A Researched Investigation on Best Practices for English Language Learners Essay

ELL students represent a large percentage of the population within schools in the United States. This group of students is actually increasing more than that of English speaking students. (Shore, 2001). This group also has a very high drop out rate, coupled with low ranking grades, academic achievement and scholarly expectations. Truly, ELL students are considered an â€Å"at-risk† population. (Thompson, 2000). In order to confront this challenge, teachers are faced with a unique situation that requires a unique solution in order to help these students not only learn the English language, but also to bring them up to speed with the academic material congruent with modern learning standards. The focus of this investigation asks the question, â€Å"How can teachers best instruct English Language Learners (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? † The investigation will then state a hypothesis as to the proposed best models under which teachers can best instruct ELL students. The paper will then support this hypothesis, cross-referencing literature reviews which outline non-traditional models of instruction that have proven to be the most effective in instructing limited English learners. It will then finally look at some of the conclusions to be derived from the investigation, reflecting on how teachers can best inspire students, and offering a few real-world application scenarios to the adjusted models. Hypothesis The current modal that schools use to deal with ELL students is that of the â€Å"sorting paradigm. † This model normally â€Å"sorts† ELL students into low-quality education programs which do not challenge or inspire students. For this reason, many students will drop out of school and will not obtain a high school diploma. It is hypothesized that if ELL reform involve high-quality programs integrating other modules that differ from the current monolingual teacher/ traditional teaching scenarios, more success can be achieved by ELL students. Despite vast changes in second language acquisition theory and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to behave as if he or she is monolingual, has remained the dominant practice in the teaching of ELL. (Ellis 2004) Furthermore, non-traditional teaching scenarios also instill more of a sense of purpose and placement into students who are confronting the challenges of a new culture and a new language. Finally, these nontraditional models incorporate a greater sense of individual self esteem and opportunities for success than traditional models. Non-traditional models help students assimilate the culture, traditions, values, attitudes that are associated with their new language and surroundings. This paper will outline some of the recent literature supporting the hypothesis in favor of non-traditional ELL models, and will take a critical analysis that expounds upon some of the downfalls of traditional methods. Review of Literature Studies show that most teachers are ill-equipped at dealing with the different levels of language acquisition. A recent study from the Johns Hopkins University has mentioned some important tools for recognizing these different levels of language acquisition in students. This experimental study of reading programs for English language learners has shown that existing evidence favors bilingual approaches to teaching students, especially paired bilingual strategies that enable teachers to teach students reading in their native languages, and English, at the same time. This study also showed that English language learners benefited from other models of instruction such as systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading. In order to effectively develop these programs, it is necessary for school systems to increase ELL budgets. Statistics show that there has been a huge increase in the amount of ELL students. (Nunez-Wormack, 1993) Unfortunately, while the number of students is actually growing, there have been huge cuts in budget programs designed to serve ELL students. A nontraditional model of teaching ELL involves a monolingual (English-speaking) teacher who only a traditional oral-classroom. The theory behind this model is that the ELL student will learn more from a monolingual teacher who will not be tempted to revert back to the student’s mother tongue as a means of understanding. This is also a theory that is becoming widely challenged in regard to ELL best practice methodology. Freeman and Freeman (2001) CITE believe that a traditional oral-based classroom does not take into account the multitiered nature of the students experience. The Center for Research on the Education of Students Placed At Risk (CRESPAR) gives us an example of these non-traditional systems of learning involving utilizing explicit teacher talk, think-aloud, story-telling, dramatizing, poetry readings, pantomiming, singing, peer-discussing, read-aloud, shared reading, small group instruction and peer instruction. Qualitative data analysis from a comparative study looking at traditional oral classrooms compared to a computer-assisted classroom also showed that the use of technology in ELL programs also showed positive effects for the use of computers in ELL classrooms. (Sullivana, Prattb 1999) Another issue in the traditional versus nontraditional models for ELL learning is that of monolingual versus bilingual (1st language usage) in the classroom. Typically, there has been a widespread acceptance of English-only medium of communication within the confines of an ELL classroom. There is a growing body of evidence that support the view that L1 (native language) and/or bilingual teaching methods are actually more beneficial to ELL students. Many studies have shown that bilingual scenarios actually support the student both technically and culturally in their advancement (see, e. g. , Judd, 1987). It is widely accepted by ELL teachers today that the use of L1 impedes students from process in the acquisition of English. According to Phillipson, (1992) English is best taught monolingual, by an English is a native speaker, and without the use of other languages, as the standards of English will drop. Recent research suggests that this rationale is not helpful. Currently, the drop-out rate for ELL students is unbelievable high. A study of effective practices for linguistically and culturally diverse students (Garcia, 1991) found that classrooms that integrated L1 were more successful in the long run, both in regard to use language and the transition to the English language. An NCLE survey identifies two studies that point towards the beneficial effect of L1 language use in subsequent oral and written English acquisition. (Robson’s 1982 study of Hmong refugees in Thailand and Burtoff’s 1985 study of Haitian Creole speakers in New York City). Rivera (1990) discusses a variety of options for integrating L1 into instruction, stating that because L1 is available, many more students will actually be inclined to participate in the classroom. Often, students will drop-out due to an insecurity and embarrassment to speak English. D’Annunzio (1991) reports that students had significant success with this model. Strei (1992) reports that drop-out rates decreased from a shocking 85% (with traditional monolingual English instruction) prior to the program to 10% (with the non-traditional bilingual model). Studies also show that this methods reduces social anxiety, increases the effectiveness for learning, takes into account important cultural factors, and allows for learner-focused curriculum development. Piasecka (1986) argues that it allows students to use languages as a â€Å"meaning-making tool† for effective communication, instead of an end in itself. How can teachers best instruct English Language Learner (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? Haynes & O’Loughlin (2002) introduce the concept of â€Å"scaffolding. † This refers to the teacher offering meaningful support, using questioning techniques to elicit response that can be related to the student’s own cultural background. Normally, this is not a technique provided within the classroom, and usually on the contrary, the teacher attempts to avoid all associations to the students native language and culture. The study also suggests that â€Å"sheltering† is an effective mechanism whereby the teacher introduces new content through the use of music, story-telling, visual aids and play. Another effective technique is â€Å"reciprocal teaching. † Using this method, the teacher presents and interactive lesson whereby he/she can assess the students comprehension in relationship to the lesson, constantly restructuring lessons in regard to student success. This method is successful in enhancing learning processes, and increases the self-esteem of the student. Proven Best Practice Guidelines for ELL Teachers and Learners What would be the characteristics of the best ELL educator, as well as the optimum program for ELL learning? The following is a suggested list from Texas A&M report, State of the Art Research and Best Practices in Bilingual/ESL Education, competent teachers should 1. Use many visual aids 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. Perform demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6. Provide vocabulary previews of forthcoming lessons. 7. Ask students to make predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. Related Studies in Best Practice for the ELL Classroom Franco (2002) argues that students who are beginning their studies of English respond to non-verbal stimulus, and display a very limited understanding of language when it is only spoken. Currently, oral-teaching is the standard practice within ELL. Franco argues that students rely heavily on peers for language learning, and therefore benefit from work in small groups, and are particularly successful when this group work involves pantomiming, role-playing, and visual support. The author also concurs that only in later stages of language fluency does a student do well with ordinary conversations and printed-page learning. Many ELL children are faced by what Olsen (2000) refers to as â€Å"language shock,† or a struggle to learn a language within a society that is not always open to the diversity of other cultures. ELL students face many obstacles including a dilemma faced by the need to embrace a new language and culture, while at the same time, feeling that are forced to abandon their own language and surrender key aspects of their identity. Olsen refers to this as the power struggle between the old and new. Another challenge to students is the fact that they are primarily taught academic English. Many can attest that the languages learned in a classroom is very different than the â€Å"slang† spoken by their peers in the hallways. ELL students are usually separated from native English speakers, and do not have the opportunity to learn slang through social interaction. Olsen believes that ELL students, due to the current method of instruction, end up torn between their native culture and the new culture. (Meyer, 2000) suggests that teachers can help ELL students overcome these barriers though changes in instruction. Meyer suggests the strategy of Vygotsky’s social interactionist theory. This theory suggests that children internalize language and learning through cultural and group mediation. Vygotsky observed that higher mental functions developed through social interaction. Through these interactions, a child learns speech patterns, oral and written language skills, cultural clues, slang and symbolic knowledge. These things are what allow an ELL student, similarly, to obtain knowledge. The most important contribution of Vygotskian psychology to the ELL best-practice investigation, is called cultural mediation, which refers to the fact the people obtain specific knowledge through a shared knowledge of a culture. This is the process of internalization. Truly, a student cannot be expected to succeed without the mediation and internalization process, and equally, students can only gain this knowledge through non-tradition teaching methods. This theory sets up a classroom that fosters learning by such methods (as mentioned before) as modeling, internalization, cultural mediation, scaffolding and constructive understanding of projects. The social interactionist model has the gaol of making the ELL students become independent thinkers and problem solvers themselves. In the article, Turning Frustration into Success for English Language Learners, authors Brice & Roseberry-McKibbin (1999) address the issue of language learning disabilities. More than any other student, these students face the most challenge. The authors argue that the current system is â€Å"an underlying language learning system that is inadequate for learning any language. † These studies show that ELL student progress is greater when a speech pathologist and classroom teacher work together with learning in groups. These same studies also showed that progress was greater when these methods of teaching were employed on a consistent daily basis. The following is a summary of best practice strategies from Turning Frustration into Success for English Language Learners: Teachers should check in with students as to whether they understand was it is expected of them before starting a new project or lesson Students from similar cultural or linguistics backgrounds should be encouraged to support one another, and even sit near each other Repeating is necessary Teachers should come up with good questioning techniques. Students should be given ample time to formulate answers Students should be given time to think of answers before they are called on Teachers should avoid giving content which is beyond expectations Teachers should speak slowly Teachers should use multi-sensory methods (hands-on) Scaffolding should be used Critical Analysis Each of the above mentioned resources state the following conclusion: Teachers must incorporate non-tradition methods of instruction into ELL classrooms in order to work with best-practice methodology. It is stated over and over that educators must work with education within the context of a social and cultural climate. Simply put, relationships between teachers and students have a major impact on how well an ELL student will grasp the host language. These articles also point to the issue of power structure and peer struggles among ELL students. Truly, students cannot achieve in a hostile learning environment. It is well-documented in these and other studies, that ELL children are often made fun of my teachers and students when they speak their native languages. This leads to social withdrawal and shyness. It is easy to see how this problem worsens the situation in regard to language learning, where the goal is free-expression through words. Olsen (2002) is correct in his opinion that ELL students remain torn between two worlds. This leads us to the understanding and backing of biculturalism and bilingualism. This is another best-practice that the above studies and articles support. Truly, a society that embraces diversity, biculturalism and bilingualism will help ELL students not only learn English, but will allow them to maintain their native tongues. Conclusion Upon an extensive review of recent literature, it can be stated that ELL students generally have different needs than native English-speaking students. They generally require more support and individualized attention to their needs. They are undertaking a huge task of attempting to learn their studies, while at the same time aquaria new linguistic and cultural skills, while at the same time merging new experiences and environments. It is clear from the presented research that the current traditional, oral-based ELL classroom environment is simply not conducive to learning. The staggering drop-out rates among ELL students are a testament to these findings. It has also been consistently shown that these drop-out rates improve significantly when a bilingual, nontraditional instructional environment is created. It is clear that the best practice for the area of ELL education can be best understood not merely as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the aforementioned social-interaction theories. Students must being to get â€Å"know-how† in ELL classrooms. The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own. Reflection In reflection on the issue, one must not forget that we are talking about human beings. Many do not stop and think about how challenging it must be to leave one country and be forced into social, cultural, linguistic and educational upheaval. Many of these students have reported that they drop out because no one cares about them, people make fun of them, or because they feel that they cannot succeed within the education system. Unfortunately, many teachers see diversity as a problem that they must overcome. However, diversity can actually be a powerful instrument that will allow students to feel at home within the context of the classroom. It is important to reflect upon the fact that many under-represented minorities within the education system actually begin to see their ethnicity as a barrier to success. Many times educators do not explain how learning English, or any other subject for that matter, can be connected to the student’s traditional culture. Truly, diversity is on the increase in every school in the country, and teachers should begin to accept a move towards bilingual and multi-cultural settings. The following section will outline easy applications that can incorporate some of these best practices into the everyday lesson plan. Applications Practically, teachers can begin the apply some of the non-traditional methods of instruction that have been outlined in this essay. The following section discusses some of the real-world practical application of best-practice ELL instructional methods. These suggestions are designed to be practical and easy to adhere to. They require no special training and are practices that any ELL teacher can begin to incorporate into the classroom, whether they are monolingual or bilingual. Best-practice methods can be as simple as seating ELL students in the middle of the classroom (if mixed with native English speakers) so that they may see/hear what other students are doing. Teachers can assign a peer-buddy to the ELL student. They can also provide pictures and illustrations to illustrate new words and terms. Using pictures, maps, globes, tables, movies, slide shows, etc. , will help the student to grasp concepts more readily than a standard oral-instruction. Educators should give clear examples of words and concepts. Another useful tool for teachers is a tape recorder and listening material, as well as supplementary pictures, newspaper clippings and periodicals. A wonderful way of making ELL students feel comfortable is to ask them to describe cultural events or famous people from their home country, in English. This shows them that the educator is interested in their lives and home-culture. Cooperative groupings are great way to allow the student to begin expressing in English. The small group is less intimidating than a larger one. Prepare students by giving them vocabulary lists, with bilingual aids, and consistently acknowledge each and every student. Teachers can make learning English fun by collecting high interest, low-level books such as comic books or children’s books that portray events and cultural characters in simple English. Teachers can use games in small groups, drawings, cartoon bubbles, and music to make the challenge more fun. Reference List Auerbach, Elsa. TESOL QUARTERLY Vol. 27, No. 1, Spring 1993. Reexamining English Only in the ESL Classroom. University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into success for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language: A Study of Second Language Learning Experience as a Contributor to the Professional Knowledge and Beliefs of Teachers of ESL to Adults. Institution. 2004 Franco, Lydia. A Multisensory Program for English Language Development. ESL MiniConference. July 2002 Haynes, Judie and O’Loughlin, Judith. â€Å"Meeting the Challenge. of Content Instruction. † HYPERLINK â€Å"http://www. everythingEsl. net† http://www. everythingEsl. net (21 Aug. 2002). Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Nunez-Wormack, Elsa. â€Å"Remarks. † Conference Proceedings ESL Students in the CUNY. Classroom: Faculty Strategies for Success. 5 Feb. 1993. Olsen, L. 2000. Learning English and learning America: Immigrants in the center of a storm. Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Phillips, J. State of the Art Research and Best. Practices in Bilingual/ESL Education:. A Cornucopia. Professional Development Model. Texas A&M University. Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Slavin, Robert E. EFFECTIVE READING PROGRAMS FOR ENGLISH LANGUAGE LEARNERS: A Best-Evidence Synthesis. Johns Hopkins University, December 2003 Sullivana, Nancy and Prattb, Ellen. A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. Texas A&M University at Corpus Christi, College of Arts and Humanities, 6300 Ocean Drive, 24 February 1999. Thompson, G. 2000. The real deal on bilingual education: Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.

