Strategic Marketing Essay Example | Topics and Well Written Essays - 3250 words

Strategic Marketing - Essay Example In the above statement, he emphasized on the imagination of people for bringing new product development with innovative technologies. In the gradual development of globalization, the technological advancement is one of the most vital factors. The process of globalization has led to change the thoughts, views and opinions of human beings and they become more capable of imagining which was once considered to impossible (Samli, 2011, p.125). The capability of imagination is the most powerful strength of mankind that has brought significant developments. Basically, the imagination acts as a tool for inspiration and it motivate people to be innovative. In this regard, Morgan has commented correctly that â€Å"imagination motivates people to climb mountains, to paints pictures and to win races† and people are applying their imagination in the field of business management (Morgan, 2001, p.79). The greatest innovation in the world is a successful outcome of imagination. People may pos sess necessary technological knowledge and expertise or necessary monetary requirement. No doubt that these factors are indispensible for product development but the first priory is creativity based on with the technological knowhow is applied for practical implications. Archytus of Taremtum, the great mathematician during 400 B.C. imagined and created a wooden bird which was able to fly. Finally, in 1950s, George C. Devol first invented and patented modern robot which was based on imagination developed by Archytus 400 B.C ago. There are also an ample numbers of such examples that proves that imagination is prime factors behind development of new products (Patel, 2011, p.5). Question 3 â€Å"Evaluation consumes high proposition of... The researcher states that in the process of strategic business management, evaluation is one of the most critical steps for any company. In the process of evaluation, the effectiveness of implemented strategies and performances of each responsible employee are assessed for further betterment of entire situations. The performance evaluation of each employee is helpful in identifying the areas of improvements though proper performance appraisal methods. These performance appraisal methods are also meant to offer promotions, higher remunerations and incentives. The process of evaluation affected time and energy of marketing executive that can be used for more productively. The task of marketing executives generally includes the development of marketing campaigns and promotions of products and services for generating higher amount of sales. Their tasks are very challenging and they have to use their creativity to attract the target audience and target market. Creativity comes from the i magination and for motivating the marketing executive to think creative marketing ideas, it is necessary to provide sufficient time and energy. In the evaluation process consumes the time and energy of each employee including marketing executive. Therefore, the management must consider such drawbacks of evaluation for marketing executives. William R. King have identified that performance appraisal of marketing executives are difficult to interpret as task of marketing like creating ideas cannot be directly quantify.

Study of Integrated Science Essay Example for Free

Study of Integrated Science Essay The importance of science in today’s world is overwhelming and therefore the education system throughout the world has geared itself to provide the required training in scientific skills to meet this growing challenge. Many countries have transformed themselves from poor feudal type economies through the increasing application of science and technology. China and India are two outstanding examples as they have grown to become economic and industrial power houses and in several ways compete effectively with developed countries. Any country which does not give the needed assistance to the study of science usually lacks development. Through science, bridges are constructed, vehicles manufactured, roads constructed and knowledge expanded. In spite of the relevance of science mentioned above, the pupils of Mampamhwe M/A JHS 2 have difficulty in studying and understanding science. The three aspects of pure science and one applied science (Agricultural science) have been combined to form the basis for the study of science at the junior high school. Collectively, they are known as integrated science. During the end-of-term examination, less than 40% of the thirty five (35) pupils in the class barely get above the average mark of fifty (50) in integrated science. The pupils mentality that, integrated science is difficult and poor methods of teaching can be counted as factors that have facilitated the poor performance of the pupils in the subject. Not using the scientific method of solving problems in the teaching of scientific problems and solving practical questions raises an eyebrow on how pupils can grasp the concepts of the subject. With pupils living in a community which major occupation is farming (cocoa to be precise) and pupils themselves engaging in farming activities, it would have served as a good ground for the application of agricultural science and biology which forms part of integrated science. But this seems not to be the case with the pupils. With the relevance of the study of science to the improvement of the pupils’ mind and life and also to the community as a farming one, prompted the researcher to study and investigate ways of improving the study of integrated science at JHS 2. Statement of the problem The problem which prompted the researcher to carry out this research is the poor performance of pupils in integrated science among the JHS 2 pupils of Mampamhwe M/A. It is therefore against this background that the researcher has decided to use the experiential approach to help solve this problem. Purpose of the study The reason why the researcher is carrying out this research is to: a) Identify the causes of the poor performance of pupils of Mampamhwe M/A JHS 2 in integrated science. b) Assess the effects of the poor performance in integrated science on the pupils. ) Establish possible solutions that can help solve the poor performance in integrated science. d) Provide teachers with some guidelines in improving the teaching and studying of integrated science. e) Help parents understand the conditions that they can put in place to help their wards improve their performance in integrated science. f) Provide suggestions to managers of education in Ghana when planning the syllabus. Rese arch questions Research questions for this study include the following: i) What difficulties do pupils of Mampamhwe M/A JHS 2 face in the study of integrated science? i) What are the major causes of the poor performance of the pupils in integrated science? iii) What are the appropriate interventions that can be taken to address the problem? iv) What is the effect of the project on the problem? Significance of the study This research will help pupils to recognize effective ways of learning integrated science which can bring about an improved performance in the subject. It will also help teachers of integrated science to vary their techniques or methods of teaching and choose methods according to the nature of the topic. Last but not least, it will also enable curriculum planners to include this practical work in the JHS science syllabus so that pupils at the junior high schools can make use of it. Delimitations This project work is limited to improving the performance of integrated science among only JHS 2 pupils of Mampamhwe M/A. This is because that is the class that the researcher was assigned to teach and has fair knowledge of their learning abilities. Also, out of all the subjects on the JHS 2 timetable, the researcher chose to carry out his research on only integrated science since it’s the subject assigned to him to teach. Last but not least, there were many approaches that could have been used for this study but the researcher deemed it best to use the experiential approach Organization of the study The research work is organized in five main chapters. Chapter one is titled ‘Introduction’ and it comprises the background to the study, statement of the problem, purpose of the study, research questions, significance of the study, delimitations, limitations and organization of the study. Chapter two is the review of related literature. It consists of the ideas and views of other writers, internet and other sources. Chapter three discusses the methodology which includes the research design, population and sample selection, research instrument, data collection procedure and data analysis plan. Chapter four considers the analysis of data based on the findings and discussions of the findings. The last chapter summarizes, concludes and also makes recommendation after the study.   