Audience Analysis

The ACA Open Knowledge Online Guide Tyrone L. Adams, Ph. D. [[email  protected] edu] D’Aquin Professor of Journalism and Communication Department of Communication University of Louisiana, Lafayette and Peter A. DeCaro, Ph. D. [[email  protected] edu] Department Chair and Associate Professor of Communication Department of Communication California State University Stanislaus The Significance of Audience Analysis: Strategically Considering Your Target Populace It cannot be said often enough: KNOW YOUR AUDIENCE!Knowing your audience—their beliefs, attitudes, age, education level, job functions, language and culture—is the single most important aspect of developing your speech. Your audience isn’t just a passive group of people who come together by happenstance to listen to you. Your audience is assembled for a very real reason: They want to hear what you have to say. In public speaking, the audience is the entire reason This module helps you understand: Th e critical importance of understanding your audience. The various methods used in analyzing a given audience.The five layers of any given audience analysis. you are giving the speech; thus, the audience is the most important component of speechmaking. We analyze our audience because we want to discover information that will help create a link between the speaker and the audience. We call this link identification. Aristotle loosely called it â€Å"finding a common ground. † This isn’t a one-way process between the speaker and the audience; rather, it is a two-way transactional process. When you ask an audience to listen to your ideas, you are asking them to come partway into your experience as a speaker.And, in return, it is your obligation to go partway into their experience as an audience member. The more you know and understand about your audience and their needs, the better you can prepare your speech. For example: Bob Mullins, a local bank officer, was preparing fo r a speech at the Rotary Club in Dallas, Texas on â€Å"finding the right loan† for a diverse ethnic audience. He knew his topic extremely well, had put a lot of hard work into his research, and had his visual aids in order. One of the things he had not completely considered, however, was the audience to which he would be speaking.On the day of the event, Mr. Mullins delivered a flawless speech on car and home loans, but the speech was not received well. You see, on this particular week, a major segment of the audience consisted of the â€Å"Junior Rotarians† who wanted to hear about â€Å"personal savings accounts† and â€Å"college savings plans. † It was a critical mistake. Had Bob considered the full nature and makeup of his audience prior to the event, he might not have been received so poorly. A hard lesson learned. This module is dedicated to understanding how a speaker connects with an audience through audience analysis.This work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3. 0 United States License. To view a copy of this license, visit http://creativecommons. org/licenses/by-nc-nd/3. 0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. I. How Do I Analyze My Audience? Whenever thinking about your speech, it is always a good idea to begin with a thorough awareness of your audience and the many factors comprising that audience. In speech communication we simply call this â€Å"doing an audience analysis. An audience analysis is when you consider all of the pertinent elements defining the makeup and characteristics of your audience. There are many elements to consider, too, such as: age, gender, education, occupation, language, ethnicity, culture, background knowledge, needs and interests, and previously held attitudes, beliefs, and values. Of course, this is not an all-inclusive list. But, it does help you get a good general understanding of the demographics shaping up whom, precisely, you will be addressing.From the Greek affix demo (of the people) we come to understand that demographics are detailed accounts of human population characteristics. These accounts are usually rendered as statistical population segments. Demographics are widely used by advertising and public relations professionals to analyze specific audiences so that their products or ideas will carry influence. However, all good public speakers consider the demographic characteristics of their audience, as well. It is a, if not the, fundamental stage of preparing for your speech.So now you may be saying to yourself: â€Å"Gee, that’s great! How do I go about analyzing my particular audience? † Well, first you need to know that there are three overarching methods (or what we like to call â€Å"paradigms†) for doing an audience analysis: (1) audience analysis by direct observation, (2) audience analysis by inference, and (3) audience analysis through data sampling. Once you get to know how these methods work a bit better, you should be able to select which one (or even combination of these methods) is right for your circumstances.Audience Analysis by Direct Observation Audience analysis by direct observation, or direct experience, is, by far, the most simple of the three paradigms for â€Å"getting the feel† of a particular audience. It is a form of qualitative data gathering. We perceive it through one or more of our five natural senses—hearing, seeing, touching, tasting, and smelling. Knowledge that we acquire through personal experience has more impact on us than does knowledge that we learn indirectly. Knowledge acquired from personal experience is also more likely to affect our thinking and will be retained for a longer period of time.We are more likely to trust what we hear, see, feel, taste, and smell rather than what we learn from secondary sources of information. All you r eally need to do for this method of observation is to examine the broad composition of your audience working in its natural state. If you are lucky enough to be able to do this before speaking to your audience, you will be able to gather some basic reflective data that will help you arrange your thoughts and arguments for your speech. One excellent way to become informed about your audience is to ask them about themselves.In its most basic form, this is data collection. In the classroom situation, you should have had ample time to get to know your fellow classmates and become familiar with who they are on a personal level. Through class conversations—and your unmonitored small-group conversations before and after class—you will be able to get to know and appreciate each class member as both a human being and an audience member. You will come to understand what interests them, convinces them, or even makes them laugh.Do not discount even a simple form of data collection such as distributing a three- or four-item questionnaire before class. You might arouse interest and curiosity in your topic while you also gain valuable data. Knowledge acquired from personal experience is also more likely to affect our thinking and will be retained for a longer period of time. Clearly this cannot be done in every speaking situation, however. Often, we are required to give an unacquainted-audience presentation. Unacquainted-audience presentations are speeches where you are completely unfamiliar with the audience and its demographics.In these cases, it is always best to try and find some time to sit down and talk with someone you trust (or even multiple parties) who might be familiar with the given audience. These confidantes can be very constructive in helping you understand the context in which you will be speaking. You see, not understanding the basic demographic characteristics of an audience, or further, Who is it that I am going to be talking to? that audienc e’s beliefs, values, or attitudes about a given topic, makes your presentation goals haphazard, at best.Look around the room at the people who will be listening to your speech. What types of gender, age, ethnicity, and educational-level characteristics will you be appealing to? What expectations does your audience have for your presentation? These are all important questions you should be asking yourself before you begin doing your research and drafting your outline. Who is it that I am going to be talking to? What, exactly, makes them, as listeners, tick? Audience Analysis by Inference Audience analysis by inference is merely a logical extension of your observations drawn in theWhat, exactly, makes them, as listeners, tick? method above. It is a form of critical thinking known as inductive reasoning, and another form of qualitative data gathering. An inference is when you make a reasoned tentative conclusion or logical judgment on the basis of available evidence. It is best used when you can identify patterns in your evidence that indicate something is expected to happen again or should hold true based upon previous experiences. Do you need to learn how to interpret information and draw conclusions? Absolutely! We make inferences—or reasonable assumptions—all the time.For example, when we hear someone speaking Arabic, we infer that they are from the Middle East. When we see this person carrying a copy of The Koran, we infer that they are also a follower of the Muslim faith. These are reasoned tentative conclusions that we make based upon the evidence available to us and our general knowledge about people and their traits. When we reason, we make connections, distinctions, and predictions; we use what is known or familiar to us to reach a conclusion about something that is unknown or unfamiliar for it to make sense. Granted, of course, inferences are sometimes wrong.Here’s a familiar example: Some of your classmates recommend a part icular course to you, telling you that it is relatively simple. You’ve heard similar things from other students, so you take the course and discover that they were, indeed, right. These same classmates recommend another course allegedly just as trouble-free as the last one. Only this time, you discover the opposite to be true. The course was insanely difficult. You inferred, or made a reasonable assumption based on information from your fellow classmates, that the course they recommended would be easy. Hey! You aren’t alone in this regard.Everybody makes these types of mistakes. It’s a normal part of processing information. Audience Analysis by Data Sampling Unlike audience analysis by direct observation and analysis by inference, audience analysis by data sampling uses statistical evidence to quantify and clarify the characteristics of your audience (data is the plural form of datum). These characteristics are also known as variables, and are assigned a numeric al value so we can systematically collect and classify them. They are reported as statistics, also known as quantitative analysis or quantitative data collection.Statistics are numerical summaries of facts, figures, and research findings. Audience analysis by data sampling requires you to survey your audience before you give your speech. You need to know the basics of doing a survey before you actually collect and interpret your data. The Basic Questionnaire There are a great number of survey methods available to the speaker. However, we will cover three primary types in this section because they are utilized the most. The first type of survey method you should know about is the basic questionnaire, which is a series of questions advanced to produce demographic and attitudinal data from your audience.You can easily gather information from your audience, using questions similar to these below: My academic level in college: I currently have: no children 1 child 2 children 3 or more ch ildren I can best be classified as being: Caucasian Black or African American Hispanic of Asian descent other My marital status is: single married divorced/separated widowed These questions probe more deeply into the psyche of your audience members, and will help you see where they stand on certain issues. reshman sophomore junior senior My age is: less than 18 years of age between 18-21 years of age between 21-25 years of age over 25 years of age Clearly, audience members should not be required to identify themselves by name on the basic questionnaire. Anonymous questionnaires are more likely to produce truthful information. Remember, all you are looking for is a general read of your audience, you should not be looking for specific information about any respondent concerning your questionnaire in particular. It is a bulk sampling tool, only.While you can gather basic demographic data (as shown above) easily, we need to adjust our questions a bit more tightly, or ask more focused qu estions, in order to understand the audience’s â€Å"predispositions† to think or act in certain ways For example, an attitudinal extension on the basic questionnaire might ask some of the following questions: I regard myself as a: conservative liberal socialist independent I believe that: there is