Meaning of Life and Success Essay

The most important thing in my life is thought to be happiness. In order to achieve success you must adjust to very situation with ease. Success is it the process of doing a task and receiving a positive result, or is it simply achieving one’s own personal goals. According to The American Heritage dictionary success is, â€Å"the achievement of something desired, planned, or attempt†. The word success itself means to achieve your goal or get the point that you looking for. Some people success meant to them to be rich or to finish school and work high pay jobs. But for me success means more than that. Success means to me have peace and love; also to get married and to enter heaven after this life is over. To be sure, everybody who has peace and love is a successful succeeding person. Without peace and love there is no success. You wake up in the morning and you don’t worry about anything that day; that is success for me, because the life is short, you don’t have to be concerned about anything. Also if you have a family that loves you and is always happy for what you are doing, that is success. In addition, if you take care of your old parents and they love you and they live a happy life, which is success for me. Additionally, success is also something that is viewed differently in the eyes of everyone. This is because success means doing what I have always wanted do being where I have always wanted to be. My goal in life is to eventually get married to a good wife and have many happy children and if I accomplished that, then I could view myself as having success. Lastly, meaning of success for me is to enter the heaven after this life is over. We know that life in this world is too short, and we don’t know when we are going to die and what we are going to get after this life. That is a simple answer; do good deeds in this world and you are going to be successful in the life hereafter. That means you enter the heaven for sure and that is big reward from God to his mankind. There is no dying after this life; that means if you don’t enter the heaven you will be the loser and who ever go in the heaven will be the winner. In conclusion, I still agree with the idea I presented: however according to the dictionary and many other resources, success means to them achievement. But according to my own opinion success means to believe the ones of God, and to have peace and love in your whole life, and to get in heaven the life hereafter.

Human Impact on the Natural Environment Case study: The world’s Tropical rainforests

They are found around the equator between the tropic of Cancer and the tropic of Capricorn. They run in a belt from west – east. The landmass of tropical forest is very extensive, it covers 7% of all the worlds land. It is trans continental; it covers 4 continents South America, Africa, Asia and Oceania. The Rainforest Environment: The Amazon rejoins of South America (Amozonia) Population density is number of people by area of land Population density = number of people/ are of land Brazil population = 150500000 Land area = 8361111 km2 population density =18 people per km2 U.K population = 56000000 Land area = 244602 km2 population density = 229 people per km2 Amazonian population = 6000000 Land area = 2000000 population density = 3 people per km2 A Comparative Analysis of population for the 3 areas? Brazil is a much bigger population and a massive amount of land so there are a lot of people living in a large amount of land that is why the population density is so low. The U.K has a large population but a small amount of lad it is very densely populated that is why the population density is so high. Amazonian has a small population and a large amount of land it is very sparsely population that is why the population density is so very low. You can read also Costco Case Study The Tropical Rainforest climate compared to our own (London and England) The range of temperature is the amount of degrees between the lowest temperature and the highest. (1) The annual rainfall for Manus is 1811mm this is about three times as much rain as London receives 600mm London has a very fixed amount of rainfall over the year and Manus has an extremly varied amount of rainfall over the year. (2) Manus has a very high average temperature at about 28oc this is about three times the temperature of londons at 11oc. (3) Manus has a very small range of temperature 2oc this shows no fixed seasons with temperature because there is very little change London's is seven times bigger a 11oc this shows that the temperature is not fixed this is show by the four seasons winter spring autumn and summer, in June, July and August the temperasture is at its highest showing summer. (4) Manus has only 2 distinct seasons the wet and the dry season because the temperature is the same all year round from November to May it rains very hevily about 200 mm from june to april it is relitivly dry about 50mm. (5) The rainfall in Manus is very heavy most of the year except of 3 months it is not fixed; in London the rain is a similar amount all year round. Vegetation and Daily Weather Conditions Read this Ch. 22 Respiratory System In the rain forest the water is evaporated during the day and by 3 o'clock it starts to rain this is covectional rainfall. This make the forest vegitation very dense and not much light reaches the forest floor, becase it is some warm and wet if anything fall to the floor it starts to decompose quickly, There are 4 layers in a rain forest the top layer is the Emergents these are 45 meters high they are close together and stop some light passing through the there is the main canopy at 30 meters this stops more light and then at 25 meters there is the under canopy this stops more light then there are the shrubs at 5 meters this stops more light, so there is not very much light at the floor. The trees in the tropical rainforest are deciduous but the forest remains evergreen. Why? There are constant high temperatures, this means that there are no seasons like winter when the tress lose there leaves, the tress lose their leaves at different times in the year so it looks like the forest is evergreen.

