Behavior Modification In My Life

The three instances where I observe behaviorism in action is related to my home. I am a single parent of two. I have a son 21 and daughter 19 who still live at home. We work as a team and behaving appropriately is imperative. Instance 1: Though my children are very close to me and share all aspects of their lives with me, they expect me to leave them alone when they are with their friends.I have observed all the time from their facial expressions and gestures that whenever their friends come to our house, they expect me to leave them alone and not be a part of their group at that point of time.In this instance, the attitude of my children forces me to behave in the way, I do. My interactions with their friends are limited to a few customary greetings. I don’t need anyone to tell me to go the other room, because I automatically head towards other portions of my house when the young guests are around. This is because â€Å"Many attitudes are so well established and so frequentl y used that people can express them and act on them without a second thought. † (Smith and Mackie, 2002, p. 249)Instance 2: Whenever any three of us are late, the other two expects the late comer to inform how much time would he/she take to return back home and whether it would be possible for him/her to take the dinner with the family. In this instance the principle of commitment guide us to behave the way we do. Smith and Mackie rightly observed, â€Å"It’s not only our commitments to others that leads us†¦. Our commitment to maintaining a positive view of ourselves helps too. † (2000, p. 392) By keeping other members of our group informed, all the three of us not only reduce other members’ anxiety but also make them know how caring we are.This may cause each one of us some discomfort like talking on the mobile while driving, which is certainly not an acceptable behavior or excusing ourselves from an important lecture for a while which means loosing some precious moments, but we do it any way. Hence in order to project ourselves in a certain manner we slightly go out of the way which is unacceptable from not only the point of view of common norms but to our inner self too. Instance 3: Each one of us expect the other two members of our families to do their share of work and not overload just one person for the upkeep of the house.Though my daughter does not particularly like cleaning her room or washing the clothes, she does it half-heartedly. In this instance, the behavioral principle of obedience forces her to behave in a certain manner which she somewhat dislikes. She routinely engages in the cleaning activities, which strengthens the viewpoint that she is submitting to authority. In this case that authority is not only me, the parent but also the way in which we as a family are expected to behave to make life easier for each other.She does not want to loose the sanctity of a quiet and well-behaved family of ours by her regu lar cribbing about the activities she dislikes. Thus she abides by the rules of the family. The impact of behaviorism in popular culture has both negative and positive implications. We behave in a certain manner because we see others behaving in that manner. In the words of Mixon, â€Å"†¦behavior is the product of association. † (para. 11) Hence when we see others behaving properly we automatically follow their behavior. For example we don’t speak in a library when all the others are quiet. This is a positive implication of behaviorism.However we fall prey to bad behavior too, by seeing others. For example it is not good to litter a park but we don’t follow rules when we are in a park, where we see others have already littered it. This is a negative implication of behaviorism. Hence behaviorism conditions us and we get conditioned in both positive and negative ways. References Smith, E. R. , Mackie, D. M. (2 Ed. ). (2000) Social Psychology. USA: Psychology Press. Wagner, K. V. (2008). Retrieved Jan. 21, 2007 from http://psychology. about. com/od/behavioralpsychology/f/behaviorism. htm Mixon, C. (2008). Retrieved Jan. 21, 2007 from http://www. barkingdogs. net/bmod. shtml

My Personal Health and Wellness Plan Essay

With my personal health and wellness plan, health and wellness are related terms. We define health as a state of well being that encompasses mind, body, spirit and community. Wellness is an active, lifelong process of becoming aware of choices and making decisions towards a more balanced and full filling life. With my personal health and wellness plan, I am looking forward to improve my health and being through a stable plan to secure a happy life. I believe this plan can rejoice with my family and loved ones. My plan helps me cover different aspects of life. Such as: Measurable goals: I have a plan to lose around 10 pounds by doing exercise and brisk walk for half an hour. Participation in higher education program to give babies and toddlers quality care, based on current research on social, emotional, cognitive and development. Elements of physical fitness and nutrition: I do daily workout to improve my physical fitness and take healthy and balanced diet. Nutrition plan Breakfast – Light Breakfast. Morning snack – Tea and rich fibre cookies. Lunch – Home made sandwich. Dinner – Proper meal with my family members. Stress management: For stress management, I do pray daily and meditation before bed time. Mostly I go to Gurudwara for mind relaxation. Read holy books and take guidance from books. Spend more time with family members and children and try to take advice from them. Financial management: Being financially stable is as integral part of personal wellness. Managing cash flows risks through risk management and insurance techniques. Planning for the reduction of tax liabilities and freeing-up of cash flows for other  purpose. Social need: Helping others and being able to recognize the contributions of others fulfills the esteem needs. Finding people and make connections contributes to love and belonging needs. Work together on a shared problem helps meet the self esteem. It is easier to maintain a health and wellness program if you build in rewards. This is especially important if you have had difficulty staying on a diet or exercise program in the past. The reward should be smaller and more frequent in the beginning with a continuous build up toward a big reward once major goals are reached. A special vacation might be an ultimate reward. New clothes, jewellery or other luxury items might be an intermediate rewards. But you don’t get a record unless you complete the plan and reach the goals you set of yourself. Of course that would be its own reward, but it’s our health and wellness – work steady and hard and then enjoys our self.

Ethical Dilemma Essay Assignment Example | Topics and Well Written Essays - 1500 words

Ethical Dilemma Essay - Assignment Example Therefore, since there is no choice in the matter, there is no breach of confidentiality or ethical violation when a student discusses a case with a supervisor. The second condition for an ethical dilemma is that there should be an alternative course of action to choose from. The third condition is that no matter the choice of action, some ethical principles should be compromised i.e. there is no proper solution (Cheryl R. Lehman, 2010). In order to determine what constitutes an ethical dilemma, it is important to make necessary distinction between ethics, morals, values, laws and policies. Ethics comprises of propositional statements used by members of certain profession or a group to determine what is right and wrong in a given situation. Ethics rely on rational and logical criteria during the decision making process. On the other hand, values describe the ideas that we value the most. To value something means to hold it dearly and feel a sense of worthiness in it. Morals describe a certain code of behavior that an individual ascribes and used to negotiate and strengthen our relationship. Since employees take most of their time during the weekday in the office, they are tempted to carry out their own businesses in the company’s time. This may comprise of such instances like setting up an appointment with a doctor using the company’s phone lines, use of the company’s computers to make vacation reservations or even making freelance calls during office working hours. At the first instance, this ethical dilemma is quite clear: it is time and other abuse of employer’s time and resources to do personal business especially during the official working hours. But here are some shades of gray. Suppose your spouse calls to inform you that your children are sick? Is it right to look for a doctor’s appointment? It is very essential for an employee to check with his supervisor or manager so as to clarify what amounts to an actionable

Dmitri Mendeleev vs. Lothar Meyer who is the father of the periodic Essay

Dmitri Mendeleev vs. Lothar Meyer who is the father of the periodic table - Essay Example This article will discuss the individual who deserves the credentials as the father of the periodic table between Dmitri Mendeleev and Lothar Meyer. Dmitri Mendeleev was a Russian professor in the Chemistry department of various institutions. According to several sources, he is credited as the creator of the first version of the period table in 1869 (Scerri 9). He also predicted some of the properties that were yet to be discovered by using the first version of the periodic table which he had created. During this era, Mendeleev was also studying the capillarity of liquids and the functioning of the stethoscope. The first version of the periodic table comprised of 56 elements (Levi 5). In his predictions, Mendeleev made it clear that the eight elements he predicted would have the prefixes dvi, tri and eka in their naming. On the other hand, Julius Lothar Meyer was a German chemist who published an expanded version of the periodic table in 1870. His table consisted of 44 elements, which were arranged in terms of their valency. He is also honored for his contribution in the periodic classification of elements. It is quite clear that Meyer was also doubtful about the periodic table published by Mendeleev just like several other scientists (Gordin 34). The main contribution of Meyer included the concept, which asserts that the carbon atoms found in benzene are arranged in the form of a ring. The table presented by Meyer was virtually identical to the table created by Mendeleev. After constructing the table, Meyer gave it to a colleague for proper evaluation. He also criticized Mendeleev since; he changed some of the atomic weights of the existing elements. Most individuals claim that both Mendeleev and Meyer are co- creators of the period table. However, most individuals virtually agree that Mendeleev made an accurate prediction compared to Meyer. In addition, he also predicted more elements such as gallium and germanium, which were discovered in 1875 and

Analysis Hitler as leader Assignment Example | Topics and Well Written Essays - 2500 words

Analysis Hitler as leader - Assignment Example In addition, the paper will also shed some light on Hitler’s leadership using two concepts of current leadership constructs of Power and Influence. On April 20, 1889 in Braunau-am-Inn, Austria, a youthful peasant girl, Poelzl Klara and her husband Alois Hitler Schickelgruber gave birth to a baby son. Growing up, Hitler began going to school at the age of six, although his family kept shifting from one village to another around the town of Linz. Shirer (1960) makes it clear that Hitler had a younger brother, by the name Edmund. Edmund only managed to live until the age of seven. The young Hitler was a discontented child, moody, lazy and was deeply hostile towards his authoritative father, but was very close to her industrious mother. Finally, his mother passed on from cancer, which was a shattering blow to Hitler. Greatly affected, Hitler’s performance at school nosedived. He left school at the age of seventeen after spending four years in Realschule. He quit school with the dreams of becoming a successful painter. In October 1907, Hitler left his hometown for Vienna, where he remained until 1913 leading a life of a vagabond and societal reject. Hitler’s rejection of his application to join the Viennese Academy of Artistry greatly embittered him. He decided to indulge in odd jobs like hawking of sketches in the taverns of Vienna and a watercolor painter. Fest (1970) observes that Hitler was so miserable and frustrated, which he compensated for by engaging the societal low class and cheap men in low-priced cafà ©Ã¢â‚¬â„¢s and taverns in talks about his grandiose dreams for a greater Germany. He openly declared his hatred for the Marxists and Jews, as well the cosmopolitan Habsburg monarchy and the liberalists. Liddell Hart (1971) draws attention to the fact that Hitler’s aggression and hatred were fuelled by the rejection of his application to join the Vienna Academy

