Paperwork Research Paper Example | Topics and Well Written Essays - 750 words

Paperwork - Research Paper Example The analysis attempts to understand systematic data flow and how humans input, transform and store data and access information in an organization’s context. The process of defining the components, architecture, modules, data and interfaces for a system to meet specified needs comprises systems design (Ulrich & Eppinger, 2000). Installing systems without proper plans results in dissatisfied users, and the system is often abandoned after short usage. Together, systems analysis and design work in an overlap to lend structure to information systems and determine what changes need to be applied or how a new one may be implemented (Ulrich & Eppinger, 2000). Databases Databases are structured and designed to collect data while offering organized machinery for managing, storing, analyzing and retrieving information (Connolly & Begg, 2002). This is achieved by using tables prearranged to model appropriate aspects of the project being undertaken in a manner supporting the processes usin g this information. The role of databases in projects is compiling, categorizing and interpreting data. All information used by the project managers, including the researches they conduct, is centrally stored in the database for ease of access by users and developers. Databases also play a key role in identifying international trends (Connolly & Begg, 2002). Programming Programming entails the designing, documenting, trying, debugging as well as maintaining source codes for computer programs (Meyer, 2000). A reliable process of programming aims to produce a software solution that is efficient and can be developed when the project dictates the need. It should be usable, portable, easily maintained and able to anticipate errors occurring from inappropriate, corrupt or incorrect data. The role of programming in projects is to create sets of instructions for use by computers to carry out specified instructions and display desired behaviors. Programming also saves the efforts of other te ams in the project by automating the processes which would otherwise have been conducted manually (Meyer, 2000). Networking Networking is the linking and interconnecting of groups of computers and hardware through communication channels thus allowing users to share information, files and resources such as printers (Tanenbaum, 2006). Within the network, relevant files may be selected for sharing between concerned users and departments. In a project, networking merges different departments and even office buildings. The needless distinction of common tools that collect, process, store or transmit information is eliminated when networks are deployed. Barriers to information held on separate computers and systems are also overcome, creating a borderless information and communication environment (Tanenbaum, 2006). It is only through networking that all the other aspects of running a project are held together. The project also benefits by saving costs that would have been used to equip ea ch department with its own resources, which duplicates purchases. The Web The World Wide Web is an application that runs on the internet (Stallings, 2004). It is a system made up of interlinked internet servers supporting hypertext documents and is accessed through the

The explanatory gap Essay Example | Topics and Well Written Essays - 1000 words

The explanatory gap - Essay Example John Levine introduced the explanatory gap for the difficulty that the mind theories of physicalists have in explaining the physical properties in giving rise to the way things experienced when they are felt. Levine in his 1983 article used the explanatory gap to point out that even though it might be applicable in a physiological sense, the explanatory gap does not aid our understanding of pain feeling. The explanatory gap has intrigued and vexed a number of researchers and philosophers in a similar way in the past decades and resulted into a considerable debate. Finding a fulfilling and gratifying mechanistic explanation to bridge the gap is a hard problem. This paper seeks to define the explanatory gap, and highlight whether or not the explanatory gap poses an obstacle to materialism with reference to the work of Levine. The explanatory gap infers that there is an existence of a gap of consistent and rational meaningful information that describe and account for characteristics and qualities of consciousness processes, content and states that it is explicable to a rational and logical level of mastery. That is to say, explanatory gap is in the human concept. The term explanatory gap does not illustrate a gap in nature, but rather a gap in our own understanding of nature (Levine 1983). Joseph Levine in his works demonstrates the explanatory gap as an obstacle to materialism. Materialism holds that there exist identities between material kinds and conscious kinds. Joseph Levine illustrates that pain is identical with the C-fibers firing, and also gives an example of viewing something are red which is identical with an activity in the visual V4 area cortex. Joseph Levine also looks at the explanatory gap as an obstacle to materialism in the line with contemporary orthodoxy materialist, and that such kind of identities are posteriori. Levine argues that it is a matter of scientific investigation, to ascertain whether or not pain is the firing C-fibers, rather tha n conceptual reflection to seeing things as red is an activity in the V4 area in the visual cortex. In this regard, the identities of mind and brain that are discovered will be of the same kind to such exemplary a posteriori identities of science as that of temperature is mean kinetic energy, or that of water is H2O. There is also a good scientific evidence for the presence of such like brain and mind identities. In particular cases, there are direct evidence in the co-occurrence of certain material kinds and conscious kinds. Joseph Levine even asserted that the identities of mind and brain strike quite differently from the apparently corresponding scientific identities (Levine 1983). Levine cites some questions to demonstrate the explanatory gap as an obstacle to materialism: presume that we actually have evidence that pain is the same as firing of C-fiber and is one. Would we not still want to try and find out why firing of C-fiber feels pain instead of something else? And why the re is pain in the firing of the C-fiber? There is however no analogous questions that press on us in most of the scientific cases. For example, after finding out that water is H2O, there is no further feeling of the need to know why even when there is H2O, we still have water, or why water is H2O and not anything else. This is the reason Joseph Levine coined the explanatory gap in order to give an impression that something have been left unexplained by mind and brain identities. Many other philosophers besides Joseph Levine have argued that explanatory gap emerges because people cannot draw from the facts

Big five personality inventory with academic success

