Healing in Marks Gospel Essay Example | Topics and Well Written Essays - 1000 words

Healing in Marks Gospel - Essay Example Further we will see that it is very arguable point. All cases of healing in Mark can be split into two broad categories: healing itself, and casting out demons and unclean spirits. The former one includes healing from fever, leprosy, paralysis, withered hand, haemorrhage, death, deafness, blindness, and in the latter one there are numerous instances of exorcism. When Jesus cast out an unclean spirit in Capernaum, it "convulsing him [a man] and crying with a loud voice, came out of him" (Mk 2:26). Whenever we read about demons and evil spirits we must remember that it's a common reference for mentally sick people of ancient and medieval times. Possessed ones actually had hysteria or various kinds of mental disorders (Crombie, 1964); belief in somebody's divinity could be a shock strong enough to cure themselves. It is important to note that at least in some cases (or even maybe in every one) it was a sick person healing himself, and Jesus was simply an agent, a catalyst. Crowds gathered around Jesus, for they believed that even a touch of his clothes could remove disease (Mark 5:28). A woman suffering from haemorrhage was healed, or maybe we should say "self-healed" in this way - in Mark 5:24-34 it is clearly shown. The woman thought that she would be healed if had touched Jesus' clothes, she believed in it. Notice that the meaning of "belief" has at least two different meanings: you can believe that Earth is round (in fact, it's a flattened sphere) but it doesn't affect your feelings, since you're not an ancient astronomer questioning the contrary. And there is belief that is somehow connected with your welfare, health or even life. Sometimes it grows up to the stage of temporary insanity, and a stress situation can have a great impact on individual. In our case we see the latter situation: "your faith has made you well" (Mark 5:34). Then the author adds: "go in peace, and be healed of your disease" to emphasise the role of Jesus. If we agree to the aforesaid, we must agree that disbelief works in adverse way. When Jesus returned to his hometown, there was no sensation, for they remember him to be just a son of carpenter. Men in synagogue demonstrated hostility against him and "he could do no deed of power there" (Mark 6:5), though healed a few people. About the same way Jesus healed Simon's mother-in-law, who had fever (Mark 1:29); a paralysed man (Mark 2); a man with a withered hand (Mark 3:5); a deaf man near Decapolis (Mark 7:31-35); a blind man in Bethsaida (Mark 8:22-26) and near Jericho (Mark 10:46-52) and a multitude of people whose diseases are not mentioned. Actually, it doesn't matter what disease was healed; it matters, how it was healed. Sanders in his book "The Historical Figure of Jesus" (Sanders, 1996, especially chapter 17) goes further and also asks about perception specifics of ancient men, what they thought they saw and what really happened. Why the blind man in Bethsaida wasn't healed from the first attempt There may be many suggestions, but I think it's because of author's attitude towards prayers. Compare the case of epileptic boy, when Jesus' disciples were unable to heal him; there Jesus emphasised the importance of prayer and faith. We don't have to pay attention on imaginary

Training & Development Essay Example for Free

Training Development Essay At McDonalds they have training that will benefit the managers for example they offer courses to the applicants. For the first 18 weeks, they will build foundations for their entire career. Amongst other things, they will discover how to prepare food, master the equipment, develop their serving ability and learn how to motivate a team. When you done well enough they will graduate to 2nd assistant manager and receive more training and experience from other managers, helping them gain more information on how to run a store of their own. As well as attending training courses, they will be asked to do some self-study and complete computer-based training programs, these will help them build knowledge about people development, cash control etc. once they have succeeded the program they will then move up to 1st assistant manager where they are able to run a store of their own. There is a session where all the managers have to attend to its called the Nuts and Balls Integrations Teams NABIT. This is where they get informed about new products, new rules and new promotions; it is their responsibility to pass that information on to their staff back at their stores. Shift Manager Roles Responsibilities The responsibility of the shift manager is to operate the Quality Service Cleanliness Value principles to the rest of the staff. The principles help the store to meet the requirements of the customers and therefore it is the shift managers job to explain them to the staff. He is also in charge of the shifts and giving the shifts to the employees, making sure that they have expertise in charge of each equipment. He also needs to rotate his crewmembers in order for them to experience each department; therefore they wouldnt have to rely on an individual. Hes responsible for training the employees as well, McDonalds use the buddy system, this system helps the employee understand how to use certain things by following orders from an experienced employee, hence the word buddy. Its his responsibility to put untrained workers on a buddy system. The shift manager is expected to handle the floor properly and spread the work within teams, giving the team leaders the orders on how/what to operate in the store. You could say that the shift manager is the right-hand man of the store manager because he is passing on a lot of delegation. Motivation The shift manager on our visit explained that he is mainly motivated by the fact that he is able to progress to become a 2nd assistant manager. You could say promotion is his essential motivating factor and McDonalds therefore have training