a God there is not a God there might be a God, but I’m unsure none of the above These questions probe more deeply into the psyche of your audience members, and will help you see where they stand on certain issues. Of course, you may need to change these questions a bit to get to the heart of your specific topic. But, once you do, you’ll have a wealth of data at your disposal which, ultimately, will tell you how to work with your target audience.I believe that abortion is: wrong, and should be illegal wrong, but should remain legal okay, but should be illegal okay, and should remain legal none of the above Value Hierarchy by Ordered Categories Another method of finding out your audience’s value set is to survey them according to their value hierarchy. A value hierarchy is a person’s value structure placed in relationship to a given value set. The way to determine a person’s value hierarchy is to use the ordered categories sampling method. In ordered categories, the surveyor lists a number of values on a piece of paper, and asks the respondent to order them on another piece of paper, according to their importance to the respondent (the respondent is the person who fills out the questionnaire).What occurs is that the respondent takes a series of values and, in turn, develops them into a concrete self-ordered The way to determine a person’s value hierarchy is to use the ordered categories sampling method. list. Each response is different, but when analyzed by the speaker, common themes will present themselves in the overall data. Accordingly, the speaker can then identify with those common value themes. See the exa mple below for a given speech on â€Å"homeland security initiatives:† Targeted Value Set Life Liberty Safety Freedom Justice Family Faith Patriotism Democracy Likert-type Testing of Attitudes The final method of assessing your audience’s attitudes deals with Likert-type testing.Likert-type testing is when you make a statement, and ask the respondent to gauge the depth of their sentiments toward that statement either positively, negatively, or neutrally. Typically, each scale will have 5 weighted response categories, being +2, +1, 0, -1, and -2. What the Likert-type test does, that other tests do not do, is measure the extent to which attitudes are held. See how the Likert-type test does this in the speech example on â€Å"unsolicited email† below: UNSOLICITED EMAIL 1. Unsolicited email should be illegal 2. Making unsolicited email illegal would be fundamentally unfair to businesses 3. Making unsolicited email illegal would be a violation of the First Amendment (Free Speech) 4. I usually delete unsolicited email before ever opening it 5.I sometimes open unsolicited email when I am bored Strongly Agree 1 Agree Neither agree nor disagree 3 Disagree Strongly Disagree 5 Ordered Value Set 1. Freedom 2. Democracy 3. Liberty 4. Safety 5. Justice 2 4 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 A small Likert-type test will tell you where your audience, generally speaking, stands on issues. As well, it will inform you as to the degree of the audience’s beliefs on these issues. The Likert-type test should be used when attempting to assess a highly charged or polarizing issue, because it will tell you, in rough numbers, whether or not your audience agrees or disagrees with your planned advocacy. †¦ re your audience members literally â€Å"speech captives† who have somehow been socially or systematically coerced into hearing you? II. The â€Å"Five Layers† of Audience Analysis No matter which of the above inquiry methods you choo se to do your audience analysis, you will, at some point, need to direct your attention to the five â€Å"layers† of audience analysis. These are the five layers through which you will learn to better appreciate your audience. Let’s now examine these layers and understand the variables and constraints you should use to estimate your audience’s information requirements. Layer 1: The Situational Analysis The situational audience analysis layer considers the situation for which your audience is gathered.This layer is primarily concerned with why your audience is assembled in the first place. Are they willingly gathered to hear you speak? Have your audience members paid to hear you? Or, are your audience members literally â€Å"speech captives† who have somehow been socially or systematically coerced into hearing you? These factors are decisively important, because they place a major responsibility upon you as a speaker, whichever the case. The entire tone an d agenda of your speech rests largely upon whether or not your audience even wants to hear from you. Many audiences are considered captive audiences in that they have no real choice regarding the matter of hearing a given speech. In general, these are some f the most difficult audiences to address because these members are being forced to listen to a message and do not have the full exercise of their own free will. Consider for a moment when you have been called to a mandatory work meeting. Were you truly happy to listen to the speaker, in all honesty? Some might say â€Å"yes,† but usually most would rather be doing something else with their time. This is an important factor to keep in mind when preparing your speech: some simply do not want to listen to a speech they believe is compulsory. The voluntary audience situation, in stark contrast, is completely different. A voluntary audience is willingly assembled to listen to a given message.As a rule, these audiences are much easier to address because they are interested in hearing the speech at hand. To visualize how this works, reflect upon the last speech, concert, or show you’ve attended of your own accord. While the event may or may not have lived up to your overall expectations, the very fact that you freely went to the occasion speaks volumes about your predisposition to listen to—and perhaps even be persuaded by—the information being presented. There’s something else to be said about captive versus voluntary audiences, as well. Modern communication researchers have found that captive audiences are more heterogeneous and that voluntary audiences are more homogeneous.In other words, when captive audiences are gathered, the audience is typically heterogeneous or characterized by many demographic differences among individuals. On the other hand, when voluntary audiences assemble, by and large, they are populated by homogeneous groupings, or, audiences which are characteriz ed more by their demographic similarities than their differences. Sometimes audiences are mixed in their situational settings, too. For instance, take the everyday classroom situation. While college is pronounced to be a voluntary listening situation in that students choose to attend higher education, many people in the college classroom environment sadly feel as if they are still â€Å"trapped† in school, and would rather be elsewhere. Obviously, this erception colors how information is being processed—and in some cases, not being processed. On the other hand, some students in college are truly there by choice, and attentively seek out knowledge from their teacher-mentors. What results from this mixed audience situation is a hybrid captive-voluntary audience, with those who are only partially interested in what is going on in the classroom and those who are genuinely involved. Of course, this leaves you with a difficult set of circumstances when preparing for your cla ss speeches. Both you and your professor are well aware that the audience you will be speaking to Would you be more inclined to talk to issues bearing upon id not enroll in the course to hear from you, specifically. However, this difficulty of speaking to a hybrid captive-voluntary audience does present you with an excellent opportunity: you will have the good fortune of speaking to people who do and do not, fully, want to hear from you. What a prospect! You literally get to hone your speech skills on both types of audiences, thereby learning a skill set that many never get to exercise. You should begin this wonderful opportunity by considering ways to inform, persuade, and humor a mixed situation audience. Think of it as a learning occasion, and you’ll do just fine. Layer 2: The Demographic Analysis those gender, age, and race qualities?The second layer of audience analysis is demography. As mentioned before, demographics are literally a classification of the characteristics of the people. Whenever addressing an audience, it is generally a good idea to know about its: age, gender, major, year in school, race, ethnicity, religious affiliation, et cetera. There are two steps in doing an accurate demographic analysis: (1) the gathering of the demographic data, and (2) the interpretation of this demographic data. Sometimes, this information is gathered by the questionnaire sampling method, and is done formally. On other occasions, this information is already available in a database and is made available to the speaker.Some noteworthy speakers even have â€Å"scouts† who do demographic reconnaissance on an audience prior to a speaking event, and make ad hoc interpretations on that audience based upon key visual cues. For example, congresspersons and senators frequently make public appearances where they use stock speeches to appeal to certain audiences with specific demographic uniqueness. In order to know what type of audience he or she will be addr essing, these politicians dispatch staff aides to an event to see how many persons of color, hecklers, and supporters will be in attendance. Of course, doing ad hoc interpretation of demographic characteristics is, indeed, more an art form than a science. Still, it is a common practice among many professional speakers.Consider for a moment how valuable knowing that your audience will be mostly female, between the ages of 25 and 40, predominantly married, and Caucasian, could be to you as a public speaker. Would you change your message to fit this demographic? Would you be more inclined to talk to issues bearing upon those gender, age, and race qualities? Or, would you keep your message the same, no matter the audience to whom you were addressing? Frankly, the smart speaker would shift his or her message to adapt to the audience. And, in a nutshell, that’s the purpose of doing demographics: to embed within your message the acceptable parameters of your audience’s range of needs.This, of course, raises an extremely important ethical issue for the modern speaker. Given the ability to do demographic data analysis and interpretation of an audience, does a speaker shift his or her message to play to the audience entirely? Or, on the other hand, does a speaker not shift his or her message so as to remain true to his or her motives? It is a delicate balancing act, for certain. Demographic information not only has the ability to truly enlighten a speaker, it also has the ability to modify a speaker’s original intent. Only you will be able to alleviate the tension between a speaker’s need to adapt to an audience and his or her need to remain true to form.Some political critics have even argued that our modern leadership no longer â€Å"leads,† it merely speaks according to demography and issue polls. Layer 3: Psychological Description: On Attitudes, Beliefs, and Values Unless your selected speech topic is a complete mystery to your aud ience, your listeners will already hold â€Å"attitudes, beliefs, and values† toward the ideas you will inevitably present. As a result, it is always important to know where your audience stands on the issues you plan to address ahead of time. The best way to accomplish this is to sample your audience with a quick questionnaire or survey prior to the event. This is known as the third layer of audience analysis, or psychological description.There are three things you seek to identify when performing a description: the audience’s (1) attitudes, (2) beliefs, and (3) values. They are your calculated allies †¦ it is always important to know where your audience stands on the issues you plan to address ahead of time. in understanding how your audience thinks. 1. Attitudes What exactly is an attitude? In basic terms, an attitude is a learned disposition to respond in a consistently favorable or unfavorable manner with respect to a person, an object, an idea, or an event. Attitudes come in different forms. You are very likely to see an attitude present itself when someone says that they are â€Å"pro† or â€Å"anti† something.But, above all else, attitudes are learned and not necessarily enduring. Attitudes can change, and sometimes do, whereas beliefs and values do not shift as easily. Let’s examine a sample list of attitudes below: Pro-war Anti-affirmative action Pro-choice Pro-business Anti-discrimination Anti-war Anti-slavery Pro-gaming Anti-government Pro-capital punishment Pro-diversity Pro-life Anti-gambling Anti-drugs Anti-capital punishment These are just a small range of issues that one can either be â€Å"for† or â€Å"against. † And, while we are simplifying the social scientific idea of an attitude considerably here, these examples serve our purposes well. Remember, attitudes are not as durable as beliefs and values.But, they are good indicators of how people view the persons, objects, ideas, or events that shape their world. 