelans Integrated Model of Group Development. Stage 1: Dependency and Inclusion In the dinner we exchanged the stories our own self about our families, friends and past life. The special talents we had like singing and dancing. Stage 2: Counter dependency and Fight We were introduced to topics that will cause conflict I remember some topics like Moral dress code made in colleges; we had conflicts that went for days. Stage 3 Trusts / Structure We were taken for trekking in steep mountains where we have to hold each other in order to be safe. We helped each other and build the trust. Stage 4 Works / Productivity When we went to work for the group lab project we still had conflicts but we had greater trust and were willing to help each other. That made as have good results in the lab in the next semester. Stage 5 Final This didnt apply to the lab group because we were in the same group till the end of my undergrad. I applied this technique number of times during my undergrad in order to form groups for cultural events in the university. 1.6 ANALYSIS OF WHAT WE COULD HAVE DONE FOR THE STARCH PRESENTATION: A similar approach like this should have been followed in the starch poster. Stage 1: Dependency and Inclusion We should have gone for dinner or indoor games. We should have known the individuals talents and appreciated him. So that he would have felt the importance of him in the group. Stage 2: Counter dependency and Fight We should have conflicted on the topics that like gulf war where everyone can talk and will contribute in a different way. Stage 3 Trusts / Structure We should have gone for activities and games like trekking in steep mountains where we could have build the trust and resolved our conflicts. Stage 4 Works / Productivity Then we should have worked in the starch poster so that everyone is willing to put the important contents in the poster. They would have taught the importance of group/team beyond their individual works represented in the poster. Stage 5 Final This wont apply to the group because we will be in the same group till the end of masters. 1.7 ACTION PLAN: The action plan is done for the better performance of the group in February in deciding the project that can be taken for the business plan. Step 1: Many group meetings are done not with motto of assignments but just to know each other better. (Have to be done before December.) Step 2: Many common issues of conflict are discussed about favourite actors and actress. The cultural misconceptions are conflicted. (Have to be done before January.) Step 3: The trust is developed in the individuals by trips to black pool and many places. (Have to be done before January.) Step 4: we have done the next presentation better but we have to still build the team because there will be more conflicts as only one project have to be selected for the CLS course to make business plan and others should accept it. (Have to be done before January.) 1.8 CONCLUSION: By following this technique I created high performance teams in my undergrad during cultural events. I believe the same management technique will work in the masters level and we will be able to select the project with less conflict. On the course of the analysis of this technique, Wheelans Integrated Model of Group Development; we will understand the talents of each member. This will help each member to work in the area in which they have great interest on and which they know better than other group members in the business plan. Thus the technique Wheelans Integrated Model of Group Development will help us do an excellent business plan for the CLS course. INCIDENT TWO: I GOT 54% IN SHAPING IDEAS FOR MARKET ASSIGNMENT. 2.1 DESCRIPTION OF THE INCIDENT: This incident happened on 17 December 2010. It was the feedback given for summative course work on the topic BUSINESS REPORT ON GENTRONIX in the course shaping ideas for market. Shaping ideas for market is one of my favourite subjects in my masters course. In this course I had special interest in reading number of books as possible. I read books like competitive strategy and balanced scorecards which were beyond the reading list. In the formative feedback this was reflected as my instructor mentioned your business model looks quite good and many things are just right. My reading and knowledge was well reflected in the class room when I answered I was always right and I knew the answer for every question put forward by my instructor. Such reflection in formative feedback and classroom sessions made me feel I will do well in the business report. I did the business report and when I submitted I felt I will get good marks yet the result was not that; I scored 54%. 2.2 FEELING OF THE INCIDENT (ON THE SPOT ANALYSIS): What I felt? I just felt the mark was not mine. I read the feedback completely and when the word Getronics came I was sure it was my mark. What did the course instructor feel? The feedback underlined area for low mark. The business template was not used. The referencing was not to the level of masters. Inappropriate usage of analytical tools. But the feedback mentions, A very confusing piece of work difficult after reading the whole assignment the markers could not understand what Gentronics really does and that makes it impossible to relate the analytical techniques used in the report. What my class members felt? When I said my marks many of my class mates felt I was simply lying and I was sarcastic. 