Definitions

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Language is arbitrary- to obtain a proper definition of this statement I have broken it down into parts, language and arbitrary. The heinemann dictionary has stated that "language is The words we speak or write, the sounds or words used by a particular country or group, a system of sign and symbols used to communicate.

And that arbitrary is " based on your opinion or whim rather than a reason"

So to place these to definitions into one would arrive at 'based on they way peoples opinions are formed will influence the way they speak or write." To look at the following quote in the textbook 'Language and Literacies" that " Language is arbitrary there is no inherent reason that the word 'cat' refers to a small furry animal; it has been agreed to by a group of language users…it's the kind of agreement that occurs when groups of people come to share values, beliefs and ways of doing things over time." (Emmitt, 00.p1.) Examples of language being arbitrary are all around us in everyday life, things such as traffic lights and the correlation between red stop and green-go, the famous Golden Arches, with out even seeing the name of the restaurant everyone knows what they represent-McDonalds. Symbols of a figure in a skirt or a figure on a door will always represent male or female toilets. These are all meanings or signs that have been established and accepted by a common community. My understanding of Language is Arbitrary is the fact that language is not absolute, what is meant by this is that just because we as Australians refer to a particular item by a certain name or symbol does not mean that this is accepted on a worldwide basis.

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Signs The definition found in the Collins dictionary, was that "Signs are an act or gesture to convey and idea, a desire, information or a command to others."

A quote taken from the textbook 'Language and Literacies' was that "Signs are defined as 'artefacts' or acts which refer to something other than themselves…" (Emmitt, 00.p.) Examples of signs are split into different categories there are systematic, symbolic, pictorial, culturally relevant, iconic and both verbal and non-verbal. An iconic sign are close to being an exact picture of what they refer to such as a sign with kangaroos is referring to kangaroos on the road. A symbolic sign is not a direct picture but something we associate with. Culturally relevant signs are only appropriate for a specific group such as our wombat crossing signs would be irrelevant in Russia.

How I understand signs is that it is the extra information given or the only information given to the community of users that is accepted and understood by all who use it.

Discourses I took a meaning printed in the book of readings as I was unable to find a dictionary meaning that was relevant to this Discourses. "Discourses are ways of behaving, interacting, valuing, thinking, believing, speaking and often reading and writing that are accepted as instantiations of particular roles by specific groups of people." (Gee, 10.) The following quote summed up the meaning quite well, "Language as well as literacy is always and everywhere integrated with and relative to social practices, particularly Discourses. ( Gee, 10.) Some good examples of Discourses are instances such as image, culture, behaviors, body language, the way people speak read or write. Such as the Japanese culture is very different to the Australian culture by ways of the Japanese being very formal and quiet while Australians are loud and relaxed, the Japanese are well renowned for being workaholics and Australians are perceived as laidback and easy going. The way that is easy to interpret Discourses is to think of it as simply being the overall ways that people of specific groups interact verbally and socially with others.

Non-Verbal Communication is defined as being gestures, facial expressions, body language that is being used to help convey a particular message by an individual; from the website dictionary.com.(00)(00). The quote from the web helps to clarify the definition further by stating that it includes "…facial expressions, tones of voices, hand gestures, eye contact, spatial arrangements, patterns of touch, expressive movement, cultural differences and other non-verbal acts." (Non-verbal communication. 00) (00). In the world that surrounds us we get many non-verbal cues from every direction. Mothers get these clues from their babies cries and soon learn to interpret them either hunger, nappy change or loneliness. There are also clues given by the animal kingdom such as the way dogs and horses get agitated before an earthquake; they sense the danger. To look back at this in lamens terms it is apparent that non-verbal communication is all the other information whether purposeful or not given by another, it is not only culturally relevant but can be universal depending on the source.(ie. Animal or human).

Culture is according to the Macquarie dictionary (15) relating to the language skills and customs of a group of people passed from one generation to another. To delve into this more a particular quote stood out that seemed to sum up culture quite well, "Culture is everything. Culture is the way we carry our heads , the way we walk, the way we tie our tiesit is not only the fact of writing books or building houses." (Quotations, 00.) (00). So to look at different countries generally you can see each culture is quite unique and specific to that region, such as Africa, the bushman tribes will dance to music made by other tribe members, arrange marriages and mourn the dead for set periods. In Australia we marry who we choose, we travel where we want, we have a freedom of speech and a democratic society with laws and liberties. Russians are communists and they live in a cold climate, are very patriotic, and some would say vodka is culturally relevant to Russia. As it is explained culture is the way we are as a nation and as individuals, a persons culture shapes how they interact and socialize with others, Australia is multi-cultural which means we have many cultures intermingled with our own which enriches our lives and helps us see and understand others.

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The war with iraq

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The past few months have been filled with tension. Everyone has pretty much chosen sides in the debate. The war with Iraq has been on everyone's mind. I don't know about you, but I think that America is not ready to ship off the soldiers. America as well as the world has been battling Saddam Hussein for decades and I don't think its time to fight him again. He poses a treat to this country and the world on many different levels. Terrorism has destroyed our economy and devastated our people. While we need an antiterrorism solution, I don't think that war is the answer. I am sure that America can find a better resolution to fix our problems in the Middle East. Another war would not only cause more turmoil and destruction. War would send over people to the enemy lines, killing off innocent people. We can't possibly believe this will be a solution to our problem. War would put our country in an economic position even worse than it is right now. Whatever Bush decides to do we are still in economic turmoil. Before we decide to send our soldiers off to war we as a country need to be economically secure. Also, America needs to have substantial allies before shipping away the troops. Right now we don't have enough international support for a war. We need allies to help us fight Iraq. We stand no chance on the battle field without friends.

The US administration has repeatedly stated that Iraq is a clear and present danger to the safety and security of ordinary Americans. Yet the Iraqi leadership have never used weapons of mass destruction against the US or Europe, nor threatened to. Plans or proposals for the use of weapons of mass destruction by Iraq against these countries have never been discovered, and in their absence can only be presumed to be non-existent.

Iraq would face massive punishment if its leadership ever ordered the use of weapons of mass destruction on the US or Europe. It is difficult to imagine circumstances in which the Iraqi regime would use these weapons directly against any western country. The only conceivable exception would be if the Iraqi leaders felt they had nothing left to lose that is, if they were convinced of their own imminent demise as a result of an invasion. Weapons of mass destruction were not used by Iraq in the 11 Gulf War, despite having both a much more developed capacity than it holds at the present and the routing of its army. The best way to avoid prompting Iraqi leaders to use any non-conventional capacity would be to refrain from invading Iraq or attempting to assassinate or depose its rulers.

In 18, when the US ordered UN weapons inspectors to leave Iraq, it was widely accepted the Iraqs nuclear capacity had been wholly dismantled. The International Atomic Energy Agency (IAEA), charged with monitoring Iraqs nuclear facilities after the Gulf War, reported to the Security Council from October 8, 17 that Iraq had compiled a full, final and complete account of its previous nuclear projects, and there was no indication of any prohibited activity. The IAEAs fact sheet from April 5, 00, entitled Iraqs Nuclear Weapons Program, recorded that There were no indications that there remains in Iraq any physical capability for the production of amounts of weapons-usable nuclear material of any practical significance.

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Many of the assessments of Iraqs development of biological, chemical and nuclear weapons are based largely on a hypothetical analysis of what could be done by the Iraqi regime if it was determined to produce these weapons. Using worst-case scenarios, they present Iraqs potential activities - such as importing producing anthrax spores - as an immediate threat. While such assessments may be valuable in order to understand the range of possibilities, they do not provide any evidence of Iraqs weapons of mass destruction or the Iraqi regimes intention to use them. You cannot launch a war on the basis of unconfirmed suspicions of both weapons and intentions. It would be better to take up Iraqs unconditional offer of September 16 to allow inspectors to return, and to reject the plans for an invasion to achieve regime change. The US and UK policy has been to provide disincentives to Iraqi compliance rather than incentives. The UK has refused to rule out its support for regime change even if a full weapons inspections system is in place.