Literature review Review of related literature in this chapter involves the systematic identification, location and analysis of documents containing information related to the research problem. It is designed to review works on the importance of the study of science in the basic school. The knowledge gained through the study of science plays an important role in the general education of the school curriculum, therefore, a large number of studies pertaining to the teaching and learning of science by many educationist and writers. This chapter considers the contributions of other researchers and their proposal suggestions for correcting these difficulties. The contributions are placed under the following headings in this chapter. Definitions of science. What is integrated science? Importance of science. Importance of science education as a school subject. Causes of poor performance of pupils in integrated science. Experiential method of teaching. Definitions of science According to Websters New Collegiate Dictionary, the definition of science is Knowledge attained through study or practice, or Knowledge covering general truths of the operation of general laws, especially as obtained and tested through scientific method [and] concerned with the physical world. Science refers to a system of acquiring knowledge. This system uses observation and experimentation to describe and explain natural phenomena. The term science also refers to the organized body of knowledge people have gained using that system. Less formally, the word science often describes any systematic field of study or the knowledge gained from it. (http://www. sciencemadesimple. com) According to Wikipedia (2012), Science is obtained from the Latin word scientia, it means knowledge. It furthered on to say that, science is a systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe. An older and closely related meaning still in use today is that found for example in Aristotle, whereby science refers to the body of reliable knowledge itself, of the type that can be logically and rationally explained. (http://en. wikipedia. org/wiki/Science). It goes on to say that, in modern use, science is a term which more often refers to a way of pursuing knowledge, and not the knowledge itself. Dictionary. com (2012) defines science as a branch of knowledge or study dealing with a body of facts or truths systematically arranged and showing the operation of general laws. World English Dictionary (2009) also defines science as the systematic study of the nature and behavior of the material and physical universe, based on observation, experiment, and measurement, and the formulation of laws to describe these facts in general terms. The medical dictionary (2002) also says science is  the observation, identification, description, experimental investigation, and theoretical explanation of phenomena. Such activities restricted to explaining a limited class of natural phenomena. Such activities applied to an object of inquiry or study. The science dictionary (2002) also defines science as the investigation of natural phenomena through observation, theoretical explanation, and experimentation, or the knowledge produced by such investigation. It continues to state that science makes use of the scientific method, which includes the careful observation of natural phenomena, the formulation of a hypothesis, the conducting of one or more experiments to test the hypothesis, and the drawing of a conclusion that onfirms or modifies the hypothesis. In general, science can be defined as the systematic observation and classification of natural phenomena in order to learn about them and bring them under general principles and laws. According to Twumasi (2009), Science has three main branches, namely; Chemistry, Biology and Physics. Chemistry is an experimental study of substances and the useful compounds that can be formed from these substances. Chemistry also has three branches which include inorganic, organic and physical chemistry. Physics is concerned with the forces that exist between objects and the interrelationships between matter and energy. Biology is the study of living things and their interactions with the environment. Biology is also divided into plants, animals and ecology. What is integrated science? Integrated Science is a straight forward, easy-to-read, but substantial introduction to the fundamental behavior of matter and energy in living and non-living systems. It is intended to serve the needs of non-science individuals who are required to complete one or more science courses as part of a general or basic studies requirement. It introduces basic concepts and key ideas while providing opportunities for students to learn reasoning skills and a new way of thinking about their environment. According to wiki. answers. com, integrated science is a combine study of all areas of the sciences or the introduction of some areas in sciences. It goes on to try to differentiate between science and integrated science by explaining that integrated science is a course with merged topics like biology, chemistry, etc. whilst science is a big body of knowledge, it is about everything around us even inside our own body. Importance of science Below are some importance of science as identified by www. mikebrotherton. com. 1. Science exercises the mind and teaches logical thinking. 2. Science encourages skepticism and questioning assumptions and looking at things in different ways. 3. Making important decisions based on science instead of superstition or demagoguery or hatred or fear etc often produces better results. 4. The techniques of science (logic, testing hypothesis, gathering, data, etc) can be applied in daily life for â€Å"small† personal problems and activities (purchasing decisions, playing games, cooking, debugging software, etc), not just for â€Å"big issues† like physics, astronomy, technological development, etc. 5. Through the study of science, horrible diseases can be cured, or prevented entirely, and it can still provide hope for those with as-yet-incurable diseases. . Through science, people who love each other can talk to each other whenever they want no matter how far apart they are in the world, and can be together the next day through improved ways of communication and transport. 7. Science can show us what has caused mass extinctions and point the way to preventing similar catastrophes in the future. 8. Science can make us feel big and special for understanding the age of the Earth, the nature of stars, and the size of the universe, even if those things dwarf us. 9. Science gives us superpowers, like looking across the universe, seeing atoms, flying across the Earth or to the moon, moving mountains, and harnessing the energy of the sun. 10. Science has helped us to understand ourselves and the environment. 11. It shows the best way of solving problems. Importance of science education as a school subject Science, as a subject is universal and knows no boundaries. The claims of Science for inclusion in the school curriculum came to be recognized after years of active and persistent efforts. Science almost revolutionarized human life and proved indispensable for existence of man. Now, supremacy of Science has been established in every field. In fact, so great is its importance for man and society that the present day people live in an age of science. No one perhaps needs an explanation at present to include science in the school curriculum. Canon Wilson, a famous educationist in 1867, in support of inclusion of science as a School subject wrote, Science teaches what evidence is, what proof is’’. English, History, Geography, Classics etc. re taught because they provide a liberal education. The main object of imparting education is to turn out intelligent citizens able to appreciate and enjoy the beauty and wonder of Nature. They should be efficient in all walks of life and should take delight in the wealth of culture of past generations and civilizations. Hence, Science should form an essential part of the curriculum as it is the only subject which affords k nowledge of certain facts and laws and helps in achieving the main object of education. According to www. preservearticles. om, Prakash (2011), the following are the arguments in favor of integrated Science to be placed in School Curriculum: 1. Science provides unique training in observation and reasoning. Science students reason from definitely ascertained facts and form clear concepts. It makes one systematic and enables him to form an objective judgment. 2. The discoveries have added to the prosperity of human race with vast increase of knowledge. Herbert Spencer in his, What Knowledge is of Most Worth gives information which study of Science furnishes. According to him, Science learning is incomparably more useful for our guidance in life. Other chief subjects too provide an intellectual training not inferior to that of Science. Practically, we live in a world of scientific discoveries. So science education cannot be neglected. 3. Prof. H. E. Armstrong says that Science is taught to provide training in and knowledge of Scientific method, which is useful in the life pursuits. So this needs a School base of Science education. 4. Science has its cultural value. It has a literature of its own. The Scientific discoveries of Galileo, Newton, Faraday, Darwin, Pasteur, Kelvin, Bose, Armstrong and others are treasures of mankind. So, Science has won the first rank of humanistic studies. 