Internship Report Marketing Research

Basic Assessment of the Research Methodology utilized in SRG Bangladesh Limited Critical Assessment of the Research Methodology utilized in SRG Bangladesh Limited Submitted to Professor Golam Mohammed Chowdhury Chairman, Internship and Placement Program Supervised by Dr. M Z Mamun Professor and Director Submitted by Noman Ahmed Khan Roll No. 16 MBA 41 (D) Internship Period: 23rd March to fourteenth June Institute Of Business Administration (IBA) University Of Dhaka Date of Submission: July 11, 2009 Acknowledgment First of all I should express gratitude toward Dr. M Z Mamun, Professor and Director, IBA for his demanding the curtness of the report.He helped me decide the goal of the report and guided me through to get as far as possible. He made me appreciative with his important recommendations every now and then during my temporary position. I can always remember his paternal direction and his most extreme benevolent and genuine consideration toward me. The subsequent individual to r ecognize will unquestionably be my administrator at SRGB: Mr. M Saidul Haq, Managing Director of SRG Bangladesh Limited. He has been an extraordinary help from the decision of the subject, learning of various piece of examination and understanding the distinction among hypothesis and practice.Special thank goes to Mr. Ziauddin Kamal, Senior Research Executive and Mr Emrul Kayes, Manager, HR for giving me each sort of data identified with my investigation. I should thank each other worker of SRGB, whom I discovered during various periods of my entry level position. A large portion of them have been exceptionally open and well disposed with me and gave me the appropriate responses I required from them. In conclusion I might want to thank my schoolmates working in OrgQuest and the Nielsen Company Bangladesh Limited for furnishing me with brief yet helpful data about the practices in their organization.July 11, 2009 Chairperson Internship and Placement Institute of Business Administrati on University of Dhaka †1000 Subject: Submission of Internship report on Critical Assessment of the Research Methodology utilized in SRG Bangladesh Limited Dear Sir: As a piece of the temporary position program, I have arranged this report on the theme â€Å"Critical Assessment of the Research Methodology utilized in SRG Bangladesh Limited†. The report contains a point by point study and investigation on the subjective and quantitative approach utilized by SRG Bangladesh Limited.I made a decision about the issue through the activities in which I needed to fill in as an internee. I have attempted my best to use the chance of functioning as an internee in a set up promoting research organization like SRGB. This report depends on data obtained from the task Awareness and Acceptance of UK Qualifications in Bangladesh, led by SRGB. Here I have attempted to think about the technique utilized in that review with the thery we have been educated in the study hall and likely expla nation of distinction with the hypothesis if any.I have kept up the temporary job learning according to the guidelines I have from my chief Dr M Z Mamun. I delighted in setting up this report since it gives a chance to me to expand my comprehension of the genuine advertising research rehearses. I thank you for such a chance. I will be accessible for any explanation whenever it might suit you. Truly yours Noman Ahemd Khan Roll # 16 Batch †41(D) Table of Contents EXECUTIVE SUMMARYvii 1. 0 INTRODUCTION1 1. 1 Origin of the Report1 1. 2 Objective1 1. 3 Methodology2 1. 4 Scope2 1. 5 Limitations2 . 0 Industry Overview3 2. 1. Exploration and Consultancy Industry around the World3 2. 1. 1          Market segments3 2. 1. 2          Player groups5 2. 2 Research and Consultancy Industry in Bangladesh7 2. 2. 1 ORG-Quest Research Ltd (OrQuest)7 2. 2. 2 Sirius Marketing and Social Research Ltd. 7 2. 2. 3 The Nielsen Company8 3. 0 Company Overview9 3. 1 Background and History of SRG Bangladesh Limited9 3. 2 Organization Chart10 3. 3 Services Offered11 3. 4 Qualitative Research12 3. 5 Quantitative Research12 3. 6 Recent Projects13 3. 7 Key Clients14 3. Key Person of SRG Bangladesh Limited18 4. 0 Jobs Performed During Internship20 4. 1 Duties and Responsibilities20 4. 2 Completion of the Assignments20 4. 2. 1 Awareness and acknowledgment of UK Qualification20 4. 2. 2 Assessment of Grameen Kalyan Clinics21 4. 2. 3 Global Opinion Poll on Social, Economic and Political Issues 2009, Project Green, Wave 921 4. 2. 4 Mystery Shopping on Banking Products and Service21 4. 3 Benefits of the Program21 5. 0 Critical Assessment of the Methodology of the Project â€Å"Awareness and Acceptance of UK Qualifications in Bangladesh†22 5. Foundation of the study22 5. 1. 1 Definition of the Business Problem22 5. 1. 2 Research Objectives22 5. 2 Methodology23 5. 2. 1 Criticism on Selection and Implementation of Quantitative Study23 5. 2. 2 Criticism on Selection and Implementation of Qualitative Study (KII and IDI)25 5. 2. 3 Criticism on FGD26 5. 2. 4 A Mixed-Methodology Approach to the Study27 6. 0 Conclusion and Recommendation28 Bibliography29 Annexure I: Questionnaire of Key Informant Interview (KII)30 Annexure II: Questionnaire for In-Depth Interview (IDI)35 List of FiguresFigure 1: Revenues of Research and Consultancy Firms by Services4 Figure 2: Growth Rate of Research and Consultancy Firms by Services4 Figure 3: Groups of Research and Consultancy Players by Size and Origin5 Figure 4. Level of Market Share Depending on Size of Businesses6 EXECUTIVE SUMMARY This report has been composed with an engaged extreme objective of recognizing the holes among hypothesis and practice of examination in SRG Bangladesh Limited. It has been discovered that the viability of an examination firm SRGB in getting ready exploration works genuinely bolstered by hypothesis practitioners.Difference among hypothesis and practice is an old wonder which we can see here as well. Yet, it very well may be finished up effectively that however the training isn't entirely comparable with the recommendations from hypothesis, the training will work successfully to draw out the outcome, which is the objective of all examination works. Statistical surveying and consultancy is an old workmanship which is getting increasingly significant in Bangladesh step by step. The exercises of statistical surveying incorporate characterizing promoting openings and issues, producing and assessing advertising thoughts, checking execution, and understanding the showcasing process.At a similar time the executives consultancy alludes to both the business of, and the act of, helping associations improve their exhibition, fundamentally through the investigation of existing business issues and advancement of plans for development. Associations recruit the administrations of the board advisors for various reasons, including increasing outer (and apparently objective) exhortation, access to the advisors' particular mastery, or essentially as additional transitory assistance during a one-time venture, where the recruiting of progressively lasting workers isn't required.Internship opportunity in a statistical surveying and the executives consultancy house can be viewed as an extraordinary open door for an understudy to get familiar with some generally significant and powerful abilities. Bangladesh is relatively new in Market Research and Management Consultancy part. We can discover not many enormous players and various little players here. Be that as it may, the business is growing step by step. The complete income is additionally expanding each year. For the most part four organizations can be viewed as the highest players in this industry. One of them SRG Bangladesh Limited is where the creator finished his internship.The Survey Research Group of Bangladesh [SRGB] was started in October 1987 as a Management and Industrial Consulting ho use. Since the mid 90s, SRGB wandered into giving Qualitative and Quantitative Research Services. From that point forward SRGB has effectively directed many examinations extending from expansive based sectoral studies to miniaturized scale level contextual analyses for local and global customers. SRGB keeps up a countrywide board of in excess of 800 male and female Field Investigators, who are enlisted locally bringing about generous expense efficiency.Moreover, neighborhood agents guarantee operational effectiveness and exactness in gathering applicable data. Regarding hierarchical way of thinking, to remain refreshed with the quick changes in the worldwide study research situation and to profit by the well deserved understanding of created economies, SRGB stays in consistent touch with various abroad firms occupied with research and counseling. The vast majority of the assignments dealt with in SRGB were long haul extends that had just been begun. Some were at the outset stage and some were in their last stages.Some of them are likewise a sort of constant exploration with a few waves. The talked about exploration study that was utilized to set up this report is Awareness and Acceptance of UK Qualifications in Bangladesh. It was a continuous venture. It along these lines seemed well and good to keep doing what the remainder of the group was doing (taking meetings of various sorts and composing those down). It required every one of the three understudies from IBA to take meetings of various individuals. At the earliest reference point extreme employment of taking vis-à-vis interviews was assigned.Some visits to a private college (BRAC University for this creator) and a global (Novartis Bangladesh Limited) helped the activity done. At that point the subjective part started. A multi day visit to Chittagong was made to take the KII of various Deans and division heads. The visit was fruitful with pleasant chances to learn meeting and relational abilities. Of cour se a multi day visit to Rajshahi, the place that is known for warmth and mango. It was additionally a fruitful visit with getting of immense experiences.Finally extraordinary top administration faculties from various associations and colleges like University of Dhaka, International Islamic University Chittagong Dhaka Campus, Square, Grameenphone, Dhaka Bank, BMET, UGC and so forth were met. 1. 0 INTRODUCTION Market exploration and consultancy is an old workmanship which is getting increasingly significant in