programmes in order to meet those needs. However, he has stated that money also plays a huge part in his motivation factors. He claims that bonuses, payroll increase etc motivates him as an individual. The shift manager at the McDonalds has a lot of different motivating factors and one of them was money, which related back to the motivation theory of Taylor who suggested that money drives people working in a firm. However, he also claimed that he always looks forward to move up a position and enhance new skills and knowledge, which also could be related to theory of Maslow, who suggested the Hierarchy, meeting the needs of the employees by stages. Qualities As a shift manager, you would be expected to have certain amount of qualities including, flexibility, cooperative, experience, sympathetic, motivated, enthusiastic, optimistic, consistent and a sense of hospitality. These are very important qualities to have to gain the position at the store. The important one is to be able to give commands to teams and being able to meet daily objectives and communicating with each team. Spreading out the stronger characters with the weaker ones and balancing the strengths of the teams. According to crewmembers I have caught up with, stated that they usually spread their workers and each team would have an experienced worker and some new workers. Training and Development The shift manager has training and its both on and off the job training. He follows a course provided by McDonalds in order to enhance new skills and knowledge on how to run a business by their own. This will help them move up and open up a store of their own if success shows. They receive computer-based programs of training to take home and do some self-study; at the same time they receive training on the job where they get to experience some of the managerial work with other experienced managers.

made up Garfield :: essays research papers

It was just a day at John Arbuckle's house. As Garfield got up at 10:00 am he took a look at his calendar. He took a glance at the day of the week and mumbled "Ha, monday I need to go back to sleep." Just as Garfield was falling back to sleep John yelled "Get up you lazy cat! I need to take you to the vet for your shots." Garfield was wide-awake soon as he heard that and ran into the closet. John grumbled, " I'm not having a good day." Then Garfield opened the door and ran into the center of the room and stopped there. A few minutes later Odie came up behind him and said, "bark". Garfield sprang to the ceiling. Garfield thought to him self " Just what I was waiting for. Now John can't find me up here." "Garfield!!!" John yelled. Then "rip" the wallpaper on the ceiling ripped and down Garfield came. Yet, John grabbed him right out of the air. "OK Garfield let's stop with the games and go to the Vet." John said happily. Soon they were in John's car and going to the vet. When they got to the vet Garfield whispered to himself "Maybe if I can just stall we will miss my appointment with the vet." When they got there Garfield grabbed the seat firmly. John got out and went to the other side to get Garfield. When he got there Garfield was on the drivers side. Then John went to the other side to get him he was on the other side. John mooned " Stop this Garfield!" So John crawled threw the car and grabbed Garfield, but Garfield had clinched the seat firmly and would not let go. John pulled and tugged, but Garfield had a good grip. Then John had a brainstorm " for ones in his life". John unlatched the seat and took the Garfield and the seat into the vets. He just made it on time. John takes the seat and Garfield into the vet who is waiting. The vet was a really fine looking woman. John took one look at her and started flirting with her. They where talking when Garfield saw t his as an opportunity to get out. He jumped out of his seat and ran off into the street. He stopped and looks around this place look filmier to him. made up Garfield :: essays research papers It was just a day at John Arbuckle's house. As Garfield got up at 10:00 am he took a look at his calendar. He took a glance at the day of the week and mumbled "Ha, monday I need to go back to sleep." Just as Garfield was falling back to sleep John yelled "Get up you lazy cat! I need to take you to the vet for your shots." Garfield was wide-awake soon as he heard that and ran into the closet. John grumbled, " I'm not having a good day." Then Garfield opened the door and ran into the center of the room and stopped there. A few minutes later Odie came up behind him and said, "bark". Garfield sprang to the ceiling. Garfield thought to him self " Just what I was waiting for. Now John can't find me up here." "Garfield!!!" John yelled. Then "rip" the wallpaper on the ceiling ripped and down Garfield came. Yet, John grabbed him right out of the air. "OK Garfield let's stop with the games and go to the Vet." John said happily. Soon they were in John's car and going to the vet. When they got to the vet Garfield whispered to himself "Maybe if I can just stall we will miss my appointment with the vet." When they got there Garfield grabbed the seat firmly. John got out and went to the other side to get Garfield. When he got there Garfield was on the drivers side. Then John went to the other side to get him he was on the other side. John mooned " Stop this Garfield!" So John crawled threw the car and grabbed Garfield, but Garfield had clinched the seat firmly and would not let go. John pulled and tugged, but Garfield had a good grip. Then John had a brainstorm " for ones in his life". John unlatched the seat and took the Garfield and the seat into the vets. He just made it on time. John takes the seat and Garfield into the vet who is waiting. The vet was a really fine looking woman. John took one look at her and started flirting with her. They where talking when Garfield saw t his as an opportunity to get out. He jumped out of his seat and ran off into the street. He stopped and looks around this place look filmier to him.