5. Science has utilitarian value. It trains the child to use his leisure properly. These are clearly illustrated in scientific hobbies. 6. Modern knowledge of Science provides great intellectual pleasure. An educated person is under very great disadvantage if he is not familiar with that knowledge. 7. Knowledge of the methods of observation and experiment in the different branches of Science helps pupils to develop a logical mind, a critical judgment and a capacity for methodical organization. . Science is useful in that it remedies some of the defects of the ordinary school education. It is found to be the most valuable element in the education of those who show special aptitude. Science provides discipline of mind. Causes of poor performance of pupils in integrated science The poor performance of pupils in integrated science can be attributed to many factors. Alsop (1985) said â€Å"if science is to be learned affectively i t must be experienced, (UNESCO, 1973)†. The laboratory is a unique fact of science education. Tamir (1989) also said that in the developing countries especially sub – Saharan Africa, there are a number of factors contributing to the poor performance in science. Thus low per capital income, predominantly rural populations, economy based on primary products, experience of political independence and limited access to school particularly at the secondary level. The sub — Saharan Africa is the region which has the greatest difficulties in providing the normal facilities of trained teachers, laboratories and equipment for teaching practical science. Also Toh (1990) said, prior knowledge, attitude to school, attitude to cience and academic self concept affect success in the performance in science investigation, and he continued to say that explicit understanding is not adequate for success in science investigation. Moreover, Torto (2003) said, gender disparity in education also leads to poor performance in science especially among woman. She said, female still have low access to education, low participation and poor performance in many subject. Many factors which are home, community and school based, continue to restrict development female education she said further that, factors within the classroom are not only uses of gender imbalances in education. Home based factors which include family size, household income, parents’ education, cultural and traditional beliefs all contributed substantially to poor female enrolment in school. Gott and Mishiter (1987) also added that, science education is in a state of rapid change. In recent years there has been an ongoing debate concerning the importance of concepts and process in our science courses. This debate has been brought into tighter focus since the autumn of 1988 in England and Whales with the advent of the national curriculum in science. Shito (1958) stated in the daily graphic that the community regards science students who are females as witches and ugly. In addition to this, Femsa project staff (1995) conducted and presented a research on the availability of resources and facilities for teaching and learning science as well as mathematics in Africa. They said that, where resources and facilities such as teacher textbooks, laboratories, chemicals, tools, textbooks, laboratory tools and equipment, teaching aids, store, office etc. are inadequate, it makes the teaching of science to become teacher centered. This type of approach is heavily dominated by the teacher as he or she lectures the subject, gives notes and demonstrates the practical aspect of the lessons. The students remain passive participants expected to listen and observe only. July (1925) said if science education is to be lectures and demonstration, then no results could be achieved in the future. He also added that any school that claims to teach science only theoretically is not a school. Morii (1434) said, a teacher is capable of teaching and implementing quality education if he is given what he is suppose to be given (an ancient scientist. He also added that the poor performance of science is due to low motivation given to teachers. According to Dzama (1999) causes of poor performance of pupils in science is as a results of absence of vocational incentives rather than by conflict between science and African traditional values and beliefs. He argued that conflict between science and traditional beliefs and values is not peculiar to Africans. He also demonstrated that in the growth of science in developed countries, improvement in the performance of students succeeded rather than proceeded industrial and technological development. Experiential method of teaching According to Wikipedia (2012), experiential learning is the process of making meaning from direct experience. Simply put, Experiential Learning is learning from experience. The experience can be staged or left open. Aristotle once said, For the things we have to learn before we can do them, we learn by doing them. David A. Kolb helped to popularize the idea of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin and Jean Piaget. His work on experiential learning has contributed greatly to expanding the philosophy of experiential education. Experiential learning focuses on the learning process for the individual. An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Experiential learning requires no teacher and relates solely to the meaning making process of the individuals direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required: 1. the learner must be willing to be actively involved in the experience; 2. the learner must be able to reflect on the experience; 3. the learner must possess and use analytical skills to conceptualize the experience; and 4. The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience. Experiential learning can be a highly effective educational method. It engages the learner at a more personal level by addressing the needs and wants of the individual. Experiential learning requires qualities such as self-initiative and self-evaluation. For experiential learning to be truly effective, it should employ the whole learning wheel, from goal setting, to experimenting and observing, to reviewing, and finally action planning. This complete process allows one to learn new skills, new attitudes or even entirely new ways of thinking. Most educators understand the important role experience plays in the learning process. A fun learning environment, with plenty of laughter and respect for the learners abilities, also fosters an effective experiential learning environment. It is vital that the individual is encouraged to directly involve themselves in the experience, in order that they gain a better understanding of the new knowledge and retain the information for a longer time. As stated by the ancient Chinese philosopher, Confucius, tell me and I will forget, show me and I may remember, involve me and I will understand’’. According to learning consultants, experiential learning is about creating an experience where learning can be facilitated. How do you create a well-crafted learning experience? The key lies in the facilitator and how he or she facilitates the learning process. An excellent facilitator believes in the creed: You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are. And while it is the learners experience that is most important to the learning process, it is also important not to forget the wealth of experience a good facilitator also brings to the situation. An effective experiential facilitator is one who is passionate about his or her work and is able to immerse participants totally in the learning situation, allowing them to gain new knowledge from their peers and the environment created. These facilitators stimulate the imagination, keeping participants hooked on the experience. Creating an experiential learning environment can be challenging for educators who have been taught through traditional classroom techniques. Identifying activities that allow learners to understand and absorb concepts can be a new and daunting experience. However, by providing direct experience in addition to standard written and visual materials, learners with different types of learning styles and strengths can be accommodated. Sudbury model of democratic education schools assert that much of the learning going on in their schools, including values, justice, democracy, arts and crafts, professions, and frequently academic subjects, is done by learning through experience. Summary Science can be defined as the systematic observation and classification of natural phenomena in order to learn about them and bring them under general principles and laws. Science has been part of man in time past and has even become more of man’s life in recent years. The usefulness of science can be seen by the things around us; the roads, bridges, cars, computers, refrigerators etc. The selection and study of some aspects of science as a whole is what is termed as integrated science. To defend the study of integrated science and science as a whole in schools, Canon Wilson, a famous educationist in 1867, wrote, Science teaches what evidence is, what proof is’’. According to Prakash (2011), Science learning is incomparably more useful for our guidance in life. Many researchers are of the view that, learning is best understood when it is experienced as stated by the ancient Chinese philosopher, Confucius, tell me and I will forget, show me and I may remember, involve me and I will understand’’. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. Also, Aristotle once said, For the things we have to learn before we can do them, we learn by doing them. According to learning consultants, experiential learning is about creating an experience where learning can be facilitated. An excellent facilitator believes in the creed: You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are.   This chapter talks about the research design that the researcher used in solving the problem, the population and sampling solution, research instruments, data collection procedure and data analysis plan. It also describes the type of research used in the study. It also involves the method of data collection, pre-Intervention, intervention and post- intervention stages. Research design Research design is a plan which specifies how data relating to a given problem should be collected and analyzed. It provides the procedural outline for conduct of any given investigation. The research design used is an action research design which is directed towards solving a specific problem at the classroom level. This type of research is usually undertaken by either a teacher or group of teachers in a school to solve a peculiar problem in the classroom or in the school as a whole. The design makes work very easier and simpler. This is due to the fact that, it does not involve inconveniences such as travelling etc. The design deals with a particular group of people in a given area concerned and helps to solve the problems which specifically affect him/her. Action research also helps the teacher to understand what actually goes on in teaching and learning situations. It is important in the sense that, it does not only enhance teacher’s professional status but also promotes teacher’s personal improvement of his/her practices. It is through action research that the teacher can evaluate his or her teaching effectively. Action research is also conducted with the purpose of solving classroom or local school problems through the application of the scientific method. Moreover action research helps teachers to understand better, all aspects of their practices in relation to the subject content, the curriculum, and the methods that are more appropriate to the levels of pupils in their class. Finally, action research helps teachers to be equipped with knowledge on the various approaches or methods that they can use to suit the children they teach. In spite of the outlined strength, the results of the design cannot be generalized. This is because the design does not cover a wide range of people and it seeks to detect and solve a problem affecting a particular group of people. This tends to be a weakness on the part of the action research. Population and sampling selection A population of 113 pupils at the junior high school was used for the study at Mampamhwe M/A JHS in the Obuasi Municipal Assembly. Though this number at the junior high school was considered, JHS 2 class was sampled for the study. The average age of the sampled class was fourteen (14) years. The table below shows the distribution of the sampled class. Table 3. 1 Distribution of pupils’ gender |Gender Number Percentage (%) | |Boys 16 44 | Girls 20 56 Total 36 100 | | | |This class was chosen for the research because the researcher was assigned to teach Integrated Science in that class. | | | Research Instruments I used two main strategies to detect how pupils learnt science. I initially had with pupils an oral discussion on a science topic and afterwards asked pupils oral questions on it. An exercise was later given to pupils based on the same topic discussed. Discussion The discussion method was aimed at finding out how pupils understand the principles of a topic if orally narrated and discussed in class. Discussion method stimulates critical thinking. Frequent questions whether asked by the researcher or the pupils, provide means of measuring learning and exploring in-depth the key concepts of the course. During discussions, pupils’ answers to questions could help the researcher to determine whether they have experienced what they are saying or they just read them from books. Exercise The purpose of the class exercise was to allow pupils to freely express themselves in the way they understood the topic that has just been taught. Pupils’ answers to questions will give the researcher the idea on how best they understand a topic when orally discussed with them. It also gives the researcher a clearer idea of how pupils think science is. Whether they think science is a written down facts that can never be tampered with or they think science is everything that goes on around them and they can verify each and every aspect of it. Data Collection Procedure Pre-Intervention Stage A lesson on corrosion and rusting from page 25 of pupils’ text book was selected and delivered by discussion method. Pupils had the basic concept of corrosion and rusting but could not different between the two. The factors responsible for rusting to occur were also discussed and few points were written for pupils to copy. From pupils’ answers given during the discussion, the researcher observed that pupils knew that rusting occurs on metals when they are left in the rain but cannot exactly tell what is responsible for it. This was explained to pupils. An exercise was then conducted to see how pupils understood the lesson. The exercise required pupils to state whether or not an iron can rust if it was kept a) under a bed b) on the ceiling c) in hot water d) inside a refrigerator e) in a hot water with oil spilt on the surface. Though pupils’ contributions to the discussion were favorable, about one-fourth of the class was able to score 3 out of 5 in the exercise. This showed that, pupils may have understood what was taught in the class but cannot apply it in real life situations. I looked at the exercise and recorded pupils correct answers without marking so that pupils could not tell whether they were correct or wrong. Besides that, there might have been some pupils in the class whose attention was somewhere else or did not understand what was been discussed but since most of the class were contributing, the researcher took it that, the whole class was contributing to the discussion. In practical lessons, this problem cannot be overlooked. Intervention Stage The class was divided into four (4) groups and each group was given an experiment to carry out. Each group was given three (3) new iron nails. The first group was asked to put their nails into a plastic or rubber container, cover it and place it under a bed for a week. The second group was asked to add water to their nails in a plastic container and place it inside the school refrigerator. The container should be left open. The third group was asked to also put their nails in boiled water, cover it and keep it for a week. The fourth group was also asked to place their nails into boiled water, pour oil on the surface and cover it tightly. After a week, pupils presented their experiments to the class and explained to the class the apparatus used for the experiment and what happened at the end of the experiment. Each member of the group had his/her own written report of how he/she saw the experiment go. One member of each group does the presentation with the other group members standing behind him/her. After the explanation, questions are thrown to the group and the other members are to answer. Some of the nails rusted whilst others did not. The absence of atmospheric oxygen in the boiled water covered with oil did not allow those nails to rust. So besides the fourth group’s setup, the rest of the setups caused the nails to rust due to the presence of oxygen or moisture. Post-Intervention Stage The class exercise that was given to pupils during the pre-intervention stage was again given to pupils to answer again. This time the researcher marked the exercise and saw many changes as compared to the answers they wrote before the intervention stage. Many wrong answers pupils wrote in the first exercise were corrected. Limitations Many problems may militate against this study but the few ones I would like to enumerate here include: 1. Problem of finance: The researcher will have to travel to other tertiary institutions to use their libraries if the researcher’s local library cannot provide the necessary books needed. Money will also be spent to buy airtime and data bundles to enable research on the World Wide Web. Without money, all these cannot be possible. 2. Time factor: The time at the disposal of the researcher is very limited and for that matter may not permit such an intensive coverage. Also there might be other written documents which may contain detailed information about this research work but due to the limited time available to the researcher, he may not review those documents.

