Godiva Chocolatier and Godiva Gems Essays

Godiva Chocolatier and Godiva Gems Essays Godiva Chocolatier and Godiva Gems Paper Godiva Chocolatier and Godiva Gems Paper Godiva Chocolatier and Godiva Gems 1) Define the product offered by Godiva. Identify the different levels of the product. Discuss the attempts made by the management to come up with augmented product. Godiva brand works very hard, trying to present to their customers all the best, the highest and premium quality in Belgium chocolates, and also is important to know that all this chocolates are handcrafted. Looking to achieve all their goals the company makes and sells lots of delights like for example bonbons, truffles, flavored coffee, cocoa mixes, cookies, ice creams, and liqueurs. Godiva is well known in nearly all over the world and has always been an admired brand by its golden boxes. These golden boxes are the best of the company, but sometimes its price could be so expensive and not everybody could enjoy with the Godiva chocolate, so that were the main reason for Godiva in 2009 to go mass market and introduce a lower-priced line named Godiva gems, a new line of chocolate more affordable or accessible. 2) Do you think that the Godiva brand could be damaged after the introduction of the new product to the lower end of the market? Do you see any risk of annibalization of this line extension for the existing product line? Why or why not? Discuss. : We dont think that the new line of chocolates introduced by the company, Godiva Gems, could be damaged, because, how we can read in the text, Godiva is not abandoning the high-end market, we think that the new line isnt cannibalization case we can understand that this position is the best way to be a good known brand, and by this way everybody can known the name of GODIVA and the quality of its product, its the best thing to achieve, almost everybody who like chocolate, the most ccessible product, try and enjoy this chocolates and if these customers like Godiva gems, for sure they are going to continue buying Godiva gems, and later the possible option could be start trying the other highest lines of the brand. For us, the strategy of extend the brand isnt risky, its a new challenge and opportunity to be good know. The key to be successful could be maintain the highest lines, the main reason why Godiva is well known, at the same time that it is trying to approach to the mass market an d dont lose the quality of the chocolate. ) Is Godiva Gems an international or a global product/brand? Discuss whether the brand holds global brand characteristics. Like we read in this case the company aims to position its brand image through an international name in the regional and global markets. The company already dominates the Turkish market and exports its products internationally to more than 95 countries and we also can say that nowadays the company is taking serious step global brand, could be for example because presently Godiva s products are available worldwide in over 80 countries around the world, at 450 exclusive Godiva tores as well as at finer department and specialty stores. The company also issues mail-order catalogs in North America and accepts phone and internet orders. 4) What are the possible impacts of the country-of-origin and packaging in motivating consumers to purchase Godiva chocolates? At first we think that Godiva s country-or-origin is a very motivating factor for the company, because everybody knows about the quality of the Belgiums chocolates, knows, in general, maybe as the best in Europe, so this increase the value of Godiva hocolate, and in another hand, the packaging also is a good contribution for customers to purchase Godiva s chocolates case this brand uses to have very attractive ones, but they also may take care because the packaging could increase a lot the price of the chocolate, it may be in the right measure. 5) Godiva is entering new markets like China and Turkey. What strategy would you offer to the company in its global product planning decisions in terms of standardization versus adaptation? We think that the company shouldnt change it strategy, because with the strategy hat they follow in the rest of the countries it has lot of successful, so that why isnt necessary a change, if this strategy works all over the word why it is not going to do the same in these countries?. In the other hand we thing that the company should focus the strategy in adaptation, because is the best way to have customers for sure, if people like Godiva and they entrust with the brand, they are not going to be worried about looking for other chocolates brand. We dont believe in the standardization of Godiva products because maybe if we do that, our chocolates could stopped and dont be specials.