2.3 EVALUATION OF THE INCIDENT: Understanding of what an assignment is; is derived from the past experiences in schools and colleges. The assumption I made in the assignment The business model is only a graphical representation of the theory. I could make my own graphical representation of the business model. I have referenced only a few articles in my undergrad when an assignment was given. Except for the literature review I didnt reference more than 5-6 references. The course instructor would clearly know what Gentronix really does before even reading the report as my undergrad supervisor knew, in and out the topic and checked whether I did it right. Yet clearly as the feedback mentions all my assumptions were wrong. And my 3rd assumption made my assignment impossible to be even marked. The lesson I have learnt is never change the template, an assignment is just like a literature review and I need to explain things from the scratch the markers dont know much about the company until I explain it in my report. This lesson was learnt at a great cost i.e. I lost 46% marks. Yet I have an exam for the other 50% to get things on track 2.4 ANALYSIS OF THE PAST: This situation remembered me of the incident that happened in my grad 10. It happened in the business mathematics course. I worked out hard for the exam I solved many questions as possible. I got answers for 8 questions out of 10 in exercises. In the main examination I failed to pass. In fact I got only 5 marks out 100. I remember the reason was I made a mistake in the critical equation that was the first step for every problem in the chapter. My course instructor could not give me marks because it was the first step of every problem in the examination. After I got the feedback I came to know, the mistakes I made was not only in the particular equation but I had mistake in number of equations. This problem was every time I did the sum I had the equation in front of me in the study room beautifully inscribed in colours. But in the exam hall I had no such equations in front of me and I failed to remember the inscription. The parameters and variables in the external environment changed in both of the occasions the shaping ideas for market and grad 10 examinations. And I failed. In my grad 10 I fought back the problem and I got 95 marks out of 100 in the final exam. The technique I used was improving my faith in the Napoleon Hills pyramid system mentioned in the famous book Think and Grow Rich 2.5 ANALYSIS OF THE TECHNIQUE USED: The technique revolves around 3 important parameters for success. The 3 vertices of the triangle in the success pyramid desire, faith and action. Napoleon Hills pyramid system Action Faith Desire In my 10 grad even after I saw 5 marks in the feedback I had a strong desire to score 100/100 in the paper in the final exam. The desire is just a wish and cant be converted into actions and goals unless I have faith in getting 100 marks. I had no faith in getting 100 marks after I got 5marks but I had faith in getting 10 marks. I made a goal that I will get 10 marks in the final exam I worked out problems and adopted techniques to get 10 marks. In a week I was very sure I will get 10 marks whatever the question paper and environment may be. With 100 marks as desire I had now faith to get 15 marks, I made goals and solved problems for getting 15 marks. I continued it till I increased my faith to get 100 marks. When I when for the final exam my parents and course instructor prayed that I should pass the exam. Yet I knew I am going to do it great and I did it. 2.6 ANALYSIS OF WHAT I COULD HAVE DONE FOR THE BUSINESS REPORT: I wish I could have got the assumptions right. Looked at business reports I could have got What is referenced how and how many? How business model template is used? What degree of basic data do the markers need about the company and its products? My next opportunity to employ my understanding would be my business plan. 2.7 ANALYSIS OF WHAT CAN BE DONE FOR SHAPING IDEAS FOR MARKET COURSE IN THE EXAMINATION: Every time, when the mark is low it affects the faith vertex in Napoleon Hills pyramid. Now I have faith in passing the shaping ideas for market exam with 50% marks. I will employ short goals to improve my mark by 10% every week. Work out different past question paper to find every time and in every paper I am consistently increasing the marks. I will check my confirmation by self analysis and discussion with classmates. I will do this until I am sure that I will get 100 marks. Personal SWOT to improve the shaping ideas for market marks Strength I have read Bragg and Bragg the course book. I know what is being done in classroom sessions. I have got good formative feedback and I was able to answer questions in the class. Weakness I have lost 46% marks in the business report. I dont understand where to use the tool and how to use them. Opportunity To look at past papers. To collect articles to see the usage of tools. Treats The pattern of exam and question paper will be new. I am writing an exam in the business course for the first time. Need to spend time for other exams. 2.8 ACTION PLAN: The 4 week plan to get high marks in shaping ideas for market Week 1: Revise course materials be confident to pass the exam. Week 2: See the past exam papers try to answer them within 30 minutes/question. Improve every time in answering the questions in time and content. Week 3: Discuss with friend on their views of exams and try to find the methodology adapted is same. Try to find what may be improved and what may be eliminated to score more marks. Week 4: Revise the work done for 3 weeks. Analyze all the possible risks. Be prepared a day before for the examination. 2.9 CONCLUSION: This action plan is made combining the SWOT and pyramid approach. The view of getting high marks is writing the exact number of words and information the examiner expects to see in the paper. This information on what examiner might expect is got by critically analyzing every session of the course which is the first week plan. The second week puts the understanding into action. The third week checks for faults and other class members views of the content presented in class. Week 4 taking note of what is very important, important and less important. This is a way of managing time where in 1.5 hours the exam is completed writing the very important and important details. Thus in exam I will never miss the very important or important details whatever the factors may be. This strategy is adopted in getting high marks.