Development Of Modern Capitalism History Essay

Development Of Modern Capitalism History Essay Weber viewed that the protestant ethic spawned encouraged the spirit of capitalism. He was it more than simply a capitalistic activity. According to him it was the essence which underlies the economic system. During the sixteenth century, this spirit embodied in the societies of the Europe provided the impetus for capitalism to emerge as the dominant economic system of the world. He saw capitalism more than simply an accumulation of wealth. It had its roots in rationality. He insisted that the capitalism was the triumph of rationality over tradition .Explicit in his views of capitalism was a disciplined labour force and the regularized investment of capital. He asserted that this combination took place only in Europe most strongly in protestant nations such as England, Holland Germany To specify the distinctive characteristics of modern capitalism in the protestant ethic, weber first of all separation off capitalistic enterprise from the pursuit of gain such as.The desire for wealth has existed desire in most times nations in itself nothing to do with capitalistic action, which involves a regular orientation to the achievement of profit through economic exchange. Capitalism thus defined in the mercantilist operations for instance has existed in various forms of society; in Babylon Ancient Egypt, China, India Europe. But only in the west capitalistic activity become associated with the rational organisation of formally free labour. By rational organisation of free labour means its routinized calculated administration with in continuously functioning enterprises. A rationalised capitalistic enterprise implies two things-a disciplined labour force the regulated investment of capital. Each contrasts profoundly with traditional types of economic activity. It is associated with an outlook of very specific kind-the continual accumulation of wealth for its own sake, rather than for the material rewards than it can serve to bring. Man is dominated by the making of money, by acquisition as the ultimate purpose of his life. Economic acquisition is no longer subordinate to man as the means of stratification of his material needs. This according to weber was the essence of the spirit of modern capitalism. The notion of calling accords to weber did not existed either in Antiquity or in Catholic theology; it was introduced by the Reformation. It refers basically to the idea that the highest form of moral obligation of the individual is to fulfil his duty in worldly affairs. This project religious behaviour into the day-day world stands in contrast to the catholic ideal of the monastic life, whose object is to transcend the demands of mundane existence.Moreover,the moral responsibility of the Protestant was cumulative i.e. the cycle of sin, repentance forgiveness, renewed throughout the life of the Catholicism was absent in Protestantism. The idea of calling was already present in Luthers doctrine but it became more rigorously developed in the various sects; Calvinism, Methodism, Pietism and Baptism .The weber was mostly concentrated on the Calvinism. Calvinism was the faith over which the great political cultural struggles of the sixteenth seventeenth centuries were fought in the most highly developed countries, the Netherland, England France. The four tenets of Calvinism were (a) God is all powerful and transcendent. One can never reach or understand God. (b)Doctrine of pre-destination: God has already preselected who will be saved and who shall be condemned. (c)Disworldly Asceticism: Do worldly things but in a balanced manner. Accumulated wealth but not to spend luxuriously. In fact re-invest. (d)The notion of calling: that all people have a calling. And to pursue this calling means doing God will. It views grace as irresistible, has a rigid doctrine of predestination, and originally had a theocratic view of the state. Calvinist doctrines look on Gods will as sovereign, and church should not be subject to the state (although it did not frown on a church dominated society). The doctrine of predestination was of utmost important, stressing the absolute sovereignty of Gods will, held that only those whom God specifically elects are saved, that this election is irresistible, and that man can do nothing to effect this salvation. Weber noted that Calvins interest was solely in God, and people existed only for the sake of God. Only a few are chosen and the rest are damned. Human merit or guilt plays no role in whether or not one is elect. This doctrine produced unprecedented inner loneliness of the single individual. (Protestant, p. 104). The individual Calvinists connection with God was carried on in deep spiritual isolation. (Protestant, p. 107) e.g. Pilgrim in Pilgrims Progress. Weber viewed this as pessimistically disillusioned type of individualism rather than the spirit of enlightenment. No one could save the individual, no priest, not the Church, no sacraments. This, the complete elimination of salvation through the Church and the sacraments was what formed the absolutely decisive difference from Catholicism. (Protestant, p. 105). Weber regards this as the logical conclusion of the elimination of magic, that is, a rational development in religion. For Calvin, people are on earth only to glorify God. The duty of the Christian was to show Gods glory in a calling. This meant doing ones daily tasks, and this often means fulfilling the job in a rational organization. The elected Christian is in the world only to increase this glory of God by fulfilling His commandments to the best of his ability. Brotherly love is expressed in the first place in the fulfilment of the daily tasks given. This makes labour in the service of impersonal social usefulness appear to promote the glory of God and hence to be willed by him. (Protestant, pp. 108-9). The Calvinist Christian was concerned with the question of whether he or she was one of the elect. Since this caused suffering on the part of the individual, two forms of pastoral advice were given. See quote 12 on predestination. First, it was an absolute duty to consider oneself chosen, and to combat all doubts as temptations of the devil, since lack of self-confidence is the result of insufficient faith, hence of imperfect grace. a duty to attain certainty of ones own election and justification in the daily struggle of life. (Protestant, p. 111). Second, in order to attain that self-confidence intense worldly activity is recommended as the most suitable means. It and it alone disperses religious doubts and gives the certainty of grace. (Protestant, p. 112). This contrasts with Lutheranism, whereby God promises grace to those who trust in God. Faith was thus identified with the type of Christian conduct which glorifies God. Works were not a means of purchasing salvation, but of getting rid of the fear of damnation. In practice this means that God helps those who help themselves. (Protestant, p. 115). But this is not done through occasional good works, or a gradual accumulation of points toward salvation, but rather in a systematic self-control which at every moment stands before the inexorable alternative, chosen or damned. (Protestant, p. 115). This means that the Christian must have a life of good works; there is no room for the very human Catholic cycle of sin, repentance, atonement, release. Of the elements in Calvinism that which seeks special attention was the doctrine of predestination-that only some human beings are chosen to be saved from damnation, the choice being predetermined by god. In its extreme inhumanity, he comments this doctrine must above all have had one consequence for the life of a generation which surrendered to its magnificent consistencyà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦a feeling of unprecedent loneliness. From this torment, weber holds that the capitalistic spirit was born .He talked about the two developments at the pastoral level-it became obligatory to regard oneself as chosen, lack of certainty being indicative of insufficient faith; the performance of good works in worldly activity became accepted as the medium whereby such surety could be demonstrated. Success in a calling eventually came to be regarded as a sign never a means of being one of the elect. The accumulation of wealth was morally sanctioned in so far as it was combined with a sober, industrious career; wealth was condemned only if employed to support a life of idle luxury or self-indulgence. Calvinism supplied the moral energy drive of the capitalistic entrepreneur.weber speaks of its doctrine as having an iron consistency in the bleak discipline which it demands of its adherent. The elements of ascetic self-control in worldly affairs was certainly there in the other puritan sects but they lack the dynamism of calvanism.Their impact was mainly upon the formation of moral outlook enhancing labour discipline with n the lower middle levels of capitalistic economic organisation. Such as the virtues favoured by pietism were those of the faithful official, clerk, labourer or domestic worker. The protestant ethic acc. To weber traces only one side of the casual chain i.e.