Big five personality inventory with academic success Many validation studies have been performed to test the validity of the Big 5 personality inventory with academic success and performance as well as which personality is predictor of good grades. In particular studies have found that contentiousness and openness especially correlated with academic performance. This essay will examine and evaluate the usefulness of the big 5 personality inventory and will be discussing its validity and implications. Conscientiousness personality traits lead students to be organised, disciplined and motivated to succeed. This in turn has a positive effect on their ability to study and on their effort and commitment they put into their work (Maltby et al 2007 p.387) a trait referring to individuals level of dutifulness, achievement striving and organization. Bratko, Chamorro-Premuzic Saks (2006) also have documented and argued that the Importance of Conscientiousness in educational settings is self-explanatory: Being organized, disciplined and motivate d to succeed has no doubt beneficial effects on students study habits, affecting their level of effort and commitment with the course (Bratko, Chamorro-Premuzic Saks 2006). Research indicates that the Big Five Traits (Neuroticism, Extraversion, Openness, Conscientiousness and Agreeableness) reflect core aspects of humans personality and have strong influences on behaviour (Costa McCrae 1992 in Komarraju Karau 2005). Conscientiousness has consistently and positively predicted examination performance as well as grade point average and academic success. Openness is positively related to final grades with high scorers using learning strategies that emphasize critical thinking. Neuroticism is related to reduced- academic performance. Agreeableness is positively associated with grades. Entwistle and Entwistle (1970 in ibid) found that stable introverts using good study methods achieved higher performance than extroverts or emotionally unstable students, whereas Furnham and Medhurst (19 95 in ibid) showed a significant positive correlation between sociability and performance in a seminar class (Komarraju Karau 2005). Paunonen Nicol (2001 in Durham 2004) found the Big Five traits among the significant predictors of grade point average (GPA) in a population of college students. Similarly, Lounsbury, Loveland, Sundstorm Gibson (2003 in Durham 2004) found that Big Five traits significantly predicted cumulative GPA among adolescents in high school and middle school. Lounsbury et al (2003 in Durham 2004) found that the Big Five constructs of conscientiousness, openness and agreeableness were positively related to course grades and grade point average. Durham (2004) therefore argues that these results suggest that students who are more open to new learning, discovery and exploration, higher on self control. More orderly, higher of achievement striving and lower on anxiety, impulsivity, hostility, and vulnerability will have higher GPA. Durham (2004) furthers his argume nt by saying that students who sit in the front of the class (conscientiousness) prepare their assignments (conscientiousness), follow the directions given (agreeableness) and ask questions (openness) and usually better students; high levels of openness, conscientiousness and agreeableness and low levels of neuroticism are an ideal combination (Durham, 2004) Hypothesis The hypothesis of this literature review is that Big 5 personality traits of Openness, contentiousness, extraversion, agreeableness and neuroticism are significantly related to academic performance and predicting grades. There have been many studies documented which have investigated the relationship of the five personality traits namely, openness, contentiousness, extraversion, agreeableness and neuroticism with academic achievement. For example, in studying the relationship between the big five personality traits and academic performance, Komarraju Karau (2005) developed the following specific hypotheses. First, as Neuroticism is characterized by emotional distress and poor impulse control (Komarraju Karau 2005), Komarraju Karau (2005) expected students high in Neuroticism to have difficulty in coping with academic challenges and dealing with setbacks. There, Komarraju Karau (2005) predicted that Neuroticism would be positively related with the academic motivation factors of debilitating anxiety, withdrawing, disliking school, and discouraged about school. Extraverted individuals are warm, socially-oriented, and assertive (Komarraju Karau 2005). Agreeable individuals tend to be trusting and co operative, and may be receptive to collaborative learning (Komarraju Karau 2005). Therefore, Komarraju Karau (2005) predicted that Extraversion and Agreeableness would both be positively related with approval and affiliating motives. Komarraju Karau (2005) argue that because assertiveness is an element of Extraversion they predicted that Extraversion would be related with influencing motives. Individuals high in Openness seek novel experiences, are intellectually curious, and may be more receptive to novel educational experiences Komarraju Karau (2005). The researchers therefore predicted that Openness would be positively related with thinking and desire for self improvement. Finally, conscientious individuals are generally organized, disciplined, and hard working, and have been found to achieve greater academic success (Komarraju Karau 2005). Therefore, the researchers predicted that Conscientiousness would be positively related with persisting, achieving, and desire for self- improvement. Komarraju Karau (2005) found that avoidance was positively related with both Neuroticism and Extraversion, and was negatively related with both Conscientiousness and Openness, with Neuroticism explaining the most variance. Komarraju Karau (2005) argue that these results may suggest that neurotic students tend to avoid many aspects of academic life and view education as a means to an end rather than an intrinsically fulfilling enterprise. Similarly, Komarraju Karau (2005) argue that extraverts may be more concerned with social aspects of college life. In contrast, conscientious and open students are less likely to be avoidant in their motivation. Komarraju Karau (2005) found that students with higher levels of Openness and Extraversion were more engaged in learning, with Openness explaining the most variance. Komarraju Karau (2005) further their argument by saying this suggests that students who are sociable and enjoy exposure to new ideas are likely to be engaged i n the educational experience and may benefit from discussion and interactive learning. Finally, Komarraju Karau (2005) found that students who were more conscientious, neurotic, and open to experience scored higher on achievement with Conscientiousness explaining the most variance. Komarraju Karau (2005) argue that these results suggest that students who are responsible and intellectually curious may be more achievement oriented, hard-working, and competitive. Komarraju Karau (2005) noted that neuroticism was related with achievement, and this relation between Neuroticism and achievement may be because of compulsive preparation