Gatsby Summary Essay Research Paper Jay Gatsby free essay sample

Gatsby Summary Essay, Research Paper Jay Gatsby is one of the most intriguing and vital guys in anecdotal writing, even despite the fact that he is non a dynamic and modifying character during the novel. Truth be told, Jay Gatsby has changed little since he was a pre-adult. Conceived as James Gatz to hapless husbandmans in North Dakota, he chosen at an early age that he needed more out of life than North Dakota could offer. He leaves spot to happen thrill and riches. While relaxing on the sea shore one twenty-four hours, he sees a yacht docked off the coastline. He gets a pontoon and lines out to introduce himself to the owner of the yacht. Dan Cody is a profoundly wealthy and uncontrollably unreasonable grown-up male. He favors youthful James Gatz and offers him an occupation. At the point when the male kid sheets the pontoon to go Cody # 8217 ; s partner and safeguard, he abandons the uniqueness of James Gatz everlastingly ; an amazing rest he will be known as Jay Gatsby, a hopeless and optimistic sentimental who fills his existence with dreams. We will compose a custom article test on Gatsby Summary Essay Research Paper Jay Gatsby or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page After Cody bites the dust, Gatsby joins the ground powers and is positioned in Louisville, Kentucky, where he meets furthermore, experiences passionate feelings for Daisy Fay, the most famous and wealthy juvenile woman around. She is other than pulled in to him and even contemplates get marrieding him and running off, however her folks end her programs. When Gatsby is sent to Europe to battle the war, Daisy is devoted to him for a short piece. She in a matter of seconds, by and by, feels burnt out on hanging tight for Gatsby and weds Tom Buchanan. When Gatsby gets her closing message, explaining her projects, he is squashed ; he promises he will give the rest of his life to winning Daisy back for himself. He is sure that in the event that he stores up a major satisfactory karma, he will have the option to make things happen cut, wipe trip Daisy # 8217 ; s marriage and fixing her from now on with him. Gatsby goes toward the East Coast and makes a karma in bootlegging and other faulty concern exercises because of the guide of characters, for example, Meyer Wolfsheim. He purchases an self-absorbed indication of the zodiac on West Egg, so as to be straight over the sound from Daisy Buchanan. He gives his wild, over the top gatherings and drives his brazen vehicles in order to pull Daisy # 8217 ; s joining in. She has become his ground for being # 8211 ; his sanctum vessel. Gatsby neer loses sight of his fantasy and as often as possible contacts the green obvious radiation at the terminal of Daisy # 8217 ; s dock. At the point when the story starts, Nick Carraway has moved in following way to him. Gatsby becomes a close acquaintence with the youthful grown-up male and T biddy discovers that he is a far off cousin of Daisy Buchanan. He convinces Nick to hold both Daisy and him for tea. Their gathering at Nick # 8217 ; s house prompts an issue. Despite the fact that the level of their commitment is non shown in the book, Gatsby states she oftentimes goes to his house, and she kisses him on the oral cavity when her hubby leaves the room. Clearly to the peruser and subliminally to Nick, Daisy is just playing with Gatsby # 8217 ; s chest, using him as an easing from her boredom and as a retribution against her merciless, unfaithful hubby. Gatsby, all things considered, has put her on such a base, that he can non see any of Daisy # 8217 ; s botches. He other than innocently accepts that he will allure Daisy off from Tom and crash her previous existence with her hubby. At the point when Tom understands that his wedded lady has a relationship with Gatsby, he stands up to # 8220 ; the foe. # 8221 ; He calls Gatsby a Mr. No one from Nowhere and blames him for non venturing out to Oxford and doing his cash illegally. Daisy weakly provides to his with some timely help, advancing Gatsby into an absurd encounter. He discloses to her hubby that Daisy has ever adored him and neer cherished Tom ; he indeed, even powers Daisy to emphasize the words to her hubby, which she says with no genuineness. When Tom requests her about whether she can really cover the entirety of their recollections, she concedes she can non. She goes to Gatsby and says that she cherishes him now and that ought to be bounty. It is non bounty, by and by, for Gatsby, for it pulverizes his fantasy. Tom realizes that he has won the contention ; Daisy will ever be his hitched lady. As an outcome, he unquestionably lets Daisy sit place with Gatsby in his # 8220 ; bazaar wagon # 8221 ; auto. Daisy demands to Gatsby that she drive so as to calm her nervousnesss. As they approach the Valley of Ashs, Myrtle, Tom # 8217 ; s kept lady, runs out towards the auto, trusting Tom to be inside. Daisy hits the grown-up female, executing her in a split second. The reef, indiscreet, shameless Daisy does non even end. Now in the novel, Gatsby starts to demo his actual worth. He advises Daisy to end and return to the mishap, yet she won't. He so pulls up the exigency brake and takes the driver # 8217 ; s place himself. He has just made the assurance that he will fake he was driving entirely along and take the implication for the mishap. He is as yet blinded by his fantasy and incapable to see that Daisy is non deserving of any relinquish. She to the full demonstrates this when she returns place and coolly chows seared 323