Comparing Japanese and European Serfdom

Comparing Japanese and European Serfdom Although Japan and Europe did not have any direct contact with one another during the medieval and early modern periods, they independently developed very similar class systems, known as feudalism. Feudalism was more than gallant knights and heroic samurai, it was a way of life of extreme inequality, poverty, and violence. What Is Feudalism? The great French historian Marc Bloch defined feudalism as: A subject peasantry; widespread use of the service tenement (i.e. the fief) instead of a salary...; supremacy of a class of specialized warriors; ties of obedience and protection which bind man to man...; [and] fragmentation of authority- leading inevitably to disorder. In other words, peasants or serfs are tied to the land and work for the protection afforded by the landlord plus a portion of the harvest, rather than for money. Warriors dominate society and are bound by codes of obedience and ethics. There is no strong central government; instead, lords of smaller units of land control the warriors and peasants, but these lords owe obedience (at least in theory)  to a distant and relatively weak duke, king or emperor. The Feudal Eras in Japan and Europe Feudalism was well established in Europe by the 800s CE but appeared in Japan only in the 1100s as the Heian period drew to a close and the Kamakura Shogunate rose to power. European feudalism died out with the growth of stronger political states in the 16th century, but Japanese feudalism held on until the  Meiji Restoration  of 1868. Class Hierarchy Feudal Japanese and European societies were built on a system of hereditary classes. The nobles were at the top, followed by warriors, with tenant farmers or serfs below. There was very little social mobility; the children of peasants became peasants, while the children of lords became lords and ladies. (One prominent exception to this rule in Japan was Toyotomi Hideyoshi, born a farmers son, who rose to rule over the country.) In both feudal Japan and Europe, constant warfare made warriors the most important class. Called knights  in Europe and samurai  in Japan, the warriors served local lords. In both cases, the warriors were bound by a code of ethics. Knights were supposed to conform to the concept of chivalry, while samurai were bound by the precepts of bushido, the way of the warrior. Warfare  and Weaponry Both knights and samurai rode horses into battle, used swords, and wore armor. European armor was usually all-metal, made of chain mail or plate metal. Japanese armor included lacquered leather or metal plates with silk or metal bindings. European knights were almost immobilized by their armor, needing help up on to their horses, from where they would simply try to knock their opponents off their mounts. Samurai, in contrast, wore light-weight armor that allowed for quickness and maneuverability, at the cost of providing much less protection. Feudal lords in Europe built stone castles to protect themselves and their vassals in case of attack. Japanese lords, known as  daimyo, also built castles, although Japans castles were made of wood rather than stone. Moral and Legal Frameworks Japanese feudalism was based on the ideas of the Chinese philosopher Kong Qiu or Confucius (551–479 BCE). Confucius stressed morality and filial piety, or respect for elders and other superiors. In Japan, it was the moral duty of the daimyo and samurai to protect the peasants and villagers in their region. In return, the peasants and villagers were duty-bound to honor the warriors and pay taxes to them. European feudalism was based instead on Roman imperial laws and customs, supplemented by Germanic traditions and supported by the authority of the Catholic Church. The relationship between a lord and his vassals was seen as contractual; lords offered payment and protection, in return for which vassals offered complete loyalty. Land Ownership and Economics A key distinguishing factor between the two systems was land ownership. European knights gained land from their lords as payment for their military service; they had direct control of the serfs who worked that land. In contrast, Japanese samurai did not own any land. Instead, the daimyo used a portion of their income from taxing the peasants to provide the samurai a salary, usually paid in rice. Role of Gender   Samurai and knights differed in several other ways, including their gender interactions. Samurai women, for example, were expected to be strong like the men  and to face death without flinching. European women were considered fragile flowers who had to be protected by chivalrous knights. In addition, samurai were supposed to be cultured and artistic, able to compose poetry or write in beautiful calligraphy. Knights were usually illiterate, and would likely have scorned such past-times in favor of hunting or jousting. Philosophy of Death Knights and samurai had very different approaches to death. Knights were bound by Catholic Christian law against suicide  and strove to avoid death. Samurai, on the other hand, had no religious reason to avoid death and would commit suicide in the face of defeat in order to maintain their honor. This ritual suicide is known as seppuku (or harakiri). Conclusion Although feudalism in Japan and Europe has vanished, a few traces remain. Monarchies remain in both Japan and some European nations, though in constitutional or ceremonial forms. Knights and samurai have been relegated to social roles or honorific titles. And socio-economic class divisions remain, though nowhere nearly as extreme.

Summary of the article Assignment Example | Topics and Well Written Essays - 250 words

Summary of the article - Assignment Example Few years after 1612, tobacco sale in the London market competed with imported Spanish leaf and commanded steep prices. Virginia discovered tobacco production to be profitable. The tobacco shipment registered a drastic increase between the years 1680 and 1627 despite an Indian attack that killed nearly 400 of Virginia’s colonists (DeFord 1). According to Robert’s history, tobacco culture dominated the region between the southern boundary of Pennsylvania and the northern tidewater area of North Carolina. Seek for a more productive and fertile land steered America’s westward expansion. Human resource became an essential requirement in Maryland and Virginia with increasing hard work in the fields. In 1660, legal slavery appeared for the first time in Maryland and Virginia. Tobacco production continued to rise despite the fluctuating prices. Farmers of Tidewater incurred enormous debts to the British tobacco merchants. After 1750, financial crises abroad forced English merchants to demand payment from the planters. After the revolutionary war, negotiators calculated Virginians to account for millions of pounds of the

CCC project Essay Example | Topics and Well Written Essays - 750 words

CCC project - Essay Example I could have written down my ideas at the same time writing down the suggestions the other group members were voicing out. This way, I could have listened efficiently to what others were saying while keeping track of my own ideas. I want to effectively confront people when they make mistakes without causing them to be offended. I would like to accomplish this with people whom I know personally and those who I don’t know well. In this way, I can point out their mistakes to help them improve in turn, I can learn from their mistakes as well. These people include those who I already know and those who I will be acquainted with in the future. I would like to perform this skill only when it is under the appropriate and necessary situations. 1. I would not always confront others immediately after they made a mistake instead I will tell others about their mistakes in the most appropriate time or situation. This will give time for me to think of the approach I will use on the person and to give time for the person to think over what he or she has done wrong. 2. In dealing with new acquaintances or other people I don’t know well, I will take time to observe them to determine their behavior and attitude before confronting them with their mistakes. Learning how they react and interact will give me an idea on how to tell them their mistakes in the most suitable way that will not offend them. 3. For people that are older than me and whom I don’t know well, I will try my best to relate and befriend these people to easily tell them about their mistakes. Befriending these people will cause them to value my opinion and not treat me as a critic nor an enemy but a friend who cares and wants them to improve. 5. I will learn how to speak to other people about their mistakes in the best way and most appropriate way in accordance to their attitude or character. This way I