The Relationship between the State and the Citizen Essay

The Relationship between the State and the Citizen - Essay Example The exact relationship between a state and its citizens is of profound concern since the state seeks to acquire maximum authority while the citizen seeks to acquire maximum liberty, a condition that is impossible in reality. However, to achieve a necessary compromise of both sides, reasonable amount of power and authority is made available to the state to ensure its smooth running and reasonable liberty is made available to the citizens to ensure the best developments of their personalities. A citizen is not necessarily a person who lives within the boundaries of a state but rather an individual who enjoys the rights made available to them and that are recognized by the state and also one who participates in the affairs of the state. The interests of the citizen should not be in conflict with the state since both the state and the individual depend on each other. The citizen depends on the state for safety, law and order as well for facilities that enable them undertake their day-to- day activities with ease. According to Veneklassen and Miller (2002), there are three definitions of citizenship that relate the status of an individual to the relationship with a nation-state (32). These include: Civil citizenship. It emerged in the Western world in the 18th century and it refers to the human rights necessary to ensure freedom of every individual. These rights include free speech, freedom of assembly, equality and property rights. Political citizenship. This definition emerged as a result of the struggles in the 19th century and it accentuates the right to participation in exercising political power. It was characterized by the struggle by women, minorities and poor people to acquire the right to vote which was initially granted only to male individuals who owned property. Social citizenship. It emerged in the 20th century and it emphasises on minimum rights and standards of economic, social and cultural well-being. It is a struggle by the disadvantaged groups to make this view of citizenship legitimate. States today are generally less responsive to the needs of their citizens and the deficit of most democratic states in being adequately democratic is a clear indication of this. The governments in these states are adapting a trend in which they are becoming more responsive to the needs of individuals or groups who are concerned with a particular part of the economy and are less responsive to the needs of the general public. Despite the requirement of a democratic political system where every citizen has equal rights and a say in the governing process, some organizations and individuals have an elevated influence over the governing process by trying to influence legislators or bureaucrats to act in their favour. As a result of this, the few in power satisfy their greed at the expense of the needs of the majority of the citizens. A state that is less responsive to the needs of its people is generally less likely to undertake duties allocated to it in the best interests of the general

Conservation Easements Research Paper Example | Topics and Well Written Essays - 1250 words

Conservation Easements - Research Paper Example A conservation easement is a restriction land owners voluntarily put on themselves on specified uses of property to preserve natural, cultural or productive features (Parker). The conservation easement is made official by a legal agreement between the land owner and the ‘holder’ of the easement. A conservation easement usually takes place between individuals, governments or not for profit organizations. It must be noted that the conservation easement does not deprive the owner of legal ownership and grants him the right to determine the type of land uses to continue and those to restrict. The holder of the right is granted the authority to assess the condition of the property to ensure that it is in accordance with terms of the agreement (Merenlender, Huntsinger and Guthey). Conservation easement based acquisition is largely a voluntary method that hinges on private ownership and management of land aimed to meet conservation costs, thus avoiding high financial cost and p olitical difficulties associated with public acquisition and management. (Merenlender, Huntsinger and Guthey). These agreements are usually perpetual and the financial incentives associated with such agreements depend on the compliance with terms of agreements. Land Trusts: - Land trusts are local, regional or national nonprofit organizations that work to preserve the land for its natural, agricultural, historical, scientific or leisure value. These trusts work with land owners to verify the easement agreement and finalize the financial benefits due to the owner. Once agreed, they monitor and assess the property and ensure that the terms of the agreement are abided by. Legal action can be initiated by the trust if violations are observed on the part of the owner. It is essential for the land owner to select an organization that has the financial capacity to handle long term responsibilities. Goal and Importance of Conservation Easements: - Conservation easement is a unique tool that enables land owners to conserve their property for natural, productive or cultural features along with tax benefits in case of voluntary payments. In a vastly changing economy and economic uncertainty, land owners are allowed to preserve their real estate to pass it to their children without bearing the burden of taxes and other costs (Parker). Conservation easements are usually donated to nonprofit organizations who work for the better of the society hence individuals can not only preserve their belongings but also serve their society well. It is important to note that conservation easements allow the owner to control access to his property. This is essential considering that the agreements are often misinterpreted as submission of power. The owner can bring in anyone he wants to the specific property under agreement. The primary purpose of such agreements is to preserve specific land from certain forms of use or development in order to preserve it for a greater purpose. It is imp ortant that such agreements thrive in order to ensure the sustainability of the environment. Conservation easements have met significant approval from the public due to the previously prevalent federal regulations. However, these agreements are customized and it is difficult to gauge the success of these agreements. All agreements are designed specifically and serve as a pact between landowners and land trusts rather than the environment; therefore, there is always room for manipulation or noncompliance with the essence of environmental protection and conservation. History and Use of Conservation Easements: - From the early 19th century, the United States laws of land preservation have been dictated by the federal government; the central approach has been land

Competitive Markets and Marketing Strategies Essay

Competitive Markets and Marketing Strategies - Essay Example This positioning strategy helps the customers to have product within their minds. To address the target market Scion creates customers' trust to make them willingly follow the company. The goal of the company "is to provide distinctive products, the opportunity to personalize, and an innovative, consumer-driven process at the retail level" (Breaking, Fully Integrated Scion, 2005). Another peculiarity of Scion is that the product design is its own form of positioning. Scion design identifies the brand and a model as a symbol of a youth hippie culture (). This method is an effective strategy for communicating with the audience who consider themselves members of a particular group, "generation Y". Finding that today's youth are different, the new product is designed for those young people who love speed and luxury. Even "if they can't afford luxury, they'll take luxury touches" (Woodyard, n.d.). The car combines the features of "tasteful design and exemplary fit make tC almost seem Lexus-like" (Healey, 2004). Positioning based on design represents an act of personal pleasure, reflect the owner's actual or ideal image. For instance, xA has "the 1.5-liter, four cylinder engine is rated at 108 hp @ 6,000 rpm and 105 lb-ft of torque @ 4,200 rpm.

The Graduate scenario Movie Review Example | Topics and Well Written Essays - 250 words

The Graduate scenario - Movie Review Example He went ahead to claim that he will not even travel to East Africa as the region was infested with AIDS. He said the people of Kenya are infected with AIDS even he would contract the disease from hotel towels in Kenya. The remarks ensued to a heated argued in his handle via twitter that attracted numerous responses not only from Kenyans but also from other people across Africa s they viewed the comments to be careless, derogatory and discriminatory. AIDS is a global disaster that is a problem across the world and thus it should not be used as a weapon of discrimination against African countries by viewing its inhabitants as affected by AIDS. However, despite the high prevalence of HIV/AIDS case in African nations it is imprudent to make a blanket conclusion that the entire continent is infected with AIDS. Moreover, Pat Robertson had not conducted prior research before making such comments since from a scientific perspective AIDS can only be transmitted through body fluids, transfusion of contaminated blood, engaging in unprotected sex, deep kissing or sharing of sharp objects e.g. razors and needles with an infected person. Therefore, I think it was prudent for Pat Robertson to make an apology via his twitter handle, claiming it was just an outburst, because his argument was not founded on any scientific facts. Moreover, even though it is true there is a high prevalence of HIV/AIDS cases in African it is discriminative and reckless making such statements on a televised

Common Size Financial Statement Analysis Essay Example for Free

Common Size Financial Statement Analysis Essay When all the items of a financial statement are expressed on a common basis, it is known as a common-size financial statement. Common-sizing of balance sheet is done generally by expressing its all items as a percentage of its total assets or total equities. Similarly, income statement is common-sized when its all items are expressed as percentage of total sales. PROCEDURE OF COMMON SIZING In preparing common-size income statement, the following procedure is to be followed : †¢Total sales revenue or total revenue is taken as hundred. †¢Each item of cost or expenses is represented as a percentage of total revenue. †¢Profit or loss also shown as a percentage of revenue. Similarly, balance sheet is common-sized as follows : †¢Total of assets side or total of liability side is taken as hundred. †¢Each item of asset is expressed as percentage of total asset total of capital and liabilities. †¢Each item of the liability side is also expressed as a percentage of total assets or total of capital and liabilities. USEFULNESS OF COMMON-SIZE FINANCIAL STATEMENT ANALYSIS †¢Inter-firm comparison becomes more meaningful when financial statement of the firms under comparison is common-sized. †¢Common-size financial statement analysis is most suitable to evaluate the performance of a company over a period of time. †¢It is useful in understanding the relative importance of different sources of financing. †¢It helps the analyst to formulate hypothesis about the most efficient business model by means of effective inter-firm comparisons. †¢Common-size financial analysis can be used to compare a company’s financial data with industry norms or average. COMMON-SIZE FINANCIAL STATEMENT ANALYSIS When all the items of a financial statement are expressed on a common basis, it is known as a common-size financial statement. Common-sizing of balance sheet is done generally by expressing its all items as a percentage of its total assets or total equities. Similarly, income statement is common-sized when its all items are expressed as percentage of total sales. PROCEDURE OF COMMON SIZING In preparing common-size income statement, the following procedure is to be followed : †¢Total sales revenue or total revenue is taken as hundred. †¢Each item of cost or expenses is represented as a percentage of total revenue. †¢Profit or loss also shown as a percentage of revenue. Similarly, balance sheet is common-sized as follows : †¢Total of assets side or total of liability side is taken as hundred. †¢Each item of asset is expressed as percentage of total asset total of capital and liabilities. †¢Each item of the liability side is also expressed as a percentage of total assets or total of capital and liabilities. USEFULNESS OF COMMON-SIZE FINANCIAL STATEMENT ANALYSIS †¢Inter-firm comparison becomes more meaningful when financial statement of the firms under comparison is common-sized. †¢Common-size financial statement analysis is most suitable to evaluate the performance of a company over a period of time. †¢It is useful in understanding the relative importance of different sources of financing. †¢It helps the analyst to formulate hypothesis about the most efficient business model by means of effective inter-firm comparisons. †¢Common-size financial analysis can be used to compare a company’s financial data with industry norms or average.