Blog Archive GMAT Impact The Process for Tackling Any Critical Reasoning Problem

Blog Archive GMAT Impact The Process for Tackling Any Critical Reasoning Problem With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series,  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. I want to share a four-step Critical Reasoning (CR) process with you, a process that can be used on any CR problem. Here is the overall process: Step 1: Identify the question. Step 2: Deconstruct the argument. Step 3: State the goal. Step 4: Work from wrong to right. Those steps might sound obvious to some people and very vague to others. I will explain each in more detail, but I want to say first that each step is there for a very important reason, and each step has been split off from the others for a very important reason.  You can find the  full article  on the Manhattan Prep blog, as well as additional articles that illustrate how to use this process with each of the various CR question types. Here are a few additional details for each step: Step 1: Identify the question. Use the question stem to identify the question. Each question type has certain characteristics; learn them. Step 2: Deconstruct the argument. Arguments can contain up to four main building blocks: premises, counter-premises, conclusions, and background. Every argument has premises, but that is the only component common to all. In addition, some arguments “contain” assumptionsâ€"that is, the assumptions are not written but can be implied based on the premises and conclusion. Step 3: State the goal. Each question type asks us to do a certain kind of reasoning; we need to make sure we know what it is. Each question type  also has common error categories; remind yourself what they are, and you will be less likely to fall for them! Step 4: Work from wrong to right. This is just a fancy way of saying find and eliminate the wrong answers until only one answer is left. Your first focus is elimination; get rid of everything you know is wrong. Do not even ask yourself what might be the right answer until you have gone through all five answers once. Then compare any remaining, tempting answers. Share ThisTweet GMAT Impact Blog Archive GMAT Impact The Process for Tackling Any Critical Reasoning Problem When it comes to the GMAT, raw intellectual horsepower helps, but it is not everything. In this weekly blog series,  Manhattan GMAT’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. I want to share our new four-step Critical Reasoning (CR) process with you, a process that can be used on any CR problem. Here is the overall process: Step 1: Identify the question. Step 2: Deconstruct the argument. Step 3: State the goal. Step 4: Work from wrong to right. Those steps might sound obvious to some people and very vague to others. I will explain each in more detail, but I want to say first: each step is there for a very important reason, and each step has been split off from the others for a very important reason.  You can find the full article on the MGMAT blog, as well as additional articles that illustrate how to use this process with each of the various CR question types. Here are a few additional details for each step. Step 1: Identify the question. Use the question stem to identify the question. Each question type has certain characteristics; learn them. Step 2: Deconstruct. Arguments can contain up to four main building blocks: premises, counter-premises, conclusions and background. Every argument has premises, but that is the only component common to all. In addition, some arguments “contain” assumptionsâ€"that is, the assumptions are not written but can be implied based on the premises and conclusion. Step 3: State the goal. Each question type asks us to do a certain kind of reasoning; we need to make sure we know what it is. Each question type  also has common error categories; remind yourself what they are and you will be less likely to fall for them! Step 4: Wrong to right. This is just a fancy way of saying find and eliminate the wrong answers until only one answer is left. Your first focus is elimination; get rid of everything you know is wrong. Do not even ask yourself what might be the right answer until you have gone through all five answers once. Then compare any remaining, tempting answers. Share ThisTweet GMAT Impact Blog Archive GMAT Impact The Process for Tackling Any Critical Reasoning Problem With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series,  Manhattan GMAT’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. I want to share our four-step Critical Reasoning (CR) process with you, a process that can be used on any CR problem. Here is the overall process: Step 1: Identify the question. Step 2: Deconstruct the argument. Step 3: State the goal. Step 4: Work from wrong to right. Those steps might sound obvious to some people and very vague to others. I will explain each in more detail, but I want to say first that each step is there for a very important reason, and each step has been split off from the others for a very important reason.  You can find the  full article  on the MGMAT blog, as well as additional articles that illustrate how to use this process with each of the various CR question types. Here are a few additional details for each step. Step 1: Identify the question. Use the question stem to identify the question. Each question type has certain characteristics; learn them. Step 2: Deconstruct. Arguments can contain up to four main building blocks: premises, counter-premises, conclusions, and background. Every argument has premises, but that is the only component common to all. In addition, some arguments “contain” assumptionsâ€"that is, the assumptions are not written but can be implied based on the premises and conclusion. Step 3: State the goal. Each question type asks us to do a certain kind of reasoning; we need to make sure we know what it is. Each question type  also has common error categories; remind yourself what they are, and you will be less likely to fall for them! Step 4: Wrong to right. This is just a fancy way of saying find and eliminate the wrong answers until only one answer is left. Your first focus is elimination; get rid of everything you know is wrong. Do not even ask yourself what might be the right answer until you have gone through all five answers once. Then compare any remaining, tempting answers. Share ThisTweet GMAT Impact Blog Archive GMAT Impact The Process for Tackling Any Critical Reasoning Problem With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series,  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. I want to share a four-step Critical Reasoning (CR) process with you, a process that can be used on any CR problem. Here is the overall process: Step 1: Identify the question. Step 2: Deconstruct the argument. Step 3: State the goal. Step 4: Work from wrong to right. Those steps might sound obvious to some people and very vague to others. I will explain each in more detail, but I want to say first that each step is there for a very important reason, and each step has been split off from the others for a very important reason.  You can find the  full article  on the Manhattan Prep blog, as well as additional articles that illustrate how to use this process with each of the various CR question types. Here are a few additional details for each step: Step 1: Identify the question. Use the question stem to identify the question. Each question type has certain characteristics; learn them. Step 2: Deconstruct the argument. Arguments can contain up to four main building blocks: premises, counter-premises, conclusions, and background. Every argument has premises, but that is the only component common to all. In addition, some arguments “contain” assumptionsâ€"that is, the assumptions are not written but can be implied based on the premises and conclusion. Step 3: State the goal. Each question type asks us to do a certain kind of reasoning; we need to make sure we know what it is. Each question type  also has common error categories; remind yourself what they are, and you will be less likely to fall for them! Step 4: Work from wrong to right. This is just a fancy way of saying find and eliminate the wrong answers until only one answer is left. Your first focus is elimination; get rid of everything you know is wrong. Do not even ask yourself what might be the right answer until you have gone through all five answers once. Then compare any remaining, tempting answers. Share ThisTweet GMAT Impact

Adaptation of Renewable Energy Essay - 1799 Words

Renewable energy is generated from natural resources such as sunlight, wind, rain, tides, and geothermal heat. On October 5, 2010 the U.S. Department of the Interior (DOI) approved the first sizeable solar energy plants to be built in California which will be divided into two developments totaling 6,800 acres of public land. This project is estimated to last 30 years while generating almost 1,000 new jobs. The solar energy technology that will be used in California’s Imperial County is called the sterling energy systems SunCatcher technology. It will require 28,360 solar dishes and will produce approximately 709 megawatts which will provide electricity to 212,700 to 531,750 homes. The second project is called the Chevron Lucerne Valley†¦show more content†¦Since China has been so dependable on oil, they want to transform their electricity use from solar panels. The government currently charges a fee to everyone who uses electricity. The profits then go to the electric companies for the difference in price from switching to renewable energy. (Solar Energy) Converting from fossil fuels to renewable energy is extremely expensive. Power companies in the U.S. have to decide to change their equipment to renewable energy or continue powering on fossil fuels. In China, companies have to buy the equipment anyways so it is not as hard of a decision. Renewable energy is expensive. It costs companies twice as much to use solar power than it does to use coal even with prices starting to drop from mass production. (Solar Energy) One of the ways to use solar power is called concentrating solar power. This is when people use mirrors that reflect and focus the sun’s rays to give heat that powers a generator. Another is what is seen on the roof of homes and offices buildings, which is called photovoltaic panels. These panels have been encountering theft problems especially within California. (Solar Energy) The major drawback to solar power is how expensive it is. To generate power from photovoltaic rays it costs more than four times the amount of coal and two times as much as wind power. Not many people or companies in the U.S. are switching to renewable energy even with the incentives from the government. Solar energy is usedShow MoreRelatedHuman And Natural Drivers Of Climate Change1732 Words   |  7 Pagessustainable buildings can manage the alterations to the climatic equilibrium, thus contribute to mitigate and adapt to these shifting conditions. 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Religious Freedom And Freedom Of Speech - 1186 Words