Bvaria

Even after university studies, it is not always easy for refashions to stay up-to-date and at the same time trust their existing expertise. Professionals also have to be prepared to switch Jobs, get used to new working environments and stay flexible. And finally they have to deal with high expectations and the pressure to perform. Of course there are different programmer to choose from at EVIL Wakening, and one student is different from another. But many of you aspire to become professionals often in an international context, and you will come across the situation as described above. Nice you all. So what else do you have in common? You will ark with other people (colleagues, clients, commissioners) and you have to relate to them in one way or another. That means communication is central. English is crucial: you now need to learn to use spoken and written English, so that it becomes natural to you to work and learn in that language. You will need to act professionally, that means you need to show certain professional behaviors and a ‘grown-up' attitude. Other people need to rely on you and your sense of responsibility.You have to learn right (career) choices in life, and do things as well as you can without underperforming or overstretching yourself. This is why we try to prepare you for a professional career, so that you can be confident that upon graduation, you a have more than sufficient skills and knowledge, as well as the right attitude, to work in such changing environments, whilst keeping your head cool. So that, wherever you are and wherever you work, you are aware of the things that you still need to learn, but also of the things that you are good at and that you can rely on.And that whatever happens, you are prepared to find out and communicate with other people about what is needed. Whether you are working as an employee or perhaps later, in more senior position, managing others. In more formal terms, the goal of working on your competences F and G is therefore to develop students' abilities to communicate and collaborate professionally in an international context, and to engage in a process of developing themselves professionally. This is done through a combined programmer of Mentoring, Training and English sessions. In the first two terms of year 1, we take the first steps towards that goal. 1. 2 General Content The study unit is offered through a combined programmer of Mentoring, Training and English sessions. Mentoring: Topics Performance and study progress of student Professional orientation Wellbeing of student Description Monitoring of study progress and support of the individual student in relation to her/ his personal and professional behavior and development. The mentor (a staff member from the Course Programmer) supports professional orientation: at the end of term 2 in the choice of major.Training: Communication, feedback (inch. Peer assessment skills) Teamwork, Task process and team process, exercises) Refle ction Planning work and study skills Three training sessions per term in order to start understanding the above mentioned topics and begin to demonstrate skills and use tools that are practiced in the sessions. English: pre-test level 82 CHEF vocabulary acquisition listening and reading Academic Purposes Description Six sessions per term in which students first do a preliminary test.Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes. Sessions further emphasize on writing skills. In addition, students practice text analysis & reading comprehension with (critical) analysis. Please note that for the English sessions there is a separate annual. 2. Competences and Learning objectives 2. 1 Competence and level This study unit develops two very related competences, which are offered for students of all Bachelor programmer of EVIL in a generic way.Competence F: To communicate in an international setting Competence F is a very broad competence encompassing spoken and written English, developing skills such as listening, presenting, interviewing, writing, working in teams effectively. It is focused on communication in the professional international setting and at times this also touches on interpersonal (life) communication skills too: egg fleeting, giving and receiving feedback, cross-cultural understanding. At higher levels the practice and understanding of similar qualities may be repeated but in more complex situations, or in a different role, egg as a manager, advisor etc.Competence G: To develop professional behavior Competence G is all about learning to adopt an attitude needed for a professional: taking responsibility, performing according to your abilities and qualities, being able to adapt to the circumstances, including handling cultural differences. This includes knowing yourself well with your strengths and weaknesses, acting upon those nakedness egg by setting l earning goals for yourself. Again, the focus is on qualities needed for a professional attitude but these qualities are never far from more general life qualities, egg setting priorities, making choices.It is obvious that professional behavior is often very much integrated with communication (so with competence F) and therefore the two competences are usually mentioned together. In the first year of studies these competences are offered at level 1: Please be reminded that for the English sessions there is a separate manual. 2. 2 Learning objectives The objectives for this study unit (terms 1 and 2 of year 1) are as follows: Students show knowledge and understanding of interpersonal professional communication, and of the importance developing these competencies for their studies at EVIL.Students show reflection skills focused on their teamwork experience and begin to use different instruments to study effectively, to communicate and develop professionally. Students begin to feel at e ase with using the English language on a daily basis and learn to use it correctly and independently in a professional and academic context both in verbal and written forms. Level of English is based on the Common European Framework of Reference (CHEF), year 1: Bal for reading, listening, 2. Professional role The relevance of what students learn in this study unit is that it gets them started in their studies and the way of studying and learning at EVIL. This includes how to get to grips with a task as a team. Besides teamwork, we also wish to train students in becoming reflective about the quality of their (team) work: how did it go? What was my role? What did others do? How could I do better next time? In many professional situations team work is a key feature of day to day work and by starting to do this early on, we intend to train students thoroughly.We use the same teams that work together on assignments for other study units. 