Miracles provide great hope for a hurting world Essay Example for Free

Miracles provide great hope for a hurting world Essay Miracles can provide great hope for a hurting world because they can be a last resort when all else fails. If someone has been diagnosed with terminal cancer and doctors have given up on them, the hope for a miracle can be the only thing that keeps them from total despair. When nature seems insufferably cruel, believing that God can overcome nature is infinitely reassuring. Miracles also reaffirm the believer’s faith, thus providing hope. Miracles by their very nature are sign that reveal God’s great nature. For example, the Bible records that when Jesus was crucified a great darkness covered the land. This miracle has been historically verified by contemporary middle-Eastern historians Thallus and Africanus. Miracles such as this can be used to convert people to God and give them a sense that he cares for them, thus providing hope. Theologians such as Dr Michael Brown assert that miracles are proof of God’s continued presence in this world through the Holy Spirit, and if we pray earnestly we may be able to experience a miracle. Jesus himself said, â€Å"ask and it shall be given unto you. † Finally, miracles point to an eternal hope beyond this world. They suggest that this world is not all there is; there is another much greater world that we catch glimpses of through miracles. The miracle central to Christianity – Christ’s resurrection – can give a hurting person hope. Christ said that, â€Å"In my father’s house there are many rooms, I will go to prepare a place for you. † Even if they are not healed in this world, the miracle of the crucifixion gives them the hope that they can experience heaven. On the other hand, miracles may not provide hope and happiness because they are so sporadic and seemingly random. Wiles said that miracles were the work of, â€Å"a capricious and arbitrary God. † By this he was referring to the fact that God heals some and not others. Why doesn’t God heal all sick children, instead of a select few? This calls God’s traits into question. If he was omnibenevolent he would want to heal everyone, and if he was omnipotent he would have the power to do so. But he doesn’t, so this calls his very existence into question. Therefore miracles do not provide hope. Dawkins also disagrees with the premise that miracles could provide hope. He claimed that miracles were simply events that fell towards the end of the probability spectrum, and if they do occur they are immense luck. He believes that there is no point in raising people’s hopes for an event that statistically will never occur to them. Many believers, particularly more conservative ones, would believe that miracles and wonders have mostly ceased in our time and what the hurting world really needs for hope is faith. Scholars such as Dr James White believe that modern churches that place far too much emphasis on needing miracles for hope are pushing people away from true, saving faith in Christ. Jesus himself chastised the people for only wanting to see signs and wonders rather than having true faith. Furthermore, miracles are not what is needed to provide hope for a hurting world. Science is. Instead of wasting time praying for individual healings, we should pour out time and energy into discovering cures and vaccines instead. Atheists such as Hawking use smallpox as an example. The human race was able to eradicate this disease through effort, intelligence and science. There was no need for divine intervention to cause hope. Overall, even if miracles are not real, what is wrong with giving desperate people a bit of hope? Nearly all nations have their own accounts of miracles which bring their people hope, it is unlikely they are all wrong.

Personal Success Essay -- American Dream Essays Papers

Success   Ã‚  Ã‚  Ã‚  Ã‚  Everyone’s vision of success differs. Wealth, happiness, and fame are all the stereotypical aspirations of the common person’s so-called â€Å"American Dream.† My American dream encompasses more of the first two aspects than anything else. Happiness is the most important; without happiness, wealth and fame are useless. Without happiness, success cannot exist; it is your own personal gauge of accomplishment. If you cannot look at yourself in the mirror and evaluate your own life a success, then why should anyone else consider you successful? Wealth can attribute to happiness. No matter what anyone says, having more material goods makes your standard of living better, which normally is a direct correlate of happiness. It helps you experience the luxurious joys in life that, otherwise, you couldn’t carry out. Fame, to me, isn’t needed but rather acquired through the life of the successful person. A legacy is more honorable than a na tional fame, because after death fame is a more humble characteristic. Changing others lives, after they examined your life in retrospect, makes fame an irreplaceable cog in the machine of success.   Ã‚  Ã‚  Ã‚  Ã‚  Admiration and aspirations of a person can help determine how successful they will be. Role models help blaze a path of success in the minds of their protà ©gà ©. If someone looks up to a person who themselves are successful, they have better odds of being successful themselves. On the other hand, looking up to a failure of a human being, t...