2. Beliefs Beliefs are principles. Beliefs are more durable than attitudes because beliefs are hinged to ideals and not issues. For example, you may believe in the principle: â€Å"what goes around comes around. † If you do, you believe in the notion of karma. And so, you may align your behaviors to be consistent with this belief philosophy. You may not engage in unethical or negative behavior because you believe that it will â€Å"come back† to you. Likewise, you may try to exude behaviors that are ethical and positive because you wish for this behavior to return, in kind. You may not think this at all, and believe quite the opposite.Either way, there is a belief in operation driving what you think. Let’s now turn to examine some sample beliefs: – The world was created by God. – Marijuana is an addictive gateway drug. – Ghosts are all around us. – Smoking causes cancer. – Anyone can acquire HIV.  œ Evolution is fact, not fiction. – Marijuana is neither addictive nor harmful. – Ghosts are products of our imagination. – Smoking does not cause cancer. – Only high-risk groups acquire HIV. 3. Values A value, on the other hand, is a guiding belief that regulates our attitudes. Values are the core principles driving our attitudes. If you probe into someone’s attitudes and beliefs deep enough, you will inevitably find an underlying value.Importantly, you should also know that we structure our values in accordance to our own value hierarchy, or mental schema of values placed in order of their relative individual importance. Each of us has our own values that we subscribe to and a value hierarchy that we use to navigate the issues of the world. Truth be known, we really aren’t even aware that we have a value hierarchy until some of our values come in direct conflict with †¦ we make decisions small and grand, based from our value hierarchi es. each other. Then, we have to negotiate something called cognitive dissonance, or the mental stress caused by the choice we are forced to make between two considerable alternatives. For example, let’s assume that you value â€Å"having fun† a great deal. You like to party with your friends and truly enjoy yourself.And, in this day and age, who doesn’t? However, as a young adult now experiencing a significant amount of independence and personal freedom at college, you have many life options at your disposal. Let’s also say that some of your close personal friends are doing drugs. You are torn. Part of you wants to experience the â€Å"fun† that your close friends may be experiencing; but, the more sane part of you wants to responsibly decline. In honesty, you are juxtaposed between two of your own values—having â€Å"fun† and being responsible. This real life example is somewhat exaggerated for your benefit. Realize that we make dec isions small and grand, based from of our value hierarchies.Let’s look at some basic values common to people around the world: Accomplishment Aesthetics Authority Competency Creativity Learning Flexibility Health Independence Intellectual stimulation Leisure Material Status Peace Power Security Teamwork Layer 4: Multicultural Audience Analysis Demography (as outlined in Layer 2) looks at issues of race and ethnicity in a basic sense. However, we believe that in our increasingly diverse society, it is worthy to pay particular attention to the issue of speaking to a multicultural audience. Odds are that both your classroom audience and any real world audience that you encounter will have an underlying multicultural dimension.As a speaker, you need to recognize that the perspective you have on any given topic may not necessarily be shared by all of the members of your audience. Therefore, it is imperative that you become a culturally effective speaker. Culturally effective speak ers develop the capacity to appreciate other cultures and acquire the necessary skills to speak effectively to people with diverse ethnic backgrounds. Keep these issues ever-present in your mind: Language: Many people speak different languages, so if you are translating words or phrases, make sure that your translations are correct and that you are using concrete language instead of slang or jargon, which can be confusing.Advancement Affiliation Broadminded Competition Economic Return Family Freedom Helping others Influence Intellectual status Loyalty Moral fulfillment Physical work Prestige Self-expression Variety Adventure Appearance Community Cooperation Education Fast Pace Friendship Honesty Integrity Leadership Management Order Pleasure Recognition Travel Wisdom Cognition: Realize that different cultures have different cultural-cognitive processes, or means of looking at the very concept of logic itself. Accordingly, gauge your audience as to their diverse ways of thinking and be sensitive to these differing logics. Ethnocentricity: Do not assume that your culture is dominant or better than other cultures. Ethnocentrism is the belief that one’s own culture or ethnicity is superior to others. Remember that, in many cases, you will be appealing to people from other cultures. Ethnocentric viewpoints have the tendency to drive a wedge between youKnowing that culture does play a major role in interactions between you and your audience is a good step in becoming an effective communicator. and your audience. Values differ greatly: Not only do individuals have value systems of their own, but societies promote value systems, as well. Keep in mind the fact that you will be appealing to value hierarchies that are socially-laden, as well as those that are individually-borne. Communication styles differ greatly: While you are trying to balance these language, cognition, cultural, and value issues, you should also recognize that some cultures prefer a more anima ted delivery style than do others.The intelligent speaker will understand this, and adapt his or her verbal and nonverbal delivery accordingly. Audience Analysis and the Multicultural Audience Today’s speakers face many cultural challenges. These challenges include ethnocentrism, stereotyping, verbal and nonverbal misinterpretations, differences in information processing, and translation difficulties. Ideally, it would be wonderful to be able to master every culture and language, but we cannot be superhuman. Still, there are some universal cultural attributes you can identify through audience analysis that will give you a basic understanding about your multicultural audience.Knowing that culture does play a major role in interactions between you and your audience is a good step in becoming an effective communicator. The key is for you to find alternative approaches to delivering your message, with both verbal and nonverbal elements of communication, that are more in line with your audience’s cultural instincts. There are three areas of cultural orientation we will explore: (1) cognitive styles: how we organize and process information; (2) decision-making: what we accept as evidence; and (3) communication patterns: how we communicate verbally and nonverbally. 1. Cognitive Styles The word cognitive means thought. So, â€Å"cognitive styles† refers to thought patterns.Studies of cognitive styles suggest that people fall into open-minded and closed-minded categories. The openminded person seeks out information before making a decision. They are more likely to see the â€Å"relatedness of issues. † They admit that they don’t have all of the answers, and they need to learn more before they can draw a conclusion. The closed-minded person has tunnel-vision—he or she sees only a narrow range of data and ignores the rest. They accept information only if it conforms to their established mindset. Another aspect of cognitive styles is how people process information. We divide such processing into associative and abstractive characteristics. A person who thinks associatively is filtering ew data through the screen of personal experience, such as in direct observation. New data can be understood only in terms of similar past experiences. This person’s mind is generally closed to all information that does not reflect established values. Individuals that display abstractive characteristics think very analytically, and concepts are abstracted quickly. Innovation often takes precedence over tradition. So you can see how understanding these differences will help you develop your speech. And a third cognitive process is how we actually link information in a chain to come to a conclusion or decision. Generally, there are two types of thinking: linear and systemic.Linear thinking means that we process information by creating an associative link, that is, we first begin with A, then go to B, then to C, and so on, until we have created a chain of reason in order to come to a conclusion. Individuals who process information systemically consider all of the information at one time, mulling it over. This type of person may holistically consider A, B, C, and D, at the same time in order to come to a conclusion. Each type of cognitive process requires a different style of organization and delivery of your speech. The trick is to know how If they think that you are a credible speaker, chances are you can influence their decision-making process. and when to use both styles, and that’s where audience analysis comes in. 2.Decision-making Members of different cultures arrive at decision-making in different ways. These ways can be described as faith, fact, and feeling. The person who acts on the basis of faith is using a belief system which can be a religion or political ideology. Presenting facts in your speech that do not reflect religious or political beliefs can be a waste of time. His or her faith operates independently from facts. People who believe in facts want to see evidence to support your position. They can be the most predictable to persuade. People tend to accept scientific evidence rather than question or reject it. And finally, people who believe in feelings are the most common throughout the world.These are the people who â€Å"go with their gut instincts. † If they think that you are a credible speaker, and they develop a â€Å"liking† for you, chances are you can influence their decision-making process. 3. Communication Patterns Verbal Communication Each culture has a system for communicating. Hall has indicated that these systems can fall into two categories: low-contextual communication and high-contextual communication. Cultures that express themselves in a high-context communication system emphasize how intention or meaning can best be conveyed through the context (e. g. , social roles or positions) and the nonverbal channels (e. g. , pa uses, silence, tone of voice) of the verbal message.The high-context system is also known as an indirect verbal style, or indirect communication, verbal statements tend to camouflage the speaker’s actual intentions and are carried out in a softer tone of voice. Rules for speaking and behavior are implicit in the context. What this means is that much of the communication is expressed through nonverbal behavior—a slight nod of the head, a simple hand gesture as acknowledgement, a brief smile. Compare this to a low context communication system, where exchange of facts and information is stressed. Information is given primarily in words and meaning is best expressed explicitly. The lowcontext system is also known as a direct verbal style, or direct communication, verbal statements tend to reveal the speaker’s intentions with clarity and are enunciated with a forthright tone of voice.Generally speaking, low-context communication (LCC) refers to communication patterns of direct verbal orientation: straight talk, nonverbal immediacy, and sender-oriented values (i. e. , the sender assumes the responsibility to communicate clearly). In the LCC system, the speaker is expected to be responsible for constructing a clear, persuasive message that the listener can decode easily. In comparison, high-context communication (HCC) refers to communication patterns of indirect verbal orientation: self-humbling talk, nonverbal subtleties, silence, and interpreter-sensitive values (i. e. , the receiver or interpreter of the message assumes the responsibility to infer the hidden or contextual meanings of the message).In the HCC system, the listener or interpreter of the message is expected to â€Å"read between the lines,† to accurately infer the implicit intent of the verbal message, and to decode the nonverbal subtleties that accompany the verbal message. Nonverbal Communication As the global village continues to shrink