Religious freedom and freedom of speech have been enshrined in American law since the late 18th century. Both are found in the First Amendment to the US Constitution and have been at the center of some of the most important Supreme Court cases in history. From Texas v. Johnson to Lemon v. Kurtzmann, religious freedom and freedom of speech have shaped discourse more so than any other fundamental rights in America. Yet now more so than ever, the issue of religious belief versus freedom of speech has permeated American society. This can most clearly be seen in Masterpiece Cakeshop, Ltd. v. Colorado Civil Rights Commission, a highly controversial legal case making its way through the Supreme Court. Masterpiece Cakeshop v. Colorado began in†¦show more content†¦The determination of the commission was upheld by the Colorado Supreme Court and Phillips appealed the decision to the Supreme Court, which agreed to hear the case in June 2017 (Howe). The court will hear oral arguments in December 2017 (â€Å"Calendar of Events†). The fundamental question at this point is whether or not businesses can refuse to provide goods and/or services to homosexual couples. On one side of the issue, one can find those who believe that businesses must be required by law to provide goods and services to LGBT people upon request. According to this paradigm, a bakery must provide a wedding cake to an interracial couple regardless of how much that business opposes interracial marriage. A fundamental part of this point of view is the argument from Civil Rights. 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She ultimately chose to fight with the help of prominent attorneysRead MoreThe Preamble Of The United States Constitution903 Words   |  4 Pagesbetter understand our United States Constitution. When the Framers coin the phrase, â€Å"secure the blessings of liberty†, it means that citizens of the United States of America have freedoms that cannot be taken away by anyone and it limits the power of the United States government to ensure us â€Å"We the People†, of these freedoms. This phrase goes along with what is stated in our Declaration of Independence that, all men are created equal, that they are endowed by their Creator with certain unalienableRead MorePersecution and Protection of Religious Beliefs Around the World814 Words   |  4 Pageshuman rights has recog nized the right of manifestation of the religion , still there are religious conflicts around the world. There still happen revolutions with religious bases. People are still deprived of the right of applying their religion, while some other are being killed because of their religion views. These happenings can trigger the idea that there should be a special provision in protection of religious liberties. It seems to me that there is not any specialty in religion that should beRead MoreThe Battle Of The Confederate Flag1321 Words   |  6 Pagesincredibly difficult and unjust to promote a system to which state authority prevents speech that they find offensive. It is nearly impossible and impractical for a state entity to understand what can and can’t be considered offensive, and what is offensive to some and not to others. That is why the harm principle is a great principle to understand the limits of how far free speech should and can go. Free speech should be protected an d promoted so long as it does not create credible harm to anotherRead MoreThe Right Of Free Speech And Freedom Of Press1363 Words   |  6 PagesThe right many Americans take for granted every day is the ability to speak to one another and to express their opinions through verbal and non-verbal means of communication. The First Amendment provides the right of free speech and freedom of press to the people. The Bill of Rights, also known as the first 10 amendments to the Constitution went into effect on Dec. 15, 1791, when the state of Virginia ratified it, giving the bill the majority of ratifying states required to protect citizens fromRead More Youth and the First Amendment Essay example1162 Words   |  5 Pagesthe First Amendment Many freedom of speech and expression issues that receive media attention have to do with the adult population and what they feel their rights are. What many fail to recognize is the fact that the youth today are also dealing with freedom of speech and expression issues in their own lives. The freedom of speech and expression issues that young people deal with are just as important and are handled in the same manner as any other freedom of speech issue. Three articles from

Hamlet, By William Shakespeare - 1561 Words

Throughout the Elizabethan era, women were often considered insignificant and were never granted important parts in the plays. However, during the 1600’s, women gained an appreciation for the existence of their characters and played major roles in which impacted the progress of the play as a whole and other characters involved. This is evident in William Shakespeare’s Hamlet, where two major female characters, Gertrude and Ophelia, contributed as crucial roles to the development of the tragedy. The plot of the play could not have been developed if it weren’t for Gertrude’s, the Queen of Denmark and mother of Hamlet, marriage to Claudius. Her hasty actions further worsened her relationship with Hamlet, and ultimately brought negative†¦show more content†¦Gertrude’s weakness enables her to place her emotions ahead of moral righteousness and what is the right act for her to do. Her emotions are expressed when she makes the immediate decision o f marrying Claudius, while betraying the love she had with her original husband, Old King Hamlet. Hamlet is disgusted by Gertrude’s decisions to marry Claudius and she begins to lose the respect he had for her. For instance in Hamlet’s soliloquy, he declares, â€Å"She married. O, most wicked speed, to post/ With such dexterity to incestous sheets!† (I.ii.161-162). This further demonstrates Hamlet’s profound disapproval of such forbidden and violated actions between his mother and uncle. By turning against traditional laws, Hamlet takes Gertrude into different regards and is left unsettle upon his true feelings for her. Despite Gertrude’s impetuous measures, Hamlet is greatly impacted emotionally further triggering his decision of stating, â€Å"frailty, thy name is woman!† (I.ii.150). Hamlet illustrates his anger by making the generalization that all women are frail and weak in character, centering his statement towards his mother. More so, Gertrude is morally weak because she clearly did not devote enough time mourning the death of Old King Hamlet, before marrying Claudius. Not only does she establish weakness,but she is also confined in meeting her needs of security and guidance from a male figure. On the other hand, Ophelia is defined

First section of the Prologue Essay Example For Students

First section of the Prologue Essay The Wife of Bath is quite a complex woman who had very strong opinions on marriage. She feels that she is a good woman to marry as she has been married five times and so has plenty of experience. Her case is argued using her own personal experience vs. auctoritee (written authority). She uses Biblical precedent to help explain herself clearly, and often abuses what the Bible says and teaches in support of her own case. The Wife begins the Prologue stating that she is going to speak of, the wo that is in marriage. This instantly alerts us to her obvious feelings on the subject, she does not like marriage and has not had very good experiences of it, or so it seems. However this is contradicted later on when she says Yblessed be God what I have wedded five! Welcome the sixte. If marriage is full of so much woe then why is she thanking God for her marriage and asking for a sixth? She is giving neither a good or bad case for marriage at the point, simply leaving us wondering what her true feelings are. She also lets us know very early on that she has had five husbands, Housbondes at the chirche dore I have had five. The Wife is setting the foundations and showing us the experience that she has had in order that we take her argument seriously. In this section of the prologue the wife strongly focuses on the Bible and several of its figures. She begins with Solomon, Salomon: I trowe he hadde wives mo than oon. Using this example, the Wife thinks she has biblical support for her marriages. The church taught that you should only marry once and that if you are widowed you should remain in this state. This is something that the Wife strongly disagrees with, and by using Solomon, a great biblical king who had more than one wife she feels she is justifying herself. However here the wife is simply bringing Solomon down to her own level as use for justifying herself, rather than raising herself to him. The Wife uses Abraham and Jacob in similar ways to Solomon. They were both great biblical holy men, and as she states, ech of hem bade wives mo than two. The Church obviously uses the Bible for its teachings, yet they say that you should not marry more than once. From the Wifes point of view they are wrong because all of these men were holy and in Gods favour, so why shouldnt she also have more than one husband. From these points she seems to be making a good case for marriage, it appears as though she is a very knowledgeable woman who obviously knows what she is talking about. However in all of these cases the Wife is using the Bible to her own advantage, there is no balance in what she states, she simply takes the sections that back up her argument. It is unthinkable for her not to be married and she is going to do all that is possible to prove that she is doing nothing wrong and that marrying more than once is acceptable. Even though this biblical knowledge does portray the image that she is full of knowledge, for those who also know a lot about the Bible she may appear foolish and weak. She is not strong enough to take on board everything that the Bible says and produce an argument from that, instead she, in a undoubtedly clever way, makes it as easy for herself as possible. In this instance she is not making a good case for marriage, as she has not proven anything.  Another biblical figure the Wife quotes from is St. Paul. Here she argues against the viewpoint that it is better to remain a virgin than to get married at all. St. Pauls advice is simply that, advice, and he has no authority from God, therefore, He putte it in oure owene juggement. The decision had been left up to us.