Descartes Sixth Meditation Essay -- essays research papers

In the Sixth Meditation, Descartes makes a point that there is a distinction between mind and body. It is in Meditation Two when Descartes believes he has shown the mind to be better known than the body. In Meditation Six, however, he goes on to claim that, as he knows his mind and knows clearly and distinctly that its essence consists purely of thought. Also, that bodies' essences consist purely of extension, and that he can conceive of his mind and body as existing separately. By the power of God, anything that can be clearly and distinctly conceived of as existing separately from something else can be created as existing separately. However, Descartes claims that the mind and body have been created separated without good reason. This point is not shown clearly, and further, although I can conceive of my own mind existing independently of my body, it does not necessarily exist as so. On page 56, when Descartes talks about how sailors are related to ships and why the mind body union is different, he is vague on the metaphorical analogy. To try to get his point across, dualism is used. Descartes is talking about something called interactionist substance dualism. He is stating that the mind and body causally interact with one another. This can be summed up to say that as easily as the mind can cause changes in the body, the body can also cause changes in the mind. Therefore the mind and body must be intimately united. An example of this is having the intuition to raise your hand. Your mind thinks about raising your hand and your body automatically does so. Contrary to this, if you step on a pin, your body tells your brain it has stepped on something sharp, thus causing pain, and your brain tells you that you have pain and to get off. In order to follow this, you must have a strong belief in the existence of God. For only God has the means necessary to make me certai n that the two things exist separately of each other. This is because God is a perfect entity, and is capable of countless things whose true causes are beyond my knowledge. To try to explain Dualism through God, we must talk about corporeal bodies and our knowledge of them. Regarding the nature of corporeal bodies and what is known about them and given Descartes premises, the conclusions he draws in Meditation Six are generally the correct ones. He again invokes the causal to argue that the ideas... ...rity and distinction, but we can conclude what Descartes means. He is saying that we can be sure that these primary qualities exist in bodies in the same way that they do in our ideas of bodies. This cannot be claimed for qualities such as heat, color, taste and smell, of which our ideas are so confused and vague that we must always reserve judgment. This can be seen in the wax example. Do you think that Descartes qualifies to your satisfaction that the mind and body are separate from each other? Only halfway; too many things are left up in the air, and the language is not quite clear. The mind and body can each exist separately and independently of one another. But they also need one another to work properly. This relationship is why the mind and body argument was shown with the sailor and ship scenario. By claiming that the mind and body were similarly related to each other as the sailor and the ship, Descartes was giving the average but intuitive reader something to ponder about while trying to make up his or her own mind about the relation between mind and body. From my point of view, however, Descartes needs further argument to prove that the mind and the body are distinct.