Explain the main ideas of a pluralist model in a political process Essay

Explain the main ideas of a pluralist model in a political process - Essay Example In the elections, voters will support only those political parties which stand for their ideologies and beliefs. Pluralism believes that politics and decision making processes are some of the duties of a government. Pluralists believe that no other entities like religion or judiciary has any role in politics or decision making even though such entities may have its own role in other matters. This paper analyses the main ideas pluralist model in a political process. Pluralists note that if a majority of people do not like what their representatives are doing, they can vote them out of office at the next election. Representatives, therefore, have to act in a way that is pleasing to the majority. They consider voting to be of only irregular significance. General elections occur periodically and individuals are asked to vote for packages of policies put together by political parties. Therefore, voters do not have an opportunity to wield influence on the specific issues that concern them; so pluralists claim that people are able to exercise power between elections by joining interest groups - such as political parties, trade unions and other pressure groups. Group activity, they argue, is vital to the successful functioning of the political system (Pluralism) It is practically difficult to allow an elected government to function only for a short time period because of the huge expenses needed for general elections. Tax payer’s money used for conducting elections and if the elections happen in every year, the public will suffer a lot. Because of the above awareness, elections usually held in democratic countries only in every four or five years. In other words an elected government need not worry much about the public support or influence for four or five years. They can function as they like during their four or five year term if they have majority support in the parliament. In other words, public forced to wait for four or five years to defeat the government , if it functions against the will of them. It is not a good practice in a parliamentary democracy. So, public tries to exercise their power or influence on government through other nongovernmental groups such as political parties, pressure groups, interest groups, trade union etc. Trade union strikes or public agitations are happening in most of the democratic countries in order to exert pressure or power on the governments. In India like democratic countries, people often conduct huge protests whenever the government tries to impose certain policies against them. For example, India government recently increased the petrol and cooking gas prices because of the increase in crude oil prices in global market. Public forced to conduct several agitations against the government and succeeded in reducing the prices up to certain extent. Opposition political parties often join public when they conduct agitations against the government in order to increase their public support. â€Å"Inter est group leaders have more knowledge regarding the inner workings of government than ordinary citizens and therefore are able to channel democratic voices to the politicians in power more effectively† (Pluralist Model). In short, group activity is vital in controlling a government according to the principles of pluralism. The role of the government in a Pluralist Democracy is to protect and promote diversity.

Certified Organic, Fair Trade, and Civic Agriculture Essay

Certified Organic, Fair Trade, and Civic Agriculture - Essay Example Fair trade foods have entered the market in response to socially conscious advocates that promote the long-term economic well being of farmers in developing countries or disadvantaged areas. Civic agriculture has responded to the call of local community groups and consumer cooperatives that seek to link food to local production as an alternative to the mass-produced and distributed food chain. Organic foods, fair trade products, and civic agriculture all serve separate demands in the marketplace, each with differing drawbacks and a limited ability to serve the needs of the world's demand for food. Organic foods are a specialty type of farming that has risen in popularity in recent years as a response to the widespread use of pesticides and herbicides that are used in commercial farming. Many of these products have been linked to cancer and a variety of childhood ailments. Controlling weeds and pests in organic farming is accomplished through alternative methods that rely on weed control, instead of killing, and natural pest repellent systems. In addition, under the Federal Organic Food Production Act of 1990 fertilizers are strictly limited and prohibit the use of "fertilizers containing synthetic ingredients or any commercially blended fertilizers containing materials prohibited", such as "phosphorous, lime, potash, or any materials that are inconsistent with the applicable organic certification program" (Federal Organic Food Production Act of 1990). To be labeled as an organic food, it must be grown in accordance with US Department of Agriculture (USDA) guidelines and certi fied by the Department. According to the Environmental Protection Agency (EPA), "More than 40 private organizations and state agencies (certifiers) currently certify organic food, but their standards for growing and labeling organic food may differ. For example, some agencies may permit or prohibit different pesticides or fertilizers in growing organic food" (Organic Farming). The rigid guidelines and lack of standards has made organic foods difficult to market, and added complexity and confusion to the consumer wishing to consume organic foods. The organic foods market has been developing for over fifty years in the US, and while it has experienced significant growth, it is limited in its scope as a source of food. The low prices that are paid in the US for food have come about as a result of large scale and high production farming techniques. These agricultural practices are not conducive to organic methods and they rely on the significant applications of pesticides, herbicides, and fertilizers. In addition, much of our agricultural production goes to animal feed. The millions of acres of corn and soybeans that cover the Midwest could not be organically grown. Organic foods are an excellent product for the home gardener that is concerned about the risks of agricultural chemicals, or the small producer that is serving a niche market. The EPA states that "the industry has grown from experimental garden plots to large farms with surplus products sold under a special organic label. Food manufacturers have developed organic pro cessed products and many retail marketing chains specialize in the sale of "organic" products" (Organic Farming). However, these products are located on specialty shelves in the supermarket, are more expensive, and the

Environmental management and quality system Essay

Environmental management and quality system - Essay Example Some such efforts towards environmental protection made by the company are high quality insulation throughout the company premises, de-stratification fans that helps re-circulate high level warm air and aluminum framed double glazed window units. In addition, the company has recycling stations throughout the company premises. This helps them recycle nearly five tonnes of plastic every year. As a result of these steps, the company has reduced the amount of waste it sends to landfill sites by 53% between 2006 and 2007. The recycling projects recycle cardboard, plastic cups, paper, metal, wood and plastics (Press Exposure). The company has its own environmental policy that states that the company will try to meet and exceed the various environmental protection legislations by introducing minimisation, reuse, and recycling. For its excellent environmental management system, the company has won ISO14001:2004 certification. Also, following the Waste Electrical and Electronic Equipment Directive guidelines, the company makes a contribution to the Product Recycling Fund. Thus, the environmental protection measures by Slingsby include making its manufacturing, warehousing and distributing centers effective through repairs and energy efficient systems, and improving office environment through the installation of ECA approved products. Also, there is waste management system that considerably reduces the disposal of wastes at landfill sites. In order to see that these measures are properly taken, there are meter reading, invoices, and other internal and external measures. A look into the concept of Quality Management proves that the purpose is to consistently meet or exceed customer requirements through management practices which will result in long term success through customer satisfaction. The company has already won ISO9001 that is the result of improvement of indirect operation by standardization. Admittedly, quality

What do you think comprises reality Term Paper Example | Topics and Well Written Essays - 1000 words

What do you think comprises reality - Term Paper Example We do not have a direct perception of substances in minds, but only a representation of them. What we know is not what is inherent to the substances, but only the secondary and primary qualities. Thus, according to Locke, the substances are bodies, which are material, and souls, which are immaterial. Then there is God. He explains the existence of God, not from inherent ideas, but from sense-experience. Their basic substance is assumed from the perception of physical qualities, since qualities must have a solid basis. Likewise, a spiritual soul is formed from the observation of mental operations. We perceive bodies through sensation and have a lucid and instant idea of our soul by reflection. The outside world is independent of the mind. The presence of real objects is what causes real sensations in us (Tully 53). Locke further says there are interactions between the body and mind, both of which are real beings, resulting in the actions of our bodies and minds. The changes experience d by the soul are as a result of its being acted on by outside bodies. On Locke’s third substance, God, he provides that we shape an idea of God by expanding or taking to infinity the rules and objects of our sensations and reflections. What we experience are existence, extension, knowledge and power. Taking them to infinity is our idea of God (Tully 67). Descartes described a substance as a particular thing. He argues that there are material or physical substances and thinking substances, the mind. The substances have characteristics called modes. Modes of physical substances include their location in time, space, shape and volume. The mode of thinking substances includes ideas, judgments and desires of the subject. Every substance has an essential property. The essential property of a material substance is occupying space and time. The essential property of a thinking substance is thinking. Therefore, having ideas, believing or desiring are ways of thinking, and having a sh ape and volume are ways of occupying space and time. Descartes further divides material substances into finite and infinite. Examples of finite materials are human bodies, plants and earth. Likewise, human minds are finite thinking substances. Adding a third substance, he says God is an infinite substance. Therefore, according to Descartes, there are three types of substances; modes, finite substances, and infinite substance. Descartes views reality as relative and divides them into formal and objective reality. Formal is the kind of reality something possesses by merit of the type of thing it is. Infinite substances, finite substances, and modes possess formal reality in varying degrees. Modes have the least formal reality, followed by finite substances then infinite substance in ascending order. The amount of formal reality contained in something is determined by its dependence on another for its existence. The higher the dependence something has on another for existence, the less the formal reality it contains. Modes depend on finite substances, and in turn finite substances depend on infinite substances for existence (Tully 41). For example, the shape of a ball would not exist without a ball, but a ball could exist without that shape. On objective reality, Descartes contributes that first it is only possessed by representation. This means that it is possessed by things that stand for other things. Basically, these are ideas. Examples of representations

Beat by Dre Essay Example | Topics and Well Written Essays - 2000 words

Beat by Dre - Essay Example Beats by Dre is a brand name for speakers and headphones produced by a company called Beats Electronics. Beats by Dre has influenced the headphone market and industry by creating successful premium headphone products. According to Dr. Dre, the brand’s focus on bass was motivated by the need to allow music listeners to listen to all the music. The popularity of Beats by Dre was driven by the firm’s marketing practices. The company focused on branding, endorsement deals and product placement. Dr. Dre and Jimmy Iovine use celebrities and other famous personalities for brand endorsement. Beats by Dre headphones were conceptualized after Dre. Dre and Iovine identified a problem with the quality of audio products offered to customers. They identified the substandard audio quality of Apple’s headphones. Initially, Beats by Dre entered into a partnership with Monster Cable to develop and manufacture headphones and speakers. In order to promote the products, Beats by Dre relied on advertisements and product promotions by musician and rappers (Steinberg, 2014, p. 1). The headphones were also strategically placed in music videos and movies. Beats by Dre also collaborated with celebrities and musicians in order to develop co-branded products. Beats by Dre is the dominant player in the headphone market for headphones priced above $100 (Meara, 2014 p. 1). In 2014, Apple, Inc acquired Beats by Dre in a deal that was valued at $3 billion. Porter five forces is a business tool that analyzes a business situation. The tool is based on five assumptions that determine the competitive advantages or powers in a business environment. The first assumption is the threat of substitution services and products, and the second assumption is the supplier’s bargaining power. The third assumption is the buyer’s bargaining power and the fourth assumption is the threat of new entrants. The last assumption is

Investigation of the crime or unlawful activity Essay

Investigation of the crime or unlawful activity - Essay Example For private investigators, their own learning and experience is the key. When in police as detectives in local, state, or federal agencies, the minimal educational requirement is high school diploma. Some departments may require 1 or 2 years of the college course or in some cases, a college degree. But most of them learn their skills from the intensive training in their agency’s police academy. They are supposed to comply with the law whether on or off duty. Besides, investigative agencies may hire specialized professionals such as forensic experts in case of the criminal investigation, CPA or other qualified management experts in case of the financial scam, depending upon the services required. Many such services are hired on the freelance basis. Expectations from society are high as they are seen as authority and the reliable figures to provide leadership and take charge of the situation.