Komarraju Karau (2005). Correlation of subjective responses and objective assessment and confirmation of the validity of conscientiousness trait with relation to academic achievement Discussion section There may be narrower personality traits that could add to the incremental validity of the Big 5 inventory with relation to academic success and predicting grades for example. Lounsbury, Sundstorm, Loveland Gibson (2003) investigated and examined the narrow traits in addition to the Big Five in predicting academic success among adolescents. Lounsbury et al (2003) investigated individual grade point average (GPA) and scores from the Adolescent Personal Style Inventory among 220 seventh-graders and 290 tenth-graders, including agreeableness, conscientiousness, emotional stability, extraversion, and openness, plus four narrow traits, aggression, optimism, tough-mindedness, and work drive. Lounsbury et al (2003) found that all traits correlated significantly (P The validity and reliability of the NEO PIR in terms applicability: discussing the issue for the professional development of the teacher in schools and also for the positive feedback and educational development of the child, analysing the practicality of the learning style Personality tests that are to predict academic achievement and success are not only for the professional development of the teacher, lecturer but also for the personal and educational development of the student or pupil at school or university. These personality tests therefore they need to be such that the teacher and student can interact with them for the teacher to perhaps to alter his or her teaching style and approach and more so for the student to be aware of his or her subjective and predominate learning style and how these are contributing to many cognitive aspects such as information processing, retention of information, memory or indeed knowledge acquisition. Research has testified that from the NEO PIR the trait that is predominately applicable is conscientiousness as we have seen, although the other four have also contributory effects for academic achievement, however the practicality of using it may still be questionable because if the trait of conscientiousness is the p redictor of academic success then will it be easy for the student to develop these traits within him. How easy will it be for the teachers to aid and support the students in developing a conscientiousness personality is questionable. An easier way for both the student to understand for his or her own academic development and also for the teacher to support the student may be through the education of personal learning styles. Learning styles in particular is a model which pinpoints and highlights the cognitive abilities necessary for learning, which is a cognitive process. The tools of learning style can enable the student to completely understand which styles may aid him or her and according to that style of learning, the teacher will be able to help and support the student developing a interactional system between the teacher and the student in an academic environment and discussing cognitive variables in relation to learning styles rather than broad personality traits which maybe far difficult to generalize towards the students learning process. Therefore learning style approach and assessment may not only be a cognitive and academic achievement predictor most importantly on the basis of individual differences but this will enable both the teacher and student to interact with them for the professional development of the teacher and for the academic and cognitive development of learner. A well known and documented approach to learning is presented by Kolb (1984 in Maltby 2007) in which he discusses the learning processes such as concrete experience, reflective observation, abstract conceptualization and active experimentation. Other than the Big Five traits of conscientiousness, openness, agreeableness, extraversion and neuroticism, there are other traits or, motivation related traits as argued by Lounsbury (2003 in Durham 2004) which can add incremental and predictive validity to the NEO personality inventory in the domains of education success. For example, Lounsbury (2003) found that traits such as aggression, optimism tough mindedness and work drive can not only significantly correlate with grade point average but moreover add incremental validity to the existing NEO Five. (Durham, 2004) In line with Lounsbury (2003) Durham (2004) is also for the inclusion of the factors of aggression, optimism and tough mindedness. Durham (2004) argues that these traits of optimism, aggression and tough mindedness could be better predictors of academic performance and grade point average. Optimism, Durham (2004) argues is a tendency to maintain positive expectations about the future and Prola and Stern (1984 in Durham 2004) found positive correlations between optimism and grade point average. Optimism is an important assessment because it influences task-orientated behaviours (Durham 2004). With regards to conscientiousness there will a consensus that it is correlated with academic achievement and performance through Meta analysis and self and other assessed approaches, however with regards to openness, although it has been acknowledged that it refers to academic intelligence, agreeableness, neuroticism, extraversion there is far lesser consensus how it refers and relates to academic achievement. For example Bratko, Chamorro-Premuzic Saks (2006) have found that some argue that high neuroticism is detrimental for academic performance on school examinations but others suggests that higher levels of worry and perfectionism that characterize neurotic individuals may lead to better and higher performance. The trait of extraversion is also debated with academic achievement as some have argued of negative correlation and other have argued of positive correlation (Bratko et al 2006). Bratko et al (2006) also argue that alternative explanations indicate in the direction of deve lopmental changes in the ability-extraversion correlation, such that brighter individuals become more introverted over time. Some traits of the BIG 5 such as extraversion, conscientiousness and openness which all relate to motivation, striving and academic self fulfilment have been correlated with certain measures but have not been correlated with other measures such as the IQ tests. Psychologists have argues that the NEO Big 5 personality inventory predominately reflects a persons motivation and in particular motivation to self actualise in academic domains but does not take into consideration specific academic cognitive abilities which is predominately related and correlated with academic success and achievement. For example, Ones Schmidt Viswesvaran 1993 (in Gagner Pere 2001) have established no correlation between motivational factors and IQ ability for academic progress. The psychologists argue that the tests such as the NEO PIR which may measure or take into consideration the motivation factor of conscientiousness and disregard cognitive abilities may not be highly valid in predicting achievement in comparison