Before Sept. 11 there was not the present excited talk about a strike on Iraq. Why would that event change the situation? There is no evidence of any connection between Iraq and that act of terrorism. Is it possible that the Bush administration is using the fear created by Sept. 11 to build support for a war on Iraq that otherwise has no legitimate justification? The talk of war has raised the question of American casualties, and rightly so. Are the lives of our young people to be expended in the expectation that the demise of Saddam will bring democracy to Iraq? And what of the inevitable death of thousands of Iraqis all of them made doubly victims first of Saddam, then of Bush? Shall we add a new death toll to the hundreds of thousands of Iraqis who have died since the application of sanctions? A war against Iraq has no logical connection to the tragic events of Sept. 11. Rather than diminishing terrorism, such an attack would further inflame anger against the United States and may well lead to more terrorist attacks. We have a right to wonder if the motive for war is not stopping terrorism but expanding US power and controlling Middle eastern oil. A war against Iraq is legally impermissible, morally unpardonable, and would be a cause for shame to future generations. Also, another question comes to mind when thinking of the war with Iraq. Is President Bush after Saddam Hussein because he threatened his father? Or is it because Iraq has a bountiful supply of oil? These are just some questions to think about.

In conclusion, I think that a war with Iraq is out of the question. America and the world is not ready for a war. We don't have enough international support and money to fight Iraq. A possible war is estimated to cost two-hundred-and-sixty billion dollars. This is something you should think about considering our country is in an economical crisis.

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Against the S.A.T.

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The Consequences of the SAT

Most High School students face hardships of studying for finals, working hard in our numerous extracurricular activities, and constantly trying our hardest to get the college applications over with to get into that college. These are one of the toughest ordeals we face in our life and will determine whether we will get into a great college or just a good college. There is yet another factor into our selection for a prestige college. Each year, oncoming junior students start pondering about a test that will determine our chances in getting into a college. They start cramming and take prep courses such as the Princeton review in hopes of getting a perfect 1600 on the SATs. But say that they do poorly in this test but do so well in school and have numerous extracurricular activities; your chances of getting in are now very slim. The SAT is seen as being biased and unfair to numerous people, that is why colleges shouldn't use the SAT as a standard on accepting a student.

Even though the SAT takes only a certain part of your college entrance, it still covers almost half of what colleges want in a student for a great college (Princeton review). On College Board's website it appears to show the percentage chance of getting into a college with a certain score. They appear to show scores of the SAT rather than the GPA entrance and personality preferences. On average, most colleges would accept anyone with at least a 100 on the SATs, but lower than that is typically questionable, so they start looking into GPA and extra curricular (from college board, taking account on UC system acceptance). This feels somewhat unfair, for those who really work hard in school and having to be stopped in getting accepted into a good college. A good student with a 4.0 GPA can be stopped from getting into a good college like UCLA by the SAT. This shows how unfair it could be for selection into a college.

Even if it may seem that the SAT is a way to measure our ability to measure our verbal and mathematical skills, some people are not skilled in those fields. For example, people who are bilingual and are not able to speak English well may be better in math but cannot be good in the verbal part of the test, thus giving them a bad score (from The National Center for Fair & Open Testing). The English section is bias and only takes the side of those who are truly native to the language and will not measure the way you will be working in college. Now, why did the makers of the SAT add a section that not everyone can do? This will surely cost those who are bright and smart to think twice and not even try to go to a great college.

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Although the test has been used to choose students by there test taking skills, it stops them from choosing the students analyzing skills. What school has taught students is what truly should matter. School has made students lives stressful with having to study almost every week for tests. The colleges should look into what they think is a great student by looking into the students school schedule and the courses they are or will be taking. The hard work done after school should also matter more than the SAT. I think effort would truly show how ready a person is for college. Colleges should mainly look for a student that can handle stress, they should look how a student can get good grades, control there schedule, and keep busy. This criteria fits better since it will show the students chances of surviving college with there attribute. "I have worked my butt off these past three years having a part time job, getting decent grades, and taking college courses as well, but the SAT will probably stop me from getting into any good college." said senior Jeff Wong.

Although the test is set with two breaks and a lot of time to relax, it can still be hard to concentrate on this test. Since the test is in the morning of a Saturday, teens tend to wake up the next morning, with a lack of sleep and not really ready to battle the test. Teens then tend to stress by the unknown questions given in the test and would typically have a lack of concentration, forgetfulness, and become careless. If the test was moved, maybe it would be better, but currently, it isn't. Study has shown that having the time to have a full time sleep and less stress would cause students to be able to read faster, remember things much better, become more alert, and able to concentrate. The test also handles three hours of a Saturday. Though this is still a small part of the day, sitting in a chair for that long, you will soon become agitated and tired thus becoming weak and tired to even continue on. The test is also timed, and Steve Bui a .5 GPA student states "…For some people, taking a test can have a different affect on each person. Some people can process faster than others." This is true as well; even the smartest people cannot take the test obstacle of time versus answer.

The reason for making the SAT was because schools were teaching differently and would really make it tough for a college to choose between two students having an "A" in calculus with another having a "B" in calculus because the two different schools could be teaching easier at one school than another. Although this may be true, that is also why they should look into the students after school activities and also see the students other courses. They could also look into the class for each student in which it was taught and see how easy it was for the other students to pass it.

The College Board has worked hard to develop the test but it has flaws on it. The time, the trickery, and the hard time to get ready have sent this test to be a real troublesome factor onto the test takers. It is difficult for us to be able to study on something we don't really know what to study on. I don't believe that test taking skills will really help us in college, maybe a little, but not extraordinary as being able to study and focusing in class. With many students already being rejected by colleges looking into there SAT, it makes us mad to even bother into working hard in school anymore. If the SAT was primarily the test to choose us into college, we then wonder if we truly should work hard in other activities.

Schaeffer, Robert "The SAT Questions and Answers" (8/8/01) The National Center for Fair & Open Testing Available http//www.fairtest.org/facts/satfact.htm

Murray, David. "The War against Testing".( September 18 ) STATS at Work The War Against Testing. Accessed 1 Jan. 00

Available http//www.stats.org/statswork/commentary.htm

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They still played ball

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Black baseball excelled during a transitional time in American culture. Due to the color barrier blacks were not permitted to play along side whites in the Major Leagues. However, this would not stop African Americans from playing baseball. Thanks to some key managers and players, several black leagues were formed. Despite racial adversity, and financial insecurity, and the Great Depression, black baseball survived for over a decade producing many great African American athletes.

Baseball began in the 1840's and has been a cherished past time in America ever since. In baseball's early years African Americans played in professional leagues with whites, but as the nineteenth century came to a close so did the door which allowed blacks to play professional baseball (Margolies 11-1). Although the door had closed a window of opportunity opened.

During the beginning of the 100's many people had tried organizing a league for black ball players. Walter Brown, for example, attempted to begin a league to prepare African American players for the Major Leagues. However, the league was unsuccessful due to financial ailments, and only lasted three weeks (McKissack ). Not long prior to Brown's misfortune a league was formed with the help of Andrew Foster.

Andrew Foster is known for his involvement with the growth of black baseball in Chicago. A league was established on February 1, 10, with the help of Foster and the owners of the best teams in the Midwest, all except one were black. The league consisted of eight teams American Giants, St. Louis Stars, Kansas City Monarchs, Detroit Stars, Chicago Giants, and Dayton Marcos (Margolies -6).

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Foster's Negro League inspired teams on the East Coast to organize a league. The Eastern Colored League played their first season in 1. The league consisted of six teams Baltimore Black Socks, Hilldale Athletics, New York Lincoln Giants, Cuban stars, Brooklyn Royal Giants, and Bacharach Giants. Foster's Negro League and the Eastern Colored League had their differences, but the same purpose, to give African American baseball players the opportunity to play professional baseball (6-7).

The various Negro leagues faced a lot of problems. Money was a huge problem, and many teams did not last half a season due to inadequate funding. In the 0's and 0's African Americans made up ten percent of the population, and the majority lived in the heavily segregated South. Since the leagues were concentrated in the in the Midwest and the East Coast this posed the problem of lack of players and fan support. Toward the end of the 10's the Negro League took a bleak turn (6-7).

