Heat Energy and Climate Change Term Paper Example | Topics and Well Written Essays - 500 words

Heat Energy and Climate Change - Term Paper Example Heat energy emerges from behavior of atoms in a body and it can be quantified through temperature scale. Cheshire explains that atomic motion results in heat energy and possessed energy defines temperature (13). In addition, heat energy spread in an environment based on temperature gradient and moves from regions with high temperatures to regions with low temperatures, a definition that is consistent with Sang’s classification of heat as an energy transfer (81). Mechanism of heat also identifies and relates to the principles of motion and conservation of energy. Based on energy conservation law, energy cannot be â€Å"created or destroyed† but may be converted to other forms (Chesire 25). Newton’s first law of motion however explains that a body maintains its velocity unless an external force acts on it while Newton’s second law explains that force (and by extension, energy) is proportional to kinetic energy (Giordano 40, 41). Consequently, atoms in a body will continue to move at a constant aggregate force and retain the body’s heat energy unless an external force converts energy in the body, positively or negatively. Example of a change is converted energy into a body that would increase velocity of atoms to increase heat energy in the body. Laws of thermodynamics explain the relationship between heat energy and mechanical energy. From the second law of thermodynamics, mechanical energy can be converted to heat energy while the third law of thermodynamics explains that heat energy can be converted to mechanical energy (Giordano 535). Mechanical work can therefore yield heat energy and heat energy can be converted into mechanical energy for doing mechanical work. Direct heat transfer from a body or into a body occurs through conduction, convection, or radiation. Conduction is the heat transfer through movement of atoms from hot to cold regions and is common in metals in their atomic states and in ionic compounds. Convection is another

Infant and Child Development Essay Example for Free

Infant and Child Development Essay This assignment will critically review Howlett, Kirk and Pine’s (2011) study, which aims to investigate whether attendance of gesturing classes affects parental stress. Howlett et al. , (2011) attempt to examine claims, advertised by commercial products, that believe attending gesturing classes can improve child-parent communications, thus reducing parental stress. Participants gave demographic information and completed a Parenting Stress Index (PSI) questionnaire. ANCOVA was used to look at whether attending gesturing classes affected parental stress, mothers attending a gesture group and mothers attending a non gesture group were compared; with ‘sibling status’ and ‘birth order’ controlled. Researchers found that mothers who attended infant gesture classes had higher stress scores than mothers who had attended non-gesturing classes. From these findings the following claims are made: that mothers in the gesture group had higher pre-existing stress than in the non gesture group, * that mothers attended gesturing classes in an attempt to alleviate their pre-existing stress, * that gesturing classes may cause mothers to view their child negatively. This critique will firstly provide an overall evaluation of the article with reference to strengths and weaknesses found. Flaws will also be highlighted with suggestion to how these could be rectified. Points of detail in the evaluation will then be expanded and conclusions discussed. Overall evaluation First and foremost, the overall presentation of the article appears to lack in structure and organisation; this results in a lack of flow and clarity. In the introduction, the research question and key definitions of interest (i. e. ‘gesture, ‘non gesture’ and ‘stress’) are not discussed at the beginning. Characteristics of non gesturing mothers are instead firstly mentioned in the discussion section. The outline of categories in the background demographic questionnaire should have been made aware to readers in the methodology. Furthermore, in the results, findings from the study should have been stated in the opening paragraph. A fundamental flaw consistent throughout the article regards its lack of sufficient detail in ensuring strength of argument. In the introduction and discussion more research is needed in relation to how and why parental stresses occur to support findings. Furthermore unjustified claims are used to sustain argument which questions the validity of the research. The lack of detail regarding the direction of study also instigates ambiguity. More information is also needed about the procedure of the study so as to allow for replication. Further details as to how these flaws can be rectified are discussed later. Fundamental flaws are apparent regarding the non-random sample used and the lack of baseline stress measures. As no baseline pre-test has been conducted authors’ claims, as stated previously, can only be based on speculation. More information is provided on these flaws in the latter section. Strengths highlighted in the article include the demographic information provided. This information is useful as it allows for generalisation of results by ensuring groups are appropriately matched and offers useful information for future research in the region. (Keith, 2010). Furthermore the PSI questionnaire used, is well validated (Colver, 2006); using a creditable measuring instrument like this increases the reliability of the study. Moreover, the correct statistical test has been used, ANCOVA, and results are also provided with appropriate information. Abstract and Introduction The abstract fails to provide a rationale for the study; as this is unclear, readers may misjudge the subject matter. There is also no description of the stimuli used; the meaning of ‘gesturing’ is unexplained. Authors should elaborate upon what they mean by ‘gesturing’ so as to avoid misinterpretation. However, principal findings and design measures used in the study are stated. The introduction appears to lack in structure and organisation. No initial description of research question with reference to what it attempts to demonstrate is present; this is firstly mentioned in the third paragraph. Furthermore, authors first provide a definition of ‘gesturing’ in midpoint of this section. Considering this topic is the phenomenon of the study it would have been more appropriate to be stated at the beginning, rather than after the