Israel and the Palestinians (CASE) Module 4 Essay

Israel and the Palestinians (CASE) Module 4 - Essay Example The situation between Israel and Palestine involves the USA and therefore, the USA risks her acquisition of oil and other resources from the Islam nations (Palestine Facts, 2009). In order to deal with the threat of terror that Israel seem to use as an excuse to intimidate Palestine, the USA should make use of her Foreign Policy to negotiate or intervene the conflict without political or economic bias. It has been reported that the USA’s taxpayers’ money has been funding Israel military operations within the Middle East. Without a clear indication of which nation is instigating or escalating the conflict, the USA has chosen to support Israel in both military and financial resources (Palestine Facts, 2009). The USA has several options on how to approach the conflict between Israel and Palestine conflict. From historical background, the USA has been in record for getting involved in various conflicts between other nations. With regards to these interventions, the USA’s Foreign policy, which is supported by other nations such as the UK, has been a doctrine for maintaining peace among nations. In this case, as a recommendation, the USA should consider the merits of the Foreign Policy before providing support to Israel. The US Foreign Policy is a doctrine supported by the US Constitution and merited by various other bodies such as the UN. Thus, while the USA may not be directly involved in providing military supports to Israel, there are various levels of conflicts that the USA overlooks. Israel has been openly endorsed by the USA in terms of military to carry out anti-terror operations in Gaza Strip and West Bank. As a ally to the USA, Israel has boasted superpower status within th e Middle East due to her military prowess. However, if the humanitarian clause of maintaining peace around the world in the US Foreign Policy holds, then the USA should withdraw support for Israel in order to apply diplomacy in approaching the

MAC Brand Analysis Essay Example for Free

MAC Brand Analysis Essay 1.0 Introduction The cosmetic industry is very competitive industry where product benefits and brand image are keys to success. The purpose of this report is to present an analysis of the brand M.A.C and its product lipstick with focus on T-C-B and I-D-U analysis, a clear positioning statement and target audience (s) including brand loyalty categories. The purpose at the end of this assignment is to have an understanding of what objective M.A.C needs to focus on for a creative strategy in the second part of this assignment. 2.0 Brand Product Description The type of product selected for the positioning exercise is lipstick; the specific brand selected is M.A.C cosmetics owned by Estlee Lauder Corporation. It is noted that â€Å"lipstick† is a product description and is not owed but the company thus demonstrating M.A.C is one brand corporation. To determine if M.A.C has a strong market positioning within the women’s cosmetic industry particularly with their lipstick product both secondary research (trade publications) and individual â€Å"depth† interviews were conduct (see Appendix A ), and will be used for evaluation and conclusion. 3.0 Analysis The tools/models used for determining M.A.C’s market position were T.C.B IDU models. The T-C-B model was used as a baseline for a serious of questions to guide a particular set of respondents that M.A.C caters for and is aiming to achieve a strong market position in this select category. 3.1 T-C-B 3.1.1 The Target Customer (T) Positioning The primary target demographic for any brand of lipstick is female. The types of consumers that are interested in bold colour selection, wanting to feel sexy and fashionable and want a lipstick that fit into their own personal style are M.A.C’s target audience. Thus the respondents used for this analysis are young fashionable conscious individual who seeking a look without compromising on the fashion trends. 3.1.2 The Category need (C) Positioning There are many needs that the product lipstick needs to satisfy to the consumer. The general needs that all lipstick must fill are coverage or â€Å"staying power† and hydration (lips not drying out) this was concluded form appendix A. The needs that M.A.C lipstick specifically fills can be divided into physical needs and the emotional needs. The most important physical needs as identify by â€Å"in-depth interviews† were a good range of colours and appealing packaging. The most important emotional needs stated through in depth interviews were the social and individual needs. 3.1.3 Benefits (B) Positioning To conclude that the following Key benefits were important to M.A.C target audience and the company and fill the category needs were drawn from the various responses from the in-depth interviews. These benefits are a â€Å"way in† to increase and maintain the target market (T). M.A.C fills the physical need being the large range of colours of lipstick by having the largest range of lipstick colours with 136 shades in their permanent collection not including the releases of new limited every few week. Compare to Bobbi Brown have only 36 shades in their permanent collection and Chanel which has 67 shades this was discovered through secondary research and by confirming this with in-depth interviews.When comparing the pictures of various packaging of different brands of lipstick in the in-depth interviews stimuli used to help identify benefits of the lipstick category to understand the various competing it was concluded that M.A.C packaging as describe by the respondents as simple , plastic/glass, eye-catching, chic, stylish and high product. Social needs is satisfied by belonging to a group. M.A.C associates itself with fashion, prestige beauty and youth culture and markets their product through testimonials and word of mouth via fashion shows and celebrities. Consumers who use M.A.C lipstick are â€Å"automatically† introduced to the M.A.C culture and their social need is satisfied. The need of individual is the biggest focus of M.A.C lipstick. An individual may have a need for self-expression and this is expressed by fashion and style. M.A.C realised that it could satisfy this need by simple product packaging made of plastic or glass; products have straight forward names and trend setting colours. 3.2 I-D-U Analysis 3.2.1 Central versus differentiated benefit positioning M.A.C lipstick adopts differentiated positioning on at least one important benefit. For instance M.A.C is functionally different bright range of colours and its target user is â€Å"individualists who express through fashion†. Rather than central positioning as the women’s industry is so competitive and to be successful M.A.C lipstick positioning will deliver better results for the corporation. As M.A.C lipstick is not seen as the consumer as â€Å"best of its kind† through in-depth interviews. 3.2.2 Emphasized benefit: Instinctual, archetypal, emotional or rational The benefit to be emphasized as the key benefit of M.A.C lipstick is the large range of colours to select from. This is emphasized as an both a functional benefit and emotional benefit proposition and uses type 2 of emotion. As M.A.C lipstick uses the strong appeal of being fashionable and sexy with a large range of colours to choose from as a transformational positive ending motivating emotion as evidence by the in-depth interviews. 3.2.3 Entry-tickets benefits The benefits what the consumer expects for M.A.C is to have a large range of colour for being a lipstick product category. However the consumers of M.A.C lipstick are told that M.A.C lipstick have the biggest range of colours through the professional make-up artist as employees through the M.A.C social network (twitter, Facebook) It was concluded that M.A.C lip colour range is the key benefit that make M.A.C should focus on promoting to the target consumer as it is the closes to the â€Å"ideal brand in that benefit when comparing 5 other brands. M.A.C clear delivery of the range of lip colours and their uniqueness set them apart from other brand. 4.0 Positioning Statement Target audience 4.1 Positioning statement Determine the positioning statement for M.A.C from the TCB and IDU analysis the findings from the brand analysis are the following; The competitors of M.A.C are not just the leaders in women’s cosmetics lipstick but range from all companies that have a stake in the cosmetics industry. A perceptual map was devised from the in-depth interviews for an easy diagram showed all the competitors. (Appendix) These are all the competitors that must be taken into consideration when developing the positioning statement. Using the Rossiter-Percy-Bellman Grid it is establish that the product is acceptable in the low involvement, transformational sector this was further confirmed with the in-depth interviews. The attribute that were important to the consumers when evaluating the product of women’s lipstick these were discovered as; fashionable, sexy, range of colours, smoothness, staying power and hydration these where then rank or delivery and uniqueness by the top 5 main competitors and no-brand as all the other competitors see appendix B and C. Based on the IDU analysis and consumer research see appendix A, B C it was determined how each competitor is positioned in the vision of the consumer. The top two main competitors of M.A.C were to be considered as Chanel and Bobbi Brown based on both higher end pricing and a large colour option pallet and are to be consider the leaders in the women’s cosmetics:- lipstick industry. So M.A.C needs to offer the consumer something very unique in the positioning statement to have brand differentiation to increase and maintain the target market. The various factors that distinguish the M.A.C consumer and their lifestyle, their purchase motivations and their different attributes that are important to them were concluded from the research (Appendix A). The positioning statement:- M.A.C is the women’s cosmetic brand that provides consumers lipstick to women who are 18-30 and belongs to the socioeconomic class of middle-high (T), M.A.C lipstick satisfies the need of self-expression in every women to be fashion forward and be accepted in the M.A.C culture (C) M.A.C’s benefit intention is to have the largest selection of lip colours, the most fashion forward of its kind in the industry and be artistic and creative for all women. (B) M.A.C needs to constantly work on their positioning statement to increase their brand market share via T-C-B I-D-U brand analysis by doing this the company can always increase the perceived delivery of the M.A.C lipstick. 4.2 Target audience The target audience should be broadly described as 18-35 female in the middle-high social economic class. These are the follow segments that M.A.C is enter in with their differentiation marketing. M.A.C divides the market of their lipstick product into demographic segmentation being female and a specific age group because over 90% of their users belong in this specific category. However the product is not limited to this demographic segmentation. M.A.C furthermore divides the market on the basis of personality being fashion forward, artistic and creative which is a form of psychographic segmentation. The buying situations in which target market purchase M.A.C lipstick (that were discovered form in-depth interviews) where; outlets both direct through online shopping and in-store department store (David Jones), benefits sought as in the large colour range M.A.C product provides.. The consumers of M.A.C lipstick are brand loyals, however they can be routinized favourable brand switchers as well this is due to the positioning of M.A.C lipstick in the Rossiter-Percy-Bellman grid.