The ghost of Christmas present Essay Example

The ghost of Christmas present Paper In Stave 3, which presents the second of the three spirits, The ghost of Christmas present, Scrooge tells the spirit that he has learnt from the last ghost. I went forth last night on compulsion and I learnt a lesson. Scrooge wants to be taught from this ghost as well. He wants to change his ways. Tonight if you ought to reach me, let me profit by it. Scrooge wants to learn and he shows signs that he wants to change. Notably in this stave, Scrooge questions the spirit about the health of tiny Tim. Scrooge asks the spirit this question with an interest he had never felt before. The reply to Scrooge is negative and Scrooge pleads to the ghost to spare his life. He feels that he does not pay Bob Cratchit enough money. The spirit uses Scrooges words If he be like to die he had better do it, and decrease the surplus population. This suggests that tiny Tim will soon die. Scrooge is then overcome with penitence and grief. Dickens then presents a poor familys Christmas to his readers. The Cratchit family do not have a lot, but what they do have they make the most of. The food they have at the table for Christmas dinner is not nearly enough to feed them all properly. We will write a custom essay sample on The ghost of Christmas present specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The ghost of Christmas present specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The ghost of Christmas present specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The goose was cheap, which indicates it was small. Mrs Cratchit is wearing a twice turned gown but brave in ribbons which are cheap. All these are examples of how poor the Cratchits are, but they are generous and loving to each other and Bob Cratchit even tries to thank his harsh employer for the holiday in a toast to Mr Scrooge. Scrooge has been visited by two of the three spirits now. The reader senses that he has learnt a lot and his personality is beginning to change for good. Stave 4 The final spirit the ghost of Christmas yet to come appears in stave 4. He is described as a phantom and was shrouded in a deep black garment, much like the Grim Reaper. The atmosphere in this stave is extremely dark, especially at the beginning. The ghost is also mysterious and unlike the other ghosts. This one doesnt speak which adds mystery. Also much like Scrooge, it spreads coldness. This spirit is dark in contrast to the first two, who were bright. We sense that Scrooge is on the road to repentance, but he has not yet transformed himself. Scrooge wants to know if he can change his future, or whether he has already made the chains he will carry in his afterlife. Some businessmen talk about Scrooges death for a short time with no real care. They soon change the subject. This shows that nobody cares if Scrooge is alive or dead. Dickens makes it clear that it is Scrooges death they are discussing, but until the end of the stave, Scrooge is shown as not realising that he is witnessing the events after his own death. Later, the spirit shows Scrooge that people were stealing his belongings while he was lying on his bed, dead. One woman stole his best shirt when he was lying dead and another stole his curtains. When they sell these items Scrooges reactions show how much he is affected. The spirit then takes Scrooge to a dead body and a graveyard. Scrooge is then faced with his dead body and his gravestone. Scrooge takes to this very badly and starts to plead with the ghost, I am not the man I was. I will not be the man I must have been but for this intercourse. Why show me this if I am past all hope? This shows that Scrooges personality has changed a lot and is continuing to change. He knows he must keep this personality or he will die with a chain. I will not shut out the lessons they teach. He will not forget what the spirits have taught him. Stave 5 starts with Scrooge waking up in his bed. He is very jolly and merry. He then opens his window and cries out to the world, A merry Christmas to everybody! A happy new year to all the world! This is a big contrast compared with stave 1 where Scrooges nephew says Merry Christmas to him and Scrooge replied bah humbug. This shows a complete change in Scrooges personality. Scrooge starts his new ways by buying the biggest turkey he can and sending it to Bob Cratchit and his family. This is a big change from when Scrooge argued with Bob about having a day off on Christmas day. The boy who Scrooge asked to buy the turkey for him was the carol singer that came to Scrooges door in stave 1 and Scrooge scared him off with a ruler, but in stave 5 he gave the boy at least a shilling extra to keep. Later that day he met the portly gentlemen who asked him for a donation to charity in stave 1. This time Scrooge gave them a very generous donation. This shows that Scrooges happiness isnt based on wealth anymore and he is much more sharing and giving. Scrooge then remembers his nephews invitation for Christmas dinner. He is quite nervous, which is a feeling that we havent seen Scrooge have before. He then had to pluck up his courage to go and knock on the door. He went into the room where Fred was and asked permission to come in. Fred jumped up and shook his hand. This shows that even the worst person can be forgiven. Scrooge is at home in a matter of minutes. This is a remarkable change in Scrooge he now appreciates Christmas. The next morning Scrooge is working and Bob Cratchit comes in late. Scrooge growls, hallo Bob then starts apologising. Scrooge then makes it seem like he is going to fire Bob but instead he raises his salary. This also shows that Scrooges happiness doesnt revolve around wealth anymore. It also says in the book that tiny Tim did not die and Scrooge became a second father to him. Scrooge helps other people and charities. He talks to people in the street and becomes a cheerful man. This is a change from stave 1 where people avoided him in the street and even a blind mans dog stayed away from him. Conclusion In conclusion, the novel carries a powerful message both to Dickenss original Victorian readers and to us today. It shows us that Christmas is not just about opening presents, but is about being with family and friends who love us and having a jolly time with them. Whereas today people only seem to worry about what they get for Christmas. Perhaps Dickens A Christmas Carol still has a valuable message for us all. It is about our responsibility towards those who are less fortunate. Dickens wanted Victorian society to be transformed not just his character Scrooge. There is a clear resemblance between the deformed children ignorance and want and the starving children we see in ages of today. Overall this novel clearly has relevance to todays society

Major developmental themes in child development essays

Major developmental themes in child development essays Is development the result of genetics or the result of the love, guidance and the upbringing one receives? That is a very interesting and personal question. In reviewing Table 4.1 in the textbook regarding where the main developmental theories stand on the six themes in development, it appears that most of the theorists involved believe that both nature and nurture have an impact on the development of the child (Child Development: A Thematic Approach (3rd. ed.) (Bukato, Daehler, 1998, p.29). The Ethological theme reports that although behavior is biologically based the environment has an impact and influences behavior patterns. Most of the other themes such as the Learning Theory and the Socioculture Theory are based on nurture or environmental experiences with some biological experiences. An article on the Internet titled Quotations about Nature, Nurture, and Nature via Nurture (1998), reports that there are in fact three 'nature vs. nurture' issues rather than just one. They concern what is innate, what is inherited, and what is important? What is innate to the species, in this case, Homosapiens? Features of human behavior and experience arise from the genes that are shared and without most of which a human child is unlikely to be born with? What is inherited? We can look at genetically similar or even identical twins that grow up in different environments, thus allowing us to learn whether environmental differences, between families, contribute to final observable differences in behavior and personality. Not all physical factors appear to be genetically inherited. For example, the best-known example of this is the case of eye colors in Homosapiens; two brown-eyed parents can have a blue-eyed child if each of them carries the recessive gene for blue eyes as well as the dominant gene for brown eyes. Finally, what is important? With genetic cloning a fact, not a possibility, a society has to determine what is important to the...

The effect of video gaming on children Essay Example | Topics and Well Written Essays - 1500 words

The effect of video gaming on children - Essay Example Various studies in both laboratory and home environments have confirmed that when children play violent video games such as Thrill Kill, Grand Theft Auto or Manhunt it can increase violent behaviors and thoughts. Furthermore, playing violent video games is likely more detrimental for children than watching violent television shows or movies because interactive video games are particularly engrossing and require the player to develop a personal association with the violent characters of the game. Children playing violent video games, at least in the short run, appear to affect hostile behaviors by promoting aggressive thoughts. Long-term effects are likely to be long lasting too because the player is repeatedly and intensely trained then practices violent acts. It becomes progressively easier to access this negative behavior on a sub-conscious level for use when faced with future aggravating circumstances. Children who are repeatedly exposed to violent video games take the risk of altering their basic personality structure. The resulting changes in everyday social relationships may lead to a steady increase in aggressive actions. The interactive environment of the video game suggests its influence is more dominant than the more extensively researched movie and television media. With improved realism and the trend of including increasing amounts of explicit violence in games, those who play (and those who buy) violent video games should be aware of the potential negative conse quences. Infamous consequences have caused far-reaching discussions regarding the effects of video gaming on children. For instance, a national conversation resulted regarding what relationship video games had to the Columbine High School killings where two students massacred 13 and wounded 23 before committing suicide. While several motivations could have played a part in their reasoning, no one has been able to identify specifically what provoked these students to fire repeatedly at their schoolmates and teachers but violent video games have been highlighted as one potentially contributing dynamic. The two teens had played Doom often; a bloody, brutal firearms game that is utilized by the military to instruct the U.S. military forces on how to kill more proficiently. To what extent this video game influenced the actions of these two students has been debated since the 1999 incident. The Entertainment medium, it is widely acknowledged, is a tremendously influential aspect for all people. It is logical to believe video games, especially the ones that depict violence, will have an effect on the violent behavior of impressionable children. Currently, little research exists which has thoroughly examined the connection between violent actions and violent video games. â€Å"Although the belief that the media are causing a harmful effect is wide-spread in the public, knowledge about the nature of the negative effects and how they work seems to be lacking. A good illustration of misinformed nature of the topic among well-meaning people occurred just after the shooting at Columbine High School† (Potter, 2002 P. 3). Because too few studies exist, parents lack needed knowledge regarding the effects video games have on their children. However, this absence of reliable information doesn’t prevent amateur psychologists, parents mostly, from accusing anything and everything except their precious kids or themselves for the violent acts their children commit. A similar ex ample might be a parent that blames their child’s violent tendencies, drug use or suicide on a line in a certain song. If a child unfortunately tends their life, the lyrics of a song may have been the last straw but the underlying bale of emotions producing their feelings of hopelessness and depression was much more to blame for the act. Parents too frequently look for the most convenient target to place blame instead of placing responsibility on their kids’ or their own weak parenting skills. â€Å"We are a country full of finger pointers. When tragedy occurs, we blame the media, the movie industry, the video game industry; the list goes on and on. However, no one bothers to look in the most obvious place, the mirror† (Potter, 2002 P. 3). Usually, it is the parents who purchase violent video games then have the game, in conjunction with the television, babysit their children. If these parents were worried about a relationship between video violence and their ch ildren committing violent acts then why did they buy the game to start with and why do they permit their kids to watch violent cartoons repeatedly or