-the connection of the spirit of modern economic life with the rational ethics of ascetic puritanism. He specifies a number of fundamental socio-economic factors institutional bases which played major role distinguished the European experience that of India china. These included (a)The separation of productive enterprise from the household which, prior to the development of industrial capitalism was much more advanced in the west (b) the development of the Western city, with a trading structure independent of the surrounding rural areas(c) Western law, including the separation of corporate and personal property; (iv) the nation state, with a bureaucracy that could take care of necessary state activities; an organized territory under unified control of a single ruler or government, so that there was a unified framework within which commerce and capitalism could develop; (v) double entry book-keeping, al lowing business to keep track of all items and determine a balance; allowing rational calculation of all the inflows and outflows, leading to an analysis of where the profit or loss occurs, and what is the source of profit; (vi) the rational capitalistic organization of (formally) free labour. A lot of critique has been laid on the webers work said that webers characterisation of Protestantism was faulty. The major critique directed to webers treatment of the reformation, his interpretation of the puritan sects in general the Calvinism particularly. (a)It has been held that weber mistakenly supposed that Luther introduced the concept of calling which differ from anything previously available in scriptural exegesis; that Calvinistic ethics were anti-capitalistic rather than sanctioning the accumulation of wealth (b) Weber misinterpreted catholic doctrine. Critics have pointed out that weber apparently did not study Catholicism in any detail, although he talked about the difference between the Catholicism Protestantism in respect of economically relevant values. It has been held that post-medieval Catholicism involves elements positively favourable to the capitalist spirit that the Reformation was seen as a reaction against the latter rather than as a clearing ground fo r its subsequent emergence (c) The connectivity between puritanism modern capitalism was based upon unsatisfactory empirical materials. Fischer Rachfahl has echoed about this in several forms.Weber only study the numerical analysis of the economic studies of Catholics Protestants in baden,1895.They argued that webers source was mainly Anglo-Saxon claimed that research into economic development in the Rhineland, the Netherland Switzerland, in the sixteenth seventeenth centuries didnt reveal any close association between Calvinism capitalistic enterprise. One of the criticisms of Weber is that he misunderstood what Franklin was saying. In their article, In Search of the Spirit of Capitalism: Webers Misinterpretation of Franklin, Tony Dickson and Hugh McLachlan disagree with Weber that Franklin was talking about an ethic in the selection quoted above. Far from demonstrating a commitment to the spirit of capitalism and the accumulation of wealth as an end in itself and moral duty, Franklins writings is in fact evidence against the existence of such a spirit. Dickson and McLachlan point out that the title of the work from which Weber quoted is Necessary Hints to Those That Would Be Rich. They assert, This suggests that what Franklin is offering is prudential advice, rather than insisting on a moral imperative. The gist of Dicksons and McLachlans argument is that Weber misinterpreted Franklins writings as moral ends when they were simply virtues to be practiced because of the benefits they will bring to those who practice them. They deny that Franklin was preaching a Protestant work ethic and assert that all Franklin was saying was that if a person is interested in being successful in life and commerce, here are some virtues to follow. Dickson and McLachlan conclude with a clear statement of their criticism of Webers hypothesis: It seems clear that Weber misinterpreted Franklin and that the latter was not imbued with the ethos which Weber attributes to him. It is not in dispute that a methodological lifestyle is conducive to the accumulation of wealth. What is at issue concerning Webers Protestant Ethic thesis is the impetus for such a lifestyle. Webers misinterpretation of Franklin does not in itself invalidate his methodology or his Protestant Ethic thesis. Nonetheless, it does suggest a rather cavalier attitude towards evidence, particularly as the writings of Franklin are the only evidence that he presents in his original essays to demonstrate the existence of the spirit of capitalism. H. M. Robertson, in A Criticism of Max Weber and His School asserted that the Roman Catholic Church and the Protestant Churches stressed the same precepts in the 16th and 17th centuries. He states that Webers assertion that the concept of the calling was novel to Luther and Protestantism was not established in Webers writings. He supported his thesis by quoting Aquinas: There seems to be no essential difference between the doctrine of the Catholics and the Puritans on the point of the calling. Amintore Fanfani, an economic historian, shared Robertson criticism of Weber but from a different aspect. In his article Catholicism, Protestantism, and Capitalism, Fanfani disagrees with Weber concerning the role that Protestantism played in the development of a capitalist spirit in Europe. In the first paragraph, he states his argument: . . . that Europe was acquainted with capitalism before the Protestant revolt. For at least century capitalism had been an ever growing collective force. Not only isolated individuals, but whole social groups, inspired with the new spirit, struggled with a society that was not yet permeated with it. Once we have ruled out that Protestantism could have produced a phenomenon that already existed, it still remains for us to enquire whether capitalism was encouraged or opposed by Protestantism. Fanfani argued that it was not the Protestant Ethic which encouraged the growth of capitalism but the fact was that many Protestants were forced to leave Catholic countries to escape persecution which fosters in the emigrants an internationalism that is no small element in capitalist mentality. He further says that many early Protestant leaders opposed capitalism, including Luther and Calvin: Luthers conservatism in economic matters, to which his patriarchal ideas on trade and his decided aversion to interest bear witness. Even Calvin . . . condemns as unlawful all gain obtained at a neighbours expense, and the amassing of wealth. The Huguenots and Dutch Reformers also preached against various aspects of capitalism: . . . through the sixteenth and seventeenth centuries a continual repetition of the prohibitions of usury were issued by the synods of the Huguenots and by those of the Dutch Reformers, whose ethical code also condemned even excessive labour, as robbing time and energy fr om the service of God, and held action born of desire for gain to be a sign of madness. Fanfani agrees with Weber that capitalism flourished after the Reformation, but he parts ways with Weber as to the causes. Fanfani argues that capitalism as we know it today was born in the Italian merchant states under the religious umbrella of Catholicism, but he discounts the effect that religion of any kind had on the growth of capitalism as the major world economic system. He concludes his article by stating, The creation of a new mentality in the economic field cannot therefore be considered as the work of Protestantism, or rather of any one religion, but it is a manifestation of that general revolution of thought that characterizes the period of the Renaissance and the Reformation, by which in art, philosophy, morals, and economy, the individual emancipates . . . himself from the bonds imposed on him during the Middle Ages. Malcolm H. MacKinnon, bases his disagreements with Weber on the idea that Weber misinterpreted what the Calvinists were saying about the concept of the calling and good works. He states early on in his article, There are two fundamental theological flaws in Webers line of reasoning, flaws that mean that Calvinism did not give a divine stamp of approval to earthly toil: (1) There is no crisis of proof in the Westminster Confession of Faith, the dogmatic culmination of seventeenth-century Calvinism upon which Weber so heavily relies, and (2) in Christianity generally and Calvinism in particular, works have nothing to do with mundane activities. As soteriologically conceived in relation to salvation, works are spiritual activities that call for obedience to the Law. MacKinnon goes on to explain that Webers major failure is his misunderstanding of the Calvinist meaning of the calling. Using the Westminster Confession as his primary source, MacKinnon explains what the term calling meant to the Calvinists: There is a heavenly calling and an earthly calling or callings, the latter disqualified from making a positive contribution to our deliver ance. . . Above all else, the devout must ensure that their mundane callings in no way impede the prosecution of the greatest good of all: their heavenly calling. Believers are sanctioned to choose that