Effect of Education on the Development of China Essay

Education has had powerful effects on the development in many aspects during the past centuries. This trend, has begun to manifest that education is playing a significant role in economics, societies and environment around the world. Education can promote economic growth and global movement. It can influence the population in fertility and mortality, stimulate the development of the poor segments and promote peace and stability of the society. As for environment, the development of education can solve environmental problems by raising individual awareness, but could also lead to a threat to the environment. A large amount of researches have shown that the increase of the number of girls benefited from education has led to a country’s per capita economic growth (Smith, 1999). Also, according to Brown (2008), a loss of education will lead to a wider gap between the rich and the poor that may increase instability sources in societies. This essay will analyze how education has influenced countries’ development in economics, societies and environment more specifically. In addition, some suggestions will also be conducted to encourage more progress in the development of countries. As seen in a large amount of researches, education has a prominent positive effect on promoting economic growth. For instance, according to Goujon (2008), tertiary education for younger people can lead to more powerful effects than that on old people. However, an inverse case happens in secondary education. That means government should focus on completing the universal primary education and decide which kind of education can strictly prove country’s economic growth. Although the effects of the productivity are not always positive, education, especially for women, is going to be a vital part in achieving a sustainable development (Goujon, 2008). UNESCO (2006) states that education can have positive effects on agricultural productivity, the status of women and controlling the population. In developing countries, the economic development always depends on the agriculture. Similarity, the productivity of agriculture always depends on the farmers’ education level. In conclusion, education could lead to great improvement in workforce which promotes a country’s economic. Not only in China but in other countries, the development of education plays a significant role in countries’ economic movement. That means a great change of relationship between economy and education is promoted around the world due to the trends of global economic development. According to Goh and Gopinathan (2008), in Singapore, the transformation of education system is a strong fundamental to improve its competitiveness in South Asia. Children can choose different kinds of schools to obtain education in Singapore, such as English-speaking schools and Chinese-speaking schools. Students have the opportunity to study in different cultures and learn different skills. As a result, Singapore has a great increase in economy because of a large number of skilled and high-educated workforces. Similarly, in China, the government has used major tertiary transformation in education (Li, Whalley, Zhan, Zhao, 2008). This change leads to a huge impact on economy and also the education structure all over the world. The Chinese government is aiming at upgrading the quality of skilled labour and pulling up the productive ability. In fact, after China’s higher education transformation, other countries begin to look for an appropriate structure for their local education. This exactly illustrates that a closer relationship between economy and education is promoted by the governments worldwide. However, not all the countries are willing to invest in reforming the local education. Different attitudes towards education have resulted in countries’ economics development becoming depolarized. Some countries do not take notice of their education systems, most of which are developing countries. Their governments have not recognized the significance of education and the effects that education could have on their economic development. For example, Mauritius is a small island which is much smaller than Tanzania. However, the GDP in Mauritius was $ 12,800 while in Tanzania was $ 700 in 2006 (Bloom, Canning, Chan, 2006). The main reason why this great gap exists is that the attitudes to higher education are very different. While Mauritius was focusing on the quality and quantity of higher education, Tanzania was still facing the low student-to-staff ratios because of its needless high costs in higher education. In fact, this was a vicious circle in Tanzania. Bloom (2006) shows that although the government has invested a  lot of money to build universities, such as UDSM, the social economic problems were aggravated. Due to the economic problems, government had to reduce the investment to universities. In that case, fixing the relationship between education and economy is so difficult for Tanzania government. In contrast, Mauritius government has already built an optimum circle and the country’s economy is rapidly growing. Education has also had significant impacts on the development of many countries in population in several ways. On the one hand, it could reduce fertility, that is to say, as levels of female education rise, fertility will fall. Brown (2008) states that for reaching substantial reductions in fertility, the single best lever may be the expansion of women’s secondary education. Education and careers have become important factors for women marrying later and having fewer children because education provides females with more employment prospects and opportunities. A good illustration of this is that many girls have been drawn and benefited by the school lunch program in the US since 1946. On the other hand, it can promote children’s health and reduce mortality due to mothers’ better education. It has been reported by UNICEF (2008) that there is an essential connection between under-5 mortality rates and mothers’ education attainment. For example, the stimulation of education has brought about considerable variation in Islamic World that Organization of the Islamic Conference countries account for 11 of the 16 highest rates of under-five mortality in the world. Also, attending schools helps children fight back with various diseases, for instance, AIDS. Schools inform and educate students before they are infected with the disease about the lifestyles that accelerate its propagation. All of this explains that education actually affects the development of a country by reducing the mortality of its population. Table 1: Average annual reduction rates in OIC countries on The popularity of basic education is playing a vital part in fostering popularity of the approach to the hardest to-reach segments of society. Universal primary education is available to more children in poor families nowadays via several ways. Firstly, through the efforts of implementing educational plans, some progress has been made, especially to the poorest  segments of society. For example, Education for All plan, has aimed to promote education by providing financial support to countries which have meaningful plans for universal primary education. This plan was developed by the World Bank which is an important source of financial and other kinds of assistance to developing countries around the world. Owing to this plan, the figure of children’s accomplishment of primary school has risen from 78% in 2000 to 83% by 2005. Furthermore, according to Brown (2008), some third world countries have established Girls Advisory Committees, such as Ethiopia, which largely encourages the registration rates rising in the rural areas. These groups sent representatives to persuade parents in impoverishment to keep their children in school and some countries like Bangladesh and Brazil, provide scholarships or stipends to the parents and help the poor obtain a basic education. Therefore, universal education is stimulating the development of the poor segments by both applying educational plans and founding relevant committees. Also, education can promote peace and stability in a country. As the Nobel Prize-winning economist Amartya Sen who encourages education popularity focuses, â€Å"Illiteracy and innumeracy are a greater threat to humanity than terrorism.