History of American Economics Essay Example | Topics and Well Written Essays - 1750 words

History of American Economics - Essay Example The US economy has overthrown all other economies since then and is ever-growing with the passage of time. A brief chart is given below for further understanding. Table 1: RAILROAD MILEAGE INCREASE BY GROUPS OF STATES 1850 1860 1870 1880 1890 New England 2,507 3,660 4,494 5,982 6,831 Middle States 3,202 6,705 10,964 15,872 21,536 Southern States 2,036 8,838 11,192 14,778 29,209 Western States and Territories 1,276 11,400 24,587 52,589 62,394 Pacific States and Territories 23 1,677 4,080 9,804 TOTAL USA 9,021 30,626 52,914 93,301 129,774 SOURCE: Chauncey M. Depew (ed.), One Hundred Years of American Commerce 1795-1895 p 111 (Source Wikipedia) The independent yeoman farmer continued to exist, particularly in New England and the middle colonies, but most settled land in North America by 1750 was devoted to the cultivation of a cash crop. New England turned its land over to the raising of meat products for export. The middle colonies were the principal producers of grains. By 1700 Philadelphia exported more than 350,000 bushels of wheat and more than 18,000 tons of flour annually. The Southern colonies were, of course, even more closely tied to the cash crop system. South Carolina, aided by British incentives, turned to the production of rice and indigo. North Carolina, although less oriented toward the market economy than South Carolina, was nevertheless one of the principal suppliers of naval stores. Virginia and Maryland steadily increased their economic dependence on tobacco and on the London merchants who purchased that tobacco; and for the most part they ignored those who recommended that they diversify their economie s by turning part of their land over to the cultivation of wheat. Their near-total dependence upon the world tobacco price would ultimately prove disastrous, but for most of the 18th century Virginia and Maryland soil remained productive enough to make a single-crop system reasonably useful. As America evolved from subsistence to commercial agriculture, an influential commercial class increased its power in nearly every colony. Boston was the centre of the merchant elite of New England, who not only dominated economic life but also wielded social and political power as well.. And it is clear that the commercial importance of the colonies was increasing. During the years 1700-10, approximately 265,000 sterling was exported annually to Great Britain from the colonies, with roughly the same amount being imported by the Americans from Great Britain. By the decade 1760-70, that figure had risen to more than 1,000,000 sterling of goods exported annually to Great Britain and 1,760,000 annually imported from Great Britain. (Source Britannica encyclopedia) Situation now days The United States of America holds the honor of world's greatest economic power in terms of gross national product (GNP) and is among the greatest powers in terms of GNP per capita. The nation's wealth is partly a reflection of its rich natural resources. With only 5 percent of the world's population, the United States produces nearly one-fifth of the world's output of coal, copper, and crude petroleum. The agricultural sector produces nearly one-half of the world's corn (maize); nearly one-fifth of its beef, pork, mutton, and lamb; and more than one-tenth of its wheat.

