Effective Listening Essay -- Listeners Emotions Essays

Effective Listening The ability to listen well is an important tool for understanding others. Sadly, very few people know how to listen well. In fact, most people can think of only one or two good listeners in their lives. Listening is not simply agreeing - it is much more. Good listeners are able to better understand and respond to others, complete assignments accurately, settle disagreements before they escalate, and establish rapport with difficult people. Listening is often confused with hearing. This serious misconception can lead us to believe that good listening is instinctive. In fact, good listening is an active, sophisticated process – a learned behavior – that demands focus and attention. Listening takes place on several levels. We often move from one level to the other throughout the day, sometimes even within a single conversation. Our listening level often depends on the situation. Some of us listen to our boss but not to our team members. Others listen well at work but tune out their spouse or kids at home. The Three Levels of Listening Deep Listening We all need to strive to be good listeners. Deep listeners are able to free themselves of any distractions. Including their own thoughts and feelings. They listen to the talker without judgement and place themselves in the talkers shoes. They notice the words and the feelings behind the words, what is not said and they acknowledge and respond respectfully. This level of listening is heart centered, which opens the door to respect and understanding. Content Listeners Most people think content listening is real listening. Content listeners listen to words of a communication but ignore all the other elements of the message. They often liste... ...tiating an appropriate response and getting to the heart of the issue under discussion. Conclusion In conclusion, reflecting content refers to clarifying the main idea of the message and the details that support it. Reflecting feeling refers to verifying the emotions surrounding the message. Emotions are difficult to identify because they are abstract. Talkers don't always come right out and say how they are feeling. Sometimes a listener must go beyond the content and dig deeper for the meaning of a message. The listener needs to take a more active role, checking for verbal and non-verbal cues that indicate feelings and emotions. References Netsyndicate, Inc. (1999) Are you really listening? available at http://www.click2learn.com/lessons/netsyndicate/listen/sections/index.html Pearson, J., & Nelson, P. (1997). An introduction to human communication Effective Listening Essay -- Listeners Emotions Essays Effective Listening The ability to listen well is an important tool for understanding others. Sadly, very few people know how to listen well. In fact, most people can think of only one or two good listeners in their lives. Listening is not simply agreeing - it is much more. Good listeners are able to better understand and respond to others, complete assignments accurately, settle disagreements before they escalate, and establish rapport with difficult people. Listening is often confused with hearing. This serious misconception can lead us to believe that good listening is instinctive. In fact, good listening is an active, sophisticated process – a learned behavior – that demands focus and attention. Listening takes place on several levels. We often move from one level to the other throughout the day, sometimes even within a single conversation. Our listening level often depends on the situation. Some of us listen to our boss but not to our team members. Others listen well at work but tune out their spouse or kids at home. The Three Levels of Listening Deep Listening We all need to strive to be good listeners. Deep listeners are able to free themselves of any distractions. Including their own thoughts and feelings. They listen to the talker without judgement and place themselves in the talkers shoes. They notice the words and the feelings behind the words, what is not said and they acknowledge and respond respectfully. This level of listening is heart centered, which opens the door to respect and understanding. Content Listeners Most people think content listening is real listening. Content listeners listen to words of a communication but ignore all the other elements of the message. They often liste... ...tiating an appropriate response and getting to the heart of the issue under discussion. Conclusion In conclusion, reflecting content refers to clarifying the main idea of the message and the details that support it. Reflecting feeling refers to verifying the emotions surrounding the message. Emotions are difficult to identify because they are abstract. Talkers don't always come right out and say how they are feeling. Sometimes a listener must go beyond the content and dig deeper for the meaning of a message. The listener needs to take a more active role, checking for verbal and non-verbal cues that indicate feelings and emotions. References Netsyndicate, Inc. (1999) Are you really listening? available at http://www.click2learn.com/lessons/netsyndicate/listen/sections/index.html Pearson, J., & Nelson, P. (1997). An introduction to human communication