† That means a loss of education widens the gap between the rich and the poor and then leads to the integrated world staying in an unstable position eventually. Evidence has shown that education contributes to narrowing the gap that helps build a more stable and harmonious society. An example of this is that with fast increasing number of enrolments since 1999 in China, the gap in access between urban and rural areas is gradually diminishing (Li, Whalley. Zhan and Zhao, 2008). The admission rates of universities in rural China have increased a lot and graduates in poor families have the opportunities to attain hopeful prospects. Plan (2008) has reported that education benefits people’s employment and makes more resources available to them. This avoids hunger, illness and other unequal factors increasing the danger of the destruction of world’s structure. Education no doubt reduces the social burden and promotes stability in the development of countries. Education definitely can help solve environmental problems, and this can be  demonstrated in the aspect of improving individual awareness of the environmental affairs. For instance, through being educated, people will know that their surroundings can be dangerous for living if there aren’t enough steps to be done for a better environment and then they will have a sense of responsibility for the health of their common hometown in their own. According to Dobson (2003), education for sustainable development make great effects on the quality, structure and health of environment by teaching and encouraging pupils to take active parts in democratic and other decision-making processes that can be seen as the commitment of the citizens. So by raising individual sense of responsibility, it proves the effects of education on the environment. In addition, education passes on scientific ways to deal with the environmental problems, which can help produce most environmental efficiency of individuals. The macro environmental achievement needs every citizen’s efforts, so emphasizing environmental education, especially the education for sustainable development, can be a key factor for a better prospect of the environment. However, education sometimes can make a threat to environment. Sustainable development, which is defined as â€Å"the development that meets the needs of the present without compromising the ability of future generations to meet their own needs† (World Commission on Environment and Development, 1987), logically, can be promoted by education. From what has been said above, education can cause a lower fertility and a slower population growth and the resistance to the overpopulation can facilitate the progress of sustainability. Therefore, most people believe that education can certainly become an essential tool for sustainable development. Actually, the truth is dramatically the opposite that greater threat to sustainability will be done with the higher education people obtain. It could be caused by the reason: â€Å"Unfortunately, the most educated nations leave the deepest ecological footprints, meaning they have the highest per-capita rates of consumption. This consumption drives resource extraction and manufacturing around the world.† ( McKeown, 2006: pp12) When people receive more education, they may just have the capability to change the nature and not develop the earth appropriately. The United States, known as its high level of education, is also known as the biggest threat to the environment, which is a typical case  that demonstrates the relationship between education and sustainability. This can be a very controversial point and create challenges to make sure that there is no growing demand for goods and resources while raising the level of the education. In conclusion, to analyze how education could affect the development of countries, this essay obtains the key ideas in mainly three aspects. Education can promote the economic growth and movement globally. Then it can help control the population, stimulate the development of the poor segments and promote peace and stability of the society. As for environment, developing education can help solve environmental problems by raising individual awareness, but may also cause a threat to the environment somehow. Furthermore, the essay advocates raising the level of education among the poor segment of the society, because a loss of which may be origin of threats to the stability of societies. It’s also expected for the developing countries to find a suitable structure of the education system instead of the radical one that just for the needs ahead. Another prediction is that countries could increase the public needs for more sustainable production and consumption patterns through a higher-level education. Although we can see that some progress has been made, there’s still a long way to go. Governments should pay more attention both on basic education and tertiary education in order to provide us a necessary study environment. The government ought to develop more powerful policies to ensure more enrolment so that the quality of a country’s development can be improved. Overall, education has had great effects on the development of countries and will continue influence the economics, societies and environment in a long term. Therefore maturer educational steps ought to be taken in order to conduct much more progress. (Words: 2095) Reference Bloom, D. Canning, D. Chan, K. (2006) Higher Education and Economic Development in Africa. Washington D.C. Harvard University. Brown, L. (2008) Plan B 3.0: Mobilizing to Save Civilization. New York: W. W. Norton and Company, Earth Policy Institute. Dobson,A.P.(2003) ‘Citizenship, Education and the Environment’. In Citizenship and the Environment. Oxford University Press:2003+p.174-207 Goh, C.H., Gopinathan, S. (2008) ‘The Development of Education in Singapore since 1965’. In Lee, Sing Kong Goh, Choor Boon Fredrikson, and Birger (ed) Toward a Better Future: Education and Training for Economic Development in Singapore since 1965. The World Bank: 2008. p. 12-38 Li, Y. Whalley, J. Zhan, S, and Zhao, X. (2008) China’s Higher Education Transformation and Its Global Implications NBER Working Paper No. W13849 [online]. Available form: http://www.voxeu.org/index.php?q=node/1066 [06/12/10] Lutz W, Goujon, A & KC S (2008). Education: The Key to Development. Options (Summer 2008): 12 – 15. [online] Available form: www.iiasa.ac.at/Admin/INF/OPT/Summer08/opt-08sum.pdf.[06/12/10] Plan (2008) Paying the Price [online], Available from: http:// www.plan.org.au/mediacentre/publications/ research/ paying_the_price [07/12/2010] UNESCO (2006) Education for Sustainable Development Toolkit. Paris: UNESCO Publishing, pp. 12 – 14 UNICEF (2005) Investing in the Children in the Islamic World, http://www.unicef.org/publications/files/Investing_Children_Islamic_World_full_E.Pdf [07/12/2010] Yu-Shu Peng,Shing-Shiun Lin(2009)’National Culture, Economic Development, Population Growth and Environmental performance: The Mediating Role of education’.Journal of Business Ethics.Dordrecht: Dec 2009.Vol. 90,iss.2:p.203-216