3. Learning methods and Learning activities 3. 1 G eneral outline Generally speaking there are 3 methods of teaching and learning in the study unit Professional Behavior and Communication, and they complement each other. On Blackboard you will find an overview of different activities related to the first and second term of BBC under the name Timeline BBC. Mentoring: Mentoring means the monitoring of your study progress and supporting you as an individual student in relation to your personal and professional behavior and development.The mentor is usually a staff member from your Course Programmer and will also support you in your professional orientation, for example at the end of term 2 in the choice of major. In the mentoring time, you have individual meetings with your mentor. In several cases you have to prepare yourself for such meetings, for example by writing something in advance and by placing it on your own digital space on Blackboard. Usually your mentor will meet her or his group of mentoring students (10 students) all tog ether, in the first or second week of each term.After that, 2 individual meetings will be held each term and you and your mentor have to arrange for this. Training: Each term, three training sessions (of 3 hours each) are held. These trainings are interactive group sessions, where a lot of communication skills and certain tools are being practiced and discussed, and real-life situations are simulated. Your trainer is a specialized communication trainer and he or she will not be afraid to challenge you ND invite you to go Just a little further than what you normally do. Trainings are often fun but of course it is all about very serious and real competences to be developed.In several cases you have to prepare yourself for your training, for example by self-study (reading or writing something in advance) and bringing examples from your own experience to the training room, and/or by placing something you have written on your digital space on Blackboard. English: programmer of self-study as instructed in the separate manual. At the beginning of the first term students do a preliminary test. Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes.Sessions further emphasize on writing skills. In addition, students practice text analysis & reading comprehension with (critical) analysis. Please be reminded that for English there is a separate manual. 3. 2 Supporting lessons Mentoring programmer Term 1 1 . Plenary introduction to BBC by the co-ordination: What is BBC, meaning of competences F Pathway of year 1 focusing on BBC Important tips (use of your digital space on Blackboard, prepare for your sessions) 2. Group meeting with your mentor: Getting to know your mentor and each other Submitting your c.v. and portrait 3.Two (2) individual meetings with mentor: Discuss progress and difficulties: study skills, team work Term 2 4. Study Abroad Event in week 1 5. Group meeting about c hoice of major and placement (with mentor or otherwise) 6. Two (2) individual meetings (or 3 very short ones) with mentor: Discuss results of first term, discuss reflective report written for assessment term 1 Discuss progress and difficulties: study skills, team work Training sessions 1 . Introduction to communication and Team work l: What is communication and why is it so important?What is the scope that we have in these trainings? What is Team work? The 3 aspects of team work: Product (or task), Task process, Team process. In this term we'll focus on Task process: the ‘hardware' of the collaboration process, or the procedures and steps involved. Practicing with task process (exercise in class). How to make sure to use this in your term team assignment? 2. Study skills: Discussing and practicing different skills: Planning, preparing, reading books, writing an action plan, summarizing, repeating, asking questions. Discussing experiences with teamwork during the term.Tips for improvement. 3. Reflection I and Practice for assessment: What is reflection and why should we reflect? Report. Practicing the procedure for the assessment. Term 4. Teamwork II: Looking back in plenary on Task process in 1st term. Lessons learnt Repeating 3 aspects of Team work, now focus on Team process: the ‘software' of collaboration. Exercise with team work, focusing on team process 5. Face to face communication skills: Discussing and practicing different skills: listening, summarizing, asking questions, rephrasing, non-verbal reactions.Feedback: rules of giving and receiving feedback, Shari window. 6. Preparing for a Personal Development Plan: Using a format for a PDP Formulating SMART: what is it, why is it important. Practicing the use of the format in a SMART way English sessions Be reminded that for English there is a separate manual, giving you all the details of the lessons and preparations needed. 3. 