Nuclear Weapons

The invention of nuclear weaons has been one of the most significant events in the history of humanity. It not only changed the conduct of military warfare, but also completely transformed the geo-political equation by placing humanity’s level of control on its own future through coming in possession of such omni potent means that could wipe out every form of life from earth overnight. The memories of the atomic attack on the Hiroshima and Nagasaki have lived as a constant reminder of the supreme havoc that atomic bombs can inflict. These memories are reinforced further by the repeated instances of nuclear testing and research into the production of atomic weapons that are much more powerful and lethal in comparison of their predecessors. The pursuance of the research into atomic and nuclear weapons, or the weapons of mass destruction, has created a deep ideological and political divide in the world. On the one hand are people supporting nuclear weapons, arguing them as essential tools   to maintain prospects of global peace and also as means to ensure the safety of nations possessing them. While on the other side are people, who see nuclear weapons inherently as a threat to the survival of mankind and campaigning for a world without fear and apprehensions; for a world of the post nuclear age where the veil of the threat of an impending catastrophe is forever lifted over. This paper shall look into the debate on the nuclear policy and relevance of nuclear weapons as a medium to ensure global peace, while critically evaluating the arguments presented on both the sides. It shall also look into the prospects of a nuclear free world and the visions such world entails for humanity. Constructing a nuclear doctrine The debate on the feasibility and utility of nuclear weapons has raged since the day the first military use of nuclear weapons was reported on 6th August, 2006   (Katz, 1987). The standard argument of the advocates of nuclear doctrine have centered on the deterrent effect of the nuclear weapons against any potential attack or threat of aggression (Franklin, 1991). One of the most frequently cited example is that of role played by nuclear weapons in bringing a swift end to the Second World War, with minimum possible casualty in the process (Graham, 2005). They validly argue that without the strikes, Japan would have continued to fight till the last man down, taking up the number of casualties on both sides as well as war expenditures to enormous levels (Franklin, 1991). Since then, the nuclear doctrine has been religiously incorporated in the defense strategy of every major nation, with immense literature created to cite the absolutely necessity and inevitability of nuclear weapons as the only possibly way to ensure global peace and a war free world (Franklin, 1991). Post the end of the Cold War proponents of the nuclear policy have further argued the necessity of effective nuclear policy, especially in the view of the dangers posted by spilling of nuclear weapons in the hands of some of the non responsible nations (Graham, 2005). However, the doctrine of nuclear deterrence has been severely arraigned by the critics for its short comings and narrow visions that it take of subtlety of world geo-politics and the overly simplistic way in which it treats the question of deterrence and global peace (Gottemoeller, 2002 ). Nuclear policy and the race on building up nuclear arsenal have been criticized from ethical, moral, political, practical and strategic point of view over more than half a century, especially in the context of the modern history of humanity that has been torn apart by unimaginable horrors of wars and genocide in the 20th century (Muller, 2004). Thinkers, intellectuals and scientists and many military strategists have strongly argued for a nuclear free world, based on the strong premises that peace is impossible to achieve from those tools that have capacity to utterly destroy life (Cimbala and Scouras, 2002; Cortright, 1999). Their argument is persuasive to reason as it is ironical as a concept and theory to achieve peace by destruction. The only probable way by which nuclear weapons can bring peace is through complete annihilation of people, creating a world where no life would exists to conflict and compete. Even the history of the post nuclear world does not inspire any confidence in the effectiveness of nuclear weapons as a deterrent (Graham, 2005). In more than sixty years after the end of Second World War, innumerable conflicts and at least three wars of international proportion, involving nations equipped with nuclear power have belied the theory that nuclear weapons can act as any potential deterrent to wars (Cimbala and Scouras, 2002). It only creates a danger in escalation of threats of nuclear arm race, where nations without nuclear weapons are trying to possess these coveted means of mass destruction, to create a world of nuclear mutual self destruction (Franklin, 2002). It’s a fact that technology can not be limited as a prerogative to a limited number of nations, as the this dangerous technology spreads out, there are every possible chances that it can be utilized by at some point of time, by some irresponsible and unaccountable regime to create a havoc of unparalleled magnitude (Muller, 2004). The theory of nuclear deterrence also looses its credibility in the face of rise of terrorism as the new danger facing the new world (Graham, 2005). Nuclear deterrence did not act as any deterrent to the attack on the World Trade Centers in 2001, or in London bombing in 2006. On the contrary they create a new and infinitely more powerful threat where possible proliferation of nuclear weapons to terrorist groups can jeopardize the entire concept of national defense strategies of many nations. Conclusion Nuclear weapons can not act as means to achieve global peace. They are weapons of mass destruction, weapons that can kill hundred of thousands of people instantly, razing civilizations to dust, leaving behind death and a scarred earth that would be inhabitable for many generations. This trail of death can not be a harbinger of peace. Global peace can only be achieved by systematic end of nuclear arsenals, and strictly banning the research, testing and possession of nuclear weapons. Reference H. Bruce Franklin. 1991.The Nightmare Considered: Critical Essays on Nuclear War Literature.: Nancy Anisfield – editor. Bowling Green State University Popular Press. Bowling Green, OH. Gottemoeller. Rose. 2002. Tactical Nuclear Weapons: Time for Control. Taina Susiluoto – editor. United Nations Institute for Disarmament Research. Place of Publication: Geneva. Milton S. Katz. 1987. Ban the Bomb: A History of SANE, the Committee for a Sane Nuclear Policy. Praeger. New York. Richard R. Muller. 2004. Getting Mad: A Nuclear Mutual Assured Destruction, Its Origins and Practice. Henry D. Sokolski – editor. Strategic Studies Institute. Carlisle Barracks, PA. Stephen J. Cimbala and Scouras, J.   2002. A New Nuclear Century: Strategic Stability and Arms Control. Praeger. Westport, CT. Thomas Graham Jr. 2005. Sixty Years After Hiroshima, A Nuclear Era. Current History. Research Library Core. David Cortright. 1999. Ban the Bomb. Sojourner. Humanities Module.   