China Essay -- essays research papers

Shiven Patel The geography of China and Japan is quite different. They are both located in Eastern Asia, but China is apart of the mainland, while Japan is a group of islands off in the North Pacific. China, the world’s fourth largest country, is considerably larger than Japan. China has a total area of 9,596,960 square kilometers while Japan is only 377,8356 square kilometers. Of course Japan has double the coastline of China for it is an island chain. China has an eastern coastline along the East China Sea, Korea Bay, Yellow Sea, and South China Sea. China’s main geographic aspects are the Yangtze River and the Himalayan Mountains. Deserts and high plateaus characterize the west, with plains, deltas, and hills in the east. There is a varied climate from tropical to subarctic, the main weather hazard is the monsoon. Japan’s islands are peaks of underwater volcanoes such as Mount Fuji. There are no major rivers, just rocky land and an irregular coastline. There are valleys an d plateaus along the coast. It is cold and dry in the north, warm and wetter in the south. Earthquakes and typhoons plague Japan. The governments of China and Japan are completely different. The world’s largest Communist party leads China. The president is a ceremonial figure. Executive powers are given to the State Council headed by the premier. The legislature, the elected national People’s Congress, has little power. Japan is a constitutional monarchy, but similar to England, the emperor is a symbol ...

Allowing Cloning Essay -- Persuasive Argumentative Essays Science

Allowing Cloning In earlier times the subject of cloning human beings has been no more than just a fantastic idea to play around with in science-fiction books and movies. As time progresses though, more and more fantasies become realities. Such is the case with cloning. What has only been dreamt up before by artists on pen and paper can now be performed by scientists in laboratories. With the ability to clone humans now possible the question of whether such an act should even be carried out is raised. How far should cloning be allowed to go if it should even be allowed at all? The answer is that cloning should be allowed, but only in moderation. Currently Congress is debating on a bill on whether or not cloning should be banned outright. If this bill were to pass then the scientific community will have a huge blow dealt against it. Human cloning techniques should not be completely banned because they have the potential of revealing new ways to cure currently incurable diseases and ailments. In the article ?Human Cloning is good for All of Us,? Patrick Stephens writes that ?regulations will delay the availability of medical technologies that cloning and genetic research are bound to bring.? Even though Stephens presents a true possibility he only sees one side of the argument and fails to examine what unchecked cloning could result in. There are those on that oppose Stephens? views completely and would prefer to have the ban on cloning passed by Congress. The result that those people want may be a little extreme, but they seem to be doing it for the right reasons. As mentioned before, cloning has been used as a subject in many science-fiction stores and in most of those cloning has ended up bringing about a ... ... and researched before human clones are produced. We need to learn everything we can about it before we pass judgment. A ban would only prevent us as a society from exploring another possibility that would further separate us from the wild animals and allow us to make a more distinct mark as human beings. Works Cited ?Stop Cloning Now,? The Interim. February 2003. http://www.lifesite.net/interim/2003/feb/04editorials.html Stephens, Patrick. ?Human Cloning is Good for All of Us,? The Objectivist Center. April 3, 2001. http://www.objectivistcenter.org/articles/pstephens_human-cloning-good.asp ?Ten Reasons to Support the Brownback/Landrieu Cloning Ban,? Americans to Ban Cloning. http://cloninginformation.org/info/talking_points.htm Binswanger, Harry. ?Immoral to Ban Human Cloning,? Religion vs. Morality. http://religion.aynrand.org/cloning.html Allowing Cloning Essay -- Persuasive Argumentative Essays Science Allowing Cloning In earlier times the subject of cloning human beings has been no more than just a fantastic idea to play around with in science-fiction books and movies. As time progresses though, more and more fantasies become realities. Such is the case with cloning. What has only been dreamt up before by artists on pen and paper can now be performed by scientists in laboratories. With the ability to clone humans now possible the question of whether such an act should even be carried out is raised. How far should cloning be allowed to go if it should even be allowed at all? The answer is that cloning should be allowed, but only in moderation. Currently Congress is debating on a bill on whether or not cloning should be banned outright. If this bill were to pass then the scientific community will have a huge blow dealt against it. Human cloning techniques should not be completely banned because they have the potential of revealing new ways to cure currently incurable diseases and ailments. In the article ?Human Cloning is good for All of Us,? Patrick Stephens writes that ?regulations will delay the availability of medical technologies that cloning and genetic research are bound to bring.? Even though Stephens presents a true possibility he only sees one side of the