and cultures co-mingle, it is essen tial for public speakers to become more sensitive, more aware, and more observant to the nearly limitless numbers of motions, gestures, and body language that surround us every day. And as we cross over cultural borders, we should learn to respect, learn, and understand more about them. Nonverbal communication is a powerful form of human expression. It is everywhere.People all over the world use their hands, heads, and bodies to communicate expressively. Nonverbal messages are often the primary means of relating our emotions, our attitudes, and the nature of our relationships with oth- Eye contact is an important channel of communication. ers. Nonverbal messages can express what verbal messages cannot express and are assumed to be more truthful than verbal messages. Some major areas of nonverbal behaviors include: eye contact, facial expressions, gestures, posture and body orientation, proximity, paralinguistics, and humor. Eye contact is an important channel of communication. It si gnals interest in others and for some, eye contact with your audience increases the speaker’s credibility.You’ve heard the statement â€Å"Look at me when I’m speaking to you,† or you are taught in public speaking to make â€Å"eye contact† with your audience. This is another culturally dependent orientation. Among the Japanese, one way to show that you are listening is to close the eyes in contemplation and nod the head slightly, up and down. The Japanese are not ignoring the speaker nor are they taking a nap. It is one way to show concentration and attentiveness. The Japanese prefer indirect eye contact; they avoid direct or prolonged eye contact as mush as possible. Making eye contact with your audience is important, but knowing who to make that eye contact with is equally as important.Remember, some audience members expect you to look them directly into their eyes, while others may prefer indirect eye contact. What about something as simple as a hand gesture – say the â€Å"thumbs up† with a closed fist? In the U. S. it can mean support or approval, â€Å"O. K†. or â€Å"Good Job! † It is also used for â€Å"hitch-hiking† in the U. S. In France this same gesture means zero. In Japan it means money or coins. In Nigeria it is a rude gesture. In Australia, if pumped up and down, is an obscene gesture, and in Germany and Japan it is the signal for â€Å"one. † Here’s where you walk a fine line—if you fail to gesture while speaking, you may be perceived as boring, stiff, and unanimated.A somewhat lively and animated delivery may entertain your audience and demonstrate your confidence about your knowledge of the speech material. On the other hand, if you emphasize certain nonverbal gestures that one or more segments of your audience find offensive, you may wind up alienating them. We can make some general assumptions about Low-Contextual and High-Contextual cultures. The e xchange of facts and information is stressed with members of Low-Context cultures. Information is given primarily in words and meaning is expressed explicitly. There is a stress on task performance, and the communication style is considered to be unemotional and impersonal, with a high degree of objectivity.Low-Context individuals are also informal communicators, where dispensing with ceremony and rigid protocol is accepted, if not the norm. Reasoning is deductive; based on theory and logic. And members prefer analytical thinking, which breaks problems into small chunks. Direct eye contact is expected from both the speaker and audience. In High-Context cultures, shared experience makes certain things understood without them needed to be stated explicitly. Rules for speaking and behaving are implicit in the context, as is the preference for implicit communication. The communication style is emotive and personal, with a high degree of subjectivity and a stress on relationships. There is a high emphasis on protocol and social customs.Reasoning is based on experience and experimentation, with a preference for holistic thinking that is focused on the big picture and interrelationships between components. Indirect eye contact is expected from both speaker and audience. Remember that no two people behave in precisely the same way. Nor do people from the same culture perform exactly the same gestures and body language uniformly. For almost any nonverbal gesture there will probably be someone within a given culture who might say, â€Å"Well, some might attach that meaning to it, but to me it means†¦Ã¢â‚¬  and then they will provide a different interpretation. It is not only what you say in your speech that is important, but it’s how you say it that can make a difference to a multicultural audience.Gestures and body language communicate as effectively as words, and at times, even more so. Do we expect other cultures to adopt our customs or are we willing t o adopt theirs? We may not have time to study a language, but taking time to learn the nonverbal signals is a powerful communicator. We want to create a safe, inclusive environment for all audience members. Even though we have these cultural differences, people come together because they share similar interests. The success of your speech depends upon you, your research, and the quality and accura- †¦ you want to put your best work forward, and let your audience see your confidence and preparation shine through. cy of your information.Remember, communication always takes place between individuals, not cultures, but understanding cultural orientations will always help you become an effective speaker. Without nonverbal communication, our world would be static and colorless. Layer 5: â€Å"Topic Interest† and â€Å"Prior Knowledge† Analysis Finally, you want to query your audience for their interest in, and prior knowledge of, your topic. If the goal of your speech i s to deliver a unique and stirring presentation (and it should be), it would make perfect sense to know ahead of time if your audience: (1) is interested in what you have to say, and (2) has any prior knowledge regarding your topic.It stands to reason that you do not want to give a boring or trite speech. That much is clear. Instead, you want to put your best work forward, and let your audience see your confidence and preparation shine through. And, it also stands to reason that you don’t want to make a speech that your audience already knows a lot about. So, your job here is to â€Å"test† your topic by sampling your audience for their topic interest and topic knowledge. Defined, topic interest is the significance of the topic to a given audience; oftentimes related precisely to the uniqueness of a speaker’s topic. Likewise, topic knowledge is the general amount of information that the audience possesses on a given topic.These are not mere definitions listed fo r the sake of argument; these are essential analytical components of effective speech construction. Unlike multicultural audience analysis, evaluating your audience’s topic interest and topic knowledge is a fairly simple task. There are two ways to go about doing this: (1) through informal question and answer dialogue in class, or (2) more formally through an actual survey. Either way, it is best to have some information, rather than none at all. Imagine if you will, the laundry list of topics that people have heard over and over and over, ad nauseam. You can probably name some yourself, right now, without giving it much thought.If you started listing some topics to yourself, please realize that this is the point of this section of this module; your audience is literally thinking the same exact thing you are. Given that, topic preparation is strategically important to your overall speech success. Again, do not underestimate the power of asking your audience whether or not you r topic actually interests them. If you find that many people are not interested in your topic, or already know a lot about it, you have just saved yourself from a potentially mind-numbing exercise. After all, do you really want to give a speech where your audience could care less about your topic—or even worse— they know more about the topic than you do yourself? Not at all!The purpose of this section is to help you search for the highly sought-after public speaking concept called uniqueness, or when a topic rises to the level of being singularly exceptional in interest and knowledge to a given audience. We know that you wish to excel in giving your speech, and indeed you shall. But first, let’s make sure that your audience is â€Å"turned on† by your topic and hasn’t already heard the subject matter so much that they, themselves, could give the speech without much (if any) preparation. One final note: There’s an old adage in communication studies that reasons: â€Å"know what you know; know what you don’t know; and, know the difference between the two. In other words, don’t use puffery to blind your audience about your alleged knowledge on a particular subject. Remember, there is likely to be someone in your audience who knows as much about your topic, if not more, than you do. If you get caught trying to field an embarrassing question, you might just lose the most important thing you have as a speaker: your credibility. If you know the answer, respond accordingly. If you do not know the answer, respond accordingly. But, above all, try and be a resource for your audience. They expect you to be something of a de facto expert on the topic you choose to address. Conclusion Obviously, when thinking about what kind of topic you are going to select, it is compulsory for you to keep your audience in mind.Not doing so will put your speech at risk of not corresponding â€Å"Fail to plan, plan to fail. † with the information needs of your audience and further jeopardize your credibility as a speaker. In this module, we have covered (I) how to analyze an audience and (II) the five layers of audience analysis. In sum, this information equips you with the foundational knowledge and skill-set required to ensure that your topic complements your audience. And, after all, if we are not adapting to meet the needs of our audience, we are not going to be informative or convincing speakers. There’s a contemporary maxim that runs strong: â€Å"Fail to plan, plan to fail. We, your authors, believe that if you have failed to fully consider the nature, make-up, and characteristics of your audience, you are—for all intents and purposes—neglecting the spirit of the public speaking exercise. Confidently speaking to audiences can be somewhat addictive. The experience, when properly executed, can be empowering and help you succeed personally and professionally throughout your life . But, you must consider whom you are addressing first, and take their every requirement into account. We are linked to, joined with, if not bound by, our audiences. And, your main speaking ambition should be to seek identification with them, and for them to, likewise, seek identification with you. Works Consulted Bem, D. J. (1970).Beliefs, attitudes, and human affairs. Belmont, CA: Brooks/Cole Pub. Co. Benjamin, B. (1969). Demographic analysis. New York: Praeger. Caernarven-Smith, P. (1983). Audience analysis & response (1st ed. ). Pembroke, MA: Firman Technical Publications. Clevenger, T. (1966). Audience analysis. Indianapolis: Bobbs-Merrill. Colburn, C. W. , & Weinberg, S. B. (1981). Listening and audience analysis (2nd ed. ). Chicago: Science Research Associates. Gibson, J. W. , & Hanna, M. S. (1976). Audience analysis: a programmed approach to receiver behavior. Englewood Cliffs, N. J. : Prentice-Hall. Hayes, A. (1994). The role of culture in demographic analysis: a preliminar y investigation.Canberra: Australian National University, Research School of Social Sciences. Jastrow, J. (1918). The psychology of conviction; a study of beliefs and attitudes. Boston; New York: Houghton Mifflin. Jaszczolt, K. (2000). The pragmatics of propositional attitude reports. Oxford; New York: Elsevier. McQuail, D. (1997). Audience analysis. Thousand Oaks, CA: Sage Publications. Nelson, N. , & De Saulles, T. (1993). Signs and symbols. New York: Thomson Learning. Pressat, R. (1972). Demographic analysis; methods, results, applications. Chicago: Aldine-Atherton. Rokeach, M. (1968). Beliefs, attitudes, and values; a theory of organization and change (1st ed. ). San Francisco: Jossey-Bass.Ting-Toomey. S & Chung, L. C. (2005). Understanding intercultural communication. Los Angeles: Roxbury Publishing. Tucker, K. T. ; Weaver, II, R. L. ; Berryman-Fink, C. (1981). Research in speech communication. Englewood Cliffs, N. J. : Prentice-Hall. Youga, J. M. (1989). The elements of audien ce analysis. New York: Macmillan. This work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3. 0 United States License. To view a copy of this license, visit http://creativecommons. org/licenses/by-nc-nd/3. 0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.