discussion of the benefits of gesturing; this may prevent misinterpretation. Although an explanation of ‘non-gesturing’ is provided in the discussion section, it would also be helpful for readers if it were included in the introduction; this enables differentiation between the two conditions. Similarly, a definition of the authors’ interpretation of ‘stress’ could have been stated at the start in ensuring readers’ clarity of terms. There is also no statement of hypothesis. nd authors do not provide a rationale or historical backdrop, therefore it lacks in significance and does not substantially contribute to the literature. Moreover, research discussed appears to be framed as a general review of literature and set out in list form with a lack of evaluation. For example, research has been described in relation to a study that has found no relationship between gesturing and linguistic benefits in infants (Kirk, Howlett, Pine and Fletcher), however it has not been evaluated or linked to the aims of the study. Furthermore, there are limited findings provided relating to the negative aspects of gesturing. Considering the paper is directed towards whether these classes affect parental stress, more research should be discussed in relation to the disapproval of gesturing classes, to support findings in the article. In addition, the article has included different research examples to support their view that parental stress can inhibit parent-child relationships, however there is no development in argument of how or why these stresses occur. To rectify, in ensuring clarity, more detail should be provided whereby these examples should be put in context with direct reference to the research question. Moreover, unjustified claims have been used in an attempt to sustain argument; for example, Howlett et al. , (2011) highlight ‘‘advertising claims that baby sign will reduce parental frustration and stress have little empirical foundation’. As this statement is not explained, it may seem misleading and as an ineffective use of argument. There is also no valid reference provided. In improving the structure and validity of their argument, authors should use evidence from influential papers to provide further detail in supporting their claims. The direction of study also appears ambiguous as authors switch between terms when stating the aim of the research. It is unclear whether authors are focusing on gesturing affecting stress or gesturing reducing stress. Howlett et al. , (2011) firstly state, ‘there are valid reasons to suggest that gesturing with an infant could reduce parental stress, this paper evaluates that claim’, (p. 438) they continue by stating, ‘this research investigates whether gesturing with an infant affects parenting stress’ (p438). One clear statement of what is being intended to measure needs to be used throughout the article so as to avoid confusion. The final paragraph includes a vague definition of variables whereby readers are left to determine their own assumptions. For example, it is stated that the frequency and duration of gesture use was used to measure the relationship between gesture use and stress, however it is unclear at this stage whether authors are implying ‘gesturing’ in terms of when mothers’ attended gesturing classes or their general use of gesturing; in and out of classes. The PSI is outlined, however researchers have not explained its benefits or why it have been use; this may leave readers questioning its credibility. Furthermore, it is important for researchers to include a statement of predictions, however this is not present. Methodology The authors recruited 178 participants (mothers) from the south-east of England; the sample size represents regional bias as mothers’ solely attending gesturing classes in this region is not representative of the whole country. Age range of infants used in the study is firstly mention in this section. It is stated infants ranged between 3 and 36months; however research discussed in the introduction only refers to the importance of gesturing from 9 months. Therefore authors have not justified the relevance of focusing on infants younger than 9 months; in certifying readers understanding, this could have been mentioned in the introduction. Authors have stated the measuring instruments used in the study. A strength regards the sufficient detail provided about the PSI booklet; examples of typical features such as the subscales of both the child and parent domains have been described. However no further details are provided about the background demographics questionnaire; categories are presented in the results section, however, it would be helpful for readers if details were included in this section. The potential confounding effects of using self-report questionnaires should also be noted. Social desirability bias may be apparent whereby participants may respond in a favourable light; mothers may not want to admit they are experiencing difficulties and respond untruthfully. Furthermore, as questionnaires are standardised, ambiguous questions cannot be explained; this may lead participants to misinterpret questions. Motivation for parents to complete questionnaires may also be scarce, resulting in superficial responses. In helping overcome these difficulties, authors could have stated whether participants were informed about why the information was collected and how the results will be beneficial; if participants knew the importance of their responses and were informed that negative responses were equally as helpful as positive, it may have made them want to answer more honestly. A fundamental flaw in methodology regards the fact that authors have not measured parental stress levels before conducting study. As there is no baseline stress measures prior to class attendance, there is no way of knowing if gesturing classes caused an increase in stress or what would have happened regardless of the implementation of the program; to rectify, researchers should use a pre-test methodology. Furthermore, another weakness in the methodology regards the fact that no ethic considerations are discussed. For example, authors could have included whether participant confidentiality was taken into account and whether de-briefing was offered subsequent to the study to respondents who may have expressed signs of upset. Description of procedures appears to lack in detail whereby there is no sequential pattern to how the research was carried out. There is also no precision in relation to what is investigated, to whom, and under what conditions. For example, Howlett et al. , (2011) state ‘contact was made with the infant groups’ (p. 39); more information should be provided such as how and when participants were contacted. Furthermore, no information is provided on how many classes parents had attended before the study or when the questionnaires took place; more sufficient detail is needed so as to allow replication and in ensuring consistency. There are also issues surrounding the amount of time participants were given to complete the PSI; it is stated the questionnaire takes approximately 30 minutes to complete, however, the procedure of collection differed between participants. Some gave completed questionnaires to a group leader, others were returned by post; the same conditions should be applied to all participants in ensuring standardisation. In addition, authors have not provided details of data collection or analysis undergone in the study; to avoid ambiguity it is important to include where the scores used in the analyses have derived from. An apparent fundamental flaw in the procedure relates to the fact that participants were not randomly allocated to the two groups in the study; randomisation is important as it eliminates sources of bias and ensures unpredictability. To rectify, random selection of mothers from a population could participate in the study. Results The beginning paragraph of the results is too vague; the hypothesis is not stated and no information on what statistical tests were used is provided. Furthermore, what the study found has not been not stated; it is firstly mentioned half way through this section. However, a strength in the article regards the demographic information provided for the two groups of mothers. Hours a week mothers’ work, maternal education, family income and siblings were included. It also highlights the similarities and equivalence between the two groups, making the interpretation of results valid. Another strength to this study regards the fact that researchers have applied the correct statistical tests. Two analyses of ANCOVA were conducted to measure the differences between the gesturing and non gesturing groups’ PSI scores. ANCOVA is appropriate to use as it allows to compare one variable (PSI stress scores) in two or more groups (gesture group and non gesture group) ith consideration for variability of other variables; covariates (‘sibling status’ was used as a covariate in the first ANCOVA and ‘birth order’; in the second). Controlling ‘sibling status’ and ‘birth order’ stops these conditions being confounding variables and ensures validity. As ‘sibling status’ and ‘birth control’ covariates have been controlled, it may have been more beneficial for readers if authors ma de aware of these strategies used prior to the results section as there is no discussion relating to siblings until this point. Results found from ANCOVA also confirm to readers exactly what the researchers were intending to measure; after confusion from the introduction, uncertainties are clarified and findings explain that the focus is upon whether attending gesturing classes affects parental stress. Results are also provided with adequate information whereby the obtained F value, df and level of significance have been stated. Furthermore researchers are correct in using a Pearson’s r correlation in confirming results which is used to see if there is a correlation between at two continuous variables. By doing so, it was found that there was no relationship between how long or often gesture groups mothers had been gesturing with their infant, and the mothers’ total stress scores. Therefore mothers stress levels were unrelated to frequency and duration. Furthermore, in this section descriptive statistics have been provided in two separate tables. In ‘Table One’, which shows the ‘mean (S. D) stress scores for each item on the PSI by group’, data does not seem to be explained in full. The scale used is unclear and readers have not been informed on the system used whereby there is confusion as to what the numbers mean. Tables 2 which shows the ‘summary of two ANCOVA results’, is more coherent as a brief description is displayed underneath describing the covariates. Discussion In this section, yet again, the aim of the research remains unclear; it is stated ‘the aim of the study was to investigate the impact of gesturing with an infant upon parental stress’ (p442), authors need to be more specific in their interpretation of ‘gesturing’, whether they are referring to attendance of gesturing classes or general use of gesturing is uncertain. Possible explanations for findings have been discussed, such as the view that there may have been a difference between gesturing and non gesturing mothers due to gesturing mothers feeling more stressed prior to the study. Authors continue by suggesting these mothers chose to attend gesturing classes because of these feelings of stress in hope that they would help. However, authors’ claims can only be seen as speculation as no baseline measurement was used. It should be noted that researchers have evaluated their findings and acknowledged that as baseline measures are not present, no assumptions can be made as to why mothers who attended gesturing classes had increased stress levels compared to non gesturing mothers or whether they were more stressed before attending the classes. Due to the lack of solid findings, like in the introduction, groundless claims have been used in an effort to uphold argument in explaining mothers’ cause of stress. For example, it is stated ‘mothers have high aspirations for their child and the parenting industry may, albeit unwittingly, foster maternal insecurities’(p443); no justification has been provided for this claim. Moreover, additional research is needed to support the authors’ concluding claims that attending gesturing classes may be detrimental and effect mothers’ perception of their infant in a negative light. Only Hyson’s (1991) study relating to mothers who induced academically focused activities on preschool children has been used as evidence to back up this claim, this does not justify the authors’ inflated claims. To conclude, even though this article has used creditable measuring instruments and appropriate statistical tests, Howlett et al’s claims can only be seen as speculation as no pre-test baseline is used. No findings can be validated without measuring the stress levels of mothers prior to class attendance, whether increase in stress has occurred due to attending gesturing classes in unknown. For future recommendations, authors could use a baseline measures to test mothers’ stress scores prior to the study.