Non-English speaking community Essay

  The acronym ESL stands for English as a Second Language and it is a common term among Non-English speaking community. Most people who do not know how to speak the English language attend ESL classes so as to gain adequate knowledge. What is experienced most times though is that these categories of Non-English speaking citizens find it hard to cope with various challenges that come their way. Learning the English language needs a lot of rules to be followed and only people who are interested and patient enough will be able to learn fast. In this essay we shall be taking a look at how cultural differences and language variety pose a threat to ESL classes, we shall also highlight how a teacher can identify these problems and overcome them. Finally we shall take a look at the positive effects of linguistic and cultural differences on ESL classes. â€Å"There are many ESL classrooms and cultural sensitivity issues that teachers must address to ensure they are delivering language instruction without prejudice, discrimination, or bias. By understanding the potential problems with cultural sensitivity, teachers can avoid creating an English-centric classroom while increasing their students’ language skills† (ESL Classroom and Cultural Sensitivity , 1996-2010). As a teacher in the ESL class a lot of factors need to be put into consideration in order to reduce misunderstanding and disagreements in the class. Knowing so well that a lot of these students come from various parts of the world, with different languages and cultural backgrounds. These are major factors that affect the level and speed of assimilation of the students in class. The ESL classes teach the students all aspect of English language, such as the intonation and accent, pronunciation, verbal usage, grammatical structures and spelling. These are key areas where the non English speaking students face major problems. DIFFICULTIES POSED BY CULTURAL AND LINGUISTIC BACKGROUND Communication is an essential part of life and clarity is very important. When two people are communicating, the message must be clearly understood. When a listener has various contrasting meanings for what has been spoken then there is a major problem. However, there are various setbacks to effective communication in an ESL class, to which variety of cultural and linguistic backgrounds are amongst. How does cultural background affect the communication in ESL class? Culture is the way of life of an individual and it plays a vital role in his/her overall attitude to life and learning. In an ESL class a teacher will encounter variety of learning attitudes amongst students from other cultural background which affects their learning. â€Å"In many non-English speaking cultures, students are brought up with more passive behaviours when interacting with adults. An ESL student may be less willing to approach a teacher for extra help or tutoring† (ESL Classroom and Cultural Sensitivity , 1996-2010). Take for example the African culture where children are usually flogged and abused by their own parents or guardians. These students are usually scared in the classroom and will hardly ask questions in for the fear of being flogged. In the African culture, beating up the child for wrong doing is rampant and this has had an adverse effect on the development of the child. This same fear for their parents is transferred to their teachers. They therefore have little or no participation in class and consider who do so as being forward. â€Å"Stereotyping can have intense negative effects, especially when educators or managers make fewer attempts to involve those of other cultures because they have been taught not to expect participation† (Billikopf, 2009). Taking a look at the difficulties caused by variety in cultural background from another angle, one can discuss how the meaning that certain gestures and statements have to different cultures. A teacher must be conscious about what he or she says in an ESL class, because what he or she thinks might not be offensive to an average American might be a taboo for other cultures. Some certain cultures frown more at abuses more than others. There are certain words that some other cultures will not embrace in a public arena such as classroom. ‘You must have being very mad when you realised that the answer to the question was not farfetched’. To a non-English speaking fellow, the word ‘mad in the sentence is literarily lifted from the sentence to mean an abuse, whereas someone who is from an English speaking nation knows exactly what the statement means and doesn’t feel offended by it. â€Å"One of the biggest problems ESL teachers face is that one ESL classroom may be filled with students from many nations, even if, for example, they are all Spanish-speaking countries† (ESL Classroom and Cultural Sensitivity , 1996-2010). However, variety in linguistic background can also pose a major barrier to effective communication in English as a second language class. English is a very complex language and it takes time to master. A student from a different linguistic background, has his own idea of sentence structures, writing approach and original accent which. To adjust to the new way of communication could be very difficult because he will find the English language a different ball game to the ones he has been used to for year. When you begin to learn the English language as a non-English speaking student, what you first find confusing is the sentence structure. My little cousin once reported her elder sister to her dad, saying, ‘Daddy, my dress Fadeke wear’. This sentence is definitely faulty in structure, but when I thought of it closely I realized that she literarily translated indigenous language to English following the same structure, not realizing that the English language has a very different sentence structure. Another major concern is the accent of a non-English speaking student. When a Hispanic student speaks English it is difficult to understand because the accent used when talking. You will hardly pick a meaning from what he says not because of the sentence structure or the grammatical usage but the accent. The language one speaks usually affects the accent of the person which is why most