to higher validity and reliability of cognitive and IQ measures of predicting achievement, and the results obtained from an IQ test maybe useful for the professional development of the teacher with relation developing cognitive constructs of the child such as numeracy but also important for the development of the learner to know which areas in academia need to be concentrated upon. Gagner Pere (2001) assessed the unique contribution of motivation to academic achievement. Over 200 high school students completed two IQ tests and three motivation and conscientiousness related measures twice during a semester. The results revealed that IQ and motivation were not correlated; cognitive abilities were by far the best predictor of school achievement. The psychologists argue that these results question the belief of most educators about the crucial role of motivation as a determinant of scholastic achievement these findings may in invite the educators to not only consider moti vation and conscientiousness as an important factor of achievement but to also concentrate on the cognitive abilities of the learner and ways to enhance them perhaps by working with the learning style of the learner considering the VAK (the visual, auditory or kinaesthetic individual differences) and modifying educational resources to support all types of learners and by working within the unique learning style of the individual with the belief that by working within the cognitive framework of the individual this will improve the cognitive performance and abilities of the learner such as problem solving, information processing, logical and rational thinking which will enhance the IQ and therefore academic achievement. Komarraju Karau (2005) also acknowledge that students who are taught in a way that matches their learning style and ability are likely to achieve at higher levels. In light of the findings that there are less or no correlations of motivational factors such as conscien tiousness with academic progress Bratko et al (2006) argue that empirically, evidence is mixed with some studies indicating personality has incremental validity over ability in the prediction of academic progress but others showing it doesnt (Bratko et al 2006). Bratko et al (2006) also argue that personality inventories such as the NEO PIR use self ratings of traits. Whilst Bratko et al (2006) acknowledge and argue that most investigators have used self report personality inventories and academic progress as they are convenient and because they believe that people have a unique perspective of their own experiences and history of behaviour, however Bratko et al (2006) also maintain that self ratings can be inaccurate because people may present themselves in an unrealistically positive light or their position of an actor can bias their perception of their own consistent personality attributes other-rating data can be less susceptible to distortions caused by defensiveness and self-pr esentational strategies (Bratko et al 2006). As studies have shown that peer-ratings consistently show a substantial correlation with self rating data and their validity widely demonstrated (Bratko et al 2006), Bratko et al (2006) suggest that adding to peer-rating to self-rating can enhance the incremental validity of personality tests such as the NEO PIR further. Although some studies did not find a link between motivation and academic achievement some other studies did. For example Komarraju Karau (2005) investigated the relationship between personality characteristics and academic motivation. Their research examined the link between the Big Five personality traits and individual differences in college students academic motivation. Students were asked to complete the NEO Five Factor Inventory and the Academic Motivations inventory and the facets of both the academic motivations inventory and NEO big Five were correlated together which supports their academic motivation hypothesi s and its importance with success (Komarraju Karau 2005). This study not only indicated the importance of administering tests to examine academic motivations with relation to individual differences but also confirms the validity and reliability of the NEO Big Five. Personality or intelligence tests: independence of personality tests from intelligence: understanding the correlations of ability intelligence tests and personality tests Although studies have testified to the theory that measure of intelligence is valid and reliable for prediction of academic achievement some other studies have discovered the importance of personality tests independently from intelligence which adds to the validity and reliability of personality testing in relation to academic performance and achievement. For example Bratko et al (2006) analysed the relationship of self and other-assessed personality with school grades in 255 pupils. Conscientiousness was the strongest personality correlate of school grades for both self and peer-ratings. That is, the scores of self-rating and peer-rating for conscientiousness significantly correlated. It was interesting to discover that grades were negatively correlated with self assessed extraversion and emotional stability (neuroticism) and positively correlated with peer-ratings of autonomy. When cognitive ability was partialled out correlations between personality and school grades showed little change indicating that the effects of personality on academic performance was independent of intelligence. The investigators not only argue of the independence of personality to academic performance and therefore stressing its validity in domains of education but also argue that self ratings had only marginal incremental validity (3%) over peer-ratings in predicting school grades while incremental validity of peer-over self -rating was larger (9%). Therefore this study supports the notion that testing personality in domains of education and academic performance is indeed valid. In this study the self-rated assessment or rating compared to the peer-rated (observer) assessment and rating is thought provoking because there was a difference in both ratings and their correlations significances. In the study of Bratko et al (2006) noted that the relationship between. In the study Bratko et al (2006) found that the predictive power of conscientiousness increased substantially when assesse d by peer ratings as opposed to self-rating and there Bratko et (2006) argue that this suggests that socially desirable responding may undermine that validity of self rated conscientiousness. Their results also indicated that combining measures of conscientiousness with intelligence are likely to be advantageous when it comes to predicting academic progress (Bratko et al 2006). Bratko et al also argue that students may also want to look conscientious and autonomous in the eyes of personality tests and therefore Bratko et al (2006) recommend that investigators include social desirability alongside both peer and self-ratings of personality to explore determinants of success and failure (Bratko et al 2006). Another way to avoid distortion and therefore validity in applied educational