Celta Assignment- Lesson from the Classroom

We are almost half way through the CELTA course and it is admirable that all of us have had such a tremendous growth curve. Personally, I know I have become much more confident about standing in front of a classroom full of students and talking about different aspects of English language. I discovered the very first day that it was important to establish a good rapport with the students and be comfortable talking with them.I learned it was also important to engage students in conversation rather than assume the role of a traditional teacher. When Guy commented on September 13, after my first lesson, that I established a good rapport with the students and marked my performance on â€Å"building/maintaining a good rapport† above the standard, I felt more comfortable from the second lesson onwards. I think I also did well in class management from the beginning. I made sure I kept all students involved in the ongoing activity.In the third week, Guy as well as my peers commented th at I dealt well with the student arriving late, and also another student asking a question which I did not know the answer to but confidant enough to use my ipad to search for the correct answer and gave it to her. I think my class management skills have only improved since then. Also on October 4, my forth lesson, Gui wrote: â€Å"well done† in the additional notes on my ability to focus accurately and clearly on specific lexis and grammar (meaning, form, phonology) and to include effective use of the white board or other visual support.Guy also commented on my first lesson TP feedback that I did a good job explaining some difficult lexis i. e. effortless, lean meat†¦ I think I have developed adequate skills to teach lexis. (300) I haven't done a very good job at providing productive practice to students because I don't time my lessons too well. During my first and third lesson, students didn't have enough time for speaking or even practicing the grammar thought at the end of the lesson.In my TP feedback on September 13, Guy suggested that I should give students a â€Å"restrict time limit† to avoid wasting so much time on every task. Gui also commented in my TP feedback from my third lesson, on September 27, that although I was able to contextualize well but not economically and consequently not enough time for even a controlled practice. However, I feel the area I really need to develop and work on in future is my lesson planning. Since the beginning of the course, I have never felt comfortable with my lesson plans and it has not improved yet.The lack of detailed information is still there, even in my latest lesson plan. I’ve been advised by both Guy and Gui to include more information in my plans about analyzing the language used in each lesson and identifying potential problems and how to respond to them. Another area that I am very self-conscious of is my own oral and written language. I am not an English native speaker and I co nstantly think that I may use inaccurate language when I am speaking in the class.As Guy has drawn my attention to this point in my stage one progress record on September 22, I need to provide accurate and appropriate models of both oral and written language in the classroom. (270) I must add that I have gained a lot by observing both experienced and CELTA trainee teachers. I think I have gained most by observing my CELTA colleagues. I have learnt from their mistakes and picked up many good techniques from them. Observing Guy in the first week of the class was a big bonus. He was so much at ease in class, so much at home.He made the students feel comfortable and involved his Intermediate English students in the process of teaching and learning. His lesson thought me it is very important to have an interesting lead in and connect it smoothly into the main aim of the lesson. It was also great to observe Hayley because it showed how exciting a grammar practice can be to students. Hayle y prepared a police-thief game for the students to investigate a crime using present perfect tense. I found it a very effective method of practicing the language for students and at the same time they enjoyed speaking English.I learned about collocation when I observed John’s and Martina’s lesson on lexis. John allowed the students to speak about different types of relationships and elicited the words that go side by side together such as: ‘married to’ or ‘mother-in-law’. Martina also did the same with eliciting the focus lexis which were comparative and superlative adjectives. Observing James made me realize the effect of proper use of voice when he used his firm voice to say: ‘liar’ while instructing a complicated game. (250) Total word count: 820

Assessment Care Adult

Assessment Care Adult The purpose of this assignment is to discuss the approaches and models of assessment, which can provide possible insights and better understanding to the presenting issues in the case study. The essay will begin by giving a brief overview of the issues that are present within this family. It will then outline the purpose of an assessment and critically evaluate models of assessment. For the purpose of this essay it will explore two concepts namely abuse and memory loss focussing mainly on Ted. This essay aims to critically evaluate the research and theory that underpin the concepts. It will define abuse and elder abuse; discuss risk factors for elder mistreatment. Various causes of memory loss will be discussed. The issues of discrimination that older people endure will be highlighted. The issues presented in the case study are; Queenie has moved to long-term care in a residential home. She was Ted’s carer for over 18 months. Ted is in need of care and has asked his daughters to share looking after him. Ted is reported of having an authoritarian approach to parenting. He suffers from chronic arthritis in his legs, has suffered from a mild stroke and has weakness in one of his arms. Ted has been reported of presenting as being confused and is experiencing forgetfulness. He has bruises on his arms and chest; there is a possibility that he is undernourished and dehydrated. Regan is an informal carer and looks after her father Ted. She has moved in with Ted. Regan is experiencing increased difficulties in balancing her 25 hours part time bar work and looking after Ted. She has been drinking heavily and has increased her involvement with her father’s financial affairs. Regan has declined offer from her sister Cordelia in looking after her father, she also discourages her from visiting Ted. Regan is a victim of domestic violence. McDonald (2006, p31) defined assessment as â€Å"a perceptual, analytic process of selecting, categorising, organising and synthesising data†. This means gathering of information, evaluating it to identify areas of strengths and difficulties and explore plans in order to achieve preferred scenario. Thompson (2005, p64) highlighted that assessment is a â€Å"holistic process† that takes into account all relevant and interactive domains. Trevithick (2006) stated that the purpose of an assessment is to assist people sustain their livelihood and decrease deterioration. Stepney and Ford (2000) suggested that choosing the right model of assessment determines the quality of the assessment. Coulshed and Orme (2006) described two approaches to assessments namely positivists and constructivists. Positivist approach is on the assumption that undertaking an assessment requires a person to have good â€Å"administrative† and interpersonal skills. This helps people to address, identify and respond appropriately to issues that are affecting them. Berger and Luckman cited in Coulshed and Orme (2006) highlighted that the constructivist approach is based on the notion that individuals are able to identify their problems and can contribute to recognizing their needs or solutions. Therefore it is important that social workers are open and honest to service users in what can be offered.

Music in Brazil Essay Example | Topics and Well Written Essays - 2000 words

Music in Brazil - Essay Example The French Revolution also had a significant impact on Brazilian music. Similarly, mines are another major influence in the evolution of Brazilian music. The music of Brazil appeared very limited as only very few compositions could be found in their original tradition. The authors were: Francisco Gomes da Rocha (1754-1808), Manuel Dias de Oliveira (1735-1813), Jose Joaquim Emerico Lobo de Mesquita (1746-1805) and Joao de Deus de Castro Lobo (1794-1830). The first reference to Brazilian music pertains to 1578 and is titled â€Å"Viagem a Terra do Brazil,† or the journey to the land of Brazil, composed by Jean De Lery. A major trend in the Brazilian music scenario was the prevalence of discrimination on the basis of religion, gender and socio-economic status. This trend also reflected on music education in the country and only a few children had studied music in Brazil. Thus, formal education in this fine art remained limited. Thus, most of the music derived from the informal le arning background and through traditions. The musical practices in Brazil developed into two distinct categories in the states of Para and Marahao. In the Brazilian tradition, children also enjoyed music as adult and they had songs on a wide variety of themes, during the Orphenonic movement in the 1940s. The songs, which were usually heard during many of the traditional celebrations, were sung by illiterate people from all the communities, thus adding up to the history of Brazilian music. The Principle Characteristics of Brazilian Music The history of music in Brazil began with the arrival of Portuguese and the Jesuits used choir groups in the church. As a result, music became more popular among common people. During those days, slavery was prevalent in the country and the children of slaves did not have the privilege of schooling. Hence, a wide gap came into existence between the musical practices of the rich and poor people in the earlier times. Music appeared to be a major discip line in Brazilian culture. Researchers from various places developed an interest in the musical practices by different communities, as well as the traditional institutions. Many educational institutions began publishing the material on music, which brought music practices by different communities in Brazil to the limelight. An irrefutable element in the Brazilian music is the strong influence of the Portuguese language. Besides, many African and native words also found their way into Brazilian music which contributed to the forging of an African rhythm, which rendered to the Brazilian music a more sensual and romantic style in its transformation. Brazilian music deploys a wide array of musical instruments in its composition. In the early days the composers mainly relied on drums and percussion, which was similar to the African Diaspora. Another significant influence was the Atabaques, which are narrowed drums of Africa, with their top covered by calf skin. These drums came in differ ent sizes, which were prominently used in the rituals in Brazil. Other instruments included bamboo, which is in the category of surdos, which meant deaf drums; Alfaias (rope-drums); Zabumbas which had a low sound with two heads; repiniques which were a high pitched drum; Pandeiros which were a single headed hand drums, and so many others. â€Å"In contrast to the economic inequality that historically pervaded Brazilian society,