employment or calling in which you may be most serviceable to God. Choose not that in which you may be most honorable in the world; but that which you may do most good and best escape sinning. MacKinnon concludes by stating that it was Webers misfortune to choose part of the Calvinist philosophy which, upon close examination, not only fails to support Webers thesis but in fact undermines it. Again, the significant point here is that temporal obligations are at best indifferent and at worst sinful; they cannot make a contribution to the realization of celestial paradise. It is a grim twist of irony that Weber would choose such a spiritually worthless vehicle to realize his causal ambitions. R. H. Tawney, Webers most famous critic, agreed with Weber that capitalism and Protestantism were connected. However, Tawney saw the connection going in the opposite direction from that which Weber postulated. Tawney, in his 1926 work, Religion and the Rise of Capitalism, states that Protestantism adopted the risk-taking, profit-making ethic of capitalism, not the other way around. Tawney claims, with some good measure: There was plenty of capitalist spirit in fifteenth century Venice and Florence, or in south Germany and Flanders, for the simple reason that these areas were the greatest commercial and financial centers of the age. The development of capitalism in Holland and England in the sixteenth and seventeenth centuries were due, not to the fact that they were Protestant powers but to large economic movements, in particular the Discoveries and the results which flowed from them. The strongest connection that Tawney saw between capitalism and Protestantism was rationality. Protestantism was a revolt against traditionalism and as such advocated rationality as an approach to life and business. Tawney proposed that the rationality inherent in capitalism became a tenet of Protestantism because rationality was diametrically opposed to the traditionalism of Catholicism. Early Protestant leaders recognized that hard work and rational organization of time were capitalist virtues which fit very nicely into the concept of living ones life in the service of God. Tawney saw the capitalist concepts of division of labor and planned accumulation as being reflected in the dogma of Protestantism which urged its followers to use ones calling on earth for the greater glory of God. According to Tawney, capitalist precepts and Protestant dogma fit hand in glove. As an historian, Tawney did not see a linear relationship between capitalism and Protestantism. He thought that Webers thesis a little too simplistic to explain historical events. History tends to be non-linear, and attempts to draw straight casual lines between events are shaky at best. As Tawney put it, The Protestant ethic, with its insistence on hard work, thrift, etc., had contributed to the rise of capitalism, but at the same time Protestantism itself was being influenced by an increasingly capitalistic society. The last critic I will cite in this paper is an economic historian, Jacob Viner, who used pre-eighteenth century Scotland as a case study to demonstrate that where Calvinism was a state religion, it tended to have a restraining rather than a freeing effect on economic development. He quotes a letter from John Keats in support of his thesis: . . . the ecclesiastical supervision of the life of the individual, which, as it was practised in the Calvinistic State Churches almost amounted to an inquisition, might even retard that liberation of individual powers which was conditioned by the rational ascetic pursuit of salvation, and in some cases actually did so. Viner points out that until well into the eighteenth century, Scotland was a desperately poor country. Contemporary commentators often remarked on the lack of economic initiative and ambition and on the general lack of enterprise and economic discipline of the population. Several of these reporters attributed Scotlands economic backwardness in large part to the deadening effect of Calvinist doctrine as forcibly applied by both Church and State. Viner quotes Henry T. Buckle who, in his 1857 treatise Introduction to the History of Civilization in England, wrote concerning the economic teachings of Scottish Calvinists in the seventeenth century as follows: To wish for more than was necessary to keep oneself alive was a sin as well as a folly and was a violation of the subjection we owe to God. That it was contrary to His desire was moreover evident from the fact that He bestowed wealth liberally upon misers and covetous men; a remarkable circumstance, which, in the opinion of Scotch divines, proved that He was no lover of riches, otherwise He would not give them to such base and sordid persons. To be poor, dirty, and hungry, to pass through life in misery, and to leave it with fear, to be plagued with boils, and sores, and diseases of every kind, to be always sighing and groaning, . . . in a word [sic], to suffer constant affliction, and to be tormented in all possible ways; to undergo these things was deemed proof of good ness, just as the contrary was a proof of evil. The opposition of Scottish Calvinism to capitalism was so well known in Europe that some English commentators such as Roger LEstrange urged English businessmen to look at the record of the Scottish Presbyterians in interfering with commerce and industry for religious reasons before supporting Cromwells cause. In conclusion, the critics of Webers Protestantism/capitalism theory have reasonable and logical criticisms. As a historian, I find the Tawney non-linear argument to be very compelling. There is no doubt that capitalism in various forms existed in Europe prior to the Reformation. The Italian merchants and the Dutch clothiers operated under a rational economic system. Double-entry bookkeeping was invented in Italy and adopted by other merchants throughout Europe. I think it is obvious that several factors were at work in Europe during the long sixteenth century, which led to the growth and dominance of capitalism. All of this taken into consideration, Webers thesis still stands. His thesis is not perfect; it has all the flaws pointed out by the above critics. However, none of the critics I have read managed to destroy the basic premise by which Weber sought to explain the growth of capitalism. Something happened in the long sixteenth century which saw an explosion of capitalist economic activity, free thought, and religious rebellion. Whether the relationship among these is causal or coincidental will be grounds for conjecture for years to come. History shows us that in fact those nations which were predominantly Protestant showed economic growth much greater than those which were predominantly Catholic. Even Jacob Viners argument that the repressive nature of Scottish Calvinism does not damage Weber, since he acknowledged that once a religion becomes a creature of the state it then tends to oppress people rather than free them.

Marketing Mix for Manchester United Product Essay -- Business Manageme

Marketing Mix for Manchester United Product: A massive sports store selling Manchester united. Introduction Marketing Strategic marketing: defined by Stevens, Loudon, Wrenn, and Warren (1997). ‘Consisting of the complete plan for the accomplishments of the organisation’s mission statements and stated objectives’ And by Hiebing and Cooper (1995) ‘Marketing strategy is a statement detailing how an individual marketing objective will be achieved, and describes the method for accomplishing the objective’ Whereas market strategies are a system designed to help make the decisions that will create a fit between your organisations goals and resources and changing market opportunities’ (Gray 1991). Manchester United: A massive and possibly the richest club in world football today, Started off in 1878, as a small town club originally called ‘Lancashire and Yorkshire Railway Newton Heath’. Became professional in 1885 and adopted Manchester United in 1905. Marketing Mix for Manchester United Product: * Hugely Successful European football team. * A massive sports store selling Manchester united products (e.g. football’s boots, lunchboxes team kits etc...). * The personal images of being a winning team so making the supporters believe they are winners. * The game experience including, food, drink, entertainment before and at half time and the match). * Images of idols. E.g. idol to kids is Wayne Rooney, older generation Bobby Charlton or Eric Cantona. * M.U.T.V. A television station on sky giving fans an insider’s view to the clubs history, present and future goings on. * M.U. finance. A selection of credit cards, insurances, savings, mortgages and loans. * M.U.... ...n to ensure compatibility of its recommendations with EU law. Strengths †¢ Large Fan base †¢ Large facilitated club stadium †¢ Constant income from tickets to kits to insurance †¢ Have partnerships with major brands such as Nike, Vodaphone and Budweiser. Weaknesses †¢ Many fans live abroad and cannot attend games regularly †¢ Are Manchester’s products such as insurance market orientated? †¢ Losing fans to Chelsea Opportunities †¢ To gain the fan base of USA and parts of Asia †¢ partnerships could lead to bigger market share †¢ Young idols