Latinos find it hard to pronounce certain letters. You will also notice the trace of their original language when they speak the English language. Finally, learning disabilities can pose a great danger when learning the English language by an ESL student. Dyslexia is a popular disability that makes an ESL student forget what has been taught easily. â€Å"Learning Disability is the term currently used to describe a handicap that interferes with someone’s ability to store, process or produce information. Such disabilities affect both children and adults† (Root, April, 1994). HOW CAN THESE PROBLEMS BE RECOGNIZED? Spotting out the effect of linguistic variety in the ESL requires experience from the part of a teacher. To be able to recognize these difficulties in communication, certain signs and gestures are to be taken note of. These difficulties could be as a result of the two factors highlighted above. These are variety in Linguistics and Cultures. Participation in class is a major clue. Any student not seen participating in class shows a good sign of difficulties in class. Generally, students who are from the English culture are known to be very inquisitive in class and wanting to learn more. They are believed to ask questions in class while the other students from a different culture are less interested. To overcome this, a teacher must be willing to be able to carry them all along in classroom. In order not to be considered bias in class the teacher should make sure to avoid focussing attention on the English speaking students alone. â€Å"If the student lacks the proficiency to participate in the class, another arrangement should be made for the student. It may be possible to place the student in another class more appropriate for their level of proficiency. If this is not a possibility, the teacher should put the ESL student on a syllabus geared to his or her level† (Steenbergen). Another method is to give assignments to the ESL students to assess if they understand what is being taught in the class. You cannot force a student to ask questions in class. Rather, as a teacher, you can only encourage them to be more participating. Most times, these ESL students are less confident about the way they speak the English language and would prefer not to talk in the class than being a source of mockery from the rest of the students. â€Å"As the student in this scenario, you fear the reaction of the students and the teacher because you are unsure of your language. You feel a deep insecurity knowing that your language skills are inferior to those of your peers† (Steenbergen). Another sign of difficulties in communication is the inability to pronounce word spell words very well in their writing and also bad language structure. The English language is one of the most difficult languages to learn and this is as a result of the complexity in details that need to be followed. Lexis structures, spelling, verbal usage and concord. When you notice that a student is literarily translating his/her language to the English Language, not taking cognisance of the structure involved then probably the fellow is having this problem due to linguistic variety. A perfect way to increase the rate at which a student learns the English language is through regular reading of books. â€Å"Every day in school and at home ESL students have many different texts to read. It is through reading that they acquire much of their knowledge and understanding of the different subject areas, and reading often forms the basis of follow-up work such as class discussions or homework questions† (Shoebottom, 1996-2007). Educators know that the best way to subconsciously inscribe the English language into the hearts of the ESL students is to make them imbibe the habit of reading. When you as an ESL student read text regularly, you will learn the English language naturally. Through regular reading, an ESL student naturally masters the grammatical structures, verbal usage, correct spelling of words and many more concepts necessary to be learnt. ESL students also find it hard to relate to some references that are peculiar to the American history when learning and speaking the English language. Reference such as 9-11 refers to the Terrorist attack on the USA floor and someone from another cultural background might not understand it when spoken in class. â€Å"Other cultural references which might come up in text or conversation would be things like Christopher Columbus, George Washington, Sesame Street, Thanksgiving, Halloween, and other aspects. The teaching of such cultural factors is not intended to be a means of promoting mainstream American culture and values† (Kyprianides). POSITIVE CONSEQUENCES IN AN ESL CLASSROOM The major positivity in an ESL classroom is the environment they create. Most of the students are from various countries of different cultural background. This creates an avenue for all the students to learn about various cultures from each other. The advantage is that it makes the English speaking cultural students to see the beauty in other people’s culture. It gives the students a wider knowledge base about other students’ culture and creates more understanding amongst them. â€Å"ESL students can greatly benefit the classroom. They bring linguistic diversity and a richer cultural environment to the class. Teachers must be sure to avoid locking ESL students into an ethnic or cultural stereotype† (Steenbergen). Bibliography Billikopf, G. (2009, June 1). Cultural Differences? Or, are we really that different? . Retrieved May 7, 2010, from http://www. gebillikopf@ucdavis. edu ESL Classroom and Cultural Sensitivity . (1996-2010). Retrieved May 7, 2010, from Your Dictionary: www. yourdictionary. com Kyprianides, R. (n. d. ). Socio-cultural Competence in ESL Education. Retrieved May 9, 2010, from Site Maker- University of Michigan: http://www. sitemaker. umich. edu Root, C. (April, 1994). A Guide to Learning Disabilities for the ESL Classroom Practitioner. Teaching English as a Second or Foreign Language , Vol. 1. No. 1. Shoebottom, P. (1996-2007). Helping ESL students understand written texts. Retrieved May 9, 2010, from A Guide to Learning English: http://www. esl. fis. edu Steenbergen, L. ESL Learners in the Writing Classroom.