N1 Assignment Example | Topics and Well Written Essays - 250 words

N1 - Assignment Example Communication is one of the primary steps that can dissolve the â€Å"silo† culture of care. The independence and autonomy practice by patients, care teams, organizations, and the healthcare environment should be replaced with interdependence between them (Yong & Olsen, 2010). All the highlighted stakeholders should collaborate in the provision of care to ensure that the goals of care are effectively met. Although the autonomy of each of the above should be maintained, the independence aspect should be replaced with cooperation and collaboration. In other words, all the above stakeholders should work together, instead of operating as single and independent units. A delivery model that seeks to dissolve the â€Å"silo† culture should also encompass redesigning the relations aspect of the model in a way that defines proper relationships between all the stakeholders involved. On the same note, the objectives and goals of health care should be formulated and implemented at an organizational level, as opposed to department-based pursuits of achieving these goals and objectives (Yong & Olsen, 2010). With that, each of the aforementioned stakeholders would partially contribute towards the final outcome. That is to say, the primary goals would be the summation of the achievement of the stakeholders and their

Critical Thinking - Model 3 - Case - Deductive and Inductive Argumens Coursework

Critical Thinking - Model 3 - Case - Deductive and Inductive Argumens - Coursework Example This is the characteristic of most research activities involving scientific studies. In deductive reasoning, the approach to the conclusion always follows a top to bottom manner (Asheim, 47). This follows that the researcher or investigator always commences with the general hypothesis and narrows down to a specific one in his or her conclusion (Winch, 35). In relation to this, it is of crucial significance to note that the case of Edward depicts a form of deductive reasoning. This follows that Edward first starts by general notion and narrows down to a specific notion in order to substantiate his claims. He points out that all nurses always like to draw blood from the patients. Thus, being one of them, the same applies. This is a form of deductive reasoning. As a response, it is necessary for Edward to understand that making conclusions based on unsupported generalized claims is not appropriate. In this manner, it is important to note that nurses differ in their medical practices as well as decisions. Therefore, the decision taken by one nurse should not necessarily be the one that all nurses must follow. This is important in making Edward understand that there is no solid evidence to justify his claims. Thus, it will be in order for Edward to understand that it is not a must that any nurse must follow or copy what others always do. T his will be important in making Edward refrain from making conclusions following unsubstantiated

Marketing Management. Basic principles Essay Example | Topics and Well Written Essays - 2000 words

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Establishing Stakeholder Orientation Coursework Example | Topics and Well Written Essays - 250 words

Establishing Stakeholder Orientation - Coursework Example The development of the world has made individuals realize that business has a role that extend beyond economic wealth creation. Businesses possess a social role since they create externalities in the environment. For instance, proper enumeration of employees compensate for the cost that workers incur in working for the company. Organizations participate in stakeholder orientation for their own benefit and for the sake of stakeholders’ satisfaction (Maurer, 2007). In this sense, the stakeholders feel that the organizations take care of their needs. Stakeholder orientation seeks to establish sustainable economic development by working with the employees, local community, shareholders, and the larger society (Ferrell, Fraedrich & Ferrell, 2013). This has a significant impact on honesty and fairness since corporate entities manifest as partners in societal development. When organizations emphasize on the satisfaction of their stakeholders, the larger society is highly likely to respect the profit making intention of businesses. In addition, it promotes information sharing, which makes the business’s activities and intentions clear. This enhances accountability as each party enjoys the incentive to practice

Schizophrenia Research Paper Example | Topics and Well Written Essays - 750 words - 3

Schizophrenia - Research Paper Example People suffering from this disorder tend to hear voices, which cannot be heard by people around them. If fact, these people believe that any other person around them is controlling their thoughts, plotting harm against them and more importantly, they are reading their minds. Additionally, people with Schizophrenia rarely make sense when they are talking; sometimes they can sit for a particular period without talking or moving. Patients with this disorder are mostly recognized by talking to them since they appear ordinary people until they start talking (National institute of Mental Health). Schizophrenia is caused by a combination of environmental and genetic factors. Individuals with a family history of this illness have a high rate of being diagnosed with this disorder. Researchers argue that there it is considerably challenging to separate environmental and genetic factors. Therefore, there is a significant variation in estimating hereditary causes and environmental causes. According to a recent research conducted by the National Institute of Mental Health, the risk of developing Schizophrenia is considerably high in first-degree relatives. According to the research data, the risk an individual being diagnosed with Schizophrenia and they have been first-degree relative is approximately 6.5 percent higher than the 40 percent of the monozygotic twins who may have been affected. Additionally, if one of the parents is suffering from the illness, the risk of these offspring being affected can be as high as 13 percent. On the other hand if both parents are affected, the offspring have a 50 percent chance of being affected (National Institute of Mental Health). Also to genetic causes, environmental factors have a significant role in causing this disorder. Some of the common environmental factors include; usage of drugs, prenatal stressors, living environment among other environmental factors. A recent study showed that living