An analysis of aldis strategy

An analysis of aldis strategy Introduction In 1948, the brothers Theo and Karl Albrecht opened the grocery store ‘Albrecht Discounts (Aldi) in Essen (Ruhr Valley), Germany. The store had a simple layout and provided a great deal of products at a low price. The company grew rapidly, owning 13 stores in 1950 and about 300 stores in 1961 across Germany. In 1961, Theo and Karl divided the company into Aldi North (run by Theo) and Aldi South (run by Karl). The reasons for this division, according to Dieter Brandes, a former managing director of Aldi in Schleswig-Holstein, Germany, were different views about how to develop the business. However, the brothers normally exchanged information about a range of issues such as performance and cost figures, current and potential suppliers and they also conducted joint negotiations with suppliers. In 2003, Theo and Karl resigned as CEOs. Theos son, Theo Albrecht Jr, now runs Aldi North, and Juergen Kroll and Norbert Podschlapp run Aldi South. Since the ‘Spend a little Live a lot message is being known by more and more people, and Aldi has been obtained ‘Best Supermarket 2009 Award in 2009, Aldi has become one of most reputable retailer in the international business, and it operates over 7,000 stores worldwide. Considering of this situation, it would be interesting to understand and analyse the management strategies of Aldi. Therefore, my project will analyse management strategies of Aldi which operates a discount supermarket chain in the retail industry. The paper begins by using PEST analysis, Porters 5 forces analysis and Competitors analysis to analyse the environment of supermarket industry. The next section is to analyse the strategic capability of Aldi. The following section discusses purpose of Aldi, and the final section draws recommendations for improvement of Aldis strategy. Section 1: Environmental Analysis PEST analysis Based on using a PEST analysis, it is likely to recognize the core environmental influences on Aldi. Firstly, it is well-known that the major economic factor is the global recession which originally caused by the United States housing bubble during the period from 2005 to 2008. This financial event has been to strongly motivate customers who begin to purchase inexpensive products with high quality. This means that Aldi will attract a great deal of customers without advertising and doing activities of sales promotion. Because of this situation, it is not necessary to conduct new strategies for the growth of customers. On the other hand, global recession possibly result in the increase of products cost, thus there is a doubt of whether Aldi could sale low-price products with good quality. Therefore, Aldi should consider this problem in order to ensure future growth. Furthermore, social factors impact on Aldi includes the change in consumer taste, some of lifestyle changes and health concerns. It is clear that in recent years more and more consumers start changing their taste, for instance, an increasing demand for organic foods and ban of GM foods. Aldi should consider this factor because it may impacts on the future products development of strategy. Moreover, there is not doubt that some of lifestyle changes such as home shopping and interest usage might increase online shopping, thus according to this factor, Aldi possibly invest more funds to enhance their online service and deliverys service. Recently, health concern has become a key issue around the world, so consumers tend to purchase health products without worrying about the price. For example, BSE outbreak precipitated ban of British beef (Elliott, 2005). There do not seem to any main political and technological factors in the environment that Aldi needs to consider. Porters five forces In order to effectively analyse the competitive environment of Aldi, it is better to use Porters five forces to analyse (Porter, 1985). According to the analysis, the threat of new entrants into the supermarket industry in the UK is not high. It is clear that Tesco, Asda, Sainsbury and other supermarket chains may set up considerable barriers to entry for new entrants. For instance, the new supermarket will not be able to access inexpensive and reliable suppliers because Tesco may have cornered the market for certain goods. However, there is evidence of size and power of large supermarket unable to retaliate on price, value and quality. For example, Aldi successfully obtain more market share in the UK in recent years, because it has applied the strategy of low-price products with high quality. Furthermore, it is not doubt that buying power of consumers was high because they had so much choice, and their actions can force prices decline. For example, if beans are too expensive in Aldi, buyers will move to another supermarket to purchase, thus a price was will happen immediately among supermarkets. Moreover, it is believed that suppliers power was low because of low cost of switching suppliers and alternative source of supply. However, sometimes suppliers may stand a high power. For instance, normally suppliers signed a contract with retailers about paying a certain price for their products, but if retailers do not pay the price, suppliers will delay the products delivery or do not send goods to them. Competitive rivalry is very high in the supermarket industry. The core reason for competition is strong in the supermarket industry because price wars always happen among supermarkets. Based on price wars, winner can gain more market share. For instance Aldi gave the highest discount to gain a part of market share while it enters the UK supermarket industry. Product for product substitution within supermarket industry is the main threat, thus it is believed that the threat of substitutes is strong. For instance, Aldi has competition from companies like Asda or Tesco that can provide substitutes for their goods. This may drives a low-price of groceries in both companies. Competitors analysis Aldi not only faces the competition of strong supermarkets such as Tesco, but also faces the threat of Lidl as the discount store. In 2008, Tesco launched a new strategy that setting 34 discount brands across 350 categories and reduce its price to attract more