Louis Vuitton Commercial Analysis

Louis Vuitton Commercial Analysis The Louis Vuitton commercial describes a wide range of visuals from India, China and France (Duncan 2008) that captures the real essence of travel and the journey through life while trying to simultaneously explore the true meaning of the word journey. The visuals are backed by textual messages aimed at answering What is a Journey? (Paris 2008) against a soulful musical score. The commercial in itself seeks to sell the Louis Vuitton brand across 13 nations rather than a particular collection (Duncan 2008). The fact that only the monogram is shown in the advertisement bears testimony to the same. With regard to the target audience, the commercial targets all young lovers of luxury and travel in particular and lovers of life in general. Most of the travelers in the video are young people although the local crowd is made up of people of all ages. The commercial sought to capture beautiful moments that travel with one beyond physical journey. The goal was to connect Louis Vuittons brand passion in assisting its clients to achieve true pleasure and luxury during journeys in particular and across life in general in accordance with brand values of luxury and travel. The advertisement is 90 seconds in direction to allow it to convey the true and rich essence of travel as a process of both discovery and self-discovery as per the head of communications at Louis Vuitton, Antoine Arnault (Brent 2008). Through a combination of visuals, musical score and subtitles, the video effectively communicates the same and reveals the brands passion for providing luxury to its customers as they journey through life. The Journey commercial by Louis Vuitton relies on the use of numerous visual techniques including slow motion, special effects, selective focus through telephoto lenses, blurring, silhouetting, lens flare and superimposition. The commercial is a visual marvel created by Bruno Aveillan (Duncan 2008). According to the Louis Vuitton press release the advertisement captures those quintessential travel moments where our senses and sense of awe are surpassed by the absolute beauty of a place, of a moment (Duncan 2008). The same is essentially true of most visuals in the commercial. The visuals endeavor to evoke a sense of awe and a sense of serenity in the viewer through depiction of the passion and art of travel (Duncan 2008) using a range of visual tools and techniques. One can see a whole range of close-ups to provide emphasis on the feelings of travelers when witnessing a moment that surpasses expectations and their love for travel. Most of the frames use shallow depth of field or focu s on a small area of frame to guide viewers attention to the specific object or person of interest (Brown 2012, 61). For instance, in an over the shoulder shot of a traveler dressed in white, the focus is entirely on him with the rest of the frame blurred out. In addition to a foreground, mid-ground and background, some frames rely on the use of glass as one of the planes, which, in turn, allows one to see reflections of objects that are not a part of the frame as a fourth layer. Most of the camera angles are at eye level with little psychological manipulation of the viewer on that front. Selective blurring seems to be enhanced in post production and special effects work. The insertion of certain reflections can seem to be the result of special effects. The camera is positioned in many frames to create lens flare which again curtails proper viewing of some visual content while serving as an aesthetic and pleasing visual technique. Lastly, slow motion towards the end of the commercia l is another classic technique used to enhance the beauty of a momemt (Brown 2012, 73). The commercial does not depict many visuals of Louis Vuitton products merely showing the famous logo and the classic LV design. Through the choice of visuals, the brand effectively takes the viewer back to its history establishing itself as a luxury travel brand (Lindstrom 2005, 125). The visuals span three nations namely, India, China and France enabling the advertisement to attain global appeal in consonance with its purpose of serving as an effective global ad campaign. In terms of motif, the commercial uses certain signs and symbols to reinforce its textual content. The first is the use of light, especially sunlight. As a signifier, the light usually connotes wisdom, knowledge and power. The use of sun, the source of all life, foreshadows the answer to the question raised by the commercial. In the beginning, the characters are in darkness, like the viewer deciphering the answer to the query p osed by the advertisement. The characters become progressively more lit as the commercial progresses. A second signifier is the use of mist, haze, fog and even blurring, all of which signify a sense of mystery. This can suggest the sense of intrigue one experiences during travel along with the viewer lack of clarity about where the commercial will take him at its onset. A third important sign is water again a sign of sustenance and life and a sign of purity. The first subconscious reader response to water helps to make the answer, that the journey is life, more meaningful. The second response connects to the purity of the moments of awe during travel and the true passion for travel. The characters are themselves dressed and positioned in ways that clearly segregates them from the environment establishing them as outsiders. Moreover, they are more glamorous than others in their environment reinforcing the luxury value of the brand. In totality, the choice of visuals helps to establis h a sense of beauty attached to travel and a true love for traveling. Visuals capture ones bliss during moments that surpass awe while journeying, and the need to treat life as ones most fascinating journey. The aural technique used in the Louis Vuitton commercial is background score or music. The score for the commercial was composed by the famous music director Gustavo-Santaolalla (Terrazas 2008). Since the commercial was part of a set of advertisements catering to global television marketing for the brand, it can be analyzed on two fronts. First is its connection to the type of musical score the brand has used in the past for its marketing. Second is the subconscious impact it has on the viewer since color and music are two aspects that influence at a deeper subconscious level. Louis Vuitton commercials in the past have commonly relied on specifically composed Louis Vuitton signature music (Lindstrom 2005, 125) and this commercial is no different. As a result, the score does not have any prior emotional connotations attached to it, allowing the makers to influence consumer perceptions from scratch. The music is slow and subtle in congruence with the slowness and serenity of the visual s. The dominant instrument throughout the score is a string instrument with chimes and other wind sounds supplementing it. The commercial begins with a subtle wind instrument immediately evoking a sense of mystery and drawing the viewer into the commercial from its onset. Slow chimes are often associated with feelings of pleasantness (Meyer 2008, 87). The string instrument then strikes an even deeper emotional connect through louder and isolated notes. The same rhythm repeats throughout the advertisement further reinforcing the Conduplicatio journey and an attempt to decipher its true meaning throughout the advertisement. Moreover, the repetition helps to remember the advertisement even after viewing, through production of deep memory traces that play a crucial role in consumer decision-making (Wells 1997, 241). In addition to music, the absence of diegetic sounds also draws viewer attention to the commercial. Sounds such as a books pages turning due to the winds, kids shouting as t hey run, the sound of water splashing are all absent from the commercial though some of the visuals are in close up. This lack of sound also makes one pay attention to what is being shown in the advertisement. In totality, the soothing nature of the musical score coupled with its repetitive rhythm reinforces the nature of visual content and brings the viewer into an introspective mood. The lack of diegetic sounds further make one notice the visuals by not reinforcing their content. A third dominant facet of the commercial is the use of subtitles that appear across the duration of the commercial. The commercial begins by raising the question, What is a Journey? It then begins to add one layer of meaning over another to fully answer the question and terminates with the disclosure that journey is life itself (Paris 2008). The advertisement, however, ends with another question Where will life take you? (Paris 2008). The word journey is used throughout the video as a Conduplicatio or a repeated keyword pulling out important ideas from sentences and reinforcing them in other sentences (Farnsworth 2011, 7). The process of repetition enhances the probability that viewer attention will be centered towards the repeated word at some stage of viewing (Wells 1997, 241). The word life again finds a similar usage as it is repeated in the final two phrases of the commercial. The words journey and life are the prime takeaways of a viewer from the video. These two signifiers are aimed at signifying the Louis Vuittons passion for enabling its consumers to discover places and themselves as they traverse the journey of life. Overall, the advertisement uses emotional transfer to link the brand with emotions one experiences upon viewing the commercial (Kenny 2005, 72). The attempt is to evoke ones passion in living and traveling and directly transfer it to a passion for making Louis Vuitton brand a lifetime partner along ones journeys. This transfer is achieved through a combination of subtitles, visuals and musical score. The subtitles immediately encourage the viewer to ponder upon the meaning of a journey. The visuals strive to capture those moments during travel that extend well beyond their physical existence in the minds of the travelers. They depict the blissful state one finds oneself in when witnessing such moments and that such moments are not confined to vacation destinations alone. The musical score reinforces a sense of tranquility and awe experienced during these moments. The emotional transfer attempt becomes most visible through the final two subtitles Where will life take you? and Louis Vu itton (Paris 2008). The remainder of the commercial evokes feelings of awe and love for life. These can then be transferred to a love for a luxurious and enriched life that Louis Vuitton can help one achieve. The duration of the commercial is just apt for exploring the meaning of a journey. The advertisement effectively communicates the passion of Louis Vuitton for providing its consumers with a luxurious lifestyle along their journey of life.

The Godfather: Power :: essays research papers

Power   Ã‚  Ã‚  Ã‚  Ã‚  People have many different dreams, and many different ingredients for happiness. Some people relay on love, others lean towards money, it may be achieved through money, relationships, or even the misfortune of others, but why does power have the persuasion to change a person and what drives them to gain more?   Ã‚  Ã‚  Ã‚  Ã‚  Mario Puzo, the author of â€Å"The Godfather† does an excellent job of showing the many outcomes that power has on people. He writes about Don Corleone, the head of the Corleone family whom has unlimited power and influence throughout the east coast, yet he remains a respected business man and negotiates with his pupils rather than command them. â€Å"Don Corleone was a man to whom everybody came to for help†¦it was not important that you had no means to repay him†¦it was only required that you proclaim your friendship.† He believed in good ties, and solid relationships. He used his power to advance his loved one’s happiness. On the other hand, his rival, Solozzo, uses his power to strong-arm his followers and reign terror upon his foes. He relies on his allies for support and wields that power to pursued others to help him. â€Å"Sonny will come after you with everything he’s got†¦You gotta talk some sense into him, the Tattalgia Family stands behind me with all their people.†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What is the deciding factor for one’s outcome as a result of power? Some think it is like a drug that seems to addict people, they constantly crave more. This would explain why people act so selfishly in order to acquire it. But is power a purely greedy emotion? For Don Corleone, it has brought out generosity and charity. He does favors for others, not expecting any in return. As a result of this he has obtained many new life long friends. I believe that the Don was a very giving man before he had his power. When analyzing these two characters you tend to see that Don Corleone has had strong morals throughout his life, morals that he will stick to.

Technology Increases Happiness :: Happiness Essays

Technology has changed our lives but, has it made our lives any better? Some believe technology makes people happier because, people always want to upgrade their electronics to new, more efficient pieces of equipment. People have been progressing for thousands of years, and we still are. Researchers are always looking to improve current technology and come up with modern, efficient devices to improve our lives. If society were to stop emerging with new inventions, I feel we would be very unhappy. I believe that the leading edge of technology is what makes us happy.   Ã‚  Ã‚  Ã‚  Ã‚  The microwave is a prime example of technology making us happy. If we were to get rid of the microwave, many people would be angry because it is a very helpful and time saving device. If there was no microwave people would not be able to defrost the ground meat they forgot to leave out, nor would they be able to cook a hot pocket for lunch when they were short on time. Some people believe that items that are efficient make society happy.   Ã‚  Ã‚  Ã‚  Ã‚  Technology is, in some forms, directly related to happiness. Simple devices have been developed to make almost every aspect of life easier. Remote controls, laptop computers, palm pilots, and cellular phones are just a few examples of how technology is able to make life easier. People who own a new high grade computers are glad to have them because computers make simple task in life easier, as a result taking away stress. A lot of modern technology is taken for granted, but without theses devices, people would surely feel the loss since their lives would be more stressful, so today's technological devices truly do make up happier, or keep us happy.   Ã‚  Ã‚  Ã‚  Ã‚  There are hundreds of hobbies and jobs that exist because of modern technology. There are hobbies and jobs for all ages and taste that would not exist if it were not for the help of modern technology.