In 18 the Eastern Colored League went under, and there efforts to reassemble the following year were unfruitful. A few years later, in 11, the Negro League went out of business, because of the struggling economy the due to the Great Depression. For the first time in eleven years there was no functioning Negro League (8). Though this would not end black baseball.

The Negro League re-emerged stronger than ever during the Great depression. Cum Possey Contributed to this new found success. His team, the Homestead Grays, lead the way in the 10's, a time when baseball was flourishing in Pittsburgh. Cum Possey was not the only great manager of his time, his rival, Gus Greenlee was on a mission to build the best black baseball team ever. In doing so he stole a few of Possey's men, and in 18 he completed his mission (40-4). The talented players that played in the ladder era of black baseball received much more publicity than the pioneers who were just as good.

The Negro League produced numerous exceptional players. Buck Leonard was a great pitcher. Leonard was just as good as Gibson and Paige, although he never received as much recognition. He played for the Baltimore Stars, Brooklyn Royal Giants, and the Homestead Grays. Josh Gibson and James "Cool Papa" Bell were two of his teammates. These celebrated players are well known as two of the greatest black baseball players ever (Rust 8-0).

Josh Gibson was a 6'1, 14 pound power hitter. Gibson was often compared to babe Ruth. He played with Satchel Paige for the Pittsburgh Crawfords (Mckissack 87). Satchel Paige who began playing in the 10's played foe over 50 teams. He was a dominant pitcher, and his claim to fame was his hesitation pitch. Paige once threw four consecutive shutouts (4-45). These are just a few of the countless great players that played in the Negro Leagues.

The Negro League in its prime was comprised of twenty-one teams Atlanta Black Crackers, Atlantic City Bacharach giants, Baltimore Elite Giants, Baltimore Black Socks, Birmingham Black Barons, Chicago American Giants, Chicago Leland Giants, Clevland Buckeyes, Detroit Stars, Hilldasle Daisies, Harrisburg Giants, Homestead Grays, Indianapolis ABC's, Kansas City Monarchs, Memphis Red Socks, Newark Eagles, New York Lincoln Giants, New York Cubans, Philadelphia Stars, Pittsburgh Crawfords, and St. Louis Stars ("Negro Leagues" 1). These teams were so successful it helped the Negro League come to an end, by forcing the Major League to intergrade showcasing all of the best ball players including African Americans.

The color barrier that lasted for over half a century was finally broken when Branch Ricky signed Jackie Robinson. Jackie was proceeded by Ron Lewis and Luke Easter. Branch Rickie's motives were not only to give black athletes the right to play in the Major League, but to make himself look good while doing so. Whatever his motives he successfully intergraded the Major League (Stewart 64-67).

The Negro League existed thanks to the ambition and dedication of several African American players who refused to be denied the right to play ball. The last negro league, the Negro American League survived until 160 (Mckissack 151-15). There were very poor records kept of the Negro Leagues, and today black baseball is finally receiving their deserved recognition ("Negro Leagues" 1). Black baseball survived despite racial adversity, financial insecurity, and the great depression. All of these problems didn't keep the leagues down. Many great players were given a chance to showcase their talents, and shine under the lights. Please note that this sample paper on They still played ball is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on They still played ball, we are here to assist you. Your persuasive essay on They still played ball will be written from scratch, so you do not have to worry about its originality.

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Fiction Teaches Empathy

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When reading the short stories, the reader feels that fiction indeed does teach empathy. Often in a story, the reader sympathizes with a character in the story. This occurs because of how the author uses words and narrative techniques. The author uses empathy very cleverly. The characters that the author chooses to empathize are brought to life in a real form and are made more believable to the reader. All great authors and literary works use empathy, and achieve it well.

One example that suggests pity is, "I Stand Here Ironing" by Tillie Olsen. In the story the reader can easily empathize with the mother. The story is told in the first person point of view, so we learn that she has many children but is accused of neglecting her first born, Emily. At first, the reader feels sorry for Emily, "she's a youngster who needs help," but as the story continues, we learn more about the mother. As we read into the story, more empathy is collected. The mother shares with the "counselor" that "[she] loved her," and "there were all the acts of love." The reader now feels empathy for the mother and Emily.

Setting plays a big role in showing empathy. The mother explains how tough life was during the "pre-relief, pre-WPA world of the depression". Later, the mother shares that she "was nineteen" when she gave birth to Emily. Also, Emily was "neglected" because her mother was always working. Also, the mother being a single mother also adds to the empathy that the reader feels for the mother.

Tillie Olsen used point of view to create empathy for the mother. The reader may not have gained so much compassion if the story was not told in first person. Because of the point of view, "I Stand Here Ironing" makes the reader gain insight from the mother's perspective. If the story was told form third person, we may not have known how truly hard it was on the mother. Many outsiders could not feel or portray her hardships, only criticize. Olsen also uses flashbacks to gain empathy for the mother. "The old man…once said in his gentle way 'you should smile at Emily more when you look at her.'" By using flashback, the reader understands the troubles that she was going through while raising Emily. Lastly, Olsen uniquely conveys the story through Interior monologue. Interior monologue is unlike the writing of most authors. The story is not told in dialogue or description, but rather as a conversation with of the mother and herself. She asks questions to herself in this manner, not saying them out loud or to anyone in particular, "even if I came, what good would it do?" Using point of view, flashback, and interior monologue Olsen was able to teach the reader emotional identification and insight.

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Another narrative technique used to teach empathy is characterization by William Faulkner in "A Rose for Emily". In this story, the reader indirectly learns and understands Emily's feelings very well because of the author's choice of words. Despite the fact that Emily is convicted of tax evasion, murder, and necrophilia, the reader can show compassion for Emily. Faulkner describes her and her pain so well that the reader begins to pity her, saying, "that was two years after her father's death and a short time after her sweetheart-the one we believed would marry her-had deserted her". We begin to pity her more when Faulkner tells us, "She was sick for a long time." His descriptive words, such as, "despair, diffident, crazy, motionless, and pallid," make us feel how Emily was feeling in spite of her demented decisions. Faulkner teaches the reader about Emily's thoughts and grief to gain a great deal of empathy.

Lastly, in "The Chrysanthemums" by John Steinbeck, empathy is obtained in length through naturalism. Naturalism is the writing that shows the harsh realities of the environment and time. This helps the reader sense Elisa's true sadness. For instance, if the story had been written in any other time period, the reader would not be capable of feeling Elisa's pain, or the hurt may not have existed at all. Elisa loved tending to her joy, the chrysanthemums. She became so amazing at taking care of them that they "seemed too small and easy for her energy". In her garden patch, "No aphids were there, no sow bugs, or snails, or cutworms. Her terrier fingers destroyed such pests before they could get started". Despite her hard and loving work, she went unappreciated by her husband and all other men around her. She so desperately wanted to be loved and appreciated.

These feelings were constantly unattainable throughout the story mainly because of the time period. We know that the story took place at least 40 years ago when the tinker does his work for such a low price. He tells Elisa, "Oh, fifty cents'll do." And then "Elisa brought him a fifty cent piece". Today, there is no fifty cent piece that is commonly used in our currency. Although fifty cents is a small price, Elisa is willing to pay anything to have her tinker accept and share the same love for the flowers as she does.

At first, the tinker did show signs of affection for Elisa. He sympathizes with her saying; "It ain't the right kind of life for a woman." She begins to feel loved by him. She also starts to find a common ground with him, gardening and with the chrysanthemums. But, in the end, her open heart is trampled on because the love is untrue.

"Steinbeck uses symbolism and vivid imagery to help the reader emotionally feel for Elisa. The chrysanthemums are much more to her than just a flower or hobby. She opens her pure heart to the tinker when sharing the flowers, only to get hurt by him. When Elisa sees the run over chrysanthemums on the side of the road, it symbolizes her in the way that she has been trampled over. "She tried not to look as they passed it, but her eyes would not obey". At this point, the definitive empathy is gained for Elisa.