English composition drama essay Essay

Watching a drama clearly is more effective than reading a drama, and in the same perspective comparing a drama that is watched to a short fiction that is read is undeniably on two different ends of the spectrum. The usefulness of a story that has more meaning within itself than intended on when watching itself play out compared to reading a short fiction clearly holds watching the drama more advantageous. But other than just that the effectiveness between watching and reading a drama gets called into question. Watching a drama has an advantage when compared to reading a short fiction because of the way the drama is acted out giving the audience more depth and meaning to the story. There is a clear advantage to watching a drama compared to reading a short fiction. To be able to understand the advantages, one must understand the notable differences between the two. Firstly, short fictions are designed to be read, unlike dramas, which are meant to be acted out in front of an audience. Also, with short fictions the reader is informed about the setting or other important details that are described in the text. However, the setting in a drama is visually portrayed by many elements. The audience sees the exact setting that the author illustrated with his wording. Besides the author’s description of the time and place, other visuals such as costumes give the audience a more definitive perception of the setting. The advantage that drama has over short fiction is that the drama provides the audience with the exact setting that the author constructed while the readers of fiction have to imagine their own setting, which will always vary between one reader and the next. The use of tone also gives a drama the upper hand against a short fiction because short fictions lack the visual components that dramas are able to incorporate in the performance. Such as, the use of lighting, interchangeable scenery, and appropriate props that emphasize the desired tone communicated by the author’s directions. â€Å"For instance, if the playwright wants to evoke an atmosphere of anticipation, that something dreadful is about to happen, the lighting can be adjusted to create a dark, forbidding set†(LearningExpress, 2). Watching a drama is very effective in constructing meaning because of the precision to details the author provides. When an audience can physically see what is going on in a drama, a conflict or resolution becomes easier to comprehend rather than reading a short fiction that does not have nearly as much descriptive detail that a drama expresses. â€Å"This enables the dramatist to create very realistic atmospheres that will convey to the audience a particular mood in the drama†(LearningExpress 2). Something simple as the way characters are dressed in a drama give meaning to their social status such as, someone that is wealthy, or someone that lives in poverty. When given the option to either watch, or read the drama, the decision that is made should always be to watch the drama. It is much more effective to watch the drama in comparison to reading it. â€Å"†¦drama is not intended to be read off the printed page but to be acted out in front of an audience(LearningExpress, 1). If one were to read a drama instead of watching it, then the reader will experience the possibility of misinterpreting the author’s directions for the way a character is meant to speak at a certain time in the drama, which can cause confusion for the reader. Also, the experience of being a part of a large audience watching a drama proves to be a more effective than simply reading it. â€Å"When we read the written script of a play, †¦ but we cannot experience the reactions of other people as they watch the drama with us†(LearningExpress 5). Seeing the reaction of an audience gives a greater sense of appreciation of dramas and their ability to affect many people at once. Dramas were written to be a performance and not to be read to one’s self. Ultimately, watching a drama over reading short fiction clearly has its advantages. The visual elements in a drama such as the set, costumes, and props are completely understood and appreciated fully compared to the two different ideas that were separately concluded from different readers of a fiction novel. The functionality in a drama to provide the audience with the same outlook compared to the various different messages fictions can convey is the main advantage watching dramas has over reading fictions. The concise detailing an author provides in their dramas lets the audience find the meaning in a simpler way. Watching a drama is proven to be much more effective because of the overall experience each audience member get to appreciate. Work Cited â€Å"Reading Drama Study Guide: GED Language Arts, Reading. † Education. com. LearningExpress Editors, 9 Mar. 2011. Web. 13 June 2013. .