Sickle Cell Disease Essay Example for Free

Sickle Cell Disease Essay Sickle-Cell Anemia is a genetic blood disorder caused by the presence of an abnormal form of hemoglobin. These hemoglobin molecules tend to aggregate after unloading oxygen forming long, rod-like structures that force the red cells to assume a sickle shape. Unlike normal red cells, which are usually smooth and malleable, the sickle red cells cannot squeeze through small blood vessels. When the sickle cells block small blood vessels, the organs are deprived of blood and oxygen. This leads to periodic episodes of pain and damages the vital organs. Sickle red cells die after only about 10 to 20 days. Instead of the usual 120 days because they cannot be replaced fast enough, the blood is chronically short of red cells, causing anemia. The gene for sickle cell anemia must be inherited from both parents for the illness to occur in children. A child with only one copy of the gene may have sickle-cell traits but no symptoms of illness. Normally healthy blood cells are round shaped blood cells, they move through small blood vessels to carry oxygen to all parts of the body. People with sickle-cell disease their blood cells are not round they are become hard and sticky and look like a C-shaped farm tool called a â€Å"sickle†. The sickle cells die early, which causes a constant shortage of red blood cells. Also, when they travel through small blood vessels, they get stuck and clog the blood flow. This can cause pain and other serious problems like infection, acute chest syndrome and stroke. Some of the common names for sickle-c ell disease are HbS disease, Hemoglobin S Disease, SCD, Sickle cell disorders, Sickle disorder due to hemoglobin S, and Anemia-Sickle Cell; Hemoglobin SS Disease (Hb SS). Sickle-cell disease is mostly inherited by African Americans, Mediterranean countries; Greece, Turkey, and Italy; the Arabian Peninsula, India, and Spanish-speaking regions; South America, Central America, and parts of the Caribbean. The three most common forms of the disease in the United States are Hemoglobin SS or sickle cell anemia, Hemoglobin SC disease, and Hemoglobin sickle beta-thalassemia (a form of Cooleys anemia). â€Å"Sickle cell disease is the most common inherited blood disorder in the United States, affecting 70,000 to 80,000 Americans. The disease is estimated to occur in 1 in 500 African Americans and 1 in 1,000 to 1,400 Hispanic Americans.† A person with the sickle cell trait does not have (and will never have) sickle cell disease. However, the presence of the trait may impact his/her children. A person with the trait carries one abnormal  hemoglobin gene inherited from one parent (S, E, C, etc.) and one normal hemoglobin gene from the other parent (type A ). Typically, sickle cell trait is the presence of hemoglobin AS.Sickle cell disease is not contagious; you cannot catch it. You inherit it from your parents. If, for example, one parent has normal hemoglobin ( type AA) and the second parent has abnormal hemoglobin ( type AS, or the sickle cell trait), there is a 50% chance that each child will have the sickle cell trait, but they will not have sickle cell disease ( type SS). The symptoms of sickle-cell disease usually occur after the age of 4 months. Painful episodes called crises- lasting hours to days; cause pain in the bone of the back, long bones, and chest. When the anemia becomes more severe, symptoms may be fatigue, paleness, rapid heart rate, shortness of breath, and yellowing of the eyes and skin (jaundice). Younger children with sickle cell anemia have attacks of abdominal pain. Abdominal pain is pain that you feel anywhere between your chest and groin. This is often referred to as the stomach region or belly. These are the symptoms, and sometimes crises can happen once a year or few times every year. The following symptoms may occur because small blood vessels may become blocked by the abnormal cells painful and prolonged erection (priapism), poor eyesight or blindness, problems with thinking or confusion caused by small strokes, and Ulcers on the lower legs (in adolescents and adults). Over time, the spleen no longer works. As a result, people with sickle cell anemia may have symptoms of infections like Bone infection (osteomyelitis), Gallbladder infection (cholecystitis), Lung infection (pneumonia), and Urinary tract infection. Other symptoms may include delayed growth and puberty, and painful joints caused by arthritis. Tests commonly performed to diagnose and monitor patients with sickle cell anemia are Bilirubin, Blood oxygen, Complete blood count (CBC), Hemoglobin electrophoresis, Serum creatinine, Serum potassium, and Sickle cell test. The treatments for people with sickle-cell disease are blood transfusions (may also be given regularly to prevent stroke), pain medicines, plenty of fluids, and Hydroxyurea (Hydrea). Hydroxyurea is a medicine that may help reduce the number of pain episodes (including chest pain and difficulty breathing) in some people. Antibiotics to prevent bacterial infections, which are common in children with sickle cell disease dialysis or kidney transplant for kidney disease, counseling for psychological complications,  gallbladder removal in people with gallstone disease, hip replacement for avascular necrosis of the hip, surgery for eye problems, treatment for overuse or abuse of narcotic pain medicines, and wound care for leg ulcers. For treatment some of the vaccinations are Haemophilus influenza vaccine (Hib), Pneumococcal conjugate vaccine (PCV), and Pneumococcal polysaccharide vaccine (PPV). There are a few common organizations that support sickle-cell they are American Sickle Cell Anemia Association, National Heart, Blood and Lung Institution, Sickle Cell Disease Association of America, U.S Center of Disease Control Prevention. Many people have been affected by S ickle-Cell Anemia and only a couple are cured. Although African Americans have a high occurrence of Sickle-Cell Anemia (1 in 500 African Americans), many other nationalities suffer from the disease. Sickle-Cell Anemia affects 8 out of 100,000 people worldwide. Sickle-Cell Anemia should start to be noticed, if not throughout the entire world, then at least America. The more awareness there is for this disease, the fewer death rates we will have as a country. Bibliography http://www.nlm.nih.gov/medlineplus/ency/article/000527.htm http://www.nlm.nih.gov/medlineplus/ency/article/003120.htm http://ghr.nlm.nih.gov/condition/sickle-cell-disease http://kidshealth.org/parent/medical/heart/sickle_cell_anemia.html#a_Causes_of_Sickle_Cell_Disease http://www.cdc.gov/ncbddd/sicklecell/treatments.html

Resource Based View Strategy Formulation

Resource Based View Strategy Formulation Resource-based view (RBV) is a tool to determine strategic resources and how it affects the performance of the firm based solely on reviewing its internal environment while the external environment remains fixed. Firms using RBV competes in terms of their resources and capabilities. The aim of this paper is to study the factors that influence firms performance. The RBV emphasizes on the firms resources as the essential elements of competitive advantage and performance. It assumes two assumptions in examining sources of competitive advantage which are that the firms are heterogeneous in terms of the resources they control and that resource heterogeneity can continue over a period as the resources used to implement their strategies are not easily portable across firms (Bridoux, F, n.d).. The RBV method of analyzing firms performance is focused that other vital factors tend to be disregarded. Resources are not valuable of themselves; instead they are valuable because they allow firms to perform activities that in return create advantages for them. The competitive value of resources can be enhanced or eliminated by changes in technology, competitor behavior, or buyer needs which an inward focus on resources will overlook (Sheehan, N Foss, N, 2007). Resource uniqueness is essential as this differentiates between the firms. However, resource uniqueness is not sufficient to achieve sustainable competitive advantage and thus the resources must also be valuable, rare, imperfectly imitable and non-substitutable. RBV suggests that business processes that exploit valuable but common resources can only be a source of competitive equality; business processes that exploit valuable and rare resources can be a source of temporary competitive advantage; and business processes that exploit valuable, rare, and costly-to-imitate resources can be a source of sustained competitive advantage (Bridoux, F, n.d). The merits and demerits of RBV as the best strategy route One of the important contributions of RBV is the ability of it to measure and identify the internal environment of the firm. The importance of using RBV as a strategy route is to be able to work the inside-out approach. This means that companies using RBV focus on their internal strengths more as it is the root of their competitiveness. Furthermore, RBV recommends that effective management of operations can create uniqueness in the firms resources. Louis Vuitton is one firm in a competitive industry which has the edge over their competitors because of their product uniqueness. Louis Vuittons expertises are their design skills and manufacturing efficiency (R. Duane Ireland, Robert E. Hoskisson, Michael A. Hitt, 2008). While they may not be able to control the external environment, Louis Vuitton can use the RBV model and analyze their position and work on their strategies. Many organizations have been faced with dilemmas on how to use their resources strategically. Organizations that fail to efficiently convert their resources and capabilities into business processes cannot expect to recognize the potential competitive advantage of these resources. The RBV has little contribution in terms of predicting firm performance because of its nature of being tautological (Truijens, O. (n.d) and its focus is too narrow. Also, as a measure which only focuses on the internal environment, the RBV cannot be taken as the best strategy route. Many firms which focus mainly on the internal environment encounter competitive disadvantages to their business. For example, when IBM, a successful company achieved its success many of their competitors entered into the market. IBMs competitors included other big names such as Hewlett Packard (HP), Dell and Compaq (McNeilly, 2000). IBM did not pay close attention to their competitors because they were focused greatly on their in ternal strengths and not those of their competitors. Some other firms which have experienced failures from the strategies are Marlborough. Marlborough took the price cut strategy too far as they did not consider their competitors possible moves. The CEO of Marlborough started a price war by reducing their prices to attract consumers and gain more market share. However, their competitors also followed in reducing their prices which resulted in Marlborough facing losses. (McNeillly, 2000). RBV is not the only factor which determines performance of the firm. In industries such as the airline industry, other external factors such as timing and marketing are also essential. Entering into the industry requires good timing and this can be influenced by the economic position and consumer choice of quality and lower price. For example, Southwest airlines which are one of the well-known low cost carriers in the United States used the niche market strategy to maintain competitive advantage from its rivals. They avoided large airports, focused mainly on short flights which are ideal for families and business people, as well as excluded seating requirement and on flight meals to reduce their cost (Anonymous, 2010). Porter also mentions the common strategy of lowering cost, and product differentiation allows firms to access its strengths. Firms achieve superior positions based on being a cost leader or earning price premiums at the activity level (Anonymous, 2010). In the cost leader method of achieving sustainable competitive advantage, the firm would sell its products either at the average price to earn profits or below the average price to gain market share. The broader market usually adopts cost leadership. Wal-Mart is a cost leader. Their strategy was to form a close relationship with their suppliers which allowed them to reduce cost when purchasing in bulk (Walden University, 2010). Differentiation is another strategy mentioned by Porter. Firms produce products that vary from others and have unique features to compete against their competitors. This uniqueness of the product also allows firms to charge higher prices for their product. However, there are a few different types of differentia tion strategies. The few common ones include differentiation based on additional features, packaging, and design and positioning (Scribd, 2011). Louis Vuitton is an example of a firm that applies differentiation through design and positioning. Exploring processes, capabilities and the ability to appropriate rent and Porters industrial analysis Porters framework discusses the role of firms in formulating appropriate competitive strategy to achieve superior economic performance, and competitive approach. Also, the source of profits is not to be found in the firm but rather in the structure of the industry, especially the nature and balance of its competitive forces (Bridoux, F, n.d). However, the assumption of any relationship between firm performance and rent generation may be inaccurate. The RBV states that performance consists of rent generation and rent appropriation and we cannot predict firm performance from rent generation only. One such example is IBM. IBM assembled the strategic capabilities that built most of the modem for the personal computer industry. Yet Intel and Microsoft were ultimately able to appropriate a lot more of the related rent (Russell W. Coff, 1999). The factors that allow resources to generate rents should be valuable, rare, imperfectly imitable and non-substitutable. This issue was addressed by identifying the conditions under which a firms resources become valuable by bringing the external environment into the resource-based view. Through nurturing the internal competencies and applying them to an appropriate external environment, a firm can develop a viable strategy. Thus, for a firms resource to become valuable, it must allow the firm to exploit opportunities or neutralize threats in the firms environment (Russo, M Fouts, P, 1986). Resources as an option or real options refer to resources which are bought in present time and are either used or kept to be used in a later period. For example, land can be bought and used right away or it can be kept for use later. Real options create strategic flexibility for firms and when used effectively they can retain or increase in value. These types of resources are very useful in indus tries that have high competitiveness and use high technology. The pharmaceutical industry is one industry where there is high competitiveness. Firms such as Johnson Johnson, and Pfizer invest hugely in research and development in order to develop large numbers of drugs which can used to treat different illnesses although most of the time these drugs fail. Due to the uncertain nature of the products, these firms have to focus widely (R. Duane Ireland, Robert E. Hoskisson, Michael A. Hitt, 2008). However, firms resources on their own accord do not contribute to competitive advantage. Thus, these resources must be combined to form capabilities which in turn develop into core competencies and are used by firms to create value. Capabilities result from combining resources. Honda uses its capabilities in product design, engineering and manufacturing. Moreover, they place a great deal of emphasis on their workforce. Honda encourages their engineers to dream. This allows their employees to discover new things which add to their knowledge. This knowledge in turn will simplify their daily work. Core competencies are the capabilities which the firm pursuits and performs well. Core competencies have a competitive edge when the firms add value and outperform their competitors. The factors of core competencies which lead to a competitive advantage are valuable, rare, imperfectly imitable and non-substitutable (R. Duane Ireland, Robert E. Hoskisson, Michael A. Hitt 2008). Conclusion In conclusion, the RBV cannot be accepted as the best strategy route due its nature of being narrowly scoped and ignorant of the external environment. This measure does not provide accurate information on the firms performance. However, in a stable industry the RBV can be considered as one of the best strategy route. A firms performance should undertake many other factors which include timing, marketing, and advancement of technology, competitor behavior as well as the needs of consumers. I disagree that RBV is the best route as external factors are also very crucial in determining the performance and rent generation of firms as other external factors must also be considered. Porters external environment analysis focuses on the external factors that affect a firms performance. Dynamic industries focus more on the external environment thus preferring to use Porters theory In order for the RBV method to be more effective and efficient; it has to be studied along together with the exter nal environment. That way, firms are aware of their resources and capabilities and can nurture the internal competencies to apply them with appropriate external environment, which will allow the firm to develop practical approaches.