Difference Between Celsius and Centigrade

Difference Between Celsius and Centigrade Depending on how old you are, you might read 38 °C as 38 degrees Celsius or 38 degrees centigrade. Why are there two names for  °C and whats the difference? Heres the answer: Celsius and centigrade are two names for essentially the same temperature scale (with slight differences). The centigrade scale is divided into degrees based on dividing the temperature between which water freezes and boils into 100 equal gradients or degrees. The word centigrade comes from centi- for 100 and grade for gradients. The centigrade scale was introduced in 1744 and remained the primary scale of temperature until 1948. In 1948 the CGPM (Conference General des Poids et Measures) decided to standardize several units of measurement, including the temperature scale. Since the grade was in use as a unit (including the centigrade), a new name was chosen for the temperature scale: Celsius. Key Takeaways: Celsius vs. Centigrade The Celsius scale is a type of centigrade scale.A centigrade scale has 100 degrees between the freezing and boiling points of water.The original Celsius scale actually had a boiling point of 0 degrees and freezing point of 100 degrees. It ran in the opposite direction of the modern scale! The Celsius scale remains a centigrade scale in which there are 100 degrees from the freezing point (0 °C) and boiling point (100 °C) of water, though the size of the degree has been more precisely defined. A degree Celsius (or a Kelvin) is what you get when divide the thermodynamic range between absolute zero and the triple point of a specific type of water into 273.16 equal parts. There is a 0.01 °C difference between the triple point of water and the freezing point of water at standard pressure. Interesting Facts About Celsius and Centigrade The temperature scale created by Anders Celsius in 1742 was actually the reverse of the modern Celsius scale. Celsius original scale had water boil at 0 degrees and freeze at 100 degrees. Jean-Pierre Christin independently proposed at a temperature scale with zero at the freezing point of water and 100 was the boiling point (1743). Celsius original scale was reversed by Carolus Linnaeus in 1744, the year in which Celsius died. The centigrade scale was confusing because centigrade was also the Spanish and French term for a unit of angular measurement equal to 1/100 of a right angle. When the scale was extended from 0 to 100 degrees for temperature, centigrade was more properly hectograde. The public was largely unaffected by the confusion. Even though the degree Celsius was adopted by international committees in 1948, weather forecasts issued by the BBC continued to use degrees centigrade until February 1985!