Understanding Counter Reformation Essay -- Catholic Church Political R

In order to understand the Counter Reformation one must consider the political factors and motivators behind them as well as the belief factors when examining clashes with the Catholic Church. The Catholic Church during 16th century experienced a reformation that was both politically and belief driven. The Catholic Reformation also known as the Counter Reformation allowed the church to clearly define its position, eliminate unchristian practices and examine its role in world. This paper will address the political motivators of the Counter Reformation, the unchristian practices that fueled corruption and the clearly defined religious concerns of reformers. It will establish that the use of patronage and nepotism ultimately undermined the spiritual piety of the church. Also, the movements that brought spirituality back to the church will be addressed along with those movements that led to separation from church. In detailing the events and character of this era and analyzing the outcomes of reform it will be concluded that the Counter Reformation was the beginning of a stronger church and an end to an era that quite possibly could have led to the dissolution of the Catholic Church. One must understand the political make up of the Catholic Church during this period prior to addressing the reforms to the church. The church was far more than a religious institution. The Catholic Church was supreme in Europe. The power of the pope was total and this was supplemented by the power the Holy Roman Emperor had as temporal defender of the Catholic Church. Even though the church had no determinate territory it was a state. It had a monarch as a pope, it princes in prelates and its subjects in Western Christendom. It had legislative assemblies in ecumenical councils, a constitution in cannon law, and fiscal agency in the Curia. It went to war, negotiated treaties and collected taxies. The church was the Holy Roman Empire with a stronghold throughout Europe. But this would quickly change.(www.History) At the time of the reformation there was great concern that the Old Church with all its history and tradition was in trouble. This concern came from both within the church and outside the church. Protestant and Catholic reformers alike were troubled by the corruption in the church and its inner workings. Reformers saw that the Christian faith had in many ways been taken... ...ounter-Reformation after the Council of Trent a large shift in power occurred in Italy. The Pope who was once a large political figure in Italy had lost his political power but gained Religious Power. Patrons, who had dispersed kin as clergy members all over Italy, also lost power. Their power of placement of clergy was no longer allowed and bishops were given the choice of where clergy members should be located. The Political power that had once belonged to both the Pope and the Patrons had now been given to the sovereigns of the separated nations, who full well knew that in the Council of Trent their power would grow. The Council of was a turning-point in the Catholic Church. There was a certainty in practices and beliefs, the church’s foundation had been strengthened and there was a base to grow. Catholicism had reestablished itself and it was a force to be dealt with. By the end of the sixteenth century the Catholic Church was still making some serious reforms. This reform movement which extended into the seventeenth century raised moral and educational standards of the clergy. All inspired by the church with a new zeal and morale. One must conclude that reform was needed. Understanding Counter Reformation Essay -- Catholic Church Political R In order to understand the Counter Reformation one must consider the political factors and motivators behind them as well as the belief factors when examining clashes with the Catholic Church. The Catholic Church during 16th century experienced a reformation that was both politically and belief driven. The Catholic Reformation also known as the Counter Reformation allowed the church to clearly define its position, eliminate unchristian practices and examine its role in world. This paper will address the political motivators of the Counter Reformation, the unchristian practices that fueled corruption and the clearly defined religious concerns of reformers. It will establish that the use of patronage and nepotism ultimately undermined the spiritual piety of the church. Also, the movements that brought spirituality back to the church will be addressed along with those movements that led to separation from church. In detailing the events and character of this era and analyzing the outcomes of reform it will be concluded that the Counter Reformation was the beginning of a stronger church and an end to an era that quite possibly could have led to the dissolution of the Catholic Church. One must understand the political make up of the Catholic Church during this period prior to addressing the reforms to the church. The church was far more than a religious institution. The Catholic Church was supreme in Europe. The power of the pope was total and this was supplemented by the power the Holy Roman Emperor had as temporal defender of the Catholic Church. Even though the church had no determinate territory it was a state. It had a monarch as a pope, it princes in prelates and its subjects in Western Christendom. It had legislative assemblies in ecumenical councils, a constitution in cannon law, and fiscal agency in the Curia. It went to war, negotiated treaties and collected taxies. The church was the Holy Roman Empire with a stronghold throughout Europe. But this would quickly change.(www.History) At the time of the reformation there was great concern that the Old Church with all its history and tradition was in trouble. This concern came from both within the church and outside the church. Protestant and Catholic reformers alike were troubled by the corruption in the church and its inner workings. Reformers saw that the Christian faith had in many ways been taken... ...ounter-Reformation after the Council of Trent a large shift in power occurred in Italy. The Pope who was once a large political figure in Italy had lost his political power but gained Religious Power. Patrons, who had dispersed kin as clergy members all over Italy, also lost power. Their power of placement of clergy was no longer allowed and bishops were given the choice of where clergy members should be located. The Political power that had once belonged to both the Pope and the Patrons had now been given to the sovereigns of the separated nations, who full well knew that in the Council of Trent their power would grow. The Council of was a turning-point in the Catholic Church. There was a certainty in practices and beliefs, the church’s foundation had been strengthened and there was a base to grow. Catholicism had reestablished itself and it was a force to be dealt with. By the end of the sixteenth century the Catholic Church was still making some serious reforms. This reform movement which extended into the seventeenth century raised moral and educational standards of the clergy. All inspired by the church with a new zeal and morale. One must conclude that reform was needed.