The French Revolution :: European Europe History

The French Revolution Gradually after the American Revolution, France had it's own Revolution in 1789. The French were very unhappy with their current status, jobs, and living conditions. They saw what the Americans did to achieve liberty, and how successful they were. Many of them had also read the writings of the philosophers and believed that change was necessary. Nevertheless, the main problems that led to the French Revolution were deep debt, competition between social classes, and the unlawful conduct of the king. Debt was one of the problems that led France toward a Revolution. France was badly in debt after participating in the American Revolution and after Kings Louis XIV's and Louis XVI's enormous expenses. In order to save France from bankruptcy, Louis XVI called on the Estates General for help. The Estates General was made up of the First (clergy), Second (nobility), and Third (everyone else) Estate. However there was a lot of conflict within the Third Estate, because it was made up of everyone who was not part of the royal family, clergy, or nobility. The Third Estate was very unsatisfied because although it contained over 80 percent of the population, it still had the same one vote as the other two Estates with fewer people. Thus it re-named itself the National Assembly in June of 1789 and claimed itself the representative body of the people. The Assembly did not aid the King in his financial troubles, yet it demanded many changes to France's absolute monarchy and legislative system. Many of the laws that were passed in France had also become extremely burdensome to the common people because they excluded the clergy and nobility from paying taxes. Louis XVI tried to help the economy, by raising taxes in 1786. But this only made matters worse, because peasants were unable to pay. Harvest was also poor and food very expensive. People were enraged of hearing stories of lavish parties at the fine houses and palaces, where a lot of food was served, which was either wasted or given to the dogs afterwards. The demand for manufactured goods fell, and many artisans, traders and farmers were without work. People were angry and began to revolt. In July of 1789, they stormed the Bastille killing many people, and in October of 1789 angry middleclass women marched to Versailles demanding that the royal family move to Paris and action be taken to help feed the people.

Big Cats in Asia Essay -- Animal Research

The relationship between human beings and the environment has always been in conflict. Our world these days is based on the economy and the ambitious interest people have in leaving nature behind. Nowadays, business is growing and so is the population, people’s priority is to make as much money as possible, but do they really care about the environment around them? Our greediness for money has led us to destroy forests and animal niches. However, there might still be hope for animals that were taken from their habitat to start over again, in a very slow process by stopping deforestation and increasing conservation areas. This essay is focused on the conflicts between the Siberian tigers human modified environment they now live in, and how this has been affecting them periodically to the point of becoming endangered, and how people around the world are trying to help by restoring their habitat. Tigers in crisis news write â€Å"almost all wild Siberian tigers live in the Southeast corner of Russia in the Sikhote-Alin mountain range east of the Amur River. Their range also includes northeastern of China and the Korean peninsula, and as far west as Mongolia. It is consider critically endangered species with the primary threats to its survival in the wild being poaching and habitat loss from intensive logging and development. It is estimated that the wild population of Siberian tigers at around 350-450 tigers†. (Introduction). Like Ruth Ashby said, â€Å"Once there were eight sub species of tigers today there are three of them†(22) Tigers occupy just 7% of their historic range due to the increase of population over the average global rate across the majority of the tiger’s habitat, therefore current tiger habitat extents through one of the mo... ...rticles/Killed%20for%20Cure%20-%20Trade%20in%20Tiger%20Bone.pdf>. O'Brien, T. G., Kinnaird, M. F. and Wibisono, H. T. (2003), Crouching tigers, hidden prey: Sumatran tiger and prey populations in a tropical forest landscape. Animal Conservation, 6: 131–139. doi: 10.1017/S1367943003003172 Sandberg, L. Anders, and Tor Sandberg. A Practical Environmental Education. Climate Change: Who's Carrying the Burden? : the Chilly Climates of the Global Environment Dilemma. Ottawa, ON: Canadian Centre for Policy Alternatives, 2010. 195-96. Print. Siberian Tiger at Tigers in Crisis." Tigers in Crisis - Information About Earth's Endangered Tigers. Web. . Wittier, John Greenleaf. "The Worship of Nature." The Complete Poetical Works of John Greenleaf Whittier. H.E.S ed. Boston: Houghton Mifflin, 1894. 141. Print. Reprinted

Teenage Suicide Essays -- Teenage Suicide Essays

Teenage Suicide Each day 86 Americans take their own lives and another 1,500 attempts to do so. Even more disturbing is that suicide among a young people nation wide have increased dramatically in recent years. In fact thousands of teenagers each year commit suicide. It is the third leading cause of death among young adults aged 15-24. With the first two leading causes being unintentional injury and homicide. There are many reasons why teenagers feel the need to take their own life. They are at a time in their life where they are strongly feeling stress, confusion, self doubt, pressure to succeed, and other fears while growing. Among the probable causes of teenage suicide are family problems, stress, drug and alcohol abuse, and depression. Depression and suicidal tendencies are caused by society today. What adolescents do not understand is that depression is a disease (Empfield, 2). With the proper medical treatment as well as psychiatric treatment one can overcome depression. For some teenagers, divorce, the formation of a new family or moving to a new community can be very unsettling. Leaving behind comfort when moving can result in anger toward parents, which is usually taken out at school or even on other children. The formation of a new family itself can be traumatic. What one child knew so well such as a father or mother, sisters and brothers, can be broken when they are "replaced" with new, particularly strange people who now have to share a home with this adolescent. Every day in America, 2,989 see their parents divorce (Empfield, 62). Young children take divorce the hardest for many reasons. It can even put them in a state of confusion. Since these young children are still growing, some of them still do not know wh... ...many adolescents in this country. Many adolescents do not realize that depression and suicidal feelings are treatable mental disorders. The first step is to recognize the illness. Thousands of books have tried to answer the question of why people kill themselves. To be summarized into three words: to stop pain. Sometimes the pain is physical, as in chronic or terminal illness. More often it is emotional, caused by a myriad of problems. In any case, suicide is not a random or senseless act, but an effective, if extreme, solution. Works Cited Dew, Diane. The Troubles Teens Face. [Http://www.dianedew.com/teens.htm]. Empfield, Maureen. Understanding Teenage Depression. New York: Henry Holt,2001. Kerns, Laurence L. Helping Your Depressed Child. Rockin: Prima Publishing, 1993. Suicide in the United States. [Http://www.cdc.gov/ncipc/factsheets/suifacts.htm].