argument and fails to examine what unchecked cloning could result in. There are those on that oppose Stephens? views completely and would prefer to have the ban on cloning passed by Congress. The result that those people want may be a little extreme, but they seem to be doing it for the right reasons. As mentioned before, cloning has been used as a subject in many science-fiction stores and in most of those cloning has ended up bringing about a ... ... and researched before human clones are produced. We need to learn everything we can about it before we pass judgment. A ban would only prevent us as a society from exploring another possibility that would further separate us from the wild animals and allow us to make a more distinct mark as human beings. Works Cited ?Stop Cloning Now,? The Interim. February 2003. http://www.lifesite.net/interim/2003/feb/04editorials.html Stephens, Patrick. ?Human Cloning is Good for All of Us,? The Objectivist Center. April 3, 2001. http://www.objectivistcenter.org/articles/pstephens_human-cloning-good.asp ?Ten Reasons to Support the Brownback/Landrieu Cloning Ban,? Americans to Ban Cloning. http://cloninginformation.org/info/talking_points.htm Binswanger, Harry. ?Immoral to Ban Human Cloning,? Religion vs. Morality. http://religion.aynrand.org/cloning.html

Military Family

The military family experiences several challenges in their working conditions. This ranges from culture, pressure they experience from work, low pay, and poor housing conditions among others. Culture basically refers to people’s way of life. The military has been treated in the past time in a way that reflects that they live in a vacuum or space. Therefore the major challenge or crisis the military family experience is the stress they get on deployments. These people have physical and family separation when deployed in other areas. They feel that they belong to a different world where people do not exist. The military troops are also not expected to have their families with them. The frequent deployment has therefore made a lot of the military army to remain family less. They can have a family if in the real sense they would not have enough time for them.(Rhea,1998,p21). The other challenge that has been raised by the American Military Service Personnel and their families is the stressful condition in the work place since the September 11, 2001 bombing. These people face psychological risks and mental health-related problems as a result of frequent deployment rates. Life within most of the military families has been constantly changing whenever a service member is deployed to a combat zone. Most of them have been killed with majority sustaining physical wounds and a range of permanent disabilities. Some of the disabilities included traumatic brain injury and eye problems. Some of the members who were deployed in the support of the GWOT returned from the combat zone with a lot of psychological injuries. The military members also are faced to the kind life that changes in areas they are deployed. This was experienced especially those who were deployed in Iraq and Afghanistan. Majority of them found themselves dead. Could be the kind of topography in this area outweighed their experience. They did not have the appropriate survival strategies which are highly adaptive in a combat environment. This was the biggest challenge to the families of these people. The family life was seriously affected by the exposure of the combat environment making the families suffer a lot of psychological stress (Stephen, 1985, p64). A part from sustaining physical and psychological injuries, the military families also faced a number of problems as a result of frequent deployment. The living conditions where they reside is very poor and not worth for human health. These people do have families comprising of children who need special care. So in most cases a lot of health related problems do emerge among the family members of the military officers. This even makes them have a feeling of not having a family. Most of the houses they live in are just meant for survival since they are not permanent in areas they are deployed. Therefore poor housing condition is a major challenge faced by these families. The other challenge faced by the military members and their families is lack of adequate medical care given to them. Generally it is very true that these people tend to live in remote areas where the climate is not friendly. Like in Iraq and Afghanistan the place is just too dry with extreme temperatures experienced during the day and night. Since they lack proper medication most of them return home with several diseases developed. (Sonia, 1999, p34). The other challenge faced by the military members and their families is ineffective deployment timetable. Most of them complain of lacking time for their families. Therefore a suitable deployment timetable should be structured in such a way that their interests are catered for. These people are human beings just like us. Therefore they suffer from emotional stress when subjected to a lot of pressure and stress.   It is the right for these people to have a family member.   It therefore goes without a say that too much work make Jack a dull boy.   Therefore some periods like holiday should be provided to the military troops to help them have time with their families. (James, 1997, p98). Most of these military service men also complain about lack of motivation.   There was no even proper and effective compensation that was given to family members who lost their people during the war and bombing attack.   