Through symbolism and naturalism, Steinbeck gains critical empathy. But, as previously discussed, point of view, flashback and characterization also contribute to empathy. Many techniques may be used, but only certain outstanding authors can truly attain the reader's empathy.Please note that this sample paper on Fiction Teaches Empathy is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Fiction Teaches Empathy, we are here to assist you. Your persuasive essay on Fiction Teaches Empathy will be written from scratch, so you do not have to worry about its originality.

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Product line additions

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Assisng Product Line Additions

Managers must identify the situations in which variety is an important competitive variable, examine the relationship between variety and cost, understand the underlying determinants of cannibalization and complementary, and asses the consequences of not responding to competitive innovations.

Conjoint analysis is useful for managers who evaluate new product line components. By allowing managers to identify the mix of attributes that is most likely to achieve market acceptance, these techniques provide good estimates of the probabilities for success of new items.

When a product line expansion is considered, it is important to realize the significant financial investments or incremental recurring costs.

Decision Model

New products are treated as capital budgeting exercises where financial worth is evaluated by calculating the stream of future earnings from the new product.

When a new product represents an addition to a firms product line, two other elements are considered Will the new product be a partial substitute for an existing product (cannibalization) or is this new product complementary to mine to realize cross-elasticities with the other products.

The 5 Key Elements in this model are

1. The sales benefits from offering greater variety through product line extension

. the fixed costs associated with extending the line

. the cannibalization effects

4. the anticipated lost sales from inaction (ie failure to upgrade or extend the line)

5. the positive effects of complimentary

Factors that Influence the 5 key elements

A. Sales Benefits from greater variety

a. Product line expansion should be considered when buyers purchase a mix of substitute products and brands over time; mixed brand purchases mean multiple needs due to differences across segments.

b. Product line extensions may be necessary to reach buyers who do not normally purchase from the product category.

c. Successful early entrants have a major influence on how attributes are vakued by consumers and on their ideal attribute combination

d. Late entrants must succed on differentiation

e. Meaningful variety depends on the differentiabilkity of the product line, differentiability increases with # attributes, range of variation, difficulty in making attribute comparisons.

Firms are motivated to expand the product line when greater variety

1. allows firms to better meet buyers' needs for variety

. more precisely meets the needs of those use substitute categories

. eliminates major gaps in price-performance offerings

4. helps differentiate the firms product from that of the first mover

Fixed costs of Product-Line expansion

Traditionaly it was thought that with more variety less economy of scope and higher inventories.

But economies of scope can come from the joint utilization of inputs (ie raw material, expanding product line permits fuller utilization of a fixed factor of production and through networking arrangements, if an input is not consumed in the production process so it can be reused in a second product and from the sharing of intangible skills, activities or know how.

For consumer goods, the most SIGNIFICANT economy of scope opportunity with respect to product line expansion is the savings and leveraging of brand equity. Increased market share from broader product lines can not only outweigh any increased manufacturing and inventory costs, but may even lead to reduced costs.

The extent to which economies of scope grow relative to econmies of scale, then we anticipate increased product line development activity.

The cannibalization problem

The effects of cannibalization are compounded if the new addition to a line supplants sales from higher margin products (or it could be reverse).

The extent of cannibalization will be greater if

1. The new product offers measurably better performance at a price similar to existing offerings

. The new item carries the same brand name those loyal to a brand are more likely to try a new item carrying that label

. the attributes of new and existing products are highly similar

4. the usage content of new and existing products is similar eg maynoise light mayo

When assortments are expanded for brands that already have high market share, the line extension is hampered by two forces

1. If the new product involves major new quality level or attribute combination, then the brand's equity may not be transferred

. If the new product involves minor variation then the same segment may result in cannibalization

Lost Sales from Inaction

1. New competitive offerings may draw away part of our existing customer base by offering improved or additional benefits

. Opportunity costs for lost sales growth

Defensive strategies

1. Pricing

. Advertising

. Continual product improvement

If new technology is relatively easy to match then a large number of potential entrants reduces the likely prfots from innocation

Just because you have a new product does not mean your customers will not switch.

Opportunity costs for inaction are greater when

1. customer switching costs are low

. new competing products offer benefits that are valued highly by all segments

. competitors posses substantial promotion and distribution resources so they are not easily dislodged from their position

The Development Risks of attempting to meet or pre-empt competition are lower when

Our technological approach is likely to meet with customer acceptance

There is minimal likelihood that our position will be leapfrogged by new technology

Our technology is not easily copied so that it will not be easy for competitors

Complentary relationships in line additions

1. Goods/services that are compliments are those that enhance the customers levels of satisfaction with and the utility of other products

. are compliments because of search economies the time and efforts savings of purchasing together

. that enhance the overall image of the seller so that products are valued more highly. .

The immediate complimentary effect is likely to be greatest in the case where the new product enhances the desirability of a specific existing complimentary product to non-buyers. (addition of sensor from electric people will use foamy cream now)

IMPLICATIONS for PRODUCT LINE STRATEGY

Assortment additions cherry coke

Derivative Models new models for slightly different functional needs

Classic improvements greater quality offered

Quality level expansions Lexus

Major reformulations Stainmaster carpets

New SubCategories major innovations that create new usage opportunities

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Metamorphosis Paper

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In the Franz Kafka's "The Metamorphosis" Gregor the main character goes through a series of mental changes, that symbolize how alienated he becomes from the humans of the modern world. Through the metamorphosis Gregor becomes more aware of what he wants and what he needs instead of what he needs to do for other. The metamorphosis also symbolizes the mental change Gregor goes through, as by not acting as much as a human than what he did before. Gregor's radical change of mind is boosted by the events that take place about all the lies that he was told about his family's financial problems. Thus causing a loss of caring for his family and a feeling of individuality. Which all start to alienate him from his family and the rest of human society.

Through the metamorphosis Gregor becomes more aware of what he needs and not what others need him to do. Throughout most of the story Gregor lives a life of serving and not receiving anything for his troubles. A life of servitude caused by his family who becomes in debt because of bad economic decisions. Gregor is asked to help but he feels that it is his responsibility to pay the debt his family has and his father decide to take advantage of this. Gregor hated his job, "Oh God, he thought, what a grueling job I've picked. Day in day out on the road.... The torture of traveling worrying about changing trains and eating miserable food (1157)". But because of the responsibility he felt towards his family he would endure it. He realized how he was treated " he was a tool of his boss without brain or a backbone (1161) " and yet said nothing and just would take it as if he where actually an insect working for the queen with out saying anything. He could see and knew that he could leave his job and that his family and his boss poorly treated him. While working he would see other salesmen and see how easy their jobs where compared to his. Slowly but surely Gregor becomes aware on how he not cared for or not taken into consideration what he needs more than others.

Gregors metamorphosis symbolizes how he becomes less human day after day, ignoring his needs to becoming a person who simply does not care anymore. In the beginning of the story Gregor wakes in the morning complaining to himself that he needs more sleep. " This getting up so early thought makes anyone a complete idiot (1157)". Through this quote Gregor demonstrates how uneasy he is with his daily routine. As well as how he wants it all to change but yet does nothing about it. He compares himself with other salesmen who a just starting to have their breakfast, when he is returning to do a check in. Gregor sees how well of he could be but ignores his feeling to appease with his family. Gregor begins to speak to himself about leaving and doing what he wants but just ignores the feeling and the desire to do off with the job that he hates so much. "Well I havent given up hope completely, once I've gotten the money to pay of f my parents debt to him, that will probably take another five or six years.... (1157)". Through this quote Gregor talks about leaving the job and doing off with his mean boss. He knows that his job is doing him bad and needs to get another, but feels the need to help his family more than help himself. Towards the end of the novella Gregor begins to ignore his needs and go on with life till he sort of has a mental breakdown, in which he believes that he is a bug. And he begins to act like one. Gregor goes through the change of caring about things to not caring what he needs. This changes him drastically.