settings is for participants to respond anonymously possibly by mail as argued by Schinka (1997). Schinka (1997) suggests that these techniques of anonymity will minimize conscious motivation to distort pe rsonality profiles. Psychologists studied how the Big Five personality traits may relate to individual differences in academic motivation. Alongside the achievement and academic success, motivation is very important to reach academic success and this area also needs to be considered for students. Komarraju Karau (2005) also reflect upon an interesting meta-analysis in support of the personality tests such as the NEO PIR for academic performance and success as well as for convergent and predictive validity. For example, Komarraju Karau (2005) argue that Ackerman and Heggestad (1997 in Komarraju Karau 2005) found some modest relationships between personality and intellectual ability measures. In their study Openness was positively related to intellectual ability, whereas Neuroticism was negatively related to intellectual ability. Komarraju Karau (2005) argue that these investigators concluded that intellectual abilities, interests and personality are interrelated and that intellectual ability level an d personality traits determine success. The validity of personality tests and their application in academic prediction of ethnic and culturally different students Durham (2004) acknowledges that studies have established differences in the scores between African American Students and White students on personality measures, as well as in the educational domains including. Ethnic students bring their values and in particular ethnic values to the learning environment. Therefore, when assessing personality and correlating with grade point average it is important to consider and acknowledge different cultural and racial differences which may affect an individuals learning style and development (Durham 2004). Therefore, generalising the significances of the results on populations this issue also needs to be considered thoroughly. Durham (2004) argues if there are differences in the personality traits scores of black and white students the applicability of these assessments to ethnic populations in doubt. Using the MMPI may be appropriate for use with ethnic and racial students The validity and reliability of the NEO-PIR or Big Five inventory and its applicability across races and cultures Worrell Cross (2004) investigated the reliability and validity of Big Five Inventory scores in a sample of African American college students as performed on the Big Five Inventory. The investigators discovered that reliable measures could be developed from the Adjective Q -sort and that there are no perceived predictive validity differences between White and Black students using the NEO PIR (Worrell Cross 2004) The use of other measures especially the inclusion and applicability of the Assessment of Academic Self concept and motivation (AASM) Assessment of Academic Self concept and motivation was developed according to the motivational systems theory. The uniqueness of this assessment is that it postulates that motivation is the patterns of gaols, emotions and personal agency beliefs (self -concept) which is consistent with the socio-cognitive theory of personality development proposed by Albert Bandura. Durham (2004) argues that this model and assessment four aspects of self concept- ability, environmental responsiveness, control and value or importance it also assess four dimensions of the education environment: cognitive, social extracurricular and personal (Durham, 2004) validation studies have been performed by Rouse Cashin (2000 in Durham 2004) and have found support for this assessment as well. Durham (2004) argues of the advantages of this measure with ethnic clients because it measures internal locus of control and the motivation aspect can measure academic success. With regards to values and race and cultural d ifferences, John (1989 in Goldberg 1998) examined judges classifications of the 300 terms in the Adjective Check list into the Big Five Categories to examine its validity and argues that traditional values and individuation/ autonomy adjectives closely related to the persons self -concept and cultural determinants may lie outside the Big Five. Goldberg (1998) argues that other personality factors that are not included inside the Big Five are religiousness, sexuality, introspectiveness, maturity, gender roles thrift and suppression and repression (Goldberg 1998). As there lays other aspects beyond the Big Five it would be interesting to see these influences for academic achievement as well. Paunonen Jackson (2000) had also investigated into the NEO PIR and the Big Five traits and after a thorough investigation and analysis they found that a) Religious, devout, reverent b) sly, deceptive manipulative c) honest, ethical moral d) conservative, traditional, down-to-earth e) egotistical, conceited, snobbish and f) thrill seeking behaviours were independent from the Big Five Factors as they did not correlate. This finding is important to establish the internal consistency validity and what differences it would make if these traits are also examined along with cultural values as discussed to evaluate the impact it has on education success and achievement because these traits such as masculinity-femininity, religiosity, are also determinants of human behaviour and also academic motivation. These recommendations will improve the internal consistency of the NEO PIR personality assessment as argued by Paunonen Jackson (2000)

Racism and Jealousy in Othello Essay -- Shakespeare Othello Iago Essay

Racism and Jealousy in Othello The theme of racism is strongly depicted in William Shakespeare's Othello. It depicts the attitude of European society towards those that were different in colour, race and language. In Europe, people of white complexion were the majority and all other races were considered to be less important and inferior.   Ã‚  Ã‚  Ã‚  Ã‚  There are several characters in this play that portray this mentality. These characters include Brabantio, Roderigo and Emilia. But by far, the face of racism in this play is that of Iago, who makes his intentions crystal clear in his soliloquy where he states I hate the Moor, (I, iii, 379). Throughout the play, Iago lays forward a number of reasons for his hatred, which leads to the ruin of most of the characters.   Ã‚  Ã‚  Ã‚  Ã‚  It is most likely that the main reason behind Iago's hatred of Othello is the colour of his skin. Similar to many other people of his time, Iago would have had little or no racial tolerance for others, and thereby saw Othello as an outcast that had risen to success which is a factor contributing to another of his reasons for hatred, jealousy. From the very first act of this play, and indeed the very first scene, Iago hurls racial insults at Othello, an example of which is ...very now, an old black ram is tupping your white ewe (I, i, 89-90) - A statement that has both racist and vulgar connotations, as well as referring to Othello as a Barbary horse (I, i, 112) - Which is degrading him to the level of a filth...