The eNotes Blog Not Just About Two Kids in Love Top RJQA

Not Just About Two Kids in Love Top RJQA April is a fabulous month for all sorts of reasons: the sun is brighter, the temperature is higher, the flowers are blooming And this month has a lot to do with Shakespeare. If you havent already noticed, we at the Notes are big fans of the Bard, and April gives us even more excuses to talk about him than usual. Not only was our main man  born on April 26th (1564), but he died on April 23rd (1616)- thats two days this month that we get to think all about Shakespeare! And if that isnt reason enough (and it usually is), this particular year is a special one as it marks Shakespeares 400th death-aversary. While the prospect of celebrating someones death may strike you as grim, we choose not to think of it that way and rather consider the fact that even four  hundred years after his death, the modern world still looks to Shakespeares work  both for  entertainment and as a classic guide to writing, and thats pretty astounding. Lets start things off with  a little history These days, when we think of actors (and actresses, though they didnt exist in England back then), we think of the rich and famous celebrities that grace the covers of tabloids with their gorgeous faces and lavish lifestyles. But back in Shakespeares day, that wasnt quite the case. In fact, before the Elizabethan Era, actors were looked down upon as rogues and vagabonds- poor people who carried the plague. As it turned out, however, Queen Elizabeth I was a big fan of the theater, and it was  her reign that began the shift of the poor player to the movie star we know and love to sometimes hate. While the Queen enjoyed  the theater and watching  performances, there was still risk in  inviting potential rogues/plague-riddled lowlifes into her castles, and as a result, the system of troupes was born. These troupes were essentially owned by members of the aristocracy who would pay for travel licenses and wages. A reasonably common question students have relates to what a troupe is, and, further, which one Shakespeare was a part of. Well, it turns out he was actually a member of multiple troupes and lived under the influence of multiple members of the aristocracy, despite having amassed a modest fortune of his own. Though Shakespeare went through a lost period from 1585 to 1592 (in other words, no one has any idea what the man was up to), he eventually emerged on the London stage thanks to his being documented as a member of a troupe managed by Lord Strange. Yep, Lord Strange. Okay, now that we have that one out of the way, we can move on to one of Shakespeares most loved works,  Romeo and Juliet. Okay, so is it really fate, or are these kids a little too incorrigible? The more romantically inclined people of this world would look at that question and shake their fists- of course  Romeo and Juliet is a story about star-crossed lovers!  Of course its fate that made them fall in love and die for one another. But while that truly may be what Shakespeare intended, these days its possible to read a lot more into it. (For starters, back in the day it might not have been strange for a thirteen-year-old and a sixteen-year-old to marry, but in the 21st century? No, in this age, we look at that as bad judgment on someones part.) If we are to look at this play and think about it with the semi-creepy perspective that these kids were really just kids,  we have to look into the possibility that there was some failure in the realm of adult supervision. And who was the adult in this situation? Well, there were a few of note: Juliets nurse, Romeos parents, Juliets parents, and  Friar Laurence. It is arguable that the path of Romeo and Juliets love was carved less by fate and more by the meddling of this supposedly responsible adult. Why did the Friar do what he did? Friar Laurence wasnt a bad guy; the man was dealt a difficult hand, and it seems that he made the most of what he had. Sure, he made a marriage between two (essentially) kids, but he talks to himself about how a marriage between Romeo and Juliet could serve to end the feud between their families (For this alliance may so happy prove / To turn your households rancor to pure love, Act II, Scene III). And then, yes, he does help Juliet fake her own death. There are a lot of risks that could be associated with pretending to be dead and being sealed into a tomb, but when someone comes to you and says that they would kill themselves without your help- what are you to do? (If you would rather kill yourself than marry Paris, then you must have the willpower to do something similar to death, Act IV, Scene I). Could Friar Laurence have handled this situation a little bit better? Probably, yes. But without a whole lot of time to make considerations, the Friar did what he could to keep the two happy, even if it all ended in tragedy. Friar Laurence played his part, sure, but he did seem to believe the two were in love This is another tricky one: the nature of love vs. infatuation vs. lust. So much of this play is written with the interpretable aim of depicting what it feels like to be in love and how it is different for everyone. Maybe that sounds a little corny, but think about it: on the one hand, we have Romeo, who opens the play by professing love for Rosaline but only moments later is head-over-heels in love with a girl hes just  met- sounds a little fishy. Then on the other hand, theres Juliet, whose love for Romeo appears more philosophical; she  appears to fall in love with Romeo  primarily for who he is as a person. So maybe,  Romeo and Juliet isnt based on the flowery image of inspirational love, but is instead meant to show the audience  the true nature of love and what it means to experience it. Whatever the reason, the two still died  in the end Hopefully theres no one reading this right now unfamiliar with the ending to  Romeo and Juliet, because if so- major belated spoiler alert. Its difficult to say for sure, because as simplistic as it sounds to say times have changed, it is true that interpretations of this play may be completely different today than they were at the time of its writing because, really,  times have changed. Back in the 16th century (and even later), it was relatively common for people to get married as young as twelve or thirteen, particularly members of the upper class. The fact that Romeo and Juliet married as young teens might not have been a matter of huge importance  to the story in Shakespeares time, but today it really makes a difference. If these characters were in their twenties or thirties, we wouldnt be questioning the learnedness of their decisions, but as it is, we have to ask: who was watching these kids? Even the adult figures in the story either stood aside and let the craziness unfold, or else  assisted in making it happen. So in the end, whos really responsible for the death of Romeo and Juliet?  Certainly, the two played a role in their own downfall, but if were to look at these characters like the kids they were, we have to wonder if there was something that could have been done to stop the madness before it started. Thats a little heavy Not all of the play is  as dark as the death of two young and infatuated teens. In fact, Shakespeare had a habit of throwing  a little humor even into the darkest of stories. Shakespeare tends to look to the characters, rather than purely to literary devices, to create his comic relief. In  Romeo and Juliet we can give particular attention to the Nurse and Mercutio as sources of amusement, primarily for the audience, but for the characters as well. Juliets nurse is a little bit raunchy and tends to make off-the-cuff comments that in the Elizabethan Era must have  been quite scandalous, but in these days mostly are good for an lol or two. Mercutio is so witty that it gets him into trouble, but at least hes a fan favorite with his puns and snarky humor. Why is Shakespeare still such a big deal, anyway? Shakespeare is tough; his manner of speech is difficult to follow and some elements of his plays are no longer prevalent in modern life. So why do we still spend so much time learning about him as a person and analyzing his work in class? Well, sometimes the most obvious  answer is the best one: Shakespeare remains relevant four hundred years after his death because he really is  that good. Not only was his work eloquent, entertaining, and beautiful, but his plays and poems managed to capture elements of human nature and the human condition more aptly and wonderfully than any other author before or since. In addition to the inherently identifiable nature of Shakespeares work, his very words (i.e. of his own invention) have made their way into our day-to-day vocabulary. Given that a lot of the words on that list are incredibly common, its interesting to consider a world without Shakespeare- how did people describe their bedrooms without the word bedroom? Although, maybe in those days people didnt really talk about their bedrooms for fear of  sounding  scandalous. There have been many amazing authors and artists throughout history, but without a doubt, William Shakespeare was one of the best. He set a standard that all writers to follow would aspire to, and hopefully enjoy.