Gregor metamorphosis symbolizes another change in which he becomes more distant from his family through discovering all the lies that his family had told him about not having any money. The reason he worked so hard and it was all for a lie, when his family did have money all saved up, just that they wanted more. He becomes les human like and decides to keep to himself because he is probably really hurt. The change the change that he goes threw in the metamorphosis change is mainly shown when he becomes less human and dependent on his family instead of his family being dependent of him. In the beginning he is the one that is supporting the family and works hard everyday to provide, but towards he end he goes threw a mental imbalance that make him incapable of working forcing that family to start caring and working for themselves. Gregor is less human like because he becomes unable to help himself making him depart farther and farther away from the human society. "The rotten apple in his back and the inflamed area around it, which where completely covered with fluffy dust, already hardly bothered him" (1188). Through this quote we see that the longer he begins to think that he is a bug the less he is caring about his well being. It no longer bothers him that he is dirty and that it begins to seem normal to him. This shows how farther away he is drifting from the human society, because like a normal human he would not like to be dirty if he knew that he could do something about it. He no longer sees what he needs or wants, as well as what is good for him. He just exists in his own mind as a bug that is just there. Gregors distancing from his family made him a bit less human since he did not want to interact with them.

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In conclusion from the beginning of the book towards the ends Gregors metamorphosis has been a symbol of how Gregor has become distant from the human society and how he has become less human himself. Like in the begging of the book he was a person concerned with the welfare of others and worked hard to help them. But towards the end he became a bit retarded by believing that he was a bug and started to accept his surrounding and start acting like one. He became less concerned with his well being and that of those around him, but just did not care any more, just wanted to do nothing. He was not concerned with what he could do to help himself but just be there. The more Gregor went through his metamorphosis the less human like he became. Thus separating him from the rest of the human society and, causing him no to want to interact with his family as well as anyone else that he came in contact with, which caused his ultimate demise.

The Metamorphosis by Franz Kafka

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Studio history

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Hollywood in the 10s

The advent of sound into motion pictures during the late 10s consolidated the workings of the American film industry into what has been labeled the studio system. Through the 10s and 140s, under an arrangement known as vertical integration, eight companies dominated not only the making of narrative feature films, but also their international distribution and in many cases their national and even international exhibition in theaters.

Five corporations-Paramount, Loews (parent company of the more famous MGM), Fox Film (later 0th Century-Fox), Warner Bros., and Radio-Keith-Orpheum (RKO)-each owned a studio, a worldwide network of offices, and a chain of theaters. Three minor companies-Universal, Columbia, and United Artists-owned no theaters but cooperated with the oligopolistic aspirations of the Big Five in excluding all other interests from the Hollywood studio system.

The Big Five, by controlling picture palaces in all of Americas downtown districts, took in the bulk of box-office dollars. Only after they had granted their own theaters first run of their product did they permit smaller, independently owned theaters to scramble for bookings.

International distribution guaranteed the companies maximum return on their films. They alone could guarantee a supply of top features, shorts, and newsreels to theaters around the world. For a newcomer to set up a rival network would have been cost-prohibitive, and even film companies in other nations lacked the resources to compete with Hollywood in the international marketplace. Indeed, so powerful was the American film industrys advantage in distribution, that most companies outside the US conceded part of their own domestic market to Hollywood.

The other defining component of the studio system was its factory-like system of production. The classic Hollywood narrative film became the standard for movies the world over, and Hollywood studios were organized so that every element of film production, including screenwriting, shooting, and editing, was carried out on a regular, cost-effective basis. Ensuring a smooth flow of product meant continually developing stars, training technical and creative personnel, and building and maintaining sets, all of which was supervised by the head of studio production.

The Big Five

Each studio had a slightly different approach toward making movies and handling its theaters. Paramount did best during the 140s with predictable fare from such stars as Bob Hope and Bing Crosby. But equally as important was its massive theater chain, the nations largest. More than any other member of the Big Five, Paramount relied on its more than 1,000 theaters to maintain its corporate might.

Metro-Goldwyn-Mayer was the most famous of the Hollywood studios, although it functioned, from a purely business perspective, simply as a unit within the larger enterprise of Loews, Inc. A fully integrated movie company, Loews began as a theater chain, with its greatest area of domination in New York City.

Fox merged into 0th Century-Fox in 15 and found financial success soon afterward. Studio boss Darryl F. Zanuck developed a number of stars, none more important than Betty Grable, the most popular female screen attraction of the 140s.

Warner Bros. was the lone family-run operation, with eldest brother Harry in charge in New York while Jack ran the studio in California. Its theater chain was not as large as Paramounts, but the company did well by players such as Bette Davis and James Cagney.

RKO enjoyed the shortest, least profitable life of any major studio. The company was formed so that RCA could market its sound equipment and the Keith-Albee-Orpheum vaudeville theaters could be converted into movie houses. RKO struggled along through most of the studio era, despite stars such as Fred Astaire and Ginger Rogers and occasional superlative efforts like CITIZEN KANE (141).

Universal Pictures, Columbia Pictures, and United Artists never could match the economic muscle of the Big Five. Nevertheless, Universal had its horror films and the comedies of Abbott and Costello; Columbia had Frank Capra and the skills of studio boss Harry Cohn; and United Artists had Sam Goldwyn and David O. Selznick during the best years of the studio era.

The Unions

Through the 10s and 140s only outside events disturbed the monopoly held by Hollywoods eight major companies. Although the Great Depression caused widespread social and cultural transformations, the Hollywood studios endured. From 10 to 14, box-office income fell by approximately 5 percent. In an effort to counter this decline, exhibitors offered more double feature shows, opened concession stands, and gave away free gifts. The studios in turn laid off workers and pushed those still employed to work longer hours for less pay. Memoirs of stars and directors recall dawn-to-dusk working days, with few breaks for creative reflection. In response, workers began to organize, and the unions and guilds so famous today, such as the Screen Actors Guild and the Writers Guild, originated and expanded.

World War II compelled many nations to devote most of their resources to survival-a situation that allowed the movies in America to prosper as never before, and corporate Hollywood to make up for all the losses it had accumulated during the Great Depression. Theatrical attendance in 145 and 146 set records on a per capita basis that may never be broken.

The Demise of the Studio System

After the end of the war, a combination of social, economic, and political forces brought the studio system to an end. The suburbanization of the nation led to diminished theatrical attendance and the eventual closing of the big movie palaces. And the end of the studios dominance of exhibition finally came as a result of the United States Supreme Court ruling of 148, which forced the Big Five to sell their theaters. During the 150s the coming of television provided a new market for all eight companies, and the minor studios began to prosper by releasing the films of independent producers. Even the Big Five soon became simply film distributors and not manufacturers as they had been since the 110s.

The studio system may have ended in the early 150s, but the major Hollywood companies did not go out of business. Instead, they restructured their release schedules to accommodate the new theaters in shopping centers and malls. They produced dazzling color films in wide-screen splendor. They began to sell their films to television. And they began working with stars, directors, and producers on an independent basis. Only RKO actually went out of business. The studio system of the 10s and 140s was gone, but the corporations of the studio era adapted and remain with us today.

Please note that this sample paper on studio history is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on studio history, we are here to assist you. Your cheap custom college paper on studio history will be written from scratch, so you do not have to worry about its originality.

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Nature

If you order your essay from our custom writing service you will receive a perfectly written assignment on Nature. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Nature paper right on time.

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One week with my friends

This happen last year in the school, we disunited to go to Bansko. I can't tell when was it, but it wasn't the end of the octomber and it was cold, snow everywhere. And we disunited to go whit the school and I to relax there for one week.

First we phone in Bansko to ask if there any place because we were about 5-0 people, all my friends, after that they told to us they have enough place for us. Then we started to pack the baggage and we got a bus from my town to Varna, the bus got there for about 0 min. We bought some tickets for a train, I looked the watch it was 00pm and we had time to drink a cup of coffee, because the train leaves at 1000pm. And I started to talk with my friends about what we going to do in Bansko, nobody desisted what we going to do. At that time I was whit my girlfriend and we where drinking coffee and talking about I don't know I can remember, it was already 40pm and we have 0 min to a train leaves to Plovdiv. So I told to everyone to get up, and nobody listened to me I disunited to go whit my girlfriend inside the train. I and she, her name is Iva I am telling to her sweetie, she like it to tell to her that. We where together 4 years and after one year we separated but this is another story I can't tolled that.