Those who were compensated were given a low pay that could not match the service offered so lack of compensation and motivation to the military officers and service men bring a lot of issues to be discussed. Several measures have been put into place to address the challenges and problems send by the Military Family Association which is a non profit organization has been formed with an objective to influence the development and implementation of polices.   The polices mainly focuses on the improvement of lives of the military family members.   The National Military Family Association was also formed with a mission of serving the families of the seven unformed services through offering education, information and advocacy.   This is basically offered by its staff who volunteers to help on military family issues. In order to address the psychological needs of the military members and their families, the American psychological Association (APA) President came up with a task force to address the issue.   The task force was given the responsibility to identify the psychological needs of military members and their families during and after deployment.   The task force was also able to develop a strategic plan for working with the military and other organizations such as NMFA in order to meet the military members’ needs.   Among the services the task force was to provide include medication to the members who reformed from the combat zone. (Barbara, 1996, p65). The department of Defense Investigation general has also come up with a program to evaluate the military Mental Health systems to address the health related issues. The American Department of Defense (DOD) has also formed military compensation as one of the tools used to attract more people and even retain the solders in their work.   Military compensation work on the principle that all service members including reserve and active ones should be treated fairly. This was a sign of motivation to the service members and their families. The US president, Bush has also come with a good policy in support of the troops.   There has been tax relief for the American military families.   The military service men have been exempted from paying some tax thus the overall tax they pay is lowered.   This is a motivation factor to make them feel loved by the people they serve.   There has also been improvement on the pay for the military officers/personnel.   The increase in pay is a way of encouraging and also motivating them to perform their duties with utmost good faith. Health care improvement has also been initiated for the families of the military personnel and service men.   This was to address the poor condition of those who returned from war with physical wounds.   The other achievement that the department of defense has made is coming up with a deployment time table to serve the interest of the service men.   Today many people are joining military because of the good condition of the work place the government has put into place. References Barbara, C. A. (1996). Family and Gender and Race; Family and Development Perspectives.   London. The Haworth Press, Inc. James, E. (1997). Fighting on Two Fronts: African, Americans and the Vietnam War. London: Barnes & Noble. Rhea, V.A. (1996). Family and Gender among American Muslims: Issues Facing Middle Eastern; London; Temple University Press. Sonia, P. (1999) Eat First – You Don’t Know What They’ll Give You; New York: Xlibris Corporation. Stephen, M. (1985). The Trauma of War: Stress and Recovery in Vietnam Veterans. New York: American Psychiatric Publishers.

Mythology and literature Essay

The definition of mythology is deprived from the word ‘myth’. The word itself comes from the Greek word ‘mythos’, which means fable, legend or sagas. The word â€Å"myth† is a story that seeks to rationalize the universe and the world around us, passed down orally from generation to generation explaining religious origin, natural phenomena or supernatural event. Mythology is a collection of myths that concerns with cosmogony and cosmology, shared by a particular society at some particular time in human history. Literature is a body of written works of language, period or culture. Literature can be divided into fiction (e.g. fairty tale, gothic, saga etc) and non-fiction (e.g. essays, journal, science fiction etc). There are many distinctive natures of mythology and they seek to describe what a particular person or society believe during that period of time. Myths serves as an charter for their institutions, customs and beliefs. The typical mythology is the explanation of the universe and its ethology. Normally, the setting is set in a previous proto-world (simliar to the current world but also different) and they often revolve around non-human or â€Å"extroadinary† people such as god, goddess, supernatural beings (e.g. zeus, adam and eve, prometheus etc). These story explains why things are and how they became to be. It ‘rationalised’ our way of thinking, reconcile us to reality and establishes our pattern of life. Apart from the explanation of the creation of the universe, mythologies seek to explain everyday natural phenomena. Certain myths explains way the sun exist and why there is night and day. Some explains the existance of seasons: Spring,Winter,Summer and Autumn while others shows of mother nature providing us with food and shelter. These myth suggest a way of understanding nature and organizing thoughts. For example, structualism