appearing which most kids want to copy. E.g. Wayne Rooney †¢ Wage cap means some clubs can’t afford certain players †¢ Team can attract big name players Threats †¢ Chelsea †¢ Peter Kenyon's move to Chelsea †¢ Real Madrid's control over Asia †¢ No longer having David Beckham †¢ Britain’s economic slow down Marketing Mix for Manchester United Product Essay -- Business Manageme Marketing Mix for Manchester United Product: A massive sports store selling Manchester united. Introduction Marketing Strategic marketing: defined by Stevens, Loudon, Wrenn, and Warren (1997). ‘Consisting of the complete plan for the accomplishments of the organisation’s mission statements and stated objectives’ And by Hiebing and Cooper (1995) ‘Marketing strategy is a statement detailing how an individual marketing objective will be achieved, and describes the method for accomplishing the objective’ Whereas market strategies are a system designed to help make the decisions that will create a fit between your organisations goals and resources and changing market opportunities’ (Gray 1991). Manchester United: A massive and possibly the richest club in world football today, Started off in 1878, as a small town club originally called ‘Lancashire and Yorkshire Railway Newton Heath’. Became professional in 1885 and adopted Manchester United in 1905. Marketing Mix for Manchester United Product: * Hugely Successful European football team. * A massive sports store selling Manchester united products (e.g. football’s boots, lunchboxes team kits etc...). * The personal images of being a winning team so making the supporters believe they are winners. * The game experience including, food, drink, entertainment before and at half time and the match). * Images of idols. E.g. idol to kids is Wayne Rooney, older generation Bobby Charlton or Eric Cantona. * M.U.T.V. A television station on sky giving fans an insider’s view to the clubs history, present and future goings on. * M.U. finance. A selection of credit cards, insurances, savings, mortgages and loans. * M.U.... ...n to ensure compatibility of its recommendations with EU law. Strengths †¢ Large Fan base †¢ Large facilitated club stadium †¢ Constant income from tickets to kits to insurance †¢ Have partnerships with major brands such as Nike, Vodaphone and Budweiser. Weaknesses †¢ Many fans live abroad and cannot attend games regularly †¢ Are Manchester’s products such as insurance market orientated? †¢ Losing fans to Chelsea Opportunities †¢ To gain the fan base of USA and parts of Asia †¢ partnerships could lead to bigger market share †¢ Young idols appearing which most kids want to copy. E.g. Wayne Rooney †¢ Wage cap means some clubs can’t afford certain players †¢ Team can attract big name players Threats †¢ Chelsea †¢ Peter Kenyon's move to Chelsea †¢ Real Madrid's control over Asia †¢ No longer having David Beckham †¢ Britain’s economic slow down

Exam Paper Model Answers S

Q1 what do you learn from Geoffrey Lean's article about the issues of rainfall and flooding in Britain ? From reading the article by Geoofrey Lean it is clear that there are some issues reagarding flooding in Britain. Firstly it is made clear in the heading that the article is about water and the concerns that are related to it . This article is also compering the South and the North of England . It says that the South gets less water and is not affected that much by flooding issues as Northern part does.  «Things are only going to get worse » .This quote makes me scared and worried about what is going on and then the article gives me statistics about the global warming which makes me worried even more! Various government initiatives have also been mentioned by this article . For example that new houses  «should be built with their living areas on the first floor » or  «hospitals and other vital buildings should be built on high ground †¦Ã‚ » . Conversely,there is clea rly a need to look at the ways we can make the flooding less damaging to our houses and how to make South not increasing the prices on the water .As Lean points out at the end local councils finally began to take it seriously and start planning the ways to protect pupils houses . Q2 Explain how the headline ,sub'heading and picture are effective and how they link to the text The headline ,sub-heading and picture are very effective to the rest of the article . The headline begins with  «Four amputations ». This is very strong phrase as this is a real challenge to live happily after that. So the headline immidediately suggests a hard-hearted tone and perhaps one which is slightly inspiring.The notion that this might relate to the swimmer who is illustrated in the picture as we can see a it might be a colourfull picture to show the blue waves and the man who is fighting them. The subheading continues the insiring and hard to believe approach with the phrase  « 16 years after loos ing all his limbs ,Philippe Croizon crosses Channel ». It is expanding the purpose of the text and tells the reader more about this swimmer,things like his name and the certain years make it really effective as well as  «13 hours – one extraodinary swim » .This phrase in the headline makes people interested in this article . The inspirational tone is further developed throughout the article,with phrases such as  «TWO YEARS ago,Phiippe Croizon could barely swim at all » and  «he learnt to swim using a snorkel and prosthetic legs with built-in flippers ». The picture also relates to the text as it clearly shows the big waves and an inspired man that wants to  «prove that I am still alive » .The use of colours helps illustrate his view of the journey as a 13 hour way in the  « handicap and the treacherous Channel tides and currents †¦Ã‚ ». Q3 Explain some of the thoughts and feelings Christopher Ondaatjue has about his experience of Lake Victoria. Christ opher Ondaatjue has a whirlwind of thoughts and feelings during his cross of the Lake Victoria on his way to Nile. He reiterates how enjoyable the landscape was by saying  «beutiful expanse of water ». He focused on the calmness and the nature of this place and expressing his feelings as wonderful.He writes the things that were going on at that time like  «glimmers of golden light » or  «red ball rose over the hills behind Mwanza » to show how enjoyable the situation is and gives us a sense of his pleasure to be there . He is describing the atmospehere of nature as it should be without any technological interventions. As he comes to the ferry which should transport him to the over coast of the Lake ,he started to describe his thoughts about it and using very descriptive and simple language. He coudn't feel that silence anymore as  «the eople pressed up against the frond of the ferry ,along the sides and against the rails ». It was maybe a bit of a panic for some of t hem and Christopher also uses the exposion how hot it was and it was getting even hotter. That helps me to realise that he was hot and the people who were standing aroung him made the atmosphere even more noisy and hotter. The extract finishes by the much the same way as it starts: he took the ferry to travel to this Lake and then something makes me think that he will do it again to move further to Nile. This cyclical pattern of writing mirrors the cyclical nature of storm .

Rewards and Opportunties essays

Rewards and Opportunties essays I think that politicians would want to advocate themselves as well as the society which we live in as mostly middle-class because to a certain extent we are and that is where the votes come in. Also it is the standard to be middle-class because it is comfortable and therefore it should seem ideal as if no one should complain. Though it seems as if Mantsios is giving us a lot of data and observations, through this information we see that he clearly is bias against the wealthy when he insinuates that they control the money and the power. He says, People are poor because they have no money and no power to acquire money. The wealthy are rich because they have both. He goes on to say that our pride is a false pride and criticizes the system of education in the united states saying that it leaves much to be desired and is far from egalitarian. Throughout the essay he focuses on the inequality in America and uses irony to emphasize it. 2. Mantsios makes an interesting assertion regarding the media. He claims that the media perpetuate stereotypes which have an influence on our society. I believe this is true and further that the influences are not only substantial but extremely significant. The media (like wealthy individuals) determined how they tell the story of the life we are living today. This gives them control. It is obvious that the media have an influence on us and our beliefs. So, as Mantsios claims, television is such a huge network in the united stated and essentially presents a view and an accurate one at that of where everyone is in terms of class. It also stereotypes categories as to middle class, and minorities. It classifies different American families and indirectly encourages Americans to try and place themselves within specific categories. So in a sense I think that the media is hurting the problem which affects America. The decreasing middle-class size. ...