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Let's go back to the story where I have stopped, a yes when I get into the train, I looked the watch again it was 1005pm and I started to think where is all my friends. But the train doesn't leaved wet I get out from the train and started to looked around, went to the bar where they where but nobody are there, I ask the servitor and he told me that they leaved 5min ago. I started to look around but I can't see them at all, and this is how the story start to be funny. I went back to the train and what can I see they all there. They had went to the shop and bought some alcohol and waiting for me to started. The train leaved and we started to drink because to Plovdiv it's about with the train is 5-6 hours, we don't have nothing to do. All off my friends had drunk and start to be dumb bunny, we all got crazy and the people has started to shouted to us. We got all drunk, and running around my girlfriend said to me that after - hours, that I got very pissed and I wanted to jump from the train and kill my self, but it's a joke of course I did it for fun. And one of my friends get me inside the train, and then I get to sleep. We got in Plovdiv, and we went to buy some tickets for the next train, to Septemvry for Bansko, to get there is about another 40 hours.

At that time we started to drink again, finally we all get in Bansco. In the train station someone is waiting for us, but we all drunk but not all of us half this is 18 to 0 people, then the Mr. x get's us to the hotel. We unpacked all baggage, and I got to sleep.

Bansko is a very beautiful town, with a high mountain and a lot of restaurants. Where the tourism now get develop and they are building new hotels etc. During the last 10 years Bansko has won recognition as the fourth winter centre in Bulgaria. The city has the highest dynamics of private investments in the tourist sector. Bansko Municipality covers the most beautiful and majestic part of Pirin, small parts of the Razlog ravine, of the picturesque Momina Klisura defile of the river Mestra and of the Dabrak portion of the Rhodopes. It borders with the following municipalities of Blagoevgrad region with Razlog and Belitsa - to the north, with Velingrad and Garmen - to the east, with Gotse Delchev and Sandanski - to the south, and with Strumiani and Kresna - to the west.

On the morning we disused to go eat because the alcohol hunger this is some think bad, we started to eat like pigs. After that we couldn't got up all we just sitting on the chair for about one hour, and the servitor ask us what is happening, we tell him the all story. He just started to laugh about us. We paid and went for a walk, I and Iva went somewhere else, and the tours went some else. I went to the Vitocha, this a mouton, next to the Bansko.

I didn't got a bus because I and Iva wanted to walk to there, we walk about 100 hour and got tired, I got there and was gold has wind. And we decided to go back, and the time was already 600pm and the sunset and the moon rise up it is very beautiful view in Bansko. You can watch for hours. I started to kiss her for about five minutes. And we went back to the hotel. I laid to relax for a minutes, someone started to knocking in the door, I went to open and what can I see everyone is drunk again. I told them to go someone else, and truck the door and went back to laid up. It passed four hours I got dress up and went to see my friends, after that I drunk a little and I told to them to go out, they told me we going out letter I said to them "o.k".

This happen at the same day I went to eat at the same restaurant with Iva, I had eat fish and ships, Iva eat eggs and something else.

After that we went to a disko, I danced and drunk a vodka with apple, she was drinking the same. Then my friends come and they sat down next to us, we started to talk some stupid thinks about what they did in my town. We stayed there until morning, and I decided to go back because I want to sleep a little. Then I and Iva went back to the hotel and started doing something.

On the next morning I got up early and washed, shaved etc. Dressed and went for walk. Every one has sleeping I didn't woke up no one, I went to have a breakfast I looked the watch and the time was 10am. I went back to the hotel and everyone has got up, I told them a idea to go to see the town. Everyone dressed and we went to see it, we made some pictures and have some fun at this day.

In the next day we went to see some mountains and made some pictures, we meet some friends and they showed some interesting places. And in the evening we went to a pub with friends, we all got drunk because this is our last evening.

At the last day we all packed and got a train to septemvry, then to Plovdiv to Varna. At the train we all had sleeping because everyone is tired.

On the morning we all have been in home. I just stride a way went to sleep because I was tired. We meet on the day and everyone saying that "I liked there".

This is my story about my trip and I had has been enjoyed there. I had fun, met some friends and etc.

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Motor learning

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Skill

à The ability to bring about some end result with maximum certainty, minimum energy, and minimum time

à an indicator of quality of performance

à Random House Dictionary

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1. The ability to do something well, arising from talent, training, or practice . Competent excellence in performance

à Johnson Formula

- Skill= Speed + Accuracy + Form+ Adaptability

à A qualitative expression of performance, expressed through

Productivity and characteristics

Characteristics = consistency, meaningful cues, anticipating next response

à Established by measuring the outcome of performing the task or observing certain characteristics of the performance that lead to successful outcome

Abilities stable, enduring traits that, for the most part, are genetically determined and that underlie individual's skilled performance; few in number

Learning a relatively permanent change in capacity of behavior, resulting from experience or some type of practice; 1- there is a modification or change in capacity for behavior, - learning is a construct (one must infer learning from performance), - learning may occur w/o conscious knowledge; learning is an internal phenomenon that cannot be observed directly, only observed from a person's behavior or performance.

Motor learning changes in internal processes that determine an individual's capability for producing a motor task. Level of an individual's motor learning improves with practice and is often inferred by observing relatively stable levels of the person's motor performance.

Implicit learning (phenomenon) improvements that occur in an individual's capability for correct responding as a result of repeated performance attempts and without the person's awareness of the components of the task that prompted improvements.

Performance an overt or observable behavior; "performance may be thought of as a temporary occurrence, fluctuating from time to time because of many potentially operating variables, whereas learning is more respectively permanent" Robert Singer

Closed motor skill environment is stable, i.e. predictable; Ann Gentile- fixed, unchanging environmental conditions; self-paced/internally paced, the pace is under the control of the performer

Open skills the performer must act upon the stimulus according to the action of the stimulus; Ann Gentile- temporally changing and/or spatially changing environment; forced-paced/externally paced, the pace is under the control of the stimulus

Discrete skills clearly defined beginning and end (pole vaulting, throwing and catching a baseball)

Serial Skills clearly defined beginning and end with individual events combined (chained) together to follow in rapid sequence

Continuous skills repetitive, nearly identical movements (steering a car, swimming, ice skating)

Motor skills HOW to do it; primary determinant is quality of movement itself, little perception and subsequent decisions; voluntary movement (high jumping, weight lifting, changing a tire)

Gross motor skills involving large muscles/muscle groups as the primary basis of movement

Fine motor skills ability to control the small muscles of the body

Cognitive Skills What to do; nature of movement is not important, but decisions to be made are critical (playing chess, cooking, coaching)

Motor performance the observable attempt of an individual to produce a voluntary action level of performance is susceptible to fluctuations in temporary factors such as motivation, fatigue, and physical condition

Motor capacity the factor made up of a person's inborn , hereditary potentialities for general motor performance

General motor ability early, and incorrect view that a singular global motor ability exists in individuals; this general motor ability underlies all movement or sports tasks and will influence success in any motor skill or athletic ability

Capabilities characteristics of individuals that are subject to change as a result of practice and that represent a person's potential to excel in the performance of a task

Individual differences differences in performance based on differenced in their stable and enduring abilities; stable from attempt to attempt, enduring across time (physical/social/personality/capacity/achievement differences)

Motor educability (David K. Brace) the ease with which an individual learned new motor skills

Prediction cannot predict a person's future performance by only a few trials; it takes time and multiple trials

Reaction time (RT) time between unanticipated stimulus and the beginning of a person's response; performance measure; more information to process= longer RT

Simple RT one signal and one response

Choice RT more than one signal to which a person must response, each signal has a specified response

Discrimination RT more than one signal, only one response

Movement time time between beginning and end of response

Response time reaction time + movement time

Psychological Refractory Period (PRP) delay period during which a planned response seems to be put on hold while another response is being executed

Hick's Law Reaction time will increase logarithmically as the number of stimuli-response choices increase

Franklin Henry's Specificity Hypothesis

à Indicated that there are many motor abilities and that they are independent

à One's performance in one motor ability cannot be used to predict one's performance in another motor ability

What is the purpose of a task analysis?