Hamlet Study Guide

Hamlet Study Guide The Tragedy of Hamlet, Prince of Denmark is one of William Shakespeare’s best-known works and one of the most widely-read plays in the English language. Estimated to have been written between 1599 and 1602, Hamlet was one of Shakespeare’s most popular plays at the time of its release, and has remained hugely influential since its creation. Fast Facts: Hamlet Full Title: The Tragedy of Hamlet, Prince of DenmarkAuthor: William ShakespeareYear Published: Between 1599 and 1602Genre: TragedyType of Work: PlayOriginal Language: EnglishThemes: Appearance vs. Reality; Revenge and Action vs. Inaction; Death, Guilt, and the AfterlifeMajor Characters: Hamlet, Claudius, Polonius, Ophelia, Laertes, Gertrude, Fortinbras, Horatio, The Ghost, Rosencrantz GuildensternFun Fact: Shakespeare’s son, who died at age 11, was named Hamnet; he may have been an inspiration for the tragic character Hamlet. Plot Summary Hamlet is the story of the events that take place after the king of Denmark is found dead. His son, Hamlet, is visited by the kings ghost, who tells him that Hamlet’s uncle Claudius was the murderer. Hamlet resolves to kill Claudius and avenge his fathers death, but he struggles with the morality of his decision and finds himself unable to act. To fool Claudius into thinking he knows nothing about the murder, Hamlet pretends to be insane; however, Hamlet’s actual mental state becomes less and less certain throughout the play. Meanwhile, when Claudius begins to realize Hamlet knows more than he lets on, he plots to kill him. Hamlet, though, is smart; much of the play depicts his brilliant wordplay and cunning outmaneuvers of the king’s courtiers- until, of course, the play’s tragic ending, which sees most of the royal family killed. Major Characters Hamlet. The protagonist of the story, Hamlet is the prince of Denmark and the son of the murdered king. Possessing a melancholy and depressive disposition, he struggles throughout the play with his inability to act on his desire for revenge. Claudius. The current king of Denmark and the brother of the king, Hamlets late father. Claudius murdered the former king and married his wife Gertrude, stealing Hamlet’s right to succeed his father. Polonius. The father of Ophelia and Laertes and advisor to the king. Obsequious, pedantic, and scheming, Polonius is killed by Hamlet. Ophelia. Hamlet’s love interest and Polonius’s daughter. She aims to please her father and is deeply troubled by Hamlet’s madness, but goes mad herself by the end of the play. Laertes. Polonius’s son. He is a man of action, in direct contrast to Hamlet, and is ready to take his revenge as soon as he discovers Hamlet’s hand in the destruction of his father and sister. Gertrude. The queen of Denmark, Hamlet’s mother, and Claudius’s wife. She was married to the old king, but was unfaithful to him with Claudius. Fortinbras. The prince of Norway, who eventually becomes king of Denmark after Hamlets death. Horatio. Hamlet’s best friend from university, who serves as a foil to Hamlet. The Ghost. Hamlet’s dead father, the former king of Denmark. Rosencrantz and Guildenstern. Hamlet’s childhood friends, whom Hamlet outwits at every turn. Major Themes Appearance vs. Reality. Is the ghost really Hamlet’s dead father? Is Claudius lying? Hamlet must continually grapple with his inability to trust his own interpretation of events, which keeps him in a state of inaction. Death, Guilt, and the Afterlife. Hamlet frequently wonders about the mystery of death. Tied to these thoughts is always the question of guilt, and whether or not his soul- or the soul of another, like Claudius- will wind up in heaven or hell. Revenge and Action vs. Inaction. Although the play is about revenge, Hamlet continually delays the act. Connected to this theme is the question of the afterlife, doubts about which seem to stay Hamlet’s hand. Literary Style Hamlet has had remarkable literary significance from its first performance, which is estimated to have taken place between 1599 and 1602, influencing writers as varied as John Milton, Johann Wilhelm von Goethe, George Eliot, and David Foster Wallace.  It is a tragedy, a genre with roots in classical Greek theatre; however, Shakespeare ignores Aristotle’s injunction for a play to focus primarily on action, not character. Instead, the play follows the twists and turns of Hamlet’s moral struggle much more through soliloquies than plot. The play was written during the reign of Elizabeth I. There are numerous early versions of the play still in existence; each, however, has different lines, so it is the job of the editor to decide which version to publish, and accounts for the many explanatory notes in editions of Shakespeare. About the Author William Shakespeare is arguably the highest-regarded writer in the English language. Although his exact date of birth is unknown, he was baptized in Stratford-Upon-Avon in 1564 and married Anne Hathaway at age 18. Sometime between the ages of 20 and 30, Shakespeare moved to London to start his career in theatre. He worked as an actor and a writer, as well as a part-time owner of the theatre troupe the Lord Chamberlain’s Men, later known as the King’s Men. Since little information about commoners was retained at the time, not much is known about Shakespeare, leading to ongoing questions about his life, his inspiration, and the authorship of his plays.