customers to purchase products in Tesco in order to defend the price war of Aldi (Reuters, 2008). After that, the sales of Tesco has increased by 6.7 percent according to researchers TNS World panel reported (Reuters, 2008). Furthermore, Tesco possible offers great range of discount brands in the future, and negotiates with more suppliers to decrease the price of goods in order to gain more market share. Tesco has applied another strategy that it has opened 24 hours Tesco express to service for consumers to buy products in the evening, which also increase the sales of products in Tesco. Considering this situation, Tesco will be the core competitor for Aldi. Therefore, Aldi should pay more attention to Tescos development. Beside the competition of Tesco, Aldi also faces the strong competition from Lidl as one of the largest grocery retailers in Europe, because Lidl has almost the same target customers and similar sales strategy with Aldi. Moreover, possibly Lidl may enter into tourism in order to increase its competitiveness. Therefore, Lidl is the most powerful enemy for Aldi in the supermarket industry. Section 2: Capability Analysis Strategic capability Firstly, Aldi successfully saves the cost of hiring employees. In each shop, Aldi only employs less than six employees to work per day. Although few people work for Aldi, services for customers have never been later, for example, if there is a long queue waiting for checking out, a special ring is used to call other colleagues to open the other line. Furthermore, Aldi efficiently saves the cost of building up stores. Kumar (2006) states that â€Å"Another efficiency stems from the fact that Aldi sets up outlets on side streets in downtown areas and in suburbs, where real estate is relatively inexpensive. Since it uses small spaces, the companys start-up costs are low, which enables it to blanket markets: Aldi now owns 4,100 stores in Germany and 7,500 worldwide†. Aldi also presents other strategic capabilities which help it to successfully reach its goal. According to Kumar (2006), â€Å"Aldis stores display products on pallets rather than shelves in order to cut restocking time and save money†. In addition, consumers need to bring their bags or purchase bags while they are shopping in Aldis shops (Kumar, 2006). Section 3: Purpose The mission of Alid is to make prefect quality products available to its customers at the lowest possible price, and make its customers to enjoy the best for less. Furthermore, the objective of Aldi is to sell products that are popular with customers, made from the best possible ingredients and represent brilliant value for money. All of these are key considerations when deciding on the products that we offer. Corporate Social Responsibility Aldi is a responsible business, and they value both the trust and satisfaction of their customers. Aldi promise to delivering high quality products; not just in terms of safety and value, but also in terms of the social and ecological criteria involved in their production. Moreover, Aldi (2009) presents that â€Å"Aldi take their responsibilities as an international retailer seriously and they are active members of the Business Social Compliance Initiative (BSCI)†. Human Rights, Labour Standards, Environmental Protection and Fighting Corruption As a member of BSCI, all of the European operations of the Aldi South Group, including their suppliers, are committed to complete the principles of the BSCI code of conduct. According to Aldi (2009), â€Å"This code of conduct promotes compliance with local and national legislation and specifically prohibits: Child labour Forced labour and unlawful disciplinary measures Discrimination of any kind Excessive working hours Poor health and safety provisions Non-payment of minimum wage Infringements on freedom of association and collective bargaining rights Poor environmental protection practices Bribery and corruption.† Aldis membership of BSCI also promises it and its suppliers to the execution of an independent social auditing programme, set to international criteria. It aims to use this programme to normally examine its social performance and, together with its suppliers, it also aims to identify that the social conditions in its supply chain adhere to the highest possible standards. In addition to Aldi (2009) states that â€Å"Aldis membership of BSCI, Aldi is also committed to the following international standards: The fundamental principles, rights and working standards of the International Labour Organisation (ILO) The UN Declaration of Human Rights and the principles of the UN Global Compact†. Organisational Culture Aldis founders have strongly impacted on its culture, and its cultural rules and values reflect Aldis philosophy, guiding principles and business strategy. Furthermore, it is easy and clear for employees, managers and customers to understand the Aldi model that is the provision of low-price products with high quality. It is well-known that the aim of Aldi is to avoid unnecessary cost wherever possible, and urge employees and managers at all levels of the company are very cost conscious and greatly focus on to economic efficiency, because Aldi is not allowed to waste. For example, one of typical rules is that all of employees have to switch off lights in offices when there was enough daylight from outside. Therefore, the concept of ‘cost-watching extends into all areas of the value chain, including the development of new techniques for warehouse management or for the transport of goods. Beside pay more attention on economic efficiency, Aldi also aim to find small improvements in all aspects and to develop pleasure in achieving small successes. This culture of continual improvement is accompanied by a strong focus on the development and implementation of solutions. Aldi will try new ideas and solutions, rather than revealing detailed analysis, for example, new products are not subjected to detail market analyses, but are tested in three shops. If they are successful, meaning that they achieve a fast, pre-determined minimum turnover, they are introduced in all other shops. The organisational culture is strengthened by Aldis selection and recruitment approach. Managerial talent from inside the Aldi is carefully