Creating a Democratic School Essay

The current educational set up is based on a curriculum that is centered on adults and their feelings towards educating their young’s or the younger generation. Most often, their sentiments, aspirations and aims do not coincide with what the younger generation wants or feels like doing by creating or providing a curriculum which, though sometimes child centered, muzzle with the individual freedom of the young learners. There is a need to change the present set up of the school in order to effectively respond to the demands of globalization by giving back to the learners and to their parents the needed voice regarding the things they want to learn or do in school. Deborah Meier (2005) opined that the changes in school structures should be pursued by a convinced and involved faculty who believes that there is a need to change the system although being involved is not an easy task but a very taxing one. The Herculean task involves changing an embedded lifetime habit on the way schools should be run and the way parents and students expect education to be delivered. This task should be performed by all the participants in a climate of self-governance. According to Garrison (2003) John Dewey defined education in a technical sense as the â€Å"reconstruction or reorganization of experience which adds to the meaning of experience and which increases the ability to direct the course of subsequent experience† (p. 527) This paper will examine how to create a democratic school and the factors involved in it as well as the modalities of its existence. Components of a Democratic School Democracy As the central tenet of social and political relations, democracy is American’s basis of self governance (Beane & Apple, 2002). As a tool of measuring wisdom and the worth of social policies as well as any shift in the current paradigm, democracy is the ethical anchor that holds the system of government in place. According to Beane and Apple (2002) it is through â€Å"democracy† that Americans measure their political progress and trade status with the other countries. People were taught that democracy is working in various ways of political governance’s social dimensions involving the consent of the people and the equal opportunities given to them. Beane and Apple (2002, p 6-7) added that â€Å"[l]ess explicitly taught were the conditions on which a democracy depends, the foundations of democratic way of life. The stated conditions and extensions even extend to education, to wit: [t]he open flow of ideas, regardless of their popularity, that enable people to be as fully informed as possible; [f]aith in the individual and collective capacity of people to create possibilities for resolving problems; [t]he use of critical reflection and analysis to evaluate ideas, problems, and policies; [c]oncern for the welfare of others and â€Å"the common good;† [c]oncern for the dignity and rights of individuals and minorities; [a]n understanding that democracy is not so much an ‘ideal† to be pursued as an â€Å"idealized† set of values that we must live and must guide our life as a people; and [t]he organization of social institutions to promote and extend the democratic way of life. † In Citing Dewey’s works, Beane and Apple (2002) theorizes that in order for the people to maintain its security and the blessing of democracy in their daily lives, they should be gi ven an opportunity of knowing the real meaning of life and how or where it might led to. Though with objections, followers of democratic ways in school firmly believed that the democratic way of life hinges on the learning opportunities and its dimensions on how to lead it. For them the school has the moral obligation to educate the students and allow them to experience and taste the true meaning of democracy because it is not solely for the benefit of the adults but for the young generation as well. The democratic system’s leaders fully consider the consequences of their visions. Having a democratic school is not purely actively involving the young but extend to the establishment of a democratic place where democratic ideals flourishes to the various adult’s roles played in schools. Thus, various educational partners and stakeholders such as teachers, school leaders, parents, community activist, and other citizens should be fully informed about their critical role and participation in enacting school policies and guidelines as well as programs for maximum utilization of the young people. There are painful contradictions and tensions in establishing a democratic school. These factors revealed that enjoying the fruits of democracy in life is always a privilege but coupled with a struggle. But above and beyond these struggles, creating a democratic school is a hope for a possibility for professional educators and citizens to work together in creating a sound and flexible but enjoyable democratic schools which will cater to the ideals of the common good of the whole community (Beane & Apple, 2002). The Democratic School’s Structure A democratic school’s structure provides a venue for an active participation of all stakeholders especially those who are directly involved in the school management, including young people, have the right to participate in the decision making process, including professional educators, young people, their parents, and other school community members. The democratic planning at the school and classroom level is a genuine attempt to honor the people’s right to participate in the decision making process affecting their lives as it adheres to the democratic values (Beane & Apple, 2002). The right of the participants to be heard is coupled with responsibility as it opens a door on how the opposing views will fit into the delicate equation of balancing special personal interest with a larger common good of the democratic community (Beane & Apple, 2002). The learning activities in a democratic school are characterized by cooperation and collaboration rather than competition among the young people as it emphasizes structural equity of the young people’s right of access to all programs in the school as well as the outcomes of its school values. This structural equity assures the public and the entire stakeholders that the school has no institutional barriers against the young people by doing away with the school’s eliminating tracking, biased testing, and providing equal opportunities to everyone regardless of race, gender, and socioeconomic status. Likewise, the school structure adheres to the improvement of school climate and enhances student self-esteem as well as reducing social inequities resulting to the total overhauling the immediate environment that affects them. What distinguished democratic schools from the other kinds of progressive schools—humanistic or child centered school even if in both or many ways shared the same visions with the democratic school’s visions, it extends beyond by improving the school climate or enhancing student’s self-esteem. Democratic educators seek not simply to lessen the harshness of social inequities in school, but to improve the environment and the living conditions that affects them. Democratic Curriculum The curriculum of the democratic school allows its participants’ views to be heard as an educator in this system has the moral responsibility to help young people develop their ideas by actually voicing them for the benefit and critic of the others. The curriculum moves beyond selective norm of the dominant culture’s endorsed knowledge and meaning to a wider range of views and voices as it considers not just adults perception but also the youth’s question about themselves and their worlds by inviting young people to assume the active role in the search of meaning to their world rather than just being mere spectators only(Beane & Apple, 2002, p 13). The democratic way of life is seeking dynamic paths by which the values of democracy extend and expands. The curriculum developed both the intelligent and reflective component of a child or leaner in solving problems, events, and issues that crop up in the course of their collective lives. For Beane and Apple (2002), the curriculum is a discipline of knowledge and not simply categories of educated children to absorb and accumulate but a source of insight and information that will serve as living lenses through which to look at those issues that confront society. Thus, a democratic curriculum is â€Å"helping the students become knowledgeable and skilled in many ways, including those required by gatekeepers of socio-economic access. â€Å"Simply, democratic educators live with constant tension of seeking a more significant education for young people while still attending to the knowledge and skills expected by powerful educational forces whose interest are anything but democratic† (Beane and Apple, 2002, p 16-17). Finally, as a mover of change, a teacher in a democratic community has the right to have their voices be counted in curriculum planning and development. This is in line with the idea that since they are the one’s who interact with the child, they should be heard the most for they are more knowledgeable of the child’s nature. Beane and Apple (2002) revealed that the current set up in a non democratic school is that all curriculum planning and design is located at or centralized in the state or district offices of education. Tensions Inherent In the Concept There are factors that need to be resolved and look into in order to have a fuller understanding of the open tensions inherent in any democratic school. Community is a number one area and source of tensions undermining this system’s success. In order for any school system to be successful, complete overhaul of the community should be given a paramount importance and preferential attention in order to act as a democratic school’s partner in creating a democratic youth’s institution (Furman & Starrat, 2002). Furman and Starratt’s (2002, p. 106) give the following â€Å"nature or character of a democratic community. This concept was derived from Dewey’s progressivism. The following: [d]emocratic community is based on open inquiry, the full and free interplay of ideas as suggested by Dewey; [d]emocratic community members work for the common good; [i]n a democratic community, the rights of all, including the less powerful, are respected; and [c]reating democratic community in schools is a systemic challenge, involving structures, process and curriculum. † Problematizing Community Furman & Starrat’s study revealed the two â€Å"prevailing attitudes for better understanding the community in education. These are: the understanding of the anachronistic attitudes of community in education in assuming that social conditions underpinning earlier theories of community can be recreated in contemporary schools and societies; and that the rendition of community in education tend to create an impression of the school as an isolated, â€Å"stand alone† community, in which heroic educators strive for cohesion amidst a sea of chaotic outside forces that threaten the school’s educational; values† (2002, p. 108-109). First, exercising difference and otherness concept in community building provides a matrix that accepts differences with respect to justice and appreciation and peaceful cooperation with differences. Second, the prevailing attitudes provide for a sense of interconnectedness and cultural capital exchange between community and schools needs to be recognized and nurtured (Furman & Starrat, 2002). Above and beyond these two issues is the fact that for a democratic school to succeed â€Å"community† needs to be redefined and this redefinition will then form part of the idea of a democratic community. For Furman & Starratt, the community’s new understanding â€Å"must be based on acceptance and celebration of difference rather than a futile and nostalgic striving for sameness and homogeneity which will focus on the integral linkages between the school, the surrounding community, and the larger global community rather on the isolated community within the school walls. The key to answer this novel undertaking is to understand that community works on interdependence and the common good† (2002, p. 110-111). Finally, the diversified school population of a democratic community in school, provides for an interdependent relationship in order to achieve the common good of the school; â€Å"that the school and surrounding community are also interdependent—culturally and economically—with the school being a key contributor to the community’s cultural capital and common good; and that ultimately, all people, and the school communities to which that belong are interdependent and interconnected in contributing to the common good of human kind† (Furman & Starratt, 2002, p. 110-111). Problematizing Democracy As in the case of the community, the school’s democratic practices have two dimensional issues needed for a democratic school system’s consideration. The first issue is that the school’s democratic practice is minimal as the freedom of choice and expressions are seldom experienced in schools; and that a democratic tenets emphasizes the individual freedom to pursue its self-interest, â€Å"with citizen participation in government reduced to electing representatives who will promote policies that serve the pursuit of that self-interest† (Furman & Starratt, 2002, p. 110-111). The present issue led to democracy’s reconceptualization as there is a pressing need for cross-cultural, cross-national dialogue and understanding of common good in school. Thus, â€Å"democracy needs to incorporate the values of post modern liberalism, or civic republicanism, or deep democracy and civic participation. These values are: [t]he worth and dignity of individuals and the value of their participation; [r]everence for free and open inquiry and critique; [t]he responsibility of individuals to participate in open inquiry, collective choices and actions in the interest of the common good; and [t]he recognition that post modern democratic participation transcends understanding of democratic principles associated with specific nation-states. † (Furman & Starratt, 2002, p. 111-112). Democratic Minimalism in Schools Furham and Starratt (2002) cited Maxcy’s 1995 study which revealed that â€Å"American public education has been dominated by democratic ‘minimalism’ both within the school and in regard to local control and governance because the scope of democratic decisions making and freedom of choice and expression has been extremely narrow. † Minimalism is prevalent in American public school due to educator’s fear that democratic practices carries with it some risk like chaos and loss of control once democracy is released to the classrooms. Thus, there is a need to conform with the hierarchical structure in place regarding decision making on the various aspects of learning (p. 112). Finally, as a community of differences, democratic community’s difference is recognizing the interdependence and the common good, as the local and global glue. Also, the democratic community is â€Å"informed by a deep or thick version of democratic participation in which all citizens have a respected voice, and communal action is determined through high levels participation in free and open inquiry† (p. 112-113). Democratic Participation’s Process In a democratic school the structures and procedures allow all school’s members to participate and have a respected voice in decision making and policies affecting them. Though recognizing school’s interdependence, surrounding community, and the assets that any community offers, these structures and procedures includes community members and is open to community-initiated participation (Furman & Starratt, 2002, p. 117-118). There is a collaborative planning by the student and teachers in reaching decision that respond to their concerns, aspirations, and interests. In Brodhagen’s (2002) article entitled â€Å"The situation made us special† wrote that at the start of her class they made a written constitution (p. 87) that will serve as their guide. This constituent embodies the pledge of every participant and signatories that they will observe respect for individual differences in opinions and