Guidelines for Short Term Certificate Courses Essay Example for Free

Guidelines for Short Term Certificate Courses Essay Short Term Vocational Certificate Courses of Three months, Six months and One year duration are being introduced in the disciplines of Agriculture, Engineering Technology, Computer Science, Business Commerce, Home Science and Humanities, with the objective of providing training to SSC failed/passed students or candidates who are interested in acquiring job oriented skills and wish to join the world of work, to enable them to earn their livelihood. (Course details at AnnexureI . These courses are being introduced as self-financing courses. HOW TO APPLY 1. Any Private Institution / NGO having good track record in the field of providing training and having required infrastructure can start these Short Term Vocational Courses with the approval from the State Institute of Vocational Education, after they satisfy the norms prescribed herein. 2. Application forms can be obtained from the concerned District Vocational Educational Officers or from the office of the Director of Intermediate Education, Andhra Pradesh, Hyderabad by paying Rs. 100/- through Demand Draft in favour of Secretary, Board of Intermediate Education, Andhra Pradesh, Nampally, Hyderabad or can be down loaded from BIE website at: www. bieap. gov. in under â€Å"vocational courses† pages 3. At the time of filing application the institute should provide information on class room infrastructure, On the Job Training linkage, faculty, Society registration or Certificate of incorporation, track record in the field of training opted for and tie up for placements of trained candidates. 4. Maximum number of sections permitted for any institution will be 9 only, of different durations. A minimum of two courses should be offered from different disciplines. 5. The filled in application along with all enclosures should be submitted to the concerned District Vocational Educational Officer before the prescribed date. An Inspection Fee of Rs. 500/= in case of Rural area and Rs. 1000/= in case of an Urban area, in the form of a demand Draft in favour of the 3 Secretary, BIE in any Nationalized Bank, payable at Hyderabad is to be enclosed. SANCTION PROCEDURE 6. A three men inspection committee consisting of 1] DVEO, 2] Principal of GJC and 3] Subject expert will inspect the Institutions and submit the feasibility report with recommendations to State Institute of Vocational Education [SIVE]. 7. Permission will be granted by the State Institute of Vocational Education [SIVE] on receipt of feasibility report from District Vocational Educational Officers concerned, on the available infrastructure and On the Job Training facilities with MOU tie up for placements. 8. At the time of applying for Short Term Vocational Courses the Institute should indicate the Industry / Workshops / Service Organisations in which On the Job Training will be provided. They should furnish the MOU with the training establishment along with the application. FEE PARTICULARS: 9. The Private Institution / NGO should pay Rs. 500/- per section per module as recognition fee through Demand Draft in favour of the Secretary, Board of Intermediate Education, Andhra Pradesh, Nampally, Hyderabad after approval from the State Institute of Vocational Education. (Three months course; one module; Rs/ 500, six months course; two modules; Rs/ 1,000, One year course; three modules; Rs 1,500) 10. The maximum tuition fee to be collected from the student is Rs. 300/- Per Month. ADMISSION PROCEDURE: 11. The Head of the Institution / Correspondent / Principal of the concerned institute shall take up the admission process only after obtaining permission from the State Institute of Vocational Education [SIVE]. 12. The maximum intake shall be 40 [forty] students per section. 13. No age limit is prescribed for admission to these courses. 14. Selection Criteria: 4 Minimum qualifications for admission into these courses shall be as mentioned in Annexure – I. Candidates having higher qualification with an aptitude to learn the skills in the relevant field are also eligible for admission. SCHEME AND SYLLABUS: 15. The short-term courses are organized in to modules of three months duration each. The Institutions taking up Short Term Vocational Courses have to strictly follow the academic schedule, syllabus and On the Job Training pattern prescribed by the State Institute of Vocational Education [SIVE] including guidelines for conducting classes/ training, examination, evaluation etc from time to time. Copy of the syllabus can be obtained from DVEO. or can be down loaded from BIE website at: www. bieap. gov. in under â€Å"vocational courses† pages The Scheme of instruction prepared by the State Institute of Vocational Education as mentioned below has to be strictly followed. SCHEME OF INSTRUCTION FOR EACH MODULE Subject Theory Hours 72 Total 72 Weightage 30 30 Hours 216 216 On the Job Training [OJT] Weightage 70 70 Hours 288 288 Total Weightage 100 100 SCHEME OF INSTRUCTION/WEEK Subject Theory 6 On the Job Training [OJT] 18 Total 24 16. In order to provide job-oriented skills to students, greater emphasis shall be placed on, On the Job Training. The entire work relating to practicals / on the job training shall be conducted in workshops / Organisations / industries. On the Job Training to be provided in the workshops etc. shall be directly under the supervision of Master Trainer of the workshops / industries / Service Establishments. 5 SOME OF THE POSSIBLE ESTABLISHMENTS FOR PROVIDING ON THE JOB TRAINING ARE INDICATED BELOW. 1. Agriculture State Government Centres Private Reeling Centres/ ANGRAU, Hyderabad/Dairy Cattle farms/Fish farm/Government/University farms. 2. Business Commerce Banks / Commercial Establishments / Super Markets / Chartered Accountants / Tax Consultants / Commercial Institutes. NIIT/ CMC / APTECH / Locatiya Computers / Setwin / ITI /Polytechnic Colleges / only recognized Computer Labs / private computer labs Setwin/ITI Training Centres/ Polytechnics/ Tribal Welfare work centre/Automobile workshops Small medium Bakeries/Food Craft Institutions/Home science Colleges /Food catering Institution/Beauty parlors Hotels/ Garment Units/CMC ATC/Setwin. Star Hotels / Tourist Centres / Travel Agencies. 3. Computer Science 4. Engineering Technology. 5. Home Science 6. Humanities 17) There should be a Continuous check on the conduct of classes and attendance of students in the class and On the Job Training by the Principal and Master Trainer regularly. Minimum 90% attendance is essential for passing the module. The concerned District Vocational Education Officer would regularly inspect the teaching and training establishments 6 EXAMINATION AND CERTIFICATION: 18) In order to facilitate continuous evaluation for each module Theory and On the Job Training examination should be conducted at the end of first, second and third module. The Instructor associated with the course should assess the students in terms of their competency achieved. The Master Trainer/ Supervisor in the Industry / Business establishment/Organisation will also test and assess the student based on the Technical Skills acquired. At the end of the module examination will be conducted at institution level under the supervision and control of the District Examination Committee headed by DVEO as per the guidelines prescribed by the SIVE. The following system of grades has to be adopted for the purpose of performance appraisal of the students at the end of each module based on continuous evaluation duly giving 30% Weightage on performance in theory and 70% Weightage on performance in On the Job Training [OJT]. Award of Grades and entitled grade points Marks Range 90-100 70-89 Grades A B Sub Ranges 95-100 90-94 85-89 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 0-24 Grade Points 10 9 8. 5 8 7. 5 7 6. 5 6 5. 5 5 4. 5 4 3. 5 3 2. 5 2 19) 20) 21) 50-69 C 40-49 30-39 0-29 D E F. 7 22) Grade card will be issued for each module after clearing the Theory and On the Job Training [OJT] with ‘D’ or higher grade in the module. Those getting less than ‘D’ grade will not be considered as pass in the module and they will have to repeat the module after taking fresh admission and only those passing in initial module will be eligible to join the next module. DVEO will issue a module completion certificate. After successful completion of entire course, a competency-based certificate will be given by the State Institute of Vocational Education [SIVE] through the DVEO concerned. 23) PLACEMENTS: 24) The Institute taking up Short Term Vocational Courses should take every measure to provide placement to the students by liaison with Business establishments /Industries / other establishments. Institutions should play a major role in placement of the passouts. Placement cell has to be created in the Institution. APPOINTMENT OF FACULTY: 25) The Principal / Correspondent is authorized to engage the teaching faculty. Qualifications for the Teaching Faculty course wise shall be as mentioned in the Annexure II. Sd/- SHASHANK GOEL DIRECTOR OF INTERMEIDATE EDUCATION. 8 ANNEXURE I MINIMUM EDUCATIONAL QUALIFICATION FOR 3 MONTHS [One Module], 6 MONTHS [Two Modules] ONE YEAR COURSES [Three Modules]. Sl. Course No. I. 1 2 3 4 5 6 7 II. 8 9 10 11 12 III. 13 14 15 16 17 18 19 20 21 22 AGRICULTURE: Bee-Keeping [Apiculture] Mushroom Culture Veterinary Compounder Sericulture Assistant Farm Assistant Fisheries Assistant Gardener Training Course BUSINESS COMMERCE: Accountancy Taxation Salesmanship Typewriting English Shorthand COMPUTER SCIENCE COURSES: Web Designing Internet Computer Maintenance M. S. Office Unix C C++ V. B. Oracle VB ASP Oracle with D2K Oracle with DBA DTP Auto CAD One One One One One One One One One One Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months SSC Failed SSC Failed Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Three Three Three Three Three One year One year One year One year One Year Intermediate Intermediate SSC SSC Failed SSC One One Three Three Three Three Two Three Months Three Months One Year One Year One Year One Year Six Months SSC. Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed Module Duration Qualification 9 23 24 25 26 27 28 29 Accounting Package Computer Application Information Technology Hardware Technology Data Entry Multimedia, Graphic Animation Advanced Certificate Course in Computer Application Advanced Certificate Course in Information Technology ENGINEERING TECHNOLOGY: Motor Driving Plastic Technology Auto Electrician Electrician Plumbing Welding Carpentry Building Construction Automobile Engg. Technology Air-Condition Refrigeration Radio TV Technician HOME SCIENCE COURSES: Apparel construction Tie Die, Block, Batik, Screen-printing Computer based fashion designing One One One Three Months Three Months Three Months SSC Failed SSC Failed SSC Failed One Two Two Two Two Two Two Three Three Three Three Three Months Six Months Six Months Six Months. Six Months Six Months Six Months One Year One Year One Year One Year SSC Failed SSC failed SSC failed SSC failed SSC failed SSC failed SSC failed SSC Failed SSC Failed SSC Failed SSC Failed One Two Two Two Two Two Three Three Months Six Months Six Months Six Months Six Months Six Months One Year Intermediate SSC failed SSC failed SSC failed SSC failed SSC failed SSC Failed 30 Three One Year SSC Failed IV. 31 32 33 34 35 36 37 38 39 40 41 V. 42 43 44 10 45 46 47 48 49 50 51 52 53 54 55 VI. 56 57 Soft Toys Flower Making Beautician course Embroidery Zig – Zag Cookery Bakery confectionery Hotel Management Food Preservation Processing Fashion Designing Textile Designing Interior Designing HUMANITIES COURSES: Receptionist Tourism Management Three Three One Year One Year SSC SSC One One One One Two Three Three Three Three Three Three Months Three Months Three Months Three Months Six Months One Year One Year One Year One Year One Year One Year SSC Failed SSC Failed SSC Failed SSC Failed SSC failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Preprimary Teacher Training Three 11 ANNEXURE II QUALIFICATIONS FOR TEACHING FACULTY- COURSE WISE. I. AGRICULTURE 1. Mushroom culture QUALIFICATION. B. Sc. (Agriculture), B. Sc. (Horticulture) with background of plant pathology/ any diploma in concerned course / Certificate Course. M. Sc. (Entomology) / B. Sc. [Agriculture] any diploma in concerned course / Certificate Course. B. V. sc. , /B. Sc (Dairying)/Diploma in concerned course 4. Sericulture Assistant M. Sc. [Sericulture] / M. Sc. [Zoology] / B. Sc. , with Entomology / Diploma in concerned course / Certificate Course. B. Sc [Horticulture]/ B. Sc [Agriculture]/ Diploma in concerned course / Certificate Course. M. Sc (Zoology) with Fisheries and Aquaculture Specialisation/B. FSc / B. Sc with Fisheries. B. Sc Horticulture/M. Sc Agriculture with Two Years experience, B. Sc Horticulture/ Diploma in concerned course /Certificate Course. 2. Bee-Keeping [Apiculture] 3. Veterinary Compounder 5. Farm Assistant 6. Fisheries Assistant 7. Gardener Training Course 12 II. BUSINESS COMMERCE QUALIFICATION M. Com / B. Com. M. Com / B. Com. , with Specialisation in Income Tax M. Com / B. Com. , with P. G. Diploma in Marketing / Salesmanship. Graduation with Type Higher/ Intermediate Office Assistantship Vocational Course. Graduation with Shorthand 8. Accountancy 9. Taxation 10. Salesmanship 11. Typewriting 12. Shorthand III. COMPUTER SCIENCE COURSES 13. Web Designing and Internet QUALIFICATION BCA/MCA/B. Tech/M. Sc Computer Science Any Advanced diploma in concerned subject BCA/MCA/B. Tech/M. Sc Computer Science Any Advanced diploma in concerned subject M. CA/BCA/M. Sc/B. TEC/M. Sc Home Science Any Advanced diploma in concerned subject M. CA/BCA/M. Sc Computer Science/ B. TEC/ Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject 14. Computer Maintenance 15. M. S. Office 16. Unix C and C++ 17. VB and Oracle 13 18. VB and ASP BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. BCA/MCA/M. Sc computer Science / B. Tech. 19. Oracle with DBA 20. Oracle with D2K 21. DTP 22. Auto CAD 23. Accounting package 24. Computer Application 25. Information Technology 26. Hardware Technology 27. Data Entry 14 28. Multimedia Graphic Animation BCA/MCA/M. Sc Computer Science / B. Tech. 29. Advanced Certificate Course in Computer Application Advanced CertficateCourse in Information Technology M. CA/BCA/M. Sc computer Science/B. Tech/AMIE in CS/BOL C level of DOEA Examation/any advanced diploma in concerned subject. IV. ENGINEERING TECHNOLOGY 31. Motor Driving QUALIFICATION. Diploma in Automobile Engineering, ITI Certificate in motor driving with 3 years experience. Diploma in Mechanical Engineering/ any Certificate in Plastic Technology with 3 years experience in the concerned course. Diploma in Automobile Engineering/ITI Certificate in Auto Electrician Trade with 2 years experience. Diploma in Electrical Engineering/ITI Certificate in Electrician Trade. Diploma in Civil Engineering/ITI Certificate in plumbing with experience. Diploma in Mechanical Engineering/ITI Certificate in welding with 2 years experience. Diploma in Mechanical Engineering/ITI Certificate in carpentry with 3 years experience. 32. Plastic Technology 33. Auto Electrician 34. 35. 36. Electrician Plumbing Welding 37. Carpentry 15 38. Building Construction B. E (Civil)/Diploma in civil Eng. /ITI certificate in the field of Civil Engg. Work/An experienced (10 Years) Mason with experience in Civil Constructions Work. B. E (Mechanical)/ Diploma in Automobile EngITI certificate in the field of Automobile Engg. Work/A 2 Wheeler/ 4 Wheeler Mechanic with 5 years experience. B. E (Mechanical) /Diploma in Mechanical Engg. / A Mechanic in Refrigeration and Air conditioning field with 5 Years experience. B. E (Electronics)/ Diploma in Electronics and Communication/A Radio and TV Mechanic with 5 years experience. QUALIFICATION Any related certificate holders from Setwin/ Women welfare department/ Janasikshana Samsthan/ Intermediate (Voc) with Commercial Garment Design Making. B. Sc. , (Home Science) Textiles and Clothing/ Any related certificate holders from Setwin / Women welfare department/ Janasikshana Samsthan / Vocational lecturer of the concerned subjects. Any D. C. A with degree/ B. C. A / Intermediate (Voc) with Fashion Garment Making Any related certificate holders from Setwin/ Women welfare department/ Janasikshana Samsthan. 39. Automobile Engineering Technology 40. Air-condition Refrigeration 41. Radio TV Technician V. HOME SCEINCE COURSE 42. Apparel constructions 43. Tie Die Block, Batik screen-printing 44. Computer based fashion designing 16 45. Soft toys Flower making. Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan/ Intermediate (Voc) with Creche and Pre School Management course. Any graduate preferable Home Science / any graduate with Diploma certificate in Beauty culture. B. Sc. (Home Science)/Graduate of Hotel Management course/ Senior Cook of reputed hotels Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. 46. Beautician Course 47. Cookery 48. Bakery and Confectionery B. Sc. with Bakery as one of the subject/ Certificate in Catering Technology/ Diploma in Bakery and Confectionery Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. 49. Embroidery Zig – Zag B. Sc. [H. Sc] with Diploma in Embroidery / Diploma in Fashion Design or Inter Vocational CGDM Fashion Garment Making with Diploma in Embroidery Fashion Design, Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc (Home Science) in Home Management/ Diploma in House keeping/ two years experience in house keeping in any Institution. B. Sc Home Science in Nutrition/ Diploma in Dietics Nutrition . B. Sc Home Science / Degree with P. G. Diploma, Inter Vocational CGDM Fashion Garment Making. 50. Diploma in Hotel Management 51. Food Preservation Processing 52. Fashion Designing 17 53. Textile Designing B. Sc in textile and clothing /Diploma in Textile Designing with knowledge of computer, Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc in resource Management Consumer Science/Family Resource Management/B. Arch (Interior Design)/ P. G (Interior Design) B. Sc (Interior Design), Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc with child development Family relations/ B. Ed. Candidates / P. G diploma in Early child hood care Education, Intermediate (Voc) with Creche and Pre School Management course. 54. Interior Designing 55. Preprimary Teacher Training VI. 56. 57. HUMANITIES COURSES: Tourism Management Receptionist QUALIFICATION PG in Tourism / PG in Social Science with PG Diploma in Tourism and Travel Any degree with Front Office or Diploma in Hotel Management Or Degree in Hotel Management.