Maple Sap Collection and Syrup Production

Maple Sap Collection and Syrup Production Maple syrup is a natural forest food product and, for the most part, only produced in temperate North American woodlands. More specifically, the sugary sap is mostly collected from the sugar maple (Acer saccharum) which grows naturally in the northeastern United States and eastern Canada. Other maple species that can be tapped are red and Norway maple. Red maple sap tends to yield less sugar and early budding causes off flavors so its seldom used in commercial syrup operations. The basic process of sugar maple syrup production is fairly simple and has not dramatically changed over time. The tree is still tapped by boring using a hand brace and drill bit and plugged with a spout, called a spile. The sap flows into covered, tree-mounted containers or through a system of plastic tubing and is collected for processing. Converting maple sap into syrup requires removing water from the sap which concentrates the sugar into a syrup. The raw sap is boiled in pans or continuous feed evaporators where the liquid is reduced to a finished syrup of 66 to 67 percent sugar. It takes an average of 40 gallons of sap to produce one gallon of finished syrup. The Maple Sap Flow Process As do most trees in temperate climates, maple trees enter dormancy during winter and store food in the form of starches and sugar. As day temps start to rise in late winter, stored sugars move up the trunk to prepare for feeding the tree growth and budding process. Cold nights and warm days increase the flow of sap and this starts what is called the sap season. During warm periods when temperatures rise above freezing, pressure develops in the tree. This pressure causes the sap to flow out of the tree through a wound or tap hole. During cooler periods when temperatures fall below freezing, suction develops, drawing water into the tree. This replenishes the sap in the tree, allowing it to flow again during the next warm period. Forest Management for Maple Sap Production Unlike managing a forest for timber production, sugarbush (term for a stand of sap trees) management does not depend on maximum annual growth or growing straight defect-free timber at an optimum stocking level of trees per acre. Managing trees for maple sap production is focused on annual syrup yield on a site where optimal sap collection is supported by easy access, adequate numbers of sap-producing trees, and forgiving terrain. A sugarbush should be managed for quality sap producing trees and less attention is paid to tree form. Trees with crooks or moderate forking are of little concern if they produce a quality sap in adequate quantities. Terrain is important and has a major influence on sap flow. Southern facing slopes are warmer which encourages early sap production with longer daily flows. Adequate accessibility to a sugarbush decreases labor and transport costs and will enhance a syrup operation. Many tree owners have opted not to tap their trees in favor of selling sap or leasing their trees to syrup producers. There must be sufficient numbers of sap producing maples available with desirable access to each tree. We recommend you check with a regional sap producers association for buyers or renters and develop an appropriate contract. The Optimal Sugarbush Tree and Stand Size The best spacing for a commercial operation is about one tree in an area measuring 30 feet x 30 feet  or 50 to 60 mature trees per acre. A maple grower can start at a higher tree density but will need to thin the sugarbush to achieve a final density of 50-60 trees per acre. Trees 18 inches in diameter (DBH) or larger should be managed at 20 to 40 trees per acre. It is very important to remember that trees under 10 inches in diameter should not be tapped due to serious and permanent damage. Trees over this size should be tapped according to its diameter: 10 to 18 inches - one tap per tree, 20 to 24 inches - two taps per tree, 26 to 30 inches - three taps per tree. On average, one tap will yield 9 gallons of sap per season. A well-managed acre might have between 70 and 90 taps 600 to 800 gallons of sap 20 gallons of syrup. The Making of a Good Sugar Tree A good maple sugar tree usually has a large crown with significant leaf surface area. The greater the crowns leaf surface of a sugar maple, the greater is the sap flow along with increased sugar content. Trees with ​crowns more than 30 feet wide produce sap in optimum quantities and grow larger faster for increased tapping. A desirable sugar tree has a higher sugar content in the sap than others; they are typically sugar maples or black maples. It is very important to have good sugar producing maples, as an increase of 1 percent in sap sugar reduces processing costs up to 50%. The average New England sap sugar content for commercial operations is 2.5%. For an individual tree, the volume of sap produced during one season varies from 10 to 20 gallons per tap. This amount depends on a specific tree, weather conditions, sap season length, and collection efficiency. A single tree can have one, two, or three taps, depending on size as mentioned above. Tapping Your Maple Trees Tap maple trees in early spring when daytime temperatures go above freezing while nighttime temperatures fall below freezing. The exact date depends on the elevation and location of your trees and your region. This can be from mid to late February in Pennsylvania to mid-March in upper Maine and eastern Canada. Sap usually flows for 4 to 6 weeks or as long as the freezing nights and warm days continue. Taps should be drilled when temperatures are above freezing to reduce the risk of damage to the tree. Drill into the trunk of the tree in an area that contains sound sap wood (you should be seeing fresh yellow shavings). For trees with more than one tap (20 inches DBH plus), distribute the tapholes evenly around the circumference of the tree. Drill 2 to 2 1/2 inches into the tree at a slight upward angle to facilitate flow of sap from the hole. After making sure that the new taphole is free and clear of shavings, gently insert the spile with a light hammer and do not pound the spile in the taphole. The spile should be set properly to support a bucket or plastic container and its contents. Forcefully mounting the spile can split the bark which prevents healing and could cause a substantial wound on the tree. Do not treat the taphole with disinfectants or other materials at the time of tapping. You always remove spiles from the tapholes at the end of the maple season and should not plug the hole. Tapping done properly will allow tapholes to close and heal over naturally which will take about two years. This will ensure that the tree continues to remain healthy and productive for the remainder of its natural life. Plastic tubing can be used in place of buckets but can become a bit more complicated and you should consult a maple equipment a dealer, your local maple producer, or Cooperative Extension Office.

ADR Processes Essay Example | Topics and Well Written Essays - 750 words

ADR Processes - Essay Example rstly, alternative dispute resolution (ADR) is said to be â€Å"the techniques or procedures for resolving disputes short of trial in the public† (Grossman, et al. 2009, p.1). There has been an growing interest in ADR mainly because it was said to be less costly, faster, less threatening, more receptive to the concerns of disputants, and â€Å"more responsive to the underlying problems† (Grenig & Davies, Alternative Dispute Resolution  § 1:1). Arbitration and mediation are just among the methods of alternative dispute resolution (Grossman, et al. 2009, p.1). However, there is still a need to evaluate if indeed resort to alternative dispute resolution methods is appropriate in a particular case. As commented by Gail M. Valentine-Rutledge, these methods are not always the cure for every dispute or case that is presented (Valentine-Rutledge, 57 Am. Jur. Trials 555 (Originally published in 1995). She adds that there are cases where litigation is better suited, which may either be due to â€Å"the facts of the case, the personality or desires of the client or the personality of opposing counsel† (57 Am. Jur. Trials 555 (Originally published in 1995). Thus, to ascertain as to whether mediation will be beneficial in a specific situation, would now depend upon the factors of each specific case (Valentine-Rutledge, 1995). Mediation or arbitration as a mode of resolving disputes, may not always be successful, hence, it is important to determine if those cases subject for mediation or arbitration have â€Å"the highest likelihood of fair and reasonable settlement† through such a process (Valentine-Rutledge, 1995). The decision on whether mediation should be chosen as a mode of dispute resolution, should be on a â€Å"case-by-case basis† bearing in mind all the important factors (Valentine-Rutledge, 1995).Thus, it is important to take into consideration â€Å"the nature of a particular case and the underlying dispute† to determine if such case is appropriate for mediation