Criticism Philosophy Essay Example for Free

Criticism Philosophy Essay Not too many people can listen none defensively, or none antagonistically, to criticism. And very few of those who listen admit it when they see that they are wrong. The thing is, we think that admission of guilt, or of being wrong, or that we have made a mistake, is a sign of weakness. Yet true failure is repeatedly refusing to see your faults. Learning to listen to criticism is a life skill that wed all do well to master. It is about keeping our hearts open (deferring judgment), and ensuring that we are not emotionally aroused (intimidated, irritated, etc.) by our critic (this is deferring reaction). Learning to listen to criticism is about carefully absorbing what is being said, and then honestly evaluating if it is fair, true, constructive or destructive. Only after weve carefully listened to and evaluated the criticism can we respond to it. SECTION B: HOW TO TAKE CRITICISM 1). See criticism as an opportunity to work together with the critic to solve the problem; not as an adversarial situation. Even if you cant solve the problem together with the critic, consider the moment they criticize you as an opportunity for all of you to grow from whatever the problem is. See it as an opportunity for straightening things out; as an opportunity to hear them out, question them where you need clarity; and as an opportunity for you to clarify what needs to be clarified. This calls for changing your mindset; for changing your attitude (from an adversarial one to a positive one) towards criticism. 2). View criticism as valuable information about how to do better, not as a personal attack. Criticism, regardless of whether it is used as a constructive or a destructive tool, can provide us with valuable feedback on our performance. It provides us with feedback on where weve fallen short, and that (i.e., knowing what we need to improve on) is important for our learning and growth. So even when your critic uses criticism as a destructive tool (e.g., as a personal attack, or as a way to put you down, or as a way to manipulate you, or as a way to maintain a psychological advantage), identify his intention but decide to pay particular attention to the criticism itself. Evaluate the criticism itself, and identify what feedback you may get from it. To be able to evaluate the criticism, you must 3). Listen carefully to what is being said. This is taking up all the data, and evaluating it to see if it has any validity. 4). Watch the impulse to defend (See Defense Mechanisms): Just listen and evaluate. Know the difference between emotional thinking and rational thinking; use your head, not your heart. Dont give in to your emotions (be it laughter, anger, fear, or whatever): simply listen! 5). And if the criticism is too upsetting, ask to resume the meeting later; after a period to absorb the difficult message, and cool down a bit. SECTION C: HOW TO GIVE CONSTRUCTIVE CRITICISM 1). BE POLITE AND SENSITIVE. This is a call for empathy; for being attuned to the impact of what you say, and how you say it to the person on the receiving end. The person (on the receiving end) is most likely to be defensive. S/he may resort to loud and angry words, or may even cry. Be ready for whatever reaction (including rebuffs, or attacks to hurt you back; breaking down into tears; begging you for forgiveness and sympathy; and so on. There is a whole catalog of reactions to criticism: be ready for any of them, and maintain your calm). 2). BE SPECIFIC. Dont criticize the whole person (by using global labels or sweeping generalizations). It is demoralizing for people to know that there is something wrong without knowing what the specifics are, so that they can change. Focus on the specifics; saying what the person did well, what was done poorly, and how the situation could be changed. The following approach is very effective (I call it the VWXYZ-approach): V Tell the person what they did well (You did this and that very well.); W Tell the person how happy you are, and/or how beneficial to you (or to the organization) this positive input was; X Tell the person what was poorly done; Y Tell the person what the damage means to you (or to the organization); Z Give the person suggestions, if you have any, as to how the situation can be changed or rescued. Tell them how they would be expected to handle a similar problem in future. 3). OFFER A SOLUTION (See Z above). The critique, like any useful feedback, should point to a way to fix the problem. Show the person other possibilities and alternatives. 4). BE PRESENT. Critiques, like praise, are most effective when given face to face, and in private. Writing a memo, letter, or email robs the person receiving the criticism of an opportunity for response or clarification. In conclusion, you have to differentiate between criticizing someone and fighting them because of your own secret agenda. When you criticize, you want the person to improve, so that s/he can be better, or so that you can live in harmony together. But when you fight someone, you criticize out of hate or resentment: your agenda is to hurt, not to help. SECTION D: THE MYTH OF REALITY We all see reality through different colored glasses. Our feelings, inborn abilities, psychological make-ups, personalities, egos, characteristics, physical or emotional well-being, fears, desires, needs, wants, beliefs, and so forth, all play a role in our perception of reality. The assertion, THERE ARE NONE SO SURE ABOUT (THEIR PERCEPTION OF) REALITY AS THOSE WHO ARE TOTALLY DELUSIONAL, has a grain of truth in it; at least when it comes to things that can be disputed. Since our perceptions of reality differ, those who criticize us do so based on the perceptions (of reality) that they have in their minds. Our critics perception of the reality of what they are criticizing us of usually differs from ours. If one perception can be demonstrated to be 100% correct, then those on the wrong side of perception should admit that they are wrong, without any fear of being conceived as weak! The real truth is that admitting that you are wrong (when you realize that you are) is a sign of being strong minded. If, as in many cases, none of the various perceptions of the conflict-causing situation can be demonstrated to be 100% correct, then we should acknowledge that our perceptions are different, and simply agree to disagree. Before you criticize someone, be sure that your own perception of reality is 100% correct. If you are not so sure, be sure to point out from the onset that you (and the one you are criticizing) have different perceptions of reality, but you are not sure whose perception is correct. You may then criticize the other persons perception, and then defend your own. SECTION E: TYPES OF CRITICISM Behind each criticism, there is an INTENTION to either put down the one being criticized or to help them (i.e., to build them up). Whether one intends to build up or to destroy, they will use STATEMENTS which are either FACTUAL, or FALSE, or (as is usually the case) a MIXTURE of TRUTHS and LIES. To analyze and evaluate someones criticism, we have to LISTEN very carefully to what they say. If we are not sure that we have heard them correctly, we have to SEEK CLARIFICATION. We have to: I). IDENTIFY THEIR INTENTIONS (to help or to put down); II). DETERMINE THE MANNER IN WHICH THEY CRITICIZE US (are they patronizing/condescending/adversarial or tactful/sympathetic/building up?); III). DETERMINE WHETHER THEIR INFORMATION IS ACCURATE OR WRONG. We must SEPARATE FACT FROM FICTION. We now look at the different types of criticism. 1. CONSTRUCTIVE CRITICISM This occurs when your critic is motivated by the desire to help you; that is, when the person who criticizes you means well. Their manner of presenting the criticism may be good or bad, and they may possess facts, or a mixture of facts and fiction, or only inaccurate information. But the important thing is what drives the critic is the desire to help you. 2. DESTRUCTIVE CRITICISM In this kind of criticism, your critics intention may be one or more of the following: 2.1). PUTTING YOU DOWN. This may be in the form of a pointless nagging, or habitual recitation of your failures, or calling you names when they criticize you, or making sweeping generalizations; 2.2). ONE-UPMANSHIP. This occurs when one tries to maintain a psychological advantage over you, or to prove that they are better than you; 2.3). MANIPULATION. The critic may criticize what you are doing in an attempt to get you to do something else. This is often called CHILD PSYCHOLOGY. o SECTION F: RESPONDING TO CRITICISM There are two ways of responding to criticism; one is Ineffective Response, and the other is Effective Response. 1. INEFFECTIVE RESPONSE STYLES These are: 1.1). AGGRESSIVE STYLE. The techniques used include: Counter Attacks; Insulting or name-calling; Loud Denials; Mocking (Cynicism); and Sulking in anger. This style of responding to criticism is adversarial, and often leads to fights and/or resentment. 1.2). PASSIVE STYLE. In this style of response to criticism, you agree, apologize, or surrender at the first sign of (a usually destructive) criticism. You may panic and tremble physically. Or you may remain silent in a coward manner (which is different from sulking angrily). In this response style, you give your critic too much power, while sending your own self-esteem crashing rock-bottom. You do not seek clarity, and you do not even try to defend yourself. You do not try to give clarity, even where you feel you have been misunderstood, or wrongly accused. You may even take responsibility/blame for things that you have not done or said. Your fear overpowers you, and you just wish to be left in peace! 1.3). PASSIVE-AGGRESSIVE STYLE. This may involve being silent, but not fully cooperative. Or you may respond passively by apologizing and agreeing to change, only to get even with your critic later; by not being fully committed to whatever you promised; or by botching it up; etc. 2. EFFECTIVE RESPONSE I). TRY TO DETERMINE YOUR CRITICS PERCEPTION OF REALITY. When someone criticizes you, ask yourself what may be their perception of reality; ask yourself what may be driving him/her to criticize you. Remember that we all see reality through different colored glasses. Resist all urges to respond (aggressively or passively, through panicking or being submissive) before evaluating the criticism. If you are not sure what your critics perception of reality is, and if you are allowed to, ask them (See III below). If you are not in a position to ask them directly, evaluate their criticism; for you may get, from the criticism itself, an idea of what your critics perception of reality is. In any case, it is important to be sure of what your critics perception of reality is. II). EVALUATE THE CRITICISM. It may be possible to tell from your critics tone of voice, from their facial expression, or from their posture, what their intentions of criticizing you are. It may be possible to tell this from context (this applies especially when you get a written critique). It is important to IDENTIFY what your critics INTENTIONS are. Whilst evaluating your critics criticism, do not jump into conclusions, and do not rush to responding. Forget your self-esteem, and concentrate exclusively on the criticism. As already mentioned, you first have to identify your critics perception of whatever they are criticizing you of. Next, identify the critics intention: Do they wish to build up or to destroy/hurt? Is their criticism constructive or destructive? Next, determine the manner in which the critic gives the criticism: is it good or bad? Are they patronizing/condescending, or are they considerate of your own feelings? Hear their tone. Do they want to help or hassle? You may also take into consideration your relationship with the critic. Is it a loved one? Is it your boss or superior? Is it a friend? Or is it someone who doesnt even know you that much? Whatever the case, you want to live in harmony with the critic; but you also want to correct misconceptions. You want to clear the air, and clarify what needs to be clarified. Check whether the criticism is accurate. Is the critic using facts, a mixture of truths and lies, or only lies? III). PROBE. As already pointed out in I), when someone criticizes you, they have a certain perception of what they are criticizing you of, and it is your right to be sure that you correctly understand what they say. Ask your critic to be specific; not to make sweeping generalizations. Ask him to support his claims. Ask him whether he is sure of what he is saying. Ask him what his perception of the situation is, and whether he is sure that his perception is correct. Ask him to give examples of where you went wrong, and to tell you how you should have performed in those instances. Ask your critic to tell you exactly What you must do. Having probed the critic, and having evaluated his criticism, decide whether his criticism is constructive or destructive; decide whether his manner of presenting the criticism is good (considerate) or bad (patronizing/condescending); and whether the information he uses is accurate, inaccurate, or a mixture of truths and lies. We now give guidelines on how to respond to (constructive and destructive) criticism. 2.1 HOW TO RESPOND EFFECTIVELY TO CONSTRUCTIVE CRITICISM. Depending on your critics nature, he may couch his constructive criticism in terms of good suggestions for change, or he may patronize you. However well-meaning someone may be, patronizing and/or condescending (which occurs when someone tries to appear better) is bad, and is likely to provoke an adversarial reaction. This is because when someone is patronizing us, we are bound to feel uncomfortable, and we may give in to impulsive negative reactions. So even when your critic has good intentions, the MANNER of GIVING the CRITICISM may spoil it all (See HOW TO GIVE CONSTRUCTIVE CRITICISM in CRITICISM PHILOSOPHY I). In criticizing you, your critic will use some statements which are true or false, and/or some statements whose truth values may be unknown. He may have accurate or wrong information. If, in criticizing you constructively, your critic uses accurate information, or facts, to patronize you, or uses facts in a condescending manner, you may acknowledge the truth or validity of his point(s), but point out that his patronizing (or attempts at appearing better) is spoiling or defeating his good purpose (i.e., to help). If your critic puts his (accurate) information in a good manner, acknowledge the facts and thank him for pointing them out. Tell him that you are going to consider his points. If your critics information is inaccurate, you may correct him. Thank him for trying to help if his manner is good; but if, in addition to using wrong information, your critics manners suck, tell him that not only is his information inaccurate but his patronizing or condescending is really uncalled for. If your critic uses a mixture of facts and lies, acknowledge the facts (and give thanks for them), and correct misconceptions. 2.2 HOW TO RESPOND EFFECTIVELY TO DESTRUCTIVE CRITICISM Lets now suppose that you have determined, to your satisfaction, that your critics intention is not to help you, but: to put you down; or to maintain a psychological advantage over you; or to manipulate you. As in the constructive case, your critic will use some statements; some of which may be true, whilst others may be false. In handling such a critic, simply acknowledge what is true and refute what is a lie. Disprove what needs to be disproved, and state your opinion on what is neither here nor there. It is important not to pick a fight, but to concentrate on the criticism.