à Task analysis is a useful method for classifying motor tasks

à 1st the various components of the task are identified and then the types of abilities that underlie task performance are estimated

Why are continuous skills remembered longer than discrete, procedural skills?

Why is it difficult to predict later success from early performances?

What types of abilities are found in early practice?

Multi-limb coordination, Control precision, Response orientation, Reaction time

Speed of arm movement, Rate control, Manual dexterity, Finger dexterity

Arm-hand steadiness, Wrist-finger speed, aiming

Stages of Information Processing

1. Perception- identify the stimulus; dependant upon vision/touch/audition; pick up important cues

. Decision- decide on a response to the stimulus

. Action- respond to the stimulus based on decision; brain tells body what to do with decision made

Factors that Influence Response Preparation Time

1. Reaction time set vs. movement time set

. Number of stimulus-response choices

. Stimulus response compatibility

4. Response complexity

5. Practice

Types of Anticipation

1. Spatial/event anticipation- WHAT will occur?

. Temporal anticipation- WHEN will is happed?

à Knowing what will happen is more important in decreasing reaction time

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Starting a youth discipleship

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STARTING A YOUTH DISCIPLESHIP GROUP

(Much of the material is adapted from a seminar led by Dan DeHaan)

1. THE NEED FOR A DISCIPLESHIP GROUP Many youth are ready to do more than we give them. Realize that some of

the young people have a potential for real spiritual leadership, while others are still peripheral. You need to minister to

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both groups. There is a segment of that youth group that has a lot of potential. All they need is help with the small details

and to have your passion.

Perhaps as a new youth director, you would spend a couple of months getting to know the kids through a lot of fun

activities. But then have a good youth retreat with a both barrels challenge in the areas of leadership. Let the kids know

that a new Bible study will be beginning for those that want to live dangerously or be leaders in training.

. PRAY - FERVENTLY Ask God to give you a group of young people (perhaps only even one or two) who would be willing

to take spiritual leadership and to have a heart for God. Ask God to give you that kind of young people who would go in

your leadership training group. You could call it Leaders in Training or A Youth Leadership/Discipleship Family, or any

other name which would designate it as being basically for young people who are in training to be the leaders in the youth

group.

The age limit should be 1 through college. Even adult sponsors could attend as students too, as long as they dont come

as the leaders, but as those in training.

. HOW TO ADVERTISE You may want to make personal contact with young people who would have potential and would

benefit by being in such a group. Its good if you can have some of the guys who are natural leaders in such a group.

Advertise this to your young people through public announcements and in the church bulletins. Dont make it something

where the young people feel that they have to attend. In fact, it should be at some time other than a regular church hour.

Let them know the duration of these meetings.

4. AT THE FIRST MEETING

A.Hint You should already have in mind what you want them to do and say, but let them say it.

B.They choose leadership rules After sharing a few ideas about your passion for developing real spiritual leaders in the

youth group, ask the group for really specific, practical characteristics of a youth group leader. If this

leader were to be a real spiritual force and example to others what would he need? Write down the

suggestions which they give on a chalkboard. Make sure that everyone in the group agrees.

C.Sign a commitment Once everyone has decided what it takes to be a real spiritual leader, chart it out as guidelines to

follow for the next ten weeks. The youth themselves choose the leadership rules. At that time, you

could ask for commitment from the young people for the next ten weeks. If they miss meetings for

poor reason, they would be eliminated. And if they miss any more than three of the approximate ten

things which would be needed to characterize a leader, on a weekly basis, they would be eliminated

from the group. In other words, the chart which they have decided upon will be used as a basis to

gauge their consistency as leaders.

D.Set a time limit The first and subsequent meetings should last approximately one and a half hours, and always include

sharing and prayer.

E.Give them the tools At the first meeting, ask everyone to get notebooks (best if they all look alike). The three ringed

notebook could be divided into four sections (1) Sermon notes, () Bible study, () Prayer list, (4)

Personal devotional notes. No one would be permitted in the discipleship group after the second

meeting.

5. AT SUBSEQUENT MEETINGS

A.Bring the notebooks and pass them around for others to see what they wrote in their devotional pages. These pages

are not diaries, but are to be reflections which the young people get from reading the Word. Their

emphasis should not be legalistically reading the Word, as much as it should be having a heart for

God.

B.Prayer should always be a very important part of your Leaders in Training. In addition to having an effective prayer list

and developing one, each person should have a weekly prayer partner and that partner should be

different each week (guys with guys etc.). Their commitment should be to pray for their prayer partner

every day and call or meet with that person at least twice that week, to see how everything is going in

their Christian life. They may want to pray with one another through meeting or on the phone.

C.Dont worry about heavy curriculum, since the main emphasis in the program is teaching young people to apply what

they have been learning elsewhere. Naturally, you will want to teach them how to have effective

devotions, and how to vary them. You will also want to teach them how to take good sermon notes.

6. COMPLETE THE LEADERSHIP FAMILY TRAINING Finish at the end of ten weeks. Perhaps you could go on a retreat

and do some fun, crazy things with a loose schedule. At that retreat, as well as at other times, everyone needs to

continue affirming each other as leaders. They need to continually build up each other, because of what God is doing in

their lives. Theyre leaders because theyve chosen to discipline themselves, set priorities, be lonely for God instead of

following a wrong crowd, etc. No doubt a number of them will drop out. Those who do can join when another training

session begins.

7. CONSIDER STARTING ANOTHER GROUP Have another group when the first ten week commitment is over. Have a

brief break, but then begin another training session to develop leaders for your youth group.

8. CONTINUALLY CHALLENGE THE YOUNG PEOPLE Challenge them with what they could do to be examples to others

in their Christian lives. Some youth groups have done such things as sitting in one section of the church, near the front,

and taking notes on the pastors sermon. Perhaps they would also have small circles of prayer in the halls before church

begins, to really challenge the people to the importance of the message which they will hear. Another youth group wrote a

book called Principles of Growth and Leadership. They passed it out, and shared their spiritual leadership with others. It

was done entirely by the young people, not the youth director. After such groups continue, they are not merely disciples

anymore, they are real leaders.

Please note that this sample paper on starting a youth discipleship is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on starting a youth discipleship, we are here to assist you. Your persuasive essay on starting a youth discipleship will be written from scratch, so you do not have to worry about its originality.

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The Great Migration

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The New Negro Generation was one of the most dynamic generations of the African American race. Not only did this generation assist blacks in moving out of the south, but it also changed the heart of the black community. It signaled a new dynamism and a new aggressiveness.

The Great Migration was the migration of thousands of African-Americans from the South to the North. African Americans were looking to escape the problems of racism in the South and felt they could seek out better jobs and an overall better life in the North. It is estimated that over one million African-Americans participated in this mass movement.

The Great Migration created the first large, urban black communities in the North. The North saw its black population rise about 0 percent between 110 and 10. Cities such as Chicago, Detroit, New York, and Cleveland saw some of the biggest increases.

World War I and boll weevils were major factors in

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pulling blacks to the North. The war created a huge demand for labor in the North. It caused millions of men to leave their jobs to serve in the armed forces, and forced immigration to slow down. In the South, a boll weevil infestation of the cotton crop ruined harvests and threatened thousands of African Americans with starvation. This also caused people to head north. Racism in the south also contributed to this movement. During the 10's the KKK was resurrected after it's the disappearance after reconstruction. The Birth of a Nation was released which was a movie based on white supremacy. Not only did it have an impact on the African American race, but to all races that weren't accepted by them. This lead to the formation of black organizations.

Railroad companies were so desperate for help that they paid African Americans travel expenses to the North. Northern labor agents traveled to the South to encourage blacks to leave and go find jobs in the north.

With black labor leaving the South in large numbers, southern planters tried to prevent the outflow, but were ultimately unsuccessful. The more progressive southern employers tried to promise better pay and improved treatment. Others tried to intimidate blacks, even going so far as to board northbound trains, and to attack black men and women to try to force them into returning to the South.