3 Assignments On Blackboard you will find an overview of differen t activities related to the first and second term of BBC under the name Timeline BBC.In this ‘Timeline' you also find products that we expect you to submit or upload on your digital space in Blackboard. In summary the assignments for mentoring and training (not including English) are as follows: Week 1 – Initial choice of major – for mentor, major co-ordination and programmer co- ordination. Week 2 – Submit your c.v. and portrait by uploading on your digital space on Blackboard – for mentor. Not marked Week 8/9 – Write reflective report for assessment. Exact deadline to be communicated by trainer. Upload on Blackboard – for assessor to be marked, also visible for mentor. Term 2End of week 8 – Write and submit Personal Development Plan including initial choice of major and an image of your ‘dreamed' first placement. Upload on Blackboard – for mentor, also visible for trainer. Not marked, but will be subsequently disc ussed with mentor at the beginning of term 3. In addition to the above, you are strongly advised to prepare for the individual mentoring meetings by thinking about how you are doing study-wise, what needs your special attention, what should be discussed with the mentor, This may also include writing down a number of points. 4. Examination 4. 1 General outlineFor this study unit, two partial examinations are organized, WAGE PAW (40%) and WAGE PAW (60%), together providing the final grade for this study unit. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). Examination in term 1 Type of assessment: team meeting (week 7 or 8), individual written paper (week 8/9) In week 7 or 8 a team meeting is organized for the team that worked together during term, under guidance of the trainer, in which a ‘peer assessment' is carried out, with a duration of 45 minutes total. Immediately before this team meeting, students get 30 minutes to prepare individually.The peer assessment discusses task process (procedures, road map, methods) and team process (task sharing, team meeting skills, communication skills). Afterwards, at home, students write an individual reflection paper (based on a format) about teamwork during the term and taking on board the feedback from peers. Paper is marked. The procedure of the peer assessment will be practiced during one of the training sessions. WAGE PAW â€Å"Writing a formal paper† Examination in term 2 Type of assessment: written exam The written assessment takes place in a computer room on a stand-alone computer, o students can only use Word.Students are allowed to bring dictionaries and grammar reference books, which are clean (no notes inside) and may be inspected by the supervisor. Students get a writing assignment at the start of the assessment and then write a paper (memo, letter, report, proposal, essay) of about 350 words in 120 minutes. Topic of the paper is only known in the exam room. Paper is assessed on English proficiency using criteria such as accuracy of grammar and vocabulary, mindfulness of organization and structure of paragraphs, and awareness of style and audience. 4. 2 Criteria and gradingWAGE PAW â€Å"Reflecting on team work† Bottom mark: 5 Weighing: 40% Marking criteria: Student is capable of writing a 750-1000 words reflective paper, in which the opinions of others are compared with those of self. Student uses the offered format for reflection. Student selects relevant situations and can formulate appropriate reflection questions about these situations. Student draws conclusions and lessons learnt. Weighing: 60% Students can write an accurate, formal paper Students start becoming aware of and are capable of applying basic rules of paragraphing and layouts of different types of professional and academic comments.Students start becoming aware of differences in formal and informal writing styles Students start increasing their corpus of active vocabulary in both writing and speaking. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). 4. 3 Resist A partial examination has to be retaken when the grade is lower than 5. When both partial exams are 5 or higher but the weighted average is lower than 5,5, the student can choose which exam to resist. Both partial examinations can be retaken in the term following the normal assessment moment.

Factors Responsible for the Change in Coca Cola Company

Factors responsible for the change in coca cola company Change Management in Coca-Cola Corporation Change is significant, prolonged and disruptive In this attribute, change in an organization includes venturing into new areas of business, such as entering new products in the new market, facing an unexpected event such as economic crisis and redirection of the company. Change is a continuous process of alignment According to (), an aligned organisation must have a continuous synchronization of the important management levers such as strategy, operation, culture and reward.Moreover, discussed that in these management levers, the managers, chief executive officers and supervisors are responsible for manipulating and rearranging both the human and non-human elements. In addition, discussed that change is an important aspect in the business world especially in technology and innovation, from simple technologies and procedures up to more complex operating environments, nowadays technologie s and products are coming together to achieve a common conclusion or objective. Organisations that resist changes will inevitably face wider exposure to risks and losses.There are a number of situations in which change is necessary within the organisation such as technological advancement that is being utilised by different companies in order to cope up with the competition. Aside from what was mentioned earlier, there are still many issues and concerns that are necessary for change in the organisation, however the most substantial thing is that organisations acknowledge that changes happen constantly for different reasons and the management must address these changes as soon as possible to prevent great losses.Why an organisation does undergo changes? What are the factors and reasons for undertaking it? According to MacCalman and Parton the most influential factor in changes in organisations is the external environment which instigates reaction. Some of the examples given by MacCal man and Parton in the external environment that triggers changes in the organisation are: †¢Changes in technology being utilised †¢Changes in the tastes and expectations of the consumers †¢Changes due to competition †¢Changes because of legislation by the government Changes due to modifications in the economy whether locally or internationally †¢Changes in the communications media †¢Changes in the value systems of the society †¢Changes in the supply chain †¢Changes in the distribution chain The second factor that initiates change in the organisation is the internal changes which are the reactions of the organisation to the external changes. Aside from the responses there are also some factors that contribute to the internal changes, an example of this is a new marketing strategy for existing and new products.And finally, changes in organisation happen if they try to act in advance in order to deal with the expected risks and difficulty. An exa mple is when an organisation anticipates the problems that may occur and creates and devises plans to combat and negate the impact of those problems. Change Management Nickols (2006) has four basic definitions of change management, according to him it is a task of managing changes, a field of professional practice, a body of knowledge and information and a control mechanism.Task of Managing Change- Nickols defined managing changes as â€Å"the devising of transformation in a planned and systematic fashion. † He stated that the main objective of managing change is to efficiently implement new techniques and methods within the organisation, moreover the changes to be handled depends upon the control of the organisation. Aside from the definition mentioned earlier, Nickols also has a second definition on managing changes and it is â€Å"the reactions to changes in which the organisation has no control. â€Å" Area of Professional Practice- in what way professional practice cam e into managing changes?Are there any relations between the two? Years ago, managing changes in a corporation is done by the management, supervisors, and CEO of the company, but nowadays with the constant change in the concepts of business and evolution of new theories a number of people have developed firms that particularly addresses the issues regarding managing changes. According to Nickols there are a number of individuals and consulting firms that declare they engaged in activities that involves planned change and that the firm exercises change management practices.A Body of Knowledge- The body of knowledge in change management according to Nickols includes the following, models, methods and techniques, tools and various forms of knowledge that constructs the change management practice. Moreover, Nickols discussed that the content of change management is influence by sociology, psychology, business administration, industrial engineering, economics, systems engineering and huma n and organisational behaviour. Control Mechanism- over the past years groups and individuals handling the information systems of organisation have tried to control and direct changes to the applications and systems of the company.External Environment- over the past decades, the Coca-Cola Company has faced a number of changes in the external environment that have transformed the management of the company. One of the best examples is during the World War II. The company was able to maintain the status of the company, at the same time, was able to enter new markets despite the environment. Instead of lying-low because of the war, the company became more aggressive through providing free drinks for the GIs during the World War II. Through this the corporation was able to hit two birds at one stone.First, because the carbonated drinks sent by the company, it became a patriotic symbol by the United States soldiers in which led to consumer loyalty. Second, the company was able to take adv antage of the situation and established the product in newly-occupied countries by the Ally forces and because of that the company established plants in various locations worldwide paving the way for its post-war expansion. Another aspect in the external environment is the change of taste and expectations of the consumers.During the mid-1980s wherein the Americans favoured the sweet taste of the rival product, the company created its counterpart but became a commercial failure; however instead of backing down, Coca-Cola changed its management strategy and returned the old formula, and just renamed it as Coca-Cola Classic. And with the rise of obesity in the United States and consumers became health conscious the company released new versions of Coke in order to address the needs of these type of consumers, such products include Diet Coke and Coca-Cola Zero.In addition, according to Bool (2007) companies such as Coca-Cola are compulsory to transform due to trends that have a huge imp act on their business, and one of these trends is the health and fitness. A number of people are noe investing more in their health, and in order to keep up with the trend, Coca-Cola introduced their new product which is a calorie burning soft drink, the Enviga. Moreover, Coca-Cola is collaborating with the Swiss company Nestle. Coca-Cola is dealing with innovation and change. During the Asian Financial Crisis, Coca- Cola was also triggered to change its course of management in that particular region.The responses and reactions of Coca-Cola with the external environment are its internal changes. Internal Changes- as mentioned earlier, Asia experienced its financial crisis in 1997. According to (2002) as the financial crisis swept the Asian region, the chief executive officer, responded to this by mobilising his executives to workshops about how Coca-Cola would seize new growth opportunities. stated that Coca-Cola gave emphasis on acquisition opportunities, Coca-Cola bought acquired bottling business in South Korea which gave more access in retail stores in South Korea, as well as, better entry in China, Japan and Malaysia.Coca-Cola disregarded its country-defined market perspective and focused on regional strategic view and acquired local brands of tea and coffee. In the case of health trends and changing taste of the consumers, Coca-Cola responded to this through innovation and change. Innovation is accomplished through development of new products such as the Enviga, Diet Coke, Coca-Cola Zero, and other variants of Coke. The change is incited by the trend in health and fitness and consumer tastes which had an impact on the business of Coca-Cola.