Pygmalion vs. My Fair Lady Essay

The Academy Award-winning musical film My Fair Lady produced by George Cukor in 1964, was based on the play Pygmalion by George Bernard Shaw written in 1913. Although, the basic story line and underlying themes are the same, there are a number of differences between the two famous works. The most pronounced difference is that My Fair Lady had songs added to the dialogue. Furthermore, Pygmalion deals with many of the social issues that were occurring during the Victorian era in England, which is different from the musical which portrays what a person can do if they put forth a true effort. In My Fair Lady there is more emphasis on Eliza’s character developing her speech and going through all the unusual exercises’ such as speaking with marbles in her mouth and being hooked up to a machine while saying her vowels, than in the written play. This is probably due to the fact that in the play people should expect all of this to happen and don’t need to be told. Also, Cukor’s My Fair Lady did this in the musical because it adds entertainment value. When Eliza finally is able to speak well, Professor Higgins and Colonel Pickering decided to take her to meet Higgins’ mother to see how see would behave around other distinguished people of high class society. This is the same in both Pygmalion the play and My Fair Lady the musical, however, in the musical they take her to meet Professor Higgins’ mother at a horse race where as in the play they take Eliza to Higgins’ mother’s house. Also, in the play Eliza meets Mrs. Eynsford Hill, Clara, and Freddy at Higgins’ mother’s while in the musical she doesn’t meet Clara, only Mrs. Eynsford Hill and Freddy at the horse race. After Mr. Doolittle is made into a wealthy man, which happens in both works, he marries his live-in girlfriend. In the play, he visits Mrs. Higgin’s before going to the church to get married where as in the movie he doesn’t visit her at all. The first point in the play when you find out that Mr. Doolittle has become wealthy and is going to get married is when Eliza goes back to the street where she used to live and sees her father coming out of a bar. That is when he informs her that he is getting married the next. At the final test of Eliza’s improvement, the Ambassadors party, she meets the queen of Transylvania in the musical but she does not in the play. Actually, this entire scene is skipped in Shaw’s play. The end of the musical is open ended, leaving the readers to come up with their own ideas and feelings about what is going to happen next. Maybe Professor Higgins and Eliza Doolittle will live happily together like the myth that Pygmalion is based on, Pygmalion and Galetea. Although there are many contrasting events that occur in the musical and in the play they do have many things in common. They have the same characters, although some are developed more in one than in the other. The basic thought and idea’s are the same throughout the musical and play which is expected since My Fair Lady is based on Pygmalion. I enjoyed the musical more than the play because I feel like the musical went into a lot more depth of Eliza’s transformation. The songs and the actors in My Fair Lady really brought the story to life. For me, Rex Harrison’s portrayal of Professor Higgins was absolutely perfect; he was able to show more sides of Professor Higgins’ psyche than you could experience by reading the play. Pygmalion is the type of play that will never be forgotten, even though My Fair Lady is perhaps the most memorable movie based on Shaw’s play, there has been many other renditions, such as Pretty Woman, and there will probably many more made in the future.