One of the largest Bottlers for the Coca-Cola Company Essay

Case Studies Aileen R. Arias MKT 500 – Marketing Management Sections A International American University Professor Mara Murphy MBA Management -2017 Fall 2 Title Coca-Cola According to the source the word means of Coca-Cola was from a Dutch phrase that had two meaning Ik Ook translates to Me Too and Op Stap translates to Move On. The invention of the popular drink since 1886 came from the curiosity of an Atlanta pharmacist, Dr. John S. Pemberton, its discovered a distinctive tasting of soft drink that could be sold at soda fountains. Then he flavored syrup and took it to his neighborhood into a pharmacy, had mixed with carbonated water and became a superb by those who tasted the product began a milestone formulated the drinks into major success the collaboration of bookkeeper, Frank M. Robinson, was credited with naming the beverage Coca-Cola the unique designing the trademarked, distinct script, still used today. It stands for connecting with more individual no matter which co ntinent they lived they can be happy when they see Coca-Cola. The product tastes of happiness for everyone. The company advertise in overseas and all of the poster campaign are not the same they choose carefully what should the theme as their advertisements before broadcasting it to the media. Review/Analysis of the Case Analysis of Findings The extraordinary ways of a good campaign of Coca-Cola had considered not only the brand, but the music that gives the slogan provided a simple, direct way to communicate about the product. Through the year of 1906, its theme The Great National Temperance Beverage reflected a time when the society in the United States was veering away from alcoholic beverages, and Coca-Cola provided a nice alternative. It is Jingle had concerned the sales figures, such as from a Three Million a Day from 1917 or Six Million a Day from 1925. Further views upon the ways of drinks a day, had difference from the one billion a day mark TheCoca-ColaCompany passed in 1997. Variation of advertisement forCoca-Colts concentrated on th e quality of the product, Either ways of its refreshing taste or even its role in entertaining, as in 1948s Where There’s Coke There’s Hospitality. Into way back of the year 1985 into the introduction of a new taste of Coca-Cola (commonly called new Coke ) and the reintroduction of Coca-Cola classic and the original formula led to multiple slogans. Its featured Americas Real Choice, while by the year 1986, two slogans were used to differentiate the brands, from with the colors Red, White You forCoca-Cola classic and Catch the Wave forCoca-Cola. In the ways of reselling themselves for increase the level of memorable slogans. In hence from the year 1971 Hilltop ad featured a song with the words Id Like to Buy the World a Coke. Almost that wasn’t an actual slogan (the ad, in fact, was part of the Its the Real Thing campaign), the beautiful ad and song lyrics are still so well known today that the lyrics are considered a slogan to many. Furthermore years to January 2003, its recent campaign forCoca-Cola was introduced Coca-Cola Real. The ways it turns out to be (and slogan in turn) reflects a genuine, authentic feel into the life and the natural roleCoca-Coldplay in them. Summary and Conclusions The Company Coca-Cola had great deal of success regarding upon the campaign became a unique ways of marketing to billions of people around the world. As the social impact came a uplifting global campaigns that translates well into different overseas, languages, and cultures. It becomes a deal of companies to help as well income growth of ones countries to their people regarding employment. Because of a great deal of success of Coca-cola they try to copy and compete with them example the Pepsi company but they end up to be failure, I think and believe that a genuine ways and trend-setting of the company like Hansen Beverage Company (Monster Energy) could surpass Coca-Cola in the American Market and possibly change of game plan in the global market. Likewise, to Coke, Monster Energy Company was alert to keep up the changing times all while developing a premium product tied with a strong market, they are able to expand their product mix offering energy drinks, tea, coffee, sports drinks, also it goes to recently naturally flavored sparkling spring water. Now days a new wave became craze to avoid illness and aging problem in health, by a solution in the market became a major threat to producer and manufacture of soda beverages because it effect to falling aw ay fr to people choosing healthier options and that the case we must able to think the benefits and make watch list of nutritional value for our health seeking. References Kotler,Philip and Keller,Kevin Lane Marketing Management , Person 610pp.