individuality as well as enjoined themselves into formation of collaborative learning experiences, listening to others and resolving conflicts which may divide them in the future. Also in the same study, Brodhagen’ students were involved in curriculum planning (p. 87-89) as they try to unravel the mysteries of their individual differences and their unique world they live in. In the case Rosenstock & Steinberg’s (2002) paper entitled â€Å"Beyond the shop: Reinventing vocational education† revealed that in her case they have a common planning time wherein the teachers and counselor who signed for the program sits together and plan, review revise, and proposed curriculum activities and most especially to get to know each other as well as they explore collaborative work (p. 49). For Furham and Starratt (2002) the student and teacher’s activities planning are guided by a four-stage â€Å"process of democratic deliberations: information sharing; reaction; ideas and strategy developments; and debriefing. † The meeting held is not confined only with the â€Å"instructional/curricular decision but also to varied subject matters that concerns the participants. † The above process may be used by the teachers in their meeting with their fellow educators. â€Å"Significance parent involvement and broad based community participation also need to be nurture[d] through creative ideas in regard to shared governance, communication and meeting structures that are equitable and inviting and promot[ing] understanding across groups and individuals who might clash in their values. Democratic participation requires more than forums. It requires the ability to listen, understand, empathize, negotiate, speak, debate and resolve conflicts in a spirit of interdependence and working for the common good† (p. 118). The Morality of the System There is also a moral dimension that is a ground for conflict in a democratic school. Furham & Starratt (2002) provided a moral dimension of a democratic community. The following: â€Å"[a] social morality that values sociality itself, that is, that values coming together in the communicative spaces under which dialogue can occur in the interest of the common good; [a] reverence for open inquiry and critique within these common space, in pursuit of the common good; [a] respect for individuals and for the assets they bring to communities, with a view toward celebrating difference; and [a] sense of responsibility that acknowledges the interdependence of all in achieving the common good† (p. 120). School educators in a democratic community promotes the above mentioned values through modeling and discussions pertaining to behaviors such as respect, sociality, empathy, compassion, acceptance of difference, forgiveness, generosity, and teamwork. The older student could be a great model for their younger school mates helping them to develop the basic habits of caring for fellow members of the school community. The interdependence will be the mor al foundation of the school as a community (Furham & Starratt, 2002, p. 121). Curriculum and Instruction The processual and moral dimension of a democratic school is the basis of democratic school’s curriculum which is characterized by openness to multiple ideas and sources of information and to critique this information. â€Å"A democratic curriculum would be based on interdependence as a theme. History, science, and government’s presentation in a democratic school, the curriculum would help students understand the fundamental ecological interconnectedness of human life across culture and nature† (Furham & Starratt, 2002, p. 120-121). The fundamental approach in a democratic community is the process of democratic deliberation. In a democratic community, classroom management had prior discussion among class members and consensus about appropriate behavior and sanction for violations. Furham & Starratt’s (2002) study is consistent with the Brodhagen (2002) and Rosenstock & Steinberg’s (2002) paper whish espoused collaborative learning atmosphere in creating curriculum and design. For Furham & Starratt’s (2002) ‘peer teaching and coaching would become more common. Classroom debates of differing perspectives would teach respect for different points of view as well as provide for learning how to conduct such debates in public following rules of civility and respect, as well as logic and evidence gathering [which the ] systemic nature and challenges of enacting democratic community in schools† (p. 122-123). Leadership Processes Leadership in Democratic community in Schools After establishing a dynamic and democratic curriculum based on the fundamental tenets of democratic practices in the community, leadership is needed to fill the void that will implement the curriculum and run the democratic community in school In Furham & Starratt’s erudition of a democratic school entitled â€Å"Leadership for Democratic Community in School† describes the role of leadership in a democratic community with emphasis on school. Furham & Starratt describes the leadership as being democratic and communal and is not reposed on any specific administrative function â€Å"but on a communal responsibility shared by all participants at a particular school grounds. † As processual, democratic community’s leadership practices attends to the creation and maintenance of democratic process and structures that nurtures thinking aloud together; thus, the leadership practice is both intentional and opportunistic. All decisions and issues affecting the school community and its members is open to democratic deliberations. Thus, leaders need to attend with sensitivity in mind to the continuous flow of concerns and `the opportunity for decisions in the school life as well as the surrounding community affecting it. The leadership in this regard does invite democratic deliberation on all issues and concerns brought before it as well as the decision making process and making it clear that participation is open, welcome and appreciated. They need to work to institutionalize structures, forums, and communication process that promote participation and act as a model by providing continuous training in deliberative process such as dialogue (p. 123). In a democratic community in school, leaders should possess the moral resolve to â€Å"promote democracy, empowerment, and social justice;† thus, should work on what he can contribute to the system rather than promote his self interest alone. Consistent with critical-humanist perspective of being a leader, and working in a democratic community in school, the leadership should commit in transforming society to its prominence in order to minimize, if not overthrow, the existing structures, process and power relationship that tend to minimize democratic practices (Furham & Starratt, 2002, p. 126). According to Furham & Starratt (2002), the constructivist leadership’s perspective work for the manifestation of the leadership practices within the relationship of a community and from the set up emerges to being real and vulnerable for each other thus engaging the participants into a real conversation. Finally, leadership in a democratic community in school is an art which the leaders engage in aesthetic and experimental behavior in designing a new school order. The conglomeration of these four leadership concepts—moral, critical-humanist, constructionist, and artistic—are the essence leadership behavior and roles in a democratic community in school. But above and beyond the four concepts, it is the art that â€Å"facilitates the construction of meaning within diversity aimed at the moral purpose of transforming schools into democratic communities† (p. 126-127). Finally, Furham and Starratt while considering democratic community as the center for educational leadership, gave the following claims: â€Å"[d]emocratic community is not a marginalizing center for the field because it is based on acceptance and appreciation of differences; [d]emocratic community recultures the profession by focusing on what leadership is for—serving the common good in multicultural society and world; and [d]emocratic community is the most appropriate focus for school leadership in the postmodern world of diversity, fragmentation and cross-nationalism† (p. 129). Societal and Community Barriers There are societal barriers and personal characteristics of leaders affecting the creation of a democratic community in school. The societal barriers and personal factors are hindrances that block a free exercise of the freedoms of choice and expression in the school set up leading to minimalist tendencies of democratic practices. The most apparent and strong force that hinder the democratic community in school’s effectiveness is the rules of business interest. Even if society’s concept of democracy does emphasize cooperation among its people, a lot of school has created an atmosphere of competition from grades, status, resources, programs, etc. Thus, even if these democratic educational institutions commit itself to credo more often than not they are aligned in a position of conflict with the dominant traditions of schooling. The democratic community in school’s ideas and efforts are resisted by institutions that benefit school’s inequities and those who are more interested in efficiency and hierarchical power than in the difficult work of transforming schools from the bottom up (Beane & Apple, 2002). The Realpolitik The revelation revealed by Furham and Starratt (2002) send a chill in the spine. According to them, the practice of democracy in schools and society â€Å"is governed by the rules of business interest† resulting to the shaping of school politics and curriculum leading to difficulty in enacting a â€Å"school that adheres to a democratic practice for to do so one has to overcome the rational/technical/instrumental assumption about schooling and learning shaped by business interest† over the last decades. They gave business assumptions about schooling, in the following: [t]he purpose of schools is instrumental—that is to serve national economic interest by preparing student for the work force; [t]he success of school in achieving this instrumental purpose can be rationally determined by measurable student achievement; [t]he individual’s motivation for learning in schools is instrumental—to succeed on individual measures of student achievement, in competition with other students, to secure financial prosperity; and [t]eaching is a technical problem and teachers/schools can be held accountable for measurable student achievement. As a result of the prevailing assumptions â€Å"about schooling, coupled with hierarchical, authoritarian traditions of school leadership, leadership for democratic community in schools requires opportunistic action at the local level as well as intentional and proactive leadership on the part of state and national leaders to affect policy directions† (p. 128) In the case of Brodhagen (2002), the challenge of creating a democratic community in school comes from her peers and from the prevalent system that operates in various schools. Her colleagues were the source of stress due to their lack of support and complete understanding to the visions and goals of having a democratic community in school. Opposition was centered on the fact that students were given freedom to choose their curriculum as well as the freedom of expression. Her colleagues were cautious in giving children these fundamental freedoms because they believe that only adults could exercise them; otherwise, it will lead to chaos and abuses. Though not setting up â€Å"roadblocks,† the leadership showed little support for the system by not inviting others to join. Finally, due to lack of textbooks and established curriculum, the initial curriculum planning was a â€Å"messy process† (p. 99) Ethical Rationale for Democratic School Leadership As a process, democratic leadership is a professional necessity for effective school governance due to a high diversified cultural communities and a new world order as a result of new technology and the forces of globalization. The professionalizing school’s democratic leadership should be made within the school leadership role’s nature, communities’ social context and the ideological social mandate. Begley & Johansson (2005) admits of the difficulty in many communities of achieving a democratic consensus on educational issues among even traditional educational stakeholders. The present social confusion along with diverse character stakeholders in the communities led to a perplexed attitude that in developing a prescriptive guide to ethical or value-added leadership there should be a list of standard norms for a school administrator to adopt without question. This quick fix method is not enough to respond to the demand needed in school leadership. A school leader must practice reflection and become an authentic in their leadership practices and the first step towards achieving this step is, predictably enough, to engage in personal reflection. The values perspective of school leadership is a tool that facilitate the reflection process as it transform a vague advice into a concrete thing for the school administrator to act upon. The process does not stop in reflection alone. Once the leader attained the required degree of improved self-knowledge via personal reflection, he must work towards an authentic leadership. That is, the leader must strive in developing his sensitivity to the values orientation of others (Begley & Johansson, 2005). The school leader’s ideas translated through his skills in transferring new pedagogical ideas and educational reforms to the teacher, teams of teachers and other key personnel among the staff. This transformation can be done through an organizational and leadership dialogue creating an understanding about the different reforms that will improve children’s learning on democratic society as well as the subject knowledge. An authentic professional leader shows active participatory dialogue with other school personnel including the school improvement agenda (Begley & Johansson, 2005). Begley & Johansson’s (2005) study listed down the different democratic and ethical vision of school leaders they need. The following: â€Å"a democratic and ethical leader sees a clear connection between work assignments, the national and local political goals, and the school’s operational philosophy. † In this area, the leader effectively communicates school goals and operational philosophy and â€Å"exercises leadership by translating operational philosophy into practical education tasks and by motivating the personnel and students to work towards the completion of these tasks. A democratic and ethical leaders also develops a value-informed sophistication in their practices to move beyond what Greenfield (1999) describes as the rhetoric of moral leadership. The new reality of school leadership is responding to value conflicts. This has become the defining characteristic of school leadership much like instructional leadership which was the dominant metaphor of school leadership during the 1980s. A number of implications are implied, including: understanding the problem of value articulation versus actual value commitment by individuals; the tendency towards ritual rationality in administration; the cultural isomorphs that are apparent in leadership practices; and finally the critical role dialogue plays in deepening an individual’s understanding of value position and motivational intentions, as well as ensuring genuinely democratic practice. At the very least, dialogical interactions have the potential to promote the thoughtful critique of current practices and better support the equitable and ethical resolution of value conflicts in education† (p. 16). After having listed the different visions and ethical dimensions of a leader, it is proper for us to review and examine the responsibilities attached to a leader in educational sector. In Starrat’s (2005) essay on â€Å"Responsible Leadership† advanced the concept that after having explored the wide terrain of ethical dimension of educational leaders â€Å"various domains of ethical responsibility are found. The term â€Å"domain† is used to refer to a constructed cluster of ethical concerns around common th