selected, developed and enhanced. Moreover, significant qualities for potential managers are a high attention on economic efficiency, fairness towards others, including suppliers, modesty, and reservation towards the public and the press. These behavioural characteristics are strengthened by job descriptions outlining clear goals and competencies. Aldi managers have always been employed in different parts of the organisation, including the shops and the warehouse. They have to understand how Aldi operates and have ingested the organisational culture. For example, area managers need to understand the structural and procedural factors of retail management, including store operations and trading rights, administration, logistics and property management when they go through a 12-month training project. The program is described as follows (Area Managers, 2005): â€Å"An important part of this program centres on Aldis management system, including its focus on economic efficiency. The first part of the training takes place in a store where future area managers take over the role of a store manager for several months. This ‘hands on approach aims to acquaint them with Aldis operations, but also its business philosophy and core values. During the second part of the training, future area managers work alongside experienced colleagues and learn about their role and responsibilities. This includes the tasks of recruitment, planning and organisation of the stores.† Section 4: Recommendations Since global economy in recession, the sales of Aldi in the UK have been dramatically increasing, because Aldi is selling the low-price products with high quality to customers who would like to spend little money for goods in order to safely spend this period. Although the sales of Aldi in the UK have been slightly grown, comparing with Tesco, the market shares of Aldi still not match. Firstly, Aldi need to invest in new product development. The core reason for that is Tesco has developed some of discount products for new target market in order to capture more market shares from Aldi. Therefore, Aldi need to develop more new discount products in order to against new strategy of Tesco, and also keep its competition in the UK market. In addition, it is highly possible to launch its private label to open new segment market. Based on this idea, Aldi may enhance its brand and increase its market shares in the UK. Otherwise, Aldi may directly sell its products to some of small retailers which like canteen in University campus or in the street of city centre. This possibly motivates the growth of sales of Aldis products. Aldis website also needs to be improved in order to attract more people to shop in Aldi. Reference Aldi, (2009), Available from: http://www.aldi.co.uk/index.htm [Accessed 1st July 2009] Area Managers, (2005), Available from: http://uk.aldi.com/recruitment/recruitment_2.html [Accessed 1st July 2009] Elliott, V. (2005) Nine-year BSE ban on older beef lifted http://www.timesonline.co.uk/tol/news/uk/article567064.ece [Accessed 20th July 2009] Kumar, N. (2006) Strategies to Fight Low-Cost Rivals, http://hbr.harvardbusiness.org/2006/12/strategies-to-fight-low-cost-rivals/ar/1 [Accessed 11th July 2009] Porter, M.E. (1985) Competitive Advantage: Creating and Sustaining Superior Performance. New York: Free Press. REUTERS, (2008) Tesco takes on discounters with new low-cost range, http://uk.reuters.com/article/idUKLH54179620080917 [Accessed 3rd July 2009]

Patriarchal Society and the Feminine Self in Kate Chopins Story of an

Patriarchal Society and the Erasure of the Feminine Self in The Story of an Hour  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚     Ã‚   Critical readings of Chopin’s works often note the tension between female characters and the society that surrounds them.   Margaret Bauer suggests that Chopin is concerned with exploring the â€Å"dynamic interrelation between women and men, women and patriarchy, even women and women† (146).   Often, critics focus on the importance of conflict in these works and the way in which Chopin uses gender constraints on two levels, to open an avenue for the discussion of feminine identity and, at the same time, to critique the patriarchal society that denies that identity.   Kay Butler suggests that â€Å"entrapment, not freedom, is the source of Chopin’s inspiration, for she is primarily concerned with exploring the way in which gender roles deny identity†;   she continues:   â€Å"yet without the entrapment, the question of identity, even the inspiration to write about identity, wouldn’t exist† (18).   Chopin’s â€Å"The Story of an Hour† most poignantly balances the dual focus of her work, describing the incipient awakening of Mrs. Mallard, and thus exploring the possibility of feminine identity, even while, ultimately, denying the fruition of such an experience.   Like all of her works, this short story reacts to a specific historical framework, the Cult of True Womanhood, in its indictment of patriarchal culture.   As Barbara Welter notes, in the nineteenth century, â€Å"a women judged herself and was judged by her husband, her neighbors, and society† by the attributes of a True Woman which included, especially, â€Å"purity† and â€Å"domesticity† (372).   The concept of purity, because it suggested that women must maintain their virtue, also, paradoxically, denied the... ... Story of an Hour.’†Ã‚   CLA Journal 16 (November 1994):   59-64.   Bauer, Margaret.   Chopin in Her Times:   Critical Essays on Patriarchy and Feminine Identity.   Durham:   Duke UP, 1997.   Butler, Kay.   â€Å"Freedom and Desire:   The Theme of Awakening in the Works of Kate Chopin.†Ã‚   Critical Interpretations:   Kate Chopin.   Ed. Harold Blooming.   New York:   Chelsea House, 1989.   14-32.   Chopin, Kate.   â€Å"The Story of an Hour.†Ã‚   The Heath Anthology of American Literature.   Ed. Paul Lauter, et al. 2nd ed. Vol. 2.   Lexington:   Heath, 1994.   644-46.   Papke, Mary E.   Verging on the Abyss:   The Social Fiction of Kate Chopin and Edith Wharton.   New York:   Greenwood P, 1990.   Welter, Barbara.   â€Å"The Cult of True Womanhood:   1820-1860.†Ã‚   The American Family in the Social Historical Perspective.   Ed. Michael Gordon.   New York:   St. Martin’s P, 1978.   372-92.        