Discursive Essay

Compare the advantages and disadvantages of three of the following as media for communicating information. State which you consider to be the most effective. †¢ comics †¢ books †¢ radio †¢ television †¢ film †¢ theatre The role of media is no longer able to be separated from information. As it is a very important element in the information delivery, there are various kinds of media existed nowadays. Among those media, television, radio, and film are mostly favorite choices of people around the world. Radio is a media which has been used for decades but still keep its uniqueness as its greatest power.People love hearing news from radio because they could get it for free. Plus, they can do it everywhere they are. They can do it at home, in the office or on the way to certain place. However, radio has some weaknesses. One of them is give people a limitation in seeing the visual. In many cases, the importance of need to see the visual of the information give n is very high. Film is also considered as a favorite media for people because it is able to give a lot of information in a very interactive ways.We can even learn history which is considered boring for some people by watching movie. Nevertheless, the number of film that people can watch is very limited because it takes a quite long time to enjoy one full movie. The last media that influence alot in human’s life is television. There will always a television existed in a house. Not only one, sometimes there are more than two or three televisions in a house. It makes the use of this media can’t be monitored by adults regularly. This condition can be harmful for children as they can access it freely.Moreover, unlike any other media, there is nothing can be done to prevent them to get access to some inappropriate shows for children under age. Besides, there is a high tendency for someone to get addicted to it. It could happen to children, or even adults. When it happens to someone, it will definitely give him or her some disadvantages. They will not be able to give full focus on things that they currently do as they are bothered with this problem. Further, television is a media with a very high number of advertisements.There are thousands of advertisements showed up in television every day. These advertisements take a big role in changing someone’s shopping habit. It has a great power to influence the audience to be very consumptive in life. The audience might get high impulse to buy things that they even really need. On the other hand, television is proved as a great companion in every house. Television could be a great media to take away stress that the owner might get after working all day long. The show can be accessed for free, so someone does not have to spend some amount of money to have it.Besides, the owner does not have to get out of his or her house to enjoy the show. They just need to turn their television on and sit calmly. Moreov er, television provides thousands of information from its shows. It provides news that is updated regularly. As a plus, the audience could also get the visualization of the updated events happened. It seems that television has erased distance gap among countries all over the world so we could get current news from other countries in a very short time.Plus, television gives a lot of job opportunities for many people. They can work as newscaster, reporter, script writer, producers, and other jobs by the existence of television. It can be categorized as a big business as well, so it needs a lot of personnel to support. It means that more people could get work from it. In conclusion, I think television has brought more influence on human’s life because it provides more benefits for our life compared to other media such as radio Discursive Essay Compare the advantages and disadvantages of three of the following as media for communicating information. State which you consider to be the most effective. †¢ comics †¢ books †¢ radio †¢ television †¢ film †¢ theatre The role of media is no longer able to be separated from information. As it is a very important element in the information delivery, there are various kinds of media existed nowadays. Among those media, television, radio, and film are mostly favorite choices of people around the world. Radio is a media which has been used for decades but still keep its uniqueness as its greatest power.People love hearing news from radio because they could get it for free. Plus, they can do it everywhere they are. They can do it at home, in the office or on the way to certain place. However, radio has some weaknesses. One of them is give people a limitation in seeing the visual. In many cases, the importance of need to see the visual of the information give n is very high. Film is also considered as a favorite media for people because it is able to give a lot of information in a very interactive ways.We can even learn history which is considered boring for some people by watching movie. Nevertheless, the number of film that people can watch is very limited because it takes a quite long time to enjoy one full movie. The last media that influence alot in human’s life is television. There will always a television existed in a house. Not only one, sometimes there are more than two or three televisions in a house. It makes the use of this media can’t be monitored by adults regularly. This condition can be harmful for children as they can access it freely.Moreover, unlike any other media, there is nothing can be done to prevent them to get access to some inappropriate shows for children under age. Besides, there is a high tendency for someone to get addicted to it. It could happen to children, or even adults. When it happens to someone, it will definitely give him or her some disadvantages. They will not be able to give full focus on things that they currently do as they are bothered with this problem. Further, television is a media with a very high number of advertisements.There are thousands of advertisements showed up in television every day. These advertisements take a big role in changing someone’s shopping habit. It has a great power to influence the audience to be very consumptive in life. The audience might get high impulse to buy things that they even really need. On the other hand, television is proved as a great companion in every house. Television could