Financial management Essay

Q1. What are the goals of financial management? Ans. Financial management means maximization of economic welfare of its shareholders. Maximization of economic welfare means maximization of wealth of its shareholders. Shareholder’s wealth maximization is reflected in the market value of the firm’s shares. Experts believe that, the goal of financial management is attained when it maximizes the market value of shares. There are two versions of the goals of financial management of the firm- Profit Maximization and Wealth Maximization. Profit maximization Profit maximization is based on the cardinal rule of efficiency. Its goal is to maximize the returns with the best output and price levels. A firm’s performance is evaluated in terms of profitability. Profit maximization is the traditional and narrow approach, which aims at maximizing the profit of the concern. Allocation of resources and investor’s perception of the company’s performance can be traced to the goal of profit maximization. Wealth maximization The term wealth means shareholder’s wealth or the wealth of the persons those who are involved in the business concern. Wealth maximization is those who are involved in the business concern. Wealth maximization is also known as value maximization or net present worth maximization. This objective is an universally accepted concept in the field of business. Wealth maximization is possible only when the company pursues policies that would increase the market value of shares of the company. It has been accepted by the finance managers as it overcomes the limitations of profit maximization. The following arguments are in support of the superiority of wealth maximization over profit maximization: * Wealth maximization is based on the concept of cash flows. Cash flows are a reality and not based on any subjective interpretation. On the other hand, profit maximization is based on any subjective interpretation. On the other hand, profit maximization is based on accounting profit and it also contains many subjective elements. * Wealth maximization considers time value of money. Time value of money translates cash flow occurring at different periods into a comparable value at zero period. In this process, the quality of cash flow is considered critical in all decisions as it incorporates the risk associated with the cash flow stream. It finally crystallizes into the rate of return that will motivate investors to part with their hard earned savings. Maximizing the wealth of the shareholders means net present value of the decisions implemented. Q2. Explain the factors affecting Financial Plan. Ans. To help your organization succeed, you should develop a plan that needs to be followed. This applies to starting the company, developing new product, creating a new department or any undertaking that affects the company’s future. There are several factors that affect planning in an organization. To create an efficient plan, you need to understand the factors involved in the planning process. Organizational planning is affected by many factors: Priorities – In most companies, the priority is generating revenue, and this priority can sometimes interfere with the planning process of any project. When you start the planning process for any project, you need to assign each of the issues facing the company a priority rating. That priority rating will determine what issues will sidetrack you from the planning of your project, and which issues can wait until the process is complete. Company Resources – Having an idea and developing a plan for your company can help your company to grow and succeed, but if the company does not have the resources to make the plan come together, it can stall progress. One of the first steps to any planning process should be an evaluation of the resources necessary to complete the project, compared to the resources the company has available. Some of the resources to consider are finances, personnel, space requirements, access to materials and vendor relationships. Forecasting – A company constantly should be forecasting to help prepare for changes in the marketplace. Forecasting sales revenues, materials costs, personnel costs and overhead costs can help a company plan for upcoming projects. Without accurate forecasting, it can be difficult to tell if the plan has any chance of success, if the company has the capabilities to pull off the plan and if the plan will help to strengthen the company’s standing within the industry. For example, if your forecasting for the cost of goods has changed due to a sudden increase in material costs, then that can affect elements of your product roll-out plan, including projected profit and the long-term commitment you might need to make to a supplier to try to get the lowest price possible. Contingency Planning – To successfully plan, an organization needs to have a contingency plan in place. If the company has decided to pursue a new product line, there needs to be a part of the plan that addresses the possibility that the product line will fail. Q3. Explain the time value of money. Ans. Money has time value. A rupee today is more valuable than a year hence. It is on this concept â€Å"the time value of money† is based. The recognition of the time value of money and risk is extremely vital in financial decision making. Most financial decisions such as the purchase of assets or procurement of funds, affect the firm’s cash flows in different time periods. For example, if a fixed asset is purchased, it will require an immediate cash outlay and will generate cash flows during many future periods. Similarly if the firm borrows funds from a bank or from any other source, it receives cash and commits an obligation to pay interest and repay principal in future periods. The firm may also raise funds by issuing equity shares. The firm’s cash balance will increase at the time shares are issued, but as the firm pays dividends in future, the outflow of cash will occur. Sound decision-making requires that the cash flows which a firm is expected to give up over period should be logically comparable. In fact, the absolute cash flows which differ in timing and risk are not directly comparable. Cash flows become logically comparable when they are appropriately adjusted for their differences in timing and risk. The recognition of the time value of money and risk is extremely vital in financial decision-making. If the timing and risk of cash flows is not considered, the firm may make decisions which may allow it to miss its objective of maximizing the owner’s welfare. The welfare of owners would be maximized when Net Present Value is created from making a financial decision. It is thus, time value concept which is important for financial decisions. Thus, we conclude that time value of money is central to the concept of finance. It recognizes that the value of money is different at different points a of time. Since money can be put to productive use, its value is different depending upon when it is received or paid. In simpler terms, the value of a certain amount of money today is more valuable than its value tomorrow. It is not because of the uncertainty involved with time but purely on account of timing. The difference in the value of money today and tomorrow is referred as time value of money. Q6. What are the assumptions of MM approach? Ans. Modigliani Millar approach, popularly known as the MM approach is similar to the Net operating income approach. The MM approach favors the Net operating income approach and agrees with the fact that the cost of capital is independent of the degree of leverage and at any mix of debt-equity proportions. The significance of this MM approach is that it provides operational or behavioral justification for constant cost of capital at any degree of leverage. Whereas, the net operating income approach does not provide operational justification for independence of the company’s cost of capital. Basic Propositions of MM approach: 1. At any degree of leverage, the company’s overall cost of capital (ko) and the Value of the firm (V) remains constant. This means that it is independent of the capital structure. The total value can be obtained by capitalizing the operating earnings stream that is expected in future, discounted at an appropriate discount rate suitable for the risk undertaken. 2. The cost of capital (ke) equals the capitalization rate of a pure equity stream and a premium for financial risk. This is equal to the difference between the pure equity capitalization rate and ki times the debt-equity ratio. 3. The minimum cut-off rate for the purpose of capital investments is fully independent of the way in which a project is financed. Assumptions of MM approach: 1. Capital markets are perfect. 2. All investors have the same expectation of the company’s net operating income for the purpose of evaluating the value of the firm. 3. Within similar operating environments, the business risk is equal among all firms. 4. 100% dividend payout ratio. 5. An assumption of â€Å"no taxes† was there earlier, which has been removed. Limitations of MM hypothesis: 1. Investors would find the personal leverage inconvenient. 2. The risk perception of corporate and personal leverage may be different. 3. Arbitrage process cannot be smooth due the institutional restrictions. 4. Arbitrage process would also be affected by the transaction costs. 5. The corporate leverage and personal leverage are not perfect substitutes. 6. Corporate taxes do exist. However, the assumption of â€Å"no taxes† has been removed later.