Recruiters toured the South convincing whites and blacks to head north with promises of high wages in the new war factories. They arrived in such numbers that it was impossible to house them all. Blacks who believed they were heading to a promised land found a northern bigotry every bit as pervasive and virulent as what they thought they had left behind in the Deep South. Southern whites brought their own traditional prejudices with them as both races migrated northward. The influx of newcomers strained not only housing, but transportation, education, and recreational facilities as well. The race riots that occurred in many of the states were a prime example of the problems that came along with the migration. Many blacks had no housing and were laid off of their jobs because of the overpopulated areas. Outraged by what was going on, the blacks in these areas retaliated by having these riots. The Red Scare was also a moment in history where blacks were unhappy with the work forces. This was a period were blacks went on many strikes because of labor conditions and the low pay rates. Companies were not improving these conditions so the workers decided to go on strike. There were ,600 strikes that occurred in 11.

The Great Migration led to the rise of the Harlem Renaissance. From 10 until about 10 an unprecedented outburst of creative activity among African-Americans occurred in all fields of art. Beginning as a series of literary discussions in the lower Manhattan (Greenwich Village) and upper Manhattan (Harlem) sections of New York City, this African-American cultural movement became known as The New Negro Movement and later as the Harlem Renaissance. Marcus Garvey who founded the UNIA and Dubois who established the Crisis magazine played a major role in the success of African American artist during this time period.

The era of Jazz was another major part of the New Negro Generation. Jazz was a form of music that represented the lives of African Americans. People like Duke Ellington, Louis Armstrong, and Bessie Smith were just a few of the many Jazz artists. The Cotton Club in Harlem was the top spot for Jazz artists. In 18 Duke Ellington and his band started a 1-year association with the club. Blacks were not allowed to attend this club because it was one of the more fashionable nightclubs and it was also owned by a white man. Blacks would attend the clubs that were not so expensive such as the Sugar Cane. Food and drinks at these clubs were much more cheaper and they would usually stay open later than the other clubs.

The "Chicago Defender" was a remarkably successful in encouraging blacks to migrate from the South to Chicago, often listing names of churches and other organizations to which they could write for help. As a result, thousands of prospective migrants wrote letters to black churches, such as the Bethlehem Baptist Association in Chicago, Illinois, which assumed the task of helping, black migrants find housing and employment. They also helped migrants to adjust to their new environment. The geographic isolation and discriminatory school policies imposed on urban blacks gradually lowered the quality of their public education system and inspired the use of stopgap measures to solve such problems as overcrowding. For example, the Ida B. Wells housing project community center was used to alleviate overcrowding in the kindergarten classes of the Chicago school system.

Many of the black migrants who came to Chicago between 110 and 10 started businesses and became entrepreneurs. The Perfect Eat Shop, a restaurant on 47th street near South Park, is an example of such a business. Ernest Morris, seen standing in the rear of the restaurant owned it.

The New Negro Generation was the birth of a new life for African Americans. It gave them a chance to express their ideas and to show their talents. It gave blacks a chance to establish themselves and to be respected by other races. The movement to the North helped blacks to achieve these goals and was a stepping stone for their strive for equality.

www.africanamericanhistory.com

www.greatmigration.com

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Is Morality a Matter of Comparative Politics?

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As physical items such as fire, contain substances that determines how they will behave, so do people. A persons 'essence' or character will determine how they will react regarding their morals. In this time of violence, terrorism and corruption it is no wonder that the question of morality is raised. It is obvious in this day and age, that morality is a puzzle in comparative politics, and although, culture and ethnicity is a key factor in comparing governments, the role of morality seems to have been sidestepped. While an undefined source for policies, actions and people, morality is an issue seldom heard until a crisis. As Otto von Bismarck stated 'Politics is not an exact science' , thus morality must incumber politics in one way or another.

The notion of morality is rather ambiguous and subjective. There is no clear definition of morals, and obviously no universal standard. So, how do morals affect politics? George Lakoff uses morality as a metaphor, and describes the relationship between morals and politics as 'The Nation as a Family'. Lakoff describes this metaphor as seeing the government as the parent and the states citizens as its children. Lakoff successfully describes this metaphor under a number of different categories.

· Regulation Just as a nurturing parent must protect his children, a government must protect its citizens -- not only from external threats, but also from pollution, disease, unsafe products, workplace hazards, nuclear waste, and unscrupulous businessmen.

· Environmentalism Communion with the environment is part of nurturance, part of the realization of ones potential as a human being. Empathy includes empathy with nature. Caring for children includes caring for future generations. Protection includes protection from pollution. All of these considerations support environmentalism.

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· Feminism and Gay Rights Nurturing parents want all their children to fulfil their potential, and so it is the role of government to provide institutions to make that possible.

· Abortion Women seeking abortion are either women who want to take control of their lives or teenage children needing help. Considerations of nurturance for both require providing access to safe, affordable abortions.

· Multiculturalism Nurturing parents celebrate the differences among their children, and so governments should celebrate the differences among its citizens.

· Affirmative Action Since women and minorities are not treated fairly in society, it is up to the government to do what it can to make sure that they have a fair chance at self-fulfilment.

· Art and the Humanities Knowledge, beauty, and self-knowledge are part of human fulfilment, and so the government must see to it that institutions promote such forms of human nurturance.

· Taxation Just as in a nurturing family it is the duty of older and stronger children to help out those that are younger and weaker, so in a nation it is the duty of citizens who are better off to contribute more than those who are worse-off.

Although the family metaphor is a valid conception of morality, the definition is still unknown. The subjective nature of morality would imply that every action is right if the person agrees with the action or believes it is right. However, how can killing a person be right? This is where culture plays a large part in politics and morality.

If you lived in India your morality would have you believe it is right for wives to be burned alive with their deceased husbands. In Syria, you would believe it is morally permissible to have more than one wife. If you grew up in Sudan, your morals would say it is permissible to have young woman's clitorises surgically removed. However, if you held an American morale, you would probably disagree, finding none of these practices are morally permissible. So, if morality can be so diverse as to be categorised ('Christian' morality, 'Nazi' morality), then this must have a major effect on how different regimes will view issues and act upon them, whether it be economy, women's rights or the current War on Iraq. When using Lakoff's 'Nation as a Family' model it is obvious to see the reasoning behind World leaders support of War against Iraq- just, as a nurturing parent must protect his/her child, a government must protect its citizens . However, this does not justify the War on Iraq, when looked at through a Christian morale.

Fr. Joseph, O.F.M, argues against the separation of church and state, and highlights the submission of Christian morality in politics today.

The state has been given to us by God to look out for the temporal welfare of its people. This means its main purpose is to work for the common good. If those who hold a public office in any way do not work for this purpose, they have usurped their position. It is also important to note that in working for the common good of the people, a morality is necessarily implied, for one cannot be morally neutral, and yet work for an objective good. This is the contradiction of the political scene today. Everyone wants something (what is supposed to be a common good but rarely is anymore), yet it is (from their point of view) supposed to be devoid of any moral basis, especially a Christian one.

This statement highlights that morality whether it is from a Christian or Nazi background will be found in politics. No decision is neutral and action taken against or for an issue is without morality.

Otto Von Bismarck (1815188), Prussian statesman. Speech, December 18, 186, to Prussian legislature. http//www.bartleby.com/66/8/78.html,

G. Lakoff, 'Metaphor, Morality and Politics or Why Conservatives have Left Liberals in the Dust' (15, volume 6, no. ) Social Research http//www.wwcd.org/issues/Lakoff.html#BOOKS Theodore Schick, Jr. 'Is Morality a Matter of Taste, Why Professional Ethicists Think that Morality is Not Purely 'Subjective'' (18) 18 Free Inquiry Magazine 4 http//www.secularhumanism.org/fi/index.htm

G. Lakoff, 'Metaphor, Morality and Politics or Why Conservatives have Left Liberals in the Dust' (15, volume 6, no. ) Social Research http//www.wwcd.org/issues/Lakoff.html#BOOKS

Fr. Joseph, O.M.F, 'The Morality of Politics' http//friarsminor.org/xxi1-1.html

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