Complete Guide Colleges Not Requiring SAT Scores

Complete Guide Colleges Not Requiring SAT Scores SAT / ACT Prep Online Guides and Tips Not all admissions processes are created equal. One major point of difference among colleges these days is how admissions officers consider your SAT scores. More and more schools are de-emphasizing SAT scores as part of your application with test-optional and test-flexible policies. One college has even eliminated SAT scorescompletely! There are now more than 1,000 accredited, bachelor-degree granting institutions that have changed their approaches to standardized test scores. Keep in mind that the majority of colleges, especially the more prestigious schools, do still require (and strongly consider) SAT scores. Let’s take a look at the different score policies and the schools that no longer require applicants to submit their SAT scores for admission. // What Is Test Optional? A test-optional policy leaves the decision up to youas to whether or not you want to send SAT scores to a school.In other words, SAT-optional colleges do not require you to send your scores. Instead, you must decide whether or not your test results are an accurate representation of your academic ability and potential. // Just as with the rest of your application, you can be purposeful in crafting your candidacy to a test-optional college. This leaves you with more choice and control over how you can present your strengths to admissions officers. // Some highly ranked SAT-optional schools include the following: Bates College Bowdoin College Bryn Mawr College The George Washington University Hofstra University Pitzer College (for students with a ≠¥3.5 unweighted GPA or who are in the top 10% of their high school class) Sarah Lawrence College Smith College (for US citizens/permanent residents) University of Chicago University of Iowa Wake Forest University Wesleyan University (for students attending US/Canadian high schools) Scroll down to see the full list of colleges that do not require SAT scores. // What Is Test Flexible? While a test-flexible policy requires you to send test scores, it might allow for different options in place of the SAT.For example, some schools might waive their test requirements if you meet a minimum GPA or are applying to a specific program, while others mightlet you send AP scores or SAT Subject Test scores in lieu of general SAT scores. // The rationale is that these scores can demonstrate subject mastery and therefore reveal your own particular academic interests and motivations. NYU’s test-flexible policy, for example, states the following: "To be eligible for admission, you must submit one of the following: SAT(essay test not required) ACT(writing test not required) ThreeSAT Subject Testscores ThreeAP examscores International Baccalaureate (IB) Diploma ThreeIB higher-level examscores if not an IB Diploma candidate Certain international qualifications that shows you completed your secondary education." // Because the specifics of test-flexible policies can vary from school to school,you should check with your colleges of interest to make sure you're fulfilling the application requirements. This info should be available on each school’s website, but if not, definitely call and speak to an admissions officer directly. You’ll not only get the info you need but also demonstrate your interest and a proactive approach to the college,which could ultimately help you stand out from other applicants. // Some highly ranked test-flexible schools include the following: Brandeis University (for US and Canada citizens/permanent residents) Colby College Colorado College Hamilton College Middlebury College New York University (NYU) You'll find more test-flexible schools on the full list below. // What Is Test Blind? Currently, there is only one college that has a test-blind policy- meaning, it does not want you to send any test scores at all. This school is Hampshire College in Amherst, MA. According tothe school's policy, Hampshire will reject any and all score reports sent in: "Unlike 'test-optional' institutions, we will not consider SAT/ACT scores regardless of the score. Even if it's a perfect score, it will not weigh into our assessment of an applicant." As you can see, schools have differentapproaches to SAT scores and how much they weigh into your application (if at all). // Below, we’ve compiled a comprehensive list of all schools not requiring the SAT, as well as a list of top-tier test-optional and test-flexible colleges. When applying to college, make sure to explore allthe different policies for standardized tests. // Top-Tier Schools That De-emphasize the SAT In this section, we've listed 320+top-tier liberal arts colleges and research universities that de-emphasize the SAT. Some of these schools are test flexible, some are test optional, and others have guaranteed admission based on GPA or class rank. By top tier, we mean any school ranked among the top 250 on the US News lists for best liberal arts