Power Learning Essay

Many students are surprised at the difference in studying for college courses versus how they studied in high school. No matter how successful a student you were, the learning skills you used in high school will likely not be sufficient to guarantee success in a college course. Students discover that they need to adapt their study habits to the college setting. There are certain dependable skills that you will read about that will make the difference between failure and success for a student in college. Success in college depends on time control. Time control means learning how to control your time instead of procrastinating. There are three important steps that will help to improve controlling your time. The first step is to prepare a large monthly calendar to mark important dates for tests, due dates, and study plans for the semester. The second step is to mark a chart for a weekly study schedule that will last the semester. The last, most valuable time-control method is to make a daily or weekly â€Å"to do† list. To perform well in a college course it is most important to take effective class notes. Follow these hints to become a better note-taker. First, attend class faithfully to increase your understanding of the teacher’s ideas by hearing them in person. Second, make use of abbreviations while taking notes to save time when trying to get down information. Third, look for signals of importance, if the teacher repeats a point assume it is important. Fourth, write down the instructor’s examples and mark them with an â€Å"X† to help understand abstract points. Lastly, write down the connection between ideas, that way you’ll have them to help tie your notes together. In college, success means being able to read and study a textbook skillfully. Taking the time to preview a section or chapter will help to get a birds-eye view of the way the material is organized. Make sure you study the title and read quickly over the first and last paragraphs of the section; these may contain important introductions to, and summaries of, the main ideas. Also use a highlighter to mark the textbook at the same time you read it than go through the chapter or section and take notes. After all of that is done, study your notes than use the method of self-testing to learn  the material. As a student transitions into the college atmosphere, they find out that the skills they used in high school are different than the skills they will need for college. The key to success in college is learning how to learn. The three most valuable skills that need to be learned by students are time control, classroom note taking, and textbook study. These skills won’t free you from doing the work, but they will make your work more productive. Using these skills carefully and consistently will make academic success possible for you.

Miss Evers’ Boys portrays the emotional effects Essay

Miss Evers’ Boys portrays the emotional effects of one of the most amoral instances of governmental experimentation on humans ever perpetrated. It depicts the government’s involvement in research targeting a group of African American males (â€Å"The Tuskegee Experiment†), while simultaneously exploring the depths of human tragedy and suffering that result, as seen through the eyes of Eunice Evers. The viewer watches as a seemingly innocuous program progresses into a full-blown ethical catastrophe—all the while taking Miss Evers through a moral journey, with her decisions having ramifications on the life and well-being of her best friends—her â€Å"boys. † I. Structure This movie deals with the ethical considerations present in human experimentation. The government, wanting to mimic the Oslo Experiments, intends to study a population of AfricanAmericans inflicted with syphilis. The movie takes place in alternate settings, transitioning between a 1973 Senatorial hearing and the site of the actual study in Alabama, beginning in 1932 and moving forward. Miss Eunice Evers, a nurse at a local Tuskegee hospital, is the centerpiece of the movie. II. Setting & Plot Summary With an ominous lead-in quote, Miss Evers’ Boys begins to tell the tale of an emotionally courageous young woman and her struggle to protect her â€Å"children. † Within the first few frames  of the movie, the viewer is automatically entrenched into the already tenuous history of racial tension in America—except, this time, under the auspices of segregation founded upon disease. The movie begins, placing the viewer as an observer of a 1973 U. S. Senate Hearing, where we are first introduced to Miss Eunice Evers. Miss Evers is testifying as a nurse, one who took the nurse’s oath to protect the health of those in her care. The claimed Senatorial goal is to discover the truth underlying the â€Å"Tuskegee Study. † Miss Evers worked in the study from 19321972. The movie progresses throughout the course of the hearing, with testimony by Miss Evers and reminiscent scenes telling the tale of the study. In the beginning, Miss Evers firmly supports the goal of the initial plan—to provide care and treatment to those suffering from syphilis. â€Å"It was the dawn of a new day,† explains Miss Evers. At this point (pre-study), she believes that the government is sending her patients, and her city, the best funding and medical support available. The viewer is then introduced to Miss Evers’ Boys—a folk music group. 1 The musicians (four of them) are the first patients to provide blood samples, one of them being Caleb, an eventual love-interest of Miss Evers. Each of the men test positive for syphilis. At this point in the movie, everyone (including Miss Evers) is still under that assumption that â€Å"bad blood† is the culprit for the disease. Ultimately, the funding for the initial study disintegrates. After a visit to Washington, various gentlemen confront Dr. Brodus, the head doctor in Tuskegee, with an offer for a new rationale for funding. The gentlemen explain their intentions of studying the African-American population, much like the Caucasian population in the Oslo Experiments (1891-1910). The government then reveals the true nature of the experiment—the proposed study of untreated African-Americans dealing with syphilis. 1 The government promises future treatment and The group names their band after Miss Evers when she drives them to their first musical show. 2 proclaims the future potential of the Tuskegee Experiment, appealing to Dr. Brodus’ pride. Dr. Brodus agrees, naming the study, The Tuskegee Study of Untreated Syphilis in The Negro Male. 412 men, afflicted with syphilis, participate in the study. In a telling interaction involving one of the first patients, Miss Evers suggests that the doctors explain to the study group that they are providing â€Å"back shots. † Through her deceit, Miss Evers thus begins to involve herself in the â€Å"treatment. † The tension she feels manifests itself in her facial features; the viewer can see her apprehension in this instance and throughout the movie. She is torn, but yet continues to help Dr. Brodus conduct the study. As 6-months turns into years, Miss Evers continues to hide the secret behind the study. She urges the men to continue the study, in hope of future treatment—treatment that never comes, even through the eventual availability of penicillin. Miss Evers’ ultimate decision as to how she deals with the care and treatment of her â€Å"boys† will be left to the viewer. With the journey, however, comes a tumultuous story, exposing the hypocrisy of the United States Government through the eyes of Eunice Evers. Throughout the movie, as an audience, we want Miss Evers to defy all conventions and simply provide the necessary medicine to the patients. Yet, she struggles throughout with the pros and cons of such a decision. On one hand, she wants to support the experiment; yet, on the other, she wants to protect and comfort her friends. As we finally see in the end, as seen through Miss Evers’ unique perspective, while one may question Miss Evers, it is the Senators themselves, and the government agents before them, who prove to be more worthy of moral appraisal. III.