Marketing Report Research Paper Example | Topics and Well Written Essays - 2500 words

Marketing Report - Research Paper Example This implies that in production, a company needs to have a clear understanding of its customers in relation to the things they need and an analysis of the most preferred size of the commodity. A good product that is acceptable in the market is able to win the confidence of customers and they are easily going to buy it from the market. Production and sale of Dove Soap Bar is one of its kinds because it has put into consideration the needs of the customers and this has made it very competitive in the market and has led many customers to neglect other brands of bar soaps to adopt it. Table of Contents Executive summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Table of content†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 Supply Side Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦4 Demand Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦5 Segmentation and Targeting†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......6 Comp etitor Identification and Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......7 Competitive Advantage of Dove Soap Bar †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.10 Introduction Dove Soap Bar contains some ingredients that make it good for bathing for people of different ages and sexes, who value skin protection. This is because in production of the bar soap, the producer focuses on giving people a quality product that has most of the things they like and need in a soap. The soap has different qualities that are physical and chemica l, which add value to it as soap sold in a market that has other varieties. Dove Soap Bar is produced with some diversity so that it can capture different people in the market and have them buy it according to their preferences dictated by their health and socialization (Raju, 1995, p53). Dove Soap Bar appears in the market with different qualities that make it preferable among other soaps in the market. The physical qualities of the soap is that it has sweet blue fig and orange blossom scent which makes it to attract people because it is friendly to them. It also appears in different colors, which include; blue, white, orange and pink, to attract different class of people to whom colors are important in determining the choices they make for products. In this respect, people choose the Dove Soap Bar according to these physical qualities, which manifest without a need for detailed evaluation on its properties. Dove Soap Bar has different properties that make the customers to prefer i t as compared to others that serve similar purposes to the people. For example, the property that it moisturizes after taking a bath with it and leaves the skin feeling soft and smooth makes it a preferable product for different people in the market (Parker, 2006, p57). Supply Side Analysis The supply of the Dove Soap Bar happens from an industry that produces it and presents the orders to customers make from the company. In the US, customers who come from within the industry have ease of access from the shops in the area and different retail opening in the area which supply consumer products in small quantities (Jacoby, 2010, p31). The supply of Dove Soap Bar is established in that it has two main channels i.e. from the industry to consumers and from the industry

Fiscal Policy Essay Example | Topics and Well Written Essays - 1750 words - 1

Fiscal Policy - Essay Example Excess of government expenditure over revenue is called the fiscal deficit. Managing the budget to adjust revenues, expenditures and public debt are necessary for achieving full employment without inflation; at least it is a balancing act with such intentions on the part of the government. When the economy is in a downtrend, the need for compensatory spending by the government arises. In that case, it should be a deficit budget, and on the other hand, during times of stability and growth, the surplus budget is preferred. If the government aims full employment, which in turn is expected to reduce the level unemployment benefits given to people, budgetary balance carries less importance in the government’s policies. â€Å"†¦the president's proposals generate a federal deficit of $900 billion in fiscal 2013. If it is verified, that would be America's first deficit of less than $1 trillion since the 2008 fiscal year. It would also represent a reduction in the deficit, as a s hare of GDP, from 8.5% to 5.5%† (R.A., 2012). There are multifarious factors at play which determines the fiscal deficit and increase in government debt. The decrease in tax revenues and increase in public expenditure causes budget deficits which lead to increase in public debt. Increase in public borrowing by the government sucks the liquidity in the economy, and therefore, this should be effectively used as a tool to combat inflation and regulate the speed of the growth to avoid overheating in the economy.