What is meant by unemployment and what are its different types? Essay

Unemployment cannot be simply defined as the number of people without jobs. Such a definition would include children who are too young to work, pensioners and housewives and others who choose not to take up paid up employment. Since these groups pose no serious economic problems. Unemployment in a country refers to all those people who are willing to work, but are unable to find a job. Moreover unemployment is a very complex phenomenon. It is rather easy to notice but difficult to define. Broadly, unemployment may mean lack of employment. Thus, anybody who fails to work may be considered as being unoccupied and therefore unemployed for the concerned period. Ordinarily, the term unemployment denotes a condition of joblessness. In the early 1980’s worldwide unemployment rose to very high levels, higher than during some of the year 1930s although not as high as the peak unemployment rates of that earlier ‘Great Depression’ whereby the overall level of unemployment as well as the structure of unemployment was extremely varied. (References Wikipedia.com) The measurement of unemployment is very important for any economy. Unemployment is one of the most serious economic problems and it is important for the government to know the level and the rate so that it can take appropriate corrective measures. Formula for calculating rate of unemployment: Unemployment Rate = Total number unemployed x 100 Labour Force Labour Force = Number of people employed + Number of people unemployed Unemployment rate in Mauritius The graph above shows the historical trend of unemployment. In year 2004 unemployment rate was high 10.8% then it decreased from 2005. As from 2008 to 2011 we can observe that the unemployment rate was stabilized at around 7%. Which shows good reforms campaign by the government despite the economic crisis which affected Mauritius in 2008. Types of Unemployment: There is a lot of confusion and disagreement regarding the meaning and nature of unemployment. So, to comprehend the problem in a proper way and suggest remedies, we may discuss the various types of unemployment. Unemployment thus may be discussed broadly under several heads: Seasonal unemployment Frictional unemployment Structural unemployment Cyclical unemployment Technological unemployment Disguised unemployment Seasonal Unemployment: According to Beveridge, â€Å"Seasonal unemployment means the unemployment arising in particular industries through seasonal variations in their activity brought about by climatic changes.† Seasonal unemployment occurs due to lack of productive work during certain periods of the year. Certain industries or occupations are seasonal in character.Take the case of ice-cream production, which has a peak demand during the summer. In the winter season, with a fall in the demand for ice-cream, the demand for labour engaged in its production also falls, and seasonal unemployment takes place.A sugar mill may be closed for a number of months in a year, as the supply of sugarcane stops. Seasonal unemployment may also be witnessed in the case of traditional and underdeveloped agriculture. For instance, in India, the cultivators tilling the unirrigated lands very often remain idle for 120 to 150 days in a year. Seasonal unemployment takes place mainly due to the lack of suitable alternative employment opportunities in the slack season. Such unemployment usually does not lead to serious distress, as the wages in seasonal occupations are comparatively higher, which provides for the period of unemployment. Solutions to Seasonal Unemployment Such unemployment can be reduced by encouraging people to take different jobs in the â€Å"off season†. Reduced unemployment benefits and improving the flow of information may also be beneficial. 2. Frictional Unemployment The term frictional unemployment refers to the unemployment that is associated with the normal turnover of labour. People leave jobs for many reasons and they take time to find new jobs; old persons leave the labour force and young person enter it, for example, school leavers but often new workers do not fill the jobs vacated by those who leave. Inevitably all of this movement takes time and give rise to a pool of persons who are frictionally unemployed while in the course of finding new jobs. This unemployment would occur even if the occupational, industrial and regional structure of unemployment were unchanging. When the welfare payments are more attractive than the work itself, some of the unemployed believe that the tax and the benefit system will reduce significantly the net increase in income from taking paid work and choose to be on the welfare instead. Causes of frictional unemployment: The relationship between workers and employers tends to be heterogeneous in some or the other way. This mismatch can lead to frictional unemployment, which makes it closely related to structural unemployment. Fresh graduates looking for a good job, but are not able to get it right away because of certain demands by the employers in terms of skills and experience, therefore resulting in frictional unemployment. Factors related to preference, work environment, skills, remuneration, location, work timings, etc., always rise a sense of dissatisfaction in the workers or employers. This is one of the main causes of frictional unemployment. Solutions to frictional unemployment The government can make the information about the labour market more readily available. Schools can provide more guidance about the jobs in the market and invite professionals to speak about their jobs so as to provide more information to the school leavers. The government can create some part time jobs as a solution to the unemployment. Proper educational advice to college students in terms of the job demands and skills required to get job faster. (Reference tutor2u.com) 3. Structural Unemployment Structural unemployment takes place because of a change or defect in the economic structure of a country. It occurs as a result of changes in demand and supply conditions for certain categories of labour. According to Beveridge, structural unemployment means â€Å"the unemployment arising in particular industries or localities through a change of demand so’ great that it may be regarded as affecting the main economic structure of a country.† There are some distinct similarities between frictional and structural unemployment, as both arise due to maladjustment between the demand for and supply of labour. However, there are certain important differences between the two. Frictional unemployment is of a shorter duration and takes place because of temporary factors. Hence although the demand for labour may decline in certain industries this fall in demand is counterbalanced by a rise in demand in some other industries. In case of structural unemployment, the deficiency in demand for labour is more permanent, extensive and deep rooted. The barriers to mobility are rather more formidable. According to Thomas D. Simpson structural unemployment is more heavily concentrated among certain employment and demographic groups. It affects a significant number of workers in certain occupations, industries, racial, and age groups, whereas frictional unemployment tends to occur more widely. Secondly, structural unemployment is less voluntary than frictional unemployment. Solutions to Structural Unemployment: The government can retrain the workers to meet the demand for a new set of skills. For example, farmers should learn the new techniques of production using automation rather than rely only on the traditional method of farming. Workers should improve their skills and reduce occupational immobility. Policies should provide the unemployed with skills they need in order to be re-deployed. In this era of information technology, workers should have IT knowledge to remain employed. Education and training opportunities should be made available to the workers so that they can get trained and improve their chances of taking on new jobs that are available in the economy. 4 Cyclical/ Keynesians unemployment/ deficient-demand unemployment Cyclical unemployment happens to be the most common type of unemployment in an industrially developed capitalist economy. According to the classical economists, in the long run there would be a full employment equilibrium. But in reality we find that a capitalist economy is characterised by alternate periods of prosperity and depression, rising economic activity and employment and sluggish business conditions and falling employment opportunities. Cyclical unemployment is also popularly known as Keynesian unemployment, following Keynes. Keynes has culled this type of unemployment as involuntary unemployment. Lerner has termed this unemployment during an economic depression as deflationary unemployment. Moreover, cyclical unemployment is when workers lose their jobs during downturns in the business cycle. It generally happens when the economy contracts, as measured by Gross Domestic Product (GDP). If the economy contracts for two quarters or more, then the economy is in a recession. Cyclical unemployment is usually the cause of high unemployment, when rates quickly grow to 8% or even 10% of the labor force. It’s known as cyclical because, when the economy re-enters the expansion phase of the business cycle, the unemployed will get rehired. Cyclical unemployment is temporary — although it could last anywhere from 18 months (the typical time frame of a recession) to ten years (during a depression). (Reference, Wikipedia) Cyclical unemployment through a diagram As we can see in the AD/AS diagram, the fall in AD to AD1 will result in a fall in the Real output (Y1).This will force the firms to reduce their output and hence reduce their workforce from ADL to ADL1. However, due to ‘wage stickiness’ it is less likely that real wages will fall (as seen in the labour diagram). Therefore, the wages instead of coming down to W1 will remain at We. This will create a surplus situation where the aggregate demand for labour will be at ‘a’ and the aggregate supply of labour will be ‘b’. (reference tutor4u.com) 5. Technological Unemployment. Technological unemployment takes place because of rapid technological improvements. Introduction of improved machinery and labour saving know-how has a tendency to displace labour force. Myrdal cites the example of technological unemployment in the American agricultural sector in the fifties, when due to the introduction of labour-saving techniques, the agricultural workers as part of the total civilian labour force declined from 12’6 to 8’5 per cent. Introduction of improved technology in production will lower the capital-output ratio and the labour-output ratio. This will increase the productivity of capital and labour, causing technological unemployment. Probably due to this reason, even now introduction of electronic computers has always been viewed with suspicion by the workers. 6. Disguised Unemployment. As the word suggests, disguised unemployment refers to a situation when a person is apparently employed, but in effect unemployed. !t is a phenomenon of concealed unemployment, not visible to the open eyes. Here it is not possible to identify as to who are unemployed, as all â€Å"appear to be working.† As Nurkse has remarked, â€Å"In an overpopulated peasant economy, we cannot point to any person and say he is unemployed in disguise. The people may all be occupied and no one may consider himself idle.† The concept of disguised unemployment was originally conceived by Mrs. Joan Robinson. Her concept of disguised unemployment is more applicable to the advanced developed countries. According to her, â€Å"a decline in demand for the product of the general run of industries leads to a diversification of labour from occupations in which productivity is higher, to others where it is lower. The cause of this diversion, a decline in effective demand, is exactly the same as the cause of unemployment in the ordinary sense and it is natural to describe the adoption occupations by dismissed workers as disguised unemployment.† Conclusion Unemployment is something which is of great concern to individuals as well as the economy. It is surely something to worry about as it wastes economic resources and causes human suffering such as poverty, famine, depression and so on. Also experiences of unemployment are becoming much longer in duration and are increasing significantly. Hence alleviation of unemployment is a prime aim of the government in order to boost the economy. How could you measure unemployment and discuss the problem associated with each measure? Most people understand intuitively that being unemployed means not having a job. That said, it’s important to understand more precisely how unemployment is measured in order to properly interpret and make sense of the numbers. Basically there are two types of method to measure unemployment: I. Claimant count method II. The Labour Force Survey Claimant Count Method This method calculates unemployment by measuring the number of people receiving benefits (Job Seekers allowance). If the rate is up, it indicates a lack of expansion within the labor market, while it indicates economic expansion and could spark inflationary pressures if the rate is down. Generally, a decrease of the figure is seen as positive, while an increase is seen as negative. Source: www.fxwords.com Graph 2 shows: claimant count of United Kingdom An example of a claimant count chart can be illustrated above where we can analyses a decreasing trend during the years of people claiming for unemployment benefits thus indicating beneficial economic conditions, ceteris paribus. The Labour Force Survey A labour force survey is an inquiry directed to households designed to obtain information on the labour market and related issues by means of personal interviews. The information collected on the labour market can then be used to develop, manage, evaluate and report on labour market policies. According to the Mauritius Labour Force, Employment and Unemployment survey the following result were obtained: Second quarter 2012 1. Employment of Mauritians is estimated at 548,300 at the second quarter of 2012 compared to 535,500 at the first quarter of 2012 and 531,400 at the second quarter of 2011. 2. The unemployment rate is estimated at 8.2% for the second quarter of 2012 compared to 8.0% at both the first quarter of 2012 and the second quarter of 2011. 3. The main characteristics of the unemployed at the second quarter of 2012 were: (i) The 48,900 unemployed comprised 20,100 males (41%) and 28,800 females (59%). (ii) Around 22,300 (46%) of them were aged below 25 years. (iii) About 55% of the unemployed were single. Among males, the majority (80%) was single while among females, the majority (61%) was ever married. (iv) Some 7,800 or 16% had not reached the Certificate of Primary Education (CPE) level or equivalent and a further 21,900 (45%) did not have the Cambridge School Certificate (SC) or equivalent. (v) 11,300 (23%) had been looking for work for more than one year. (vi) 18,900 (39%) were looking for a job for the first time. Thus these result could be use to devise policies by the government for example whether to invest more or not, in order to combat unemployment and other economic turmoil. Reference: gov.mu Problem associated with claimant count: The criteria to be eligible for benefits often changes, usually this has been to reduce the claimant count. This makes it difficult to compare over time. The claimant count excludes: People over pension age, who will typically claim pensions rather than Job Seekers allowance People under 18, (with a few exceptions) People in full time education, who may still be classed as unemployed. People not eligible for contribution based JSA. To claim the contributions based JSA they need to have paid at least two years of NI contributions. Also, their level of savings or their partner’s income may be too high to be eligible. Any one on a government training schemes Married women looking to return to work Those looking for part time work and not full time work Some people may claim benefits whilst still working in the â€Å"black market† i.e. claim JSA fraudulently. Some people may be able to work upto 16 hours a week and still legally claim JSA (JSA- Job Seekers allowance) Problem associated with Labour force survey It could be subject to sampling errors and may not be truly representative. The sample chosen may be from just few regions of the country, instead of the whole population/every region. This will generate bias result thus it will be wrongly interpreted leading to inefficient policies to combat unemployment. It is time consuming and costly, basically conducting this survey may take months or years depending on the size of the economy and the number of population. In the same vein a lot of paper work is needed for this survey, more officers must be hired to conduct private interview. Hence there is no perfect method to measure unemployment accurately, as all measures have theirs pros and cons. For example claimant count consider various criteria to be eligible for the allowance whereas Labour Force Survey may not be representative. The method to measure unemployment also depend on the type of economy Discuss the effect of unemployment on an economy? Unemployment is universally recognized as a bad thing. It brings a lot of adverse effect to an economy. The consequences are as follows: 1. The consequences to the individual Increase health risk Unemployment increases susceptibility to malnutrition, illness, mental stress, and loss of self-esteem, leading to depression. Not everyone suffers equally from unemployment, highly conscientious people suffers more than twice. For example fresh graduates or people holding a degree but is unable to find a job are the most affected. Basically the table below shows the unemployment rate of people having a tertiary education in Mauritius. The Unemployment with tertiary education (% of total unemployment) in Mauritius was last reported at 7.90 in 2010, according to a World Bank report published in 2012. Graph 3 show: Unemployment with tertiary education (% of total unemployment) in Mauritius Source: indexmundi.com /cso Loss of income Unemployment normally results in a loss of income. The majority of the unemployed experience a decline in their living standards and are worse off out of work. This leads to a decline in spending power and the rise of falling into debt problems. The unemployed for example may find it difficult to keep up with their mortgage repayments. 2. The Consequences to the business Less overall spending When people are unemployed in large numbers, it hurts the rest of the economy, creating a cyclical problem. When people have less money to spend because of unemployment, other companies suffer from less consumer demand. Then, when companies suffer because of lost business, they might in turn be forced to make layoffs of their own, making the unemployment rate rise and overall spending drop even more. The cyclical effect of unemployment is the reason for government-issued economic stimulus packages to help businesses in difficulty. Logic suggests that when people have more money, they spend it, thereby stimulating the economy and simulating job growth. Social problems Business may be impacted by social problems associated with high unemployment (e.g. rising crime). If the market of a business is situated in a place where the crime rate is high and where there is high unemployment rate, it can have adverse effect on the business. Demand may fall due to the negative image of the areas, potential consumers may prefer to purchase their goods and services at a more secure place for personal security thus if demand fall, the firm’s revenue will decrease which can lead to bankruptcy consequently more people will be unemployment. Inferior goods Demand for inferior goods (lower price, quality) may increase, the demand for luxury goods will decrease. Thus business engage in production of inferior good will gain and those in luxury good will lose. Graph 1: demand for luxury goods under unemployment Graph 2: demand for inferior goods under unemployment As shown above, in graph 1 the demand of luxury goods has decrease from D to D1 due to unemployment, lack of potential buyers. Quantity supply has decreased from Q to Q1 leading to a decrease in price from P to P1. Area P,T,Z,P1 is the loss incurred by the firm operating under luxury goods production. On the contrary graph 2 shows the increase in demand for inferior goods from D to D1 due to unemployment. People will prefer to buy cheap goods due to lack of income. Quantity supply has increase from S to S1 causing price to rise in the long run from P to P1. Area P1,T,Z,P is the profit incurred by the firm operating under inferior goods production due to a rise in demand. 3. The Consequences for the government Fiscal costs High unemployment has an impact on government expenditure, taxation. An increase in unemployment results in higher benefit payments and lower tax revenues. When individuals are unemployed, not only do they receive benefits but also pay no income tax. As they are spending less they contribute less to the government in indirect taxes, the government will have to scale back plans for public spending on public and merit goods. Government Borrowing Spending along with the fall in tax revenues due to unemployment may result in a higher government borrowing requirement (known as a public sector net cash requirement). The Central government debt; total (current LCU) in Mauritius was last reported at 113289300000 in 2010, according to a World Bank report published in 2012. Graph 4 shows: The government of Mauritius debts 4. The Consequences for the economy as a whole Lost output of goods and services Unemployment causes a waste of scarce economic resources and reduces the long run growth potential of the economy. An economy with high unemployment is producing within its production possibility frontier. The hours that the unemployed do not work can never be recovered. Negative multiplier effects The closure of a local factory with the loss of hundreds of jobs can have a large negative multiplier effect on both the local and regional economy. One person’s spending is another’s income so to lose well-paid jobs can lead to a drop in demand for local services, downward pressure on house prices and ‘second-round employment effects’ for businesses supplying the factor or plant that closed down. Hence unemployment affects many aspects in an economy such as social, individual, economical and so on. Unemployment affects the economy in ways that most people do not visually see. Some effects are avoidable and some are inevitable. Evaluate the impact of the different policy measures adopted by the government of Mauritius in order to control unemployment? A range of government policies are available for the Government of Mauritius wanting to reduce the scale of unemployment in the economy. The Government can do many things to try and influence the level of employment. However some policies the government use can conflict with other policies for example if they were to spend more on education and training (so increasing the skills of workers) they would have to spend less on other things such as health-care. Basically the situation of unemployment in Mauritius is alarming, here is a chart to illustrate the seriousness of the issue: ChChGraph 5 : shows the Mauritius unemployed persons Unemployed Persons in Mauritius increased to 44000 Persons in February of 2012 from 43800 Persons in November of 2011, according to a report released by the Central Statistics Office, Mauritius. Historically, from 2004 until 2012, Mauritius Unemployed Persons averaged 45757.6 Persons reaching an all time high of 56100.0 Persons in May of 2005 and a record low of 35000.0 Persons in November of 2008. Source:indexmundi.com Fiscal measure: The ‘Additional Stimulus Package’ was presented in December 2008 to support enterprises on a short-term basis. The package introduced a ‘Mechanism for Transitional Support to the Private Sector’, which was eventually replaced by ‘the Economic Restructuring and Competitiveness Programme’ in 2010’ under the â€Å"Facing the Euro Zone Crisis & Restructuring for Long Term Resilience’ Memorandum presented in August 2010. This programme also included SURE (Support Unit for Re-Employment of Employees), and plans for restructuring the tourism industry, and for supporting the sugar industry. In 2012, Rs 7.3 Billion has been committed to a National Resilience Fund to help businesses better face the economic downturn. Thus this would secure current employees job and would create new jobs. During the financial crisis in the 2008, The government of Mauritius injected Rs6 billion in the economy for education, training, food security and This massive investment has been possible due to the fruit of past reforms in terms of fiscal benefits. In addition to these policy options, the Mauritian government introduced an Additional Stimulus Package in December 2008. In effect, Rs4 billion was earmarked to save employment. Much effort was made to sustain, modernise and ease the access to finance of local enterprises to help them improve their productivity and competitiveness. In year 2011, 5000 new Small & Medium Enterprises were created and were awarded grants by the government compared to 7,600 in Reunion Island in the same year. Thus creating jobs. The government proposed a tax rebate on all earnings for new entrepreneurs in the first two years, certain taxes have been suspended over two years, in tourism, construction and other sectors. Consequently, there will be a boost in their revenue and it may encourage the creation of new jobs. Source: Le Matinal(newspaper) Supply side policies (reduce frictional and structural unemployment) To educate is to empower. The government proposed more funds allocated to SMEs so that they can provide required training to their employees. The National Resiliency Fund was created last year by the Minister of Finance to encourage ‘the youth employment. The government in his last budget proposed that all secondary schools have a qualified career advisor and propose that all schools promote extra-curricular activities such as the ‘Young Enterprise Awards’. There should also be qualified staff in each state school, to help channel underperforming students in their right vocation. The Minister of Finance promised Rs 500,000 to schools around the island. The more skillful you are the more secure you are to get a job. Reflating Aggregate Demand The government succeeded in attracting foreign direct investment in Mauritius as it rose by 19.8 percent in the first six months of 2012 to 4.077 billion Mauritius rupees ($133.89 million) from 3.401 billion a year ago, according to the central bank thus contributing in enhancing the real national output consequently increasing the demand for labour. Foreign direct investment has risen causing aggregate demand to shift from AD1 to AD2 consequently the demand for labour to shift from LD1 to LD2 causing an obvious decrease in unemployment. Basically in assessing the effectiveness of these measures we just have to compare the working population to previous years: Graph 6 shows: Employed persons in Mauritius Economic policies till 2008 to 2012 had a positive impact on the labour market as there has been a rise in labour force which shows the effectiveness of these policies adopted by the government of Mauritius. Hence unemployment do not have an exact definition, it do not have a measure to calculate it exactly, its effects are vast and there are various measures to combat it. Unemployment is inevitable in an economy. The economy must see unemployment as a challenge, opportunity and tackle the issue with intelligence, not as a major economic turmoil, or be afraid of.