recognizes different contrasting aspect (light and dark, good/evil) as centres to myths which charters for social order or value within a society (functionalism). Myth have been created by human beings for many reasons over thousands of years. They are an intellectual product of humanity and a rich resource for the ideas and belief of past generations. Their extroadinary and unbelievable aspect combined with the constant thought that there might be something ‘out their’ is what keeps mythology functioning and is what keeps literature moving. There are also many differences between literature and mythology. For instance, they were used for different purposes and existed in different times. Myth several purposes, including to socially/politically control society (e.g. to spread a myth about something to control people, to scare people when facts were not available). Literature on the other hand, is more about persuading and informing people. There are also other benefits to mythology that cannot be achieved in literature, such as there is no boundary to the world, there is no such thing as ‘false’ and there is low risk of anyone challenging your theory. The sets of beliefs also differ and the way they view the world differs. For example, literature’s audience are educated modern people while mythology’s one is from the old generation where there was not much information about the world and how it works. This would mean that the two different texts have different intended audience which would inev itably show why they differ so much. Both are products of humans but during different time frame. The arrival of the modern era would inevitably mean the death of mythology. The transformation from one to another was the belief that myth was useless, false and outmoded and that it did not ‘work’. Science (regarded as a ‘fictional literature’) was the objective explanation of how the world around us work while the subjective myth was about faith and believing something ‘unfounded’. Scientific rational thought was based on empricial knowledge, a priori (not falsifiable) and our way of thinking is based on facts. Myth is ultimately a different knowledge, an ideology, a set of ‘belief’. Systems of myths have provided a cosmological and historical framework for societies that have lacked the more sophisticated knowledge provided by modern science. Myth is related to science, however it only provide basis for a theory, not knowledge. For example the myth of how the origin was created would have lacked modern day rational scientific belief because they would prefer a more ‘true’, superior and more authority theory, which is the big bang theory. Our modern rational paradigm thought is based on observation. Scientific rational thinking is based on logic to solve or explain how the world works and as it becomes a part of our everyday thinking, mythology will be inevitable cast aside. Carl Jung invented modern scientific theory and for him, the world of dream, and myth represented the most fascinating and promising road to deeper understanding. The significance of literature in mythology as said ‘We need the stories of myth to make sense of the confusion of our society and our own psyches. Myth voices the truths of our unconscious selves, and the gods, goddesses, and heroes of myth embody aspects of creativity, cleverness, grief, joy, aggression, and ecstasy. Carl Jung believes that even the most sophisticated and important literature requires some mythological aspect. (E.g. the Lord of the Ring depends on mythical characteristic to drives the ideas; horror movies have a ‘message’ and some urban myth taps into child’s fear of a ‘bogyman under the bed’) Northrop Frye criticises literature and states the importance of cultural myth underlying literature (E.g. Sea, land and sky, control, creation, decay, regeneration, our ‘fear’). Mythology evokes our sub-conscious mind (e.g. dream) which is employed by reference to mythology in literature. Frye states that mythology provided themes for some of the world’s greatest drama, and similar themes can be traced back to the Renaissance literature, through to Shakespeare (E.g. Hamlet, Midsummer Nights Dream) and finally to modern poetry and thus mythology plays a significance role with literature. One could even say that literature is based on mythology. Karen Armstrong book â€Å"A Short History of Myth† is about how literature and mythology were shaped by the problems of the society people lived in. Armstrong states that the existence of Mythology from an early period: ‘Human beings fall easily into despair, and from the very beginning we invented stories that enabled us to place our lives in a larger setting, that revealed an underlying pattern, and gave us a sense that, against all the depressing and chaotic evidence to the contrary, life had meaning and value.’ With the coming of the ‘great revolutions in human experience’ science was used to explain ‘facts’ as opposed the theory of myth, which became ‘useless, false and outmoded.’ Literature, which could explain things that was never thought possible, was regarded as the next ‘step’ from mythology (from an uneducated society to a civilized society). The relationship between literature and mythology is one of similarities as well as differences. They are both important creation by human beings and will continue to play an important role in the intellectual world. Literature will always include some aspect of myth which will continue to shape our modern world like it did in the past.