Speech on Powerful Nature of Books :: essays research papers

I'd like all of you to raise your hand if you have read a book. You may be wondering what I am doing, but I wanted to show you something. I wanted to show you how many people have read books. These people don?t always fit into one category. They may be young, they may be old, rich, poor, and even education levels differ. Books range in topics from sports to science fiction to western. At one point or another in our lives, we were probably captivated by the words or picture on the sleek pages. If that is the case for you, then you, my friend have experienced the immense power of books. You all know that books can give hope to a hopeless soul, and they can give one wisdom and intelligence. Maybe you have been feeling down, and in your angry state, for some reason or another decided to pick up a book. While tearing through the pages, you may have seen a glimmer of hope. Gary Paulsen, the well published author shared an experience when books gave him hope. He was a young kid, 10 years old, and just transferred from the Philippines to a public school in Washington D.C., He dropped his coat off in the in-room coat room, and was so frightened that he simply could not move. The teacher noticed this and went back into the room with him. She brought a book with a horse on the cover and let him turn the pages. This enabled him to interact with the book. When the teacher felt he was ready, she asked him if he wanted to come out. He agreed, and she held is hand as he was led into the classroom, to his seat. Paulsen?s story was just one of many stories of how books instilled hope in someone. Books gave Paulsen an escape from his drunken, screaming parents, gave him a plac e where he could be free from school bullies. Whether a book makes you go from a rage, to just a little sad, or from sad to happy, books can give one person hope. Books can do more than provide hope. Books, as you would expect, can give someone intelligence and wisdom. While, Paulsen was a young thirteen year old living in the a Minnesota town, he was selling newspapers to drunks, trying to scrounge up some extra cash to buy nicer clothes to fit in with the popular kids in school.

Stop-Time’ by Frank Conroy: An Overview

In Frank Conroy’s memoir, Stop-Time, he encounters many situations throughout his childhood that allow him to mature and gain knowledge of the world he lives in. As Frank grows older, he understands fear, hatred, and unfairness. He first encounters corruption when a police officer approaches him and Jean on the streets of New York and accepts a bribe from Jean. As Frank watches the police officer casually leave after taking the bribe, he feels disillusionment towards the police officer. By passively observing the officer, rather than aggressively interfering in the situation, Frank matures. Frank’s encounter with the police officer allows him to comprehend that anyone, regardless their level of authority, is capable of setting their morals aside and cheating. Frank and Jean meet with an Italian who shows them how to bribe the cop in order to avoid a citation. In this scene the phrase â€Å"son of a bitch† is used ambiguously, since it is hard to tell who might of said this (133). By not specifying who said the phrase â€Å"son of a bitch,† it leads to the assumption that that either Frank or the Italian or both, are expressing their anger towards the police officer. Frank and the Italian feel resignation towards the police officer. The police officer abuses his power of authority; he possesses the power to control many of the fruit vendors by forcing them to pay a small fine. The police officer is playing a game with all the fruit vendors in which only he is victorious. The ambiguity of this phrase can also stand as a representation of all the fruit vendors, they all feel that they have lost to the cop’s game and end up giving him what he wants. As the police officer approaches Jean and Frank’s fruit stand, Jean orders Frank not to watch the cop. However Frank’s curiosity takes over and he ignores Jean and waits to see whether or not the cop accepts the bribe. Frank describes the cop’s actions and attitude as calm. The police officer was â€Å"slapping [the baton] neatly into his palm every few seconds like the piston of an engine. † Frank compares the cop’s actions to a piston of an engine to signify his calm and repetitive actions of corruption. A piston of an engine repeatedly goes up and down with no other movement and continues until the engine is shut off. Frank’s comparison of the cop to a piston signifies that the cop routinely breaks the law. The cop’s breaking law routine ends when he no longer wears the uniform and is off duty. This shows that the cop is like any other person; once his shift is over he looses all power of authority, just like a piston looses its power when the engine is stalled. The police officer’s act of corruption consumes Frank’s attention. Frank’s passive observance and curiosity allows him to describe the police officer with great detail. When the officer came within touching distance, Frank becomes shocked as the police officer reaches over to take the money. Frank’s focus allows him to describe the cop’s, â€Å"big arm, covered with thick, curly, ginger-colored hair,† in great detail. The great detail he describes is due to Frank’s astonishment that a police officer, who is supposed to uphold the law, would break the law. Frank’s passive observance allows him to become more mature: Frank had many opportunities to speak up and take action to stop the cop from taking the bribe, but he remained silent and still. Before the police officer took the bribe, Frank respected the police officer, but after he took it, he was nobody. After Frank witness the police officer take the bribe and walk away, he transforms the way he thinks of authority and regards those who break the law as nobodies. Frank strips away the Police officers power by saying, â€Å"approaching, he’d been a policeman, and now, retreating, he was just a man dressed in blue. † (133). As Frank is experiencing this, he begins to understand that police officers who gain authority by dressing a certain way with a badge, does not necessarily mean that they will enforce the law and do the right things. Frank takes the power away from the cop by describing him â€Å"as a man just dressed in blue,† with no special significance, as if he were just any other person rather than an authoritative policeman. Frank â€Å"couldn’t have been more astonished if [the police officer] disappeared in thin air. † (133) Air is a representation of nothing. Frank’s reference of the cop to air signifies that the cop has no authority: the cop is just like any ordinary person. When you think of a police officer, you imagine peace and order. When Frank encounters a police officer, he gets exposed to corruption. Being exposed to corruption helps Frank realize that the world he lives in is not perfect. Conroy learns that individuals should respect authority and not rebel when an authoritative figure performs an act of corruption. However you should question corruption rather than be oppressed by it. Frank matured by not interfering with the police officer, but he could of gain more knowledge by revolting the cop’s action and standing up for what he thinks is right.

Social Problems Continuity And Change - 944 Words

In the book â€Å"Social Problems: Continuity and Change†, I studied the chapter Schools and Education. This chapter is very informative on the different social problems that are occurring within schools and education in the United States. The chapter begins with the definition of education, briefly explaining how it is a social establishment that teaches people skills, knowledge, norms, and values that will be beneficial in today society. There are two different types of education. They are formal education and informal education. Teachers, through professional training, often teach formal education to students whereas informal education can occur anywhere, mainly in homes by parents or guardians. The education in the United States today has main focuses, such as educational attainment, which is how far a student can get in school depending on family income and race/ethnicity. Family’s race and income can affect the possibility of someone’s attendance in college. The rate for dropouts in schools is highest for Latinos and Native Americans and lowest for Whites and Asians. As for income, families with high income are more likely to attend college than families with low income. Gender also effects educational attainment. There is a gender difference today that females are more likely than males to graduate high school, and finish college and obtaining a degree. The UnitedStates is considered a credential society, which indicates if a person has the knowledge, degree or skillShow MoreRelatedThe Reforms Of Gaius Marius And The Aftereffects Of The Late Republic Period And Beyond Essay1682 Words   |  7 PagesThe first century BC brought about a number of important changes for the Roman army. Most notably, the reforms of Gaius Marius and the aftereffects of both the Social and Civil Wars altered the Roman army as a whole. 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