Carrie Chapter One

News item from the Westover (Me.) weekly Enterprise, August 19, 1966: RAIN OF STONES REPORTED It was reliably reported by several persons that a rain of stones fell from a clear blue sky on Carlin Street in the town of Chamberlain on August 17th. The stones fell principally on the home of Mrs Margaret White, damaging the roof extensively and ruining two gutters and a downspout valued at approximately $25. Mrs White, a widow, lives with her three-year-old daughter, Carietta. Mrs White could not be reached for comment. Nobody was really surprised when it happened, not really, not at the subconscious level where savage things grow. On the surface, all the girls in the shower room were shocked, thrilled, ashamed, or simply glad that the White bitch had taken it in the mouth again. Some of them might also have claimed surprise, but of course their claim was untrue. Carrie had been going to school with some of them since the first grade, and this had been building since that time, building slowly and immutably, in accordance with all the laws that govern human nature, building with all the steadiness of a chain reaction approaching critical mass. What none of them knew, of course, was that Carrie White was telekinetic. Graffiti scratched on a desk of the Barker Street Grammar school in Chamberlain: Carrie White eats shit. The locker room was filled with shouts, echoes, and the subterranean sound of showers splashing on tile. The girls had been playing volleyball in Period One, and their morning sweat was light and eager. Girls stretched and writhed under the hot water, squalling, flicking water, squirting white bars of soap from hand to hand. Carrie stood among them stolidly a frog among swans. She was a chunky girl with pimples on her neck and back and buttocks, her wet hair completely without colour. It rested against her face with dispirited sogginess and she simply stood, head slightly bent, letting the water splat against her flesh and roll off. She looked the part of the sacrificial goat, the constant butt, believer in left-handed monkey wrenches, perpetual foul-up, and she was. She wished forlornly and constantly that Ewen High had individual-and thus private-showers, like the high schools at Andover or Boxford. They stared. They always stared. Showers turning off one by one, girls stepping out, removing pastel bathing caps, towelling, spraying deodorant, checking the clock over the door. Bras were hooked, underpants stepped into. Steam hung in the air; the place might have been an Egyptian bathhouse except for the constant rumble of the Jacuzzi whirlpool bath in the corner. Calls and catcalls rebounded with all the snap and flicker of billiard balls after a hard break. ‘-so Tommy said he hated it on me and I-‘ ‘-I'm going with my sister and her husband. He picks his nose but so does she, so they're very-‘ ‘-shower after school and-‘ ‘-too cheap to spend a goddam penny so Cindi and I-‘ Miss Desjardin, their slim, nonbreasted gym teacher, stepped in, craned her-neck around briefly, and slapped her hands together once, smartly. ‘What are you waiting for, Carrie? Doom? Bell in five minutes.' Her shorts were blinding white, her legs not too curved but striking in their unobtrusive muscularity. A silver whistle, won in college archery competition, hung around her neck. The girls giggled and Carrie looked up, her eyes slow and dazed from the heat and the steady, pounding roar of the water. ‘Ohuh?' It was a strangely froggy sound, grotesquely apt, and the girls giggled again. Sue Snell had whipped a towel from her hair with the speed of a magician embarking on a wondrous feat and began to comb rapidly. Miss Desjardin made an irritated cranking gesture at Carrie and stepped out. Carrie turned off the shower. It died in a drip and a gurgle. It wasn't until she stepped out that they all saw the blood running down her leg. From The Shadow Exploded. Documented Facts and Specific Conclusions Derived from the Case of Carietta White, by David R. Congress (Tulane University Press: 1981), p. 34: It can hardly be disputed that failure to note specific instances of telekinesis during the White girl's earlier years must be attributed to the conclusions offered by White and Steams in their paper Telekinesis: A Wild Talent Revisited-that the ability to move objects by effort of the will alone comes to the fore only in moments of extreme personal stress. The talent is well hidden indeed; how else could it have remained submerged for centuries with only the tip of the iceberg showing above a sea of quackery? We have only skimpy hearsay evidence upon which to lay our foundation in this case, but even this is enough to indicate that a ‘TK' potential of immense magnitude existed within Carrie White. The great tragedy is that we are now all Monday-morning quarterbacks †¦ ‘Per-iod!' The catcall came first from Chris Hargensen. It struck the tiled walls, rebounded, and struck again. Sue Snell gasped laughter from her nose and felt an odd, vexing mixture of hate, revulsion, exasperation, and pity. She just looked so dumb, standing there, not knowing what was going on. God, you'd think she never ‘PER-iod!' It was becoming a chant, an incantation. Someone in the back-ground (perhaps Hargensen again, Sue couldn't tell in the jungle of echoes) was yelling ‘Plug it up!' with hoarse, uninhibited abandon. ‘PER-iod, PER-iod, PER-iod!' Carrie stood dumbly in the centre of a forming circle, water rolling from her skin in beads. She stood like a patient ox, aware that the joke was on her (as always), dumbly embarrassed but unsurprised. Sue felt welling disgust as the first dark drops of menstrual blood struck the tile in dime-sized drops. ‘For God's sake Carrie, you got your period!' Sue cried. ‘Clean yourself up!' ‘Ohuh?' She looked around bovinely. Her hair stuck to her cheeks in a curving helmet shape. There was a cluster of acne on one shoulder. At sixteen, the elusive stamp of hurt was already marked clearly in her eyes. ‘She thinks they're for lipstick!' Ruth Grogan suddenly shouted with cryptic glee, and then burst into a shriek of laughter. Sue remembered the comment later and fitted it Into a general picture, but now it was only another senseless sound in the confusion. Sixteen? She was thinking. She must know what's happening, she†¦ More droplets of blood. Carrie still blinked around at her classmates in slow bewilderment. Helen Shyres turned around and made mock throwingup gestures. ‘You're bleeding!' Sue yelled suddenly, furiously. ‘You're bleeding, you big dumb pudding!' Carrie looked down at herself. She shrieked. The sound was very loud in the humid locker room. A tampon suddenly struck her in the chest and fell with a plop at her feet. A red flower stained the absorbent cotton and spread. Then the laughter, disgusted, contemptuous, horrified, seemed to rise and bloom into something jagged and ugly, and the girls were bombarding her with tampons and sanitary napkins, some from purses, some from the broken dispenser on the wall. They flew like snow and the chant became: ‘Plug it up. Plug it up. Plug it-‘ Sue was throwing them too, throwing and chanting with the rest, not really sure what she was doing – a charm had occurred to her mind and it glowed there like neon: There's no harm in it really no harm in it really no harm-It was still flashing and glowing, reassuringly, when Carrie suddenly began to howl and back away, flailing her arms and grunting and gobbling. The girls stopped, realizing that fission and explosion had finally been reached. It was at this point, when looking back, that some of them would claim surprise. Yet there had been all these years, all these years of let's short-sheet Carrie's bed at Christian Youth Camp and I found this love letter from Carrie to Flash Bobby Pickett let's copy it and pass it around and hide her underpants somewhere and put this snake in her shoe and duck her again, duck her again: Carrie tagging along stubbornly on biking trips, known one year as pudd'n and the next year as truck-face, always smelling sweaty, not able to catch up; catching poison ivy from urinating in the bushes and everyone finding out (hey, scratch-ass, your bum itch?). Billy Preston putting peanut butter in her hair that time she fell asleep in study hall; the pinches, the legs outstretched in school aisles to trip her up, the books knocked from her desk, the obscene postcard tucked into her purse; Carrie on the church picnic an d kneeling down clumsily to pray and the seam of her old madras skirt splitting along the zipper like the sound of a huge windbreakage; Carrie always missing the ball, even in kickball, failing on her face in Modern Dancing during their sophomore year and chipping a tooth, running into the net during volleyball; wearing stockings that were always run, running, or about to run, always showing sweat stains under the arms of her blouses; even the time Chris Hargensen called up after school from the Kelly Fruit Company downtown and asked her if she knew that pig poop was spelled C-A-R-R-I-E: Suddenly all this and the critical mass was reached. The ultimate shit-on, grossout, put-down, long searched for, was found. Fission. She backed away, howling in the new silence, fat forearms crossing her face, a tampon stuck in the middle of her pubic hair. The girls watched her, their eyes shining solemnly. Carrie backed into the side of one of the four large shower compartments and slowly collapsed into a sitting position. Slow, helpless groans jerked out of her. Her eyes rolled with wet whiteness, like the eyes of a hog in the slaughtering pen. Sue said slowly, hesitantly: ‘I think this must be the first time she ever-‘ That was when the door pumped open with a flat and hurried bang and Miss Desjardin burst in to see what the matter was. From The Shadow Exploded (p. 41): Both medical and psychological writers on the subject are in agreement that Carrie White's exceptionally late and traumatic commencement of the menstrual cycle might well have provided the trigger for her latent talent. It seems incredible that, as late as 1979, Carrie knew nothing of the mature woman's monthly cycle. It is nearly as incredible to believe that the girl's mother would permit her daughter to reach the age of nearly seventeen without consulting a gynaecologist concerning the daughter's failure to menstruate. Yet the facts are incontrovertible. When Carrie White realized she was bleeding from the vaginal opening, she had no idea of what was taking place. She was innocent of the entire concept of menstruation. One of her surviving classmates, Ruth Grogan, tells of entering the girls' locker room at Ewen High School the year before the events we are concerned with and seeing Carrie using a tampon to blot her lipstick with. At that time Miss Grogan said: ‘What the hell are you up to?' Miss White replied: ‘Isn't this right?' Miss Grogan then replied: ‘Sure. Sure it is.' Ruth Grogan let a number of her girl friends in on this (she later told this interviewer she thought it was ‘sorta cute'), and if anyone tried in the future to inform Carrie of the true purpose of what she was using to make up with, she apparently dismissed the explanation as an attempt to pull her leg. This was a facet of her life that she had become exceedingly wary of†¦ When the girls were gone to their Period Two classes and the bell had been silenced (several of them had slipped quietly out the back door before Miss Desjardin could begin to take names), Miss Desjardin employed the standard tactic for hysterics: She slapped Carrie smartly across the face. She hardly would have admitted the pleasure the act gave her, and she certainly would have denied that she regarded Carrie as a fat, whiny bag of lard. A first-year teacher, she still believed that she thought all children were good. Carrie looked up at her dumbly, face still contorted and working. ‘M-M-Miss D-D-Des-D-‘ ‘Get up,' Miss Desjardin said dispassionately. ‘Get up and tend to yourself.' ‘I'm bleeding to death!' Carrie screamed, and one blind, searching hand came up and clutched Miss Desjardin's white shorts. It left a bloody handprint. ‘I †¦ you . . .' The gym teacher's face contorted into a pucker of disgust, and she suddenly hurled Came, stumbling, to her feet ‘Get over there!' Carrie stood swaying between the showers and the wall with its dime sanitary-napkin dispenser, slumped over, breasts pointing at the floor, her arms dangling limply. She looked like an ape. Her eyes were shiny and blank. ‘Now,' Miss Desjardin said with hissing, deadly emphasis, ‘you take one of those napkins out †¦ no, never mind the coin slot, it's broken anyway†¦ take one and†¦ damn it, will you do it! You act as if you never had a period before.' ‘Period?' Carrie said. Her expression of complete unbelief was too genuine, too full of dumb and hopeless horror, to be ignored or denied. A terrible and black foreknowledge grew in Rita Desjardin's mind. It was incredible, could not be. She herself had begun menstruation shortly after her eleventh birthday and had gone to the head of the stairs to yell down excitedly: ‘Hey, Mum, I'm on the rag!' ‘Carrie?' she said now. She advanced toward the girl. ‘Carrie?' Carrie flinched away. At the same instant, a rack of softball bats in the corner fell over with a large, echoing bang. They rolled every which way, making Desjardin jump. ‘Carrie, is this your first period?' But now that the thought had been admitted, she hardly had to ask. The blood was dark and flowing with terrible heaviness. Both of Carrie's legs were smeared and splattered with it, as though she had waded through a river of blood. ‘It hurts,' Carrie groaned. ‘My stomach †¦' ‘That passes,' Miss Desjardin said. Pity and self-shame met in her and mixed uneasily. ‘You have to †¦ uh, stop the flow of blood. You-‘ There was a bright flash overhead, followed by a flashgunlike pop as a lightbulb sizzled and went out. Miss Desjardin cried out with surprise, and it occurred to her (the whole damn place is falling in) that this kind of thing always seemed to happen around Carrie when she was upset, as if bad luck dogged her every step. The thought was gone almost as quickly as it had come. She took one of the sanitary napkins from the broken dispenser and unwrapped it. ‘Look,' she said, ‘Like this-‘ From The Shadow Exploded (p. 54): Carrie White's mother, Margaret White, gave birth to her daughter on September 21, 1963, under circumstances which can only be termed bizarre. In fact, an overview of the Came White case leaves the careful student with one feeling ascendant over all others: that Carrie was the only issue of a family as odd as any that has ever been brought to popular attention. As noted earlier, Ralph White died in February of 1963 when a steel girder fell out of a carrying sling on a housing-project job in Portland. Mrs White continued to live alone in their suburban Chamberlain bungalow. Due to the White's near-fanatical fundamentalist religious beliefs, Mrs White had no friends to see her through her period of bereavement. And when her labour began seven months later, she was alone. At approximately 1:30 P.M. on September 21, the neighbours on Carlin Street began to hear screams from the White bungalow. The police, however, were not summoned to the scene until after 6:00 P.M. We are left with two unappetizing alternatives to explain this time lag: Either Mrs White's neighbours on the street did not wish to become involved in a police investigation, or dislike for her had become so strong that they deliberately adopted a wait-and-see attitude. Mrs Georgia McLaughlin, the only one of the three remaining residents who were on the street at that time and who would talk to me, said that she did not call the police because she thought the screams had something to do with ‘holy rollin'.' When the police did arrive at 6:22 P.M. the screams had become irregular. Mrs White was found in her bed upstairs, and the investigating officer, Thomas G. Mearton. at first thought she had been the victim of an assault. The bed was drenched with blood, and a butcher knife lay on the floor. It was only then that he saw the baby, still partially wrapped in the placental membrane, at Mrs White's breast. She had apparently cut the umbilical cord herself with the knife. It staggers both imagination and belief to advance the hypothesis that Mrs Margaret White did not know she was pregnant, or even understand what the word entails, and recent scholars such as J. W. Bankson and George Felding have made a more reasonable case for the hypothesis that the concept, linked irrevocably in her mind with the ‘sin' of intercourse, had been blocked entirely from her mind. She may simply have refused to believe that such a thing could happen to her. We have records of at least three letters to a friend in Kenosha, Wisconsin, that seem to prove conclusively that Mrs White believed, from her fifth month on, that she had ‘a cancer of the womanly parts' and would soon join her husband in heaven †¦ When Miss Desjardin led Carrie up to the office fifteen minutes later, the halls were mercifully empty. Classes droned onwards behind closed doors. Carrie's shrieks had finally ended, but she had continued to weep with steady regularity. Desjardin had finally placed the napkin herself, cleaned the girl up with wet paper towels, and gotten her back into her plain cotton underpants. She tried twice to explain the commonplace reality of menstruation, but Carrie clapped her hands over her ears and continued to cry. Mr Morton, the assistant principal, was out of his office in a flash when they entered. Billy deLois and Henry Trennant, two boys waiting for the lecture due them for cutting French I, goggled around from their chairs. ‘Come in,' Mr Morton said briskly. ‘Come right in.' He glared over Desjardin's shoulder at the boys, who were staring at the bloody handprint on her shorts. ‘What are YOU looking at?' ‘Blood,' Henry said, and smiled with a kind of vacuous surprise. ‘Two detention periods,' Morton snapped. He glanced down at the bloody handprint and blinked. He closed the door behind them and began pawing through the top drawer of his filing cabinet for a school accident form. ‘Are you all right, uh-?' ‘Carrie,' Desjardin supplied. ‘Carrie White.' Mr Morton had finally located an accident form. There was a large coffee stain on it. ‘You won't need that, Mr Morton.' ‘I suppose it was the trampoline. We just †¦ I won't?' ‘No. But I think Carrie should be allowed to go home for the rest of the day. She's had a rather frightening experience.' Her eyes flashed a signal which he caught but could not interpret. ‘Yes, okay, if you say so. Good. Fine.' Morton crumpled the form back into the filing cabinet, slammed it shut with his thumb in the drawer, and grunted. He whirled gracefully to the door, yanked it open, glared at Billy and Henry, and called: ‘Miss Fish, could we have a dismissal slip here, please? Carrie Wright.' ‘White,' said Miss Desjardin. ‘White,' Morton agreed. Billy deLois sniggered. ‘Week's detention!' Morton barked. A blood blister was forming under his thumbnail. Hurt like hell. Carrie's steady, monotonous weeping went on and on. Miss Fish brought the yellow dismissal slip and Morton scrawled his initials on it with his silver pocket pencil, wincing at the pressure on his wounded thumb. ‘Do you need a ride, Cassie?' he asked. ‘We can call a cab if you need one.' She shook her head. He noticed with distaste that a large bubble of green mucus had formed at one nostril. Morton looked over her head and at Miss Desjardin.