The Life Span Perspective of Development

The Life Span Perspective of Development During the life, people change significantly with references to their physical appearance and characteristics and with references to their mental and emotional progress. The life span perspective of the human development is based on the idea that a person moves through several stages of development during the whole life (Berger, 2011, p. 7).Advertising We will write a custom essay sample on The Life Span Perspective of Development specifically for you for only $16.05 $11/page Learn More Thus, certain changes are typical for the definite stages of life, but it is also important to pay attention to the individual character of experienced changes because all the people are different. From this point, the life span perspective aims to explain the human development with the focus on separate phases completed during the whole life; and all the stages of the human development are taken into consideration in spite of the fact that the followers of this perspective a re inclined to determine phases according to different criteria. The Aspects of the Life Span Perspective of Development The life span perspective of the human development is characterized by the complex approach to analyzing all the aspects of the people’s changes observed during different life stages. As a result, it is possible to speak about the multidimensional character of the approach because all the aspects are discussed in their connection. According to Berger, the human development presented as the life span is multidirectional, multicontextual, multicultural, multidisciplinary, and plastic (Berger, 2011, p. 10-18). This statement means that it is irrelevant to discuss the human development as started at one point and moving to another one; or as dependent only on one context, including only the family or social status; or as dependent only on one culture. The people’s development is the complex process because a person is influenced by a lot of environments, cultures, and situations during the life span. This person interacts with many people belonging to different cultures and ethnic groups and develops the specific personal traits during the whole life (Berger, 2011, p. 10). Each detail associated with the person’s life, such as the family, socioeconomic status, and character, matters to explain the aspects of the person’s life span development. Freud and Erickson’s Theories of Life Span Development There are many theories of the life span development which differ in criteria according to which psychologists determine different stages of the people’s life. Freud and Erickson’s theories are similar in focusing on the age-related steps, but they are different in criteria to state the fundaments for the stages’ progress. Thus, Freud’s theory depends on a range of psychosexual phases because the theorist is inclined to associate the man’s sexual nature with the psychological develop ment. Freud concentrates on the childhood as the period when a child experiences some crises which determine the oral, anal, phallic phases, and the period of latency. These periods lead to the genital stage lasting during the adolescence and adulthood. According to Freud, the stages depend on the centers of pleasures important during different stages (Berger, 2011, p. 43-47). As a result, the human sexual nature is chosen as the criterion to propose the life span stages.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Erickson’s theory is based on the social aspect. If Freud’s theory depends on psychological crises associated with the sexual development, Erickson’s theory depends on psychological crises associated with the people’s social interactions. Erickson states that people move through a range of stages during which they are impacted by the peculiarities of the environments and interactions with people. People’s activities and behaviors during different stages are explained with references to their attitude to their society and personal interactions. As a result, at different stages, people are influenced by the conflicts between their identity or independent life and society which can be represented as the family, relatives, friends, and other people (Berger, 2011, p. 51). Interaction of the Heredity and Environment A person can be discussed as an individual only with references to the unique combination of the heredity and environment’s impact on his or her development. Today, scientists cannot provide the single opinion on the role of nature and nurture in the person’s development because it is impossible to state what factors affect the personal development drastically. Heredity makes people different in their appearance and physical qualities when nurture makes people different in their vision of the world , education, and lifestyle. It is important to note that nature and nurture are in ongoing interaction to affect the person’s individual development. The unique complex of the genetic material and environment produces a unique person who should be discussed only with references to combination of heredity and environment (Berger, 2011, p. 9). Inherited qualities should be combined with the environment’s impact to influence the individual’s development. Conclusion The life span perspective of the human development depends on the idea that people move through many stages during their life, but this movement should be discussed as the multidimensional process rather than as the linear movement. Such aspects as the interaction of nurture and nature can influence the person’s development significantly because various inherited qualities or life situations can affect the people’s life differently. Reference Berger, K. S. (2011). The developing person thro ugh the life span. New York, NY: Worth Publishers.