be a great media to take away stress that the owner might get after working all day long. The show can be accessed for free, so someone does not have to spend some amount of money to have it.Besides, the owner does not have to get out of his or her house to enjoy the show. They just need to turn their television on and sit calmly. Moreov er, television provides thousands of information from its shows. It provides news that is updated regularly. As a plus, the audience could also get the visualization of the updated events happened. It seems that television has erased distance gap among countries all over the world so we could get current news from other countries in a very short time.Plus, television gives a lot of job opportunities for many people. They can work as newscaster, reporter, script writer, producers, and other jobs by the existence of television. It can be categorized as a big business as well, so it needs a lot of personnel to support. It means that more people could get work from it. In conclusion, I think television has brought more influence on human’s life because it provides more benefits for our life compared to other media such as radio

Dinah and Male-Dominated Biblical Narrative

Dinah and Male-Dominated Biblical Narrative One of the aptest historical criticisms of The Holy Bible is the way it fails to chronicle womens lives, abilities and viewpoints with the same effort it puts into mens lives. The story of Dinah in Genesis 34 is one of the best examples of this male-dominated narrative. A Young Woman at the Mercy of Men Dinahs story actually starts in Genesis 30:21, which tells of her birth to Jacob and his first wife, Leah. Dinah reappears in Genesis 34, a chapter that early versions of the Bible titled the rape of Dinah. Ironically, Dinah never speaks for herself in this significant episode of her life. In brief, Jacob and his family are encamped in Canaan near the city of Shechem. By now having reached puberty, teen-aged Dinah understandably wants to see something of the world. While visiting the city, she is defiled or outraged by the prince of the land, also called Shechem, who is the son of Hamor the Hivite. Although scripture says Prince Shechem is eager to marry Dinah, her brothers Simeon and Levi are enraged at the way their sister has been treated. They convince their father, Jacob, to exact a high bride price, or dowry. They tell Hamor and Shechem that it is against their religion to allow their women to marry men who are not circumcised, i.e., converts to the religion of Abraham. Because Shechem is in love with Dinah, he, his father, and eventually all the men of the city agree to this extreme measure. However, circumcision turns out to be a trap devised by Simeon and Levi to incapacitate the Shechemites. Genesis 34 says they, and possibly more of Dinahs brothers, attack the city, kill all the men, rescue their sister and despoil the town. Jacob is horrified and frightened, fearing that other Canaanites sympathetic with the people of Shechem will rise against his tribe in retaliation. How Dinah feels at the murder of her betrothed, who by this time may even have been her husband, is never mentioned. Rabbinical Interpretations Vary on Dinahs Story Later sources blame Dinah for this episode, citing her curiosity about life in the city as a sin since it exposed her to risk of rape. Shes also condemned in other rabbinical interpretations of scripture known as Midrash because she didnt want to leave her prince, Shechem. This earns Dinah the nickname of the Canaanite woman. A text of Jewish myth and mysticism, The Testament of the Patriarchs, justifies the anger of Dinahs brothers by saying that an angel instructed Levi to take revenge on Shechem for the rape of Dinah. A more critical view of Dinahs story holds the tale may be not historical at all. Instead, some Jewish scholars think Dinahs story is an allegory that symbolizes the way Israelite men conducted feuds against neighboring tribes or clans that raped or abducted their women. This reflection of ancient customs makes the story valuable, according to Jewish historians. A Feminist View of Dinahs Story In 1997, novelist Anita Diamant re-imagined Dinahs story in her book, The Red Tent, a New York Times best-seller. In this novel, Dinah is the first-person narrator, and her encounter with Shechem is not rape but consensual sex in anticipation of marriage. Dinah willingly marries the Canaanite prince and is horrified and grieved by her brothers vengeful actions. She flees to Egypt to bear Shechems son and is reunited with her brother Joseph, now Egypts prime minister. The Red Tent became a worldwide phenomenon embraced by women who longed for a more positive view of women in the Bible. Although entirely fiction, Diamant said she wrote the novel with attention to the history of the era, around 1600 B.C., particularly in terms of what could be discerned about the lives of ancient women. The red tent of the title refers to a practice common to tribes of the ancient Near East, in which menstruating women or women giving birth lived in such a tent along with their co-wives, sisters, daughters and mothers. In a question-and-answer on her website, Diamant cites work by Rabbi Arthur Waskow, who links the biblical law that keeps a mother separate from the tribe for 60 days upon the birth of a daughter as a sign that it is a sacred act for a woman to bear to another potential birth-giver. A subsequent work of non-fiction, Inside the Red Tent by Baptist scholar Sandra Hack Polaski, examines Diamants novel in light of both biblical story and ancient history, particularly the difficulties of finding historical documentation for womens lives. Diamants novel and Polaskis non-fiction work are completely extra-biblical, and yet their readers believe that they give voice to a female character whom the Bible never allows to speak for herself. Sources Giving Voice to Dinah Sermon given December 12, 2003, by Rabbi Allison Bergman Vann The Jewish Study Bible, featuring the Jewish Publication Societys TANAKH translation (Oxford University Press, 2004). Dinah by Eduard KÃ ¶nig, Emil G. Hirsch, Louis Ginzberg, Caspar Levias, Jewish Encyclopedia. Ten Questions on the Occasion of the Tenth Anniversary of The Red Tent by Anita Diamant (St. Martins Press, 1997). Inside the Red Tent (Popular Insights) by Sandra Hack Polaski (Chalice Press, 2006)