Examining The Sinister Atmosphere Of Macbeth English Literature Essay

Examining The Sinister Atmosphere Of Macbeth English Literature Essay In Macbeth by William Shakespeare, a sinister atmosphere is built up throughout the play. The very first scene is the witches, not Macbeth as you would expect. At first the witches discuss the battle, and then mention Macbeth. The first mention of Macbeth goes hand in hand with talk of battle and is spoken by the witches as if they know each other, there to meet with Macbeth. The audience will think he is evil if he associates with evil, thus painting a bad picture of him before he is even seen upon the stage. An audience will use the first scene of a play to gauge what the play will be about, and the first scene of Macbeth does that quite well. In it there is witchcraft, evil, talk of violence and things not being what they seem foul is fair, and fair is foul- . The scene is very short, just enough to give you a glimpse of the witches and the fact they will take part in the performance, but nothing of their goals or what they could be thinking. They are shrouded in mystery and will leave you thinking about them and what they said. The second time Macbeth is mentioned is by the king as brave Macbeth and as valours minion. This would betray the audiences expectations of Macbeth. Such compliments, and from no less than the king, is not what you would typically expect of someone who consorts with witches. Although, not all the praise is positive. Even though the king talks about how heroic he is, it is told that he is very violent. He carvd out his passage and then unseamd a man from nave the chaps, then fixed his head upon the battlements. All of this is very violent and merciless. He is then described to be Bellonas Bridegroom. At first this would look like a compliment, but upon closer inspection it follows the same merciless, violent tone as before. Violence and mercilessness are all normally traits of evil people, who are working against the greater good. So that is not a trait you would expect to find in the main character of the play. Violence is a large part of Macbeth, as it features heavily throughout. The play mainly consists of violent acts and the plotting behind them. A violent battle, graphically described, then the murder of the king, then the murder of Banquo. It is violent act after violent act. In the fifth scene of act one, Lady Macbeth conjures up a very sinister and violent picture when she mentions being able to dashed out the brains of her own baby while it was smiling in her face. This is very ruthless and says a lot about her character. The character of Lady Macbeth is very ruthless, evil and plotting from the very first time she appears. As soon as she hears of an opportunity to gain fortune and power, she instantly grabs at it, with no thoughts to whether it was wrong or right. This is in contrast to Macbeth, as before meeting the witches he was warlike, but not plotting or malicious. It was only after he met the witches that he changed. He says If chance will have me king, why, chance may crown me, without my stir when he is first told by the witches of his future. He wants the throne, but doesnt want to commit treason. Though his attitude here doesnt last long and is soon consumed by greed, and he no longer thinks this way. This change in character doesnt come about by his greed alone. It is influenced by Lady Macbeth. I think if it were not for her, Macbeth wouldnt have killed the king. If she had not been as power thirsty and told Macbeth it was a bad idea, he would have feasibly given up on this and forgotten about the witches. Macbeth wasnt as confident in the witches and had doubts. Conversely as soon as Lady Macbeth heard she was calling upon spirits that tend on mortal thought to unsex her, with little regard for the fact she was going to kill someone and break the law. I think it was her eagerness to gain power that made Macbeth kill Duncan. Before speaking to Lady Macbeth, Macbeth did have murder on his mind, but was doubtful. He was anxious and scared to kill the king. Even just before, and then after killing Duncan, Macbeth was having second thoughts. It was Lady Macbeth that rid him of his doubt and pushed him onward to go through with the deed. She was helping the witches in their plot for evil, coercing him and playing on his greed, albeit unknowingly. As Macbeths greed grew, so did his ruthlessness to protect his newfound power. He thought Banquo was a threat, so he had him killed. Before the witches came, Macbeth was friends with Banquo, now he was having him killed. Back at the very beginning Macbeth would not have thought of committing such an act. I think this change in character through greed is almost like a warning to people, to make sure the same thing does not happen to them. As Macbeth grew in power and greed, the acts he committed were becoming more sinister and evil. This was one of the most important features that William Shakespeare did to create the atmosphere he did.

Cold War Vs. United States :: essays research papers

Cold War vs. United States The Cold War ended in 1991 after the Soviet Union fell apart. Since then, Russia's economy paralyzed, and the United States is three trillion dollars in debt, and both counties were weakened by the Cold War because of military spending. To have world peace does not mean that United States should increase its military strength. The Realist theory would argue that military strength is important to maintain peace both domestically and internationally. Even though the United States as the only superpower remains in certain perspective, the U.S can not be the peace keeper for the whole globe and every state on it. First of all, there are more than two hundred sovereign states in the whole world, and to have world peace requires every sovereign states' effort not only the United States but also every other states. A good example was the coalition force led by the United States under UN command which defeated Iraq's invasion army in Kuwait City in 1991. But the United States still respected Iraq's sovereignty under international rules. That was probably the reason why President Bush did not order the U.S army to invade Iraq after the U.S led coalition force expelled Iraq's force in Kuwait. Another example would be when Iraq's government massacred thousand of ethic minority Kurds when the Kurds rebelled against Iraq government in northern Iraq. The United States did not do a lot to help the Kurds because United States and the rest of the countries around the world recognized Iraq as a sovereign state in the international community even though that United States had a large military presence in the Persian gul f area during that time. More and more, non goverment organizations also play very important roles in world peace. Since 1945, the United Nations, a non government organization, has helped to bring cease-fire agreements to numerous hot spots around the globe in place like Cambodia or the Mid-East. Individual persons also play important roles in world peace. Such as former President Jimmy Carter, who helped negotiate the peace agreement that restored the democratic elected President Aristide back to his office in Haiti and avoided a direct military confrontation between the United States and the Haiti's military government in the last minute. Secondly, the cold war made former Soviet Unions bleed to white but also put the United States three trillion dollars in debt, and the debt is going up too. According to the IRS, the United States government is spending fifteen percent of gross annual revenue just paying off the interest of the three trillions deficits in 1996 (3).