colleges, best national universities, best regional universities, orbest regional colleges. All schools are numbered according to their ranking and region. // Take a look and see if any schools you're interested in are on these lists! Since they are quite long, you can also search directly for a school of interest with the ctrl + F function on your keyboard. National Liberal Arts Colleges 3. Bowdoin College (ME) 6. Middlebury College (VT) "Test Flexible" 12. Colby College (ME) "Test Flexible" 12. Smith College (MA) 18. Hamilton College (NY) "Test Flexible" 21. Wesleyan University (CT) 23. Bates College 23. Colorado College (CO) "Test Flexible 32. Bryn Mawr (PA) 33. College of the Holy Cross (MA) 33. Pitzer College (CA) 36. Mount Holyoke College (MA) 36. Union College (NY) 39. Franklin and Marshall College (PA) 41. SewaneeUniversity of the South (TN) 41. Skidmore College (NY) 41. Whitman College (WA) 44. Trinity College (CT) 46. Bard College (NY) 46. Connecticut College (CT) 46. Denison University (OH) 46. Gettysburg College (PA) 53. Furman University (SC) 53. St. John's College (MD) 53. Sarah Lawrence College (NY) 58. Lawrence University (WI) 58. St. Lawrence University (NY) 61. Agnes Scott College (GA) 65. Hobart and William Smith Colleges (NY) 68. Earlham College (IN) 68. University of Puget Sound (WA) 71. Knox College (IL) 71. Muhlenberg College (PA) 71. Wofford College (SC) 76. Beloit College (WI) 76. Kalamazoo College (MI) 76. Lewis and Clark (OR) 76. St. John's College (NM) 76. Wheaton College (MA) 82. Allegheny College (PA) 82. Willamette University (OR) 85. Gustavus Adolphus (MN) 87. Bennington College (VT) 87. Cornell College (IA) 87. Transylvania University (KY) 93. Austin College (TX) 93. College of the Atlantic (ME) 93. Ursinus College (PA) 96. Washington College (MD) 101. Augustana College (IL) 101. Lake Forest College (IL) 101. Ohio Wesleyan University (OH) 101. St. Mary's College (IN) 106. Juniata College (PA) 106. St. Anselm College (NH) 106. St. Michael's College (VT) 106. Washington Jefferson College (PA) 1. Stonehill College (MA) 2. Drew University (NJ) 2. Goucher College (MD) 2. Hanover College (IN) 7. Ripon College (WI) 7. Elizabethtown College (PA) 7. Marlboro College (VT) 123. Birmingham-Southern College (AL) 123. Presbyterian College (SC) 128. Whittier College (CA) 134. McDaniel College (MD) 134. Siena College (NY) 134. Sweet Briar College (VA) 138. Illinois College (IL) 138. Roanoke College (VA) 141. Hiram College (OH) 141. Susquehanna University (PA) 147. Bard College at Simon's Rock (MA) 147. Houghton College (NY) 147. Lycoming College (PA) 147. William Jewell College (MO) 158. Doane University (NB) 158. Wittenberg University (OH) 160. Guilford College (NC) 160. Warren Wilson College (NC) 163. Carthage College 165. Elmira College (NY) 159. Hartwick College (NY) 168. College of Idaho 168. Wells College (NY) National Universities 3. University of Chicago (IL) 27. Wake Forest University (NC) 30. New York University (NY) "Test Flexible" 34. Brandeis University (MA) 34. University of Rochester (NY) "Test Flexible) 56. The George Washington University (DC) 56. Univ. of Texas – Austin (TX) "Top 8%" 61. Worcester Polytechnic Institute (MA) 69. American University (DC) 69. Texas AM University (TX) "Top 10%" 81. Clark University (MA) 81. University of Delaware (DE) 94. Drexel University (PA) "Test Flexible" 5. Arizona State University (AZ) 5. Temple University 120. DePaul University (IL) 120. Duquesne University (PA) 120. The Catholic University of America (DC) 124. University of Arizona (AZ) 132. Hofstra University (NY) 133. New School (NY) 140. George Mason University (VA) 140. Washington State University (WA) "Top 10%" 145. Kansas State University (KS) 145. University of Mississippi (MS) 145. Univ. Texas- Dallas (TX) "Top 10%" 156. University of Massachusetts- Lowell (MA) 165. Immaculata University (PA) 165. Maryville University of St. Louis (MO) 165. St. John's University (NY) 171. Mississippi State University (MS) 171. Rowan University (NJ) 171. Virginia Commonwealth University (VA) 176. University of Hartford (CT) 176. Texas Tech University (TX) "Top 10%" 187. Azusa Pacific University (CA) 187. Ball State University (IN) 187. Montclair State University (NJ) 192. University of Houston (TX) "Top 10%" 202. University of NevadaReno (NV) 202. California State. University- Fullerton (CA) 202. University of MassachusettsBoston (MA) 207. University of Alaska- Fairbanks (AK) 216. South Dakota State University (SD) 223. California State University- Fresno (CA) 223. University of South Dakota (SD) Regional Universities North 1. Providence College (RI) 3. Fairfield University (CT) 4. Loyola University (MD) 6. University of Scranton (PA) 7. Emerson College (MA) 8. Ithaca College (NY) 9. Marist College (NY) 10. Bryant College (RI) . Saint Joseph's University (PA) 13. Quinnipiac University (CT) 17. Le Moyne College (NY) 24. Lebanon Valley College (PA) 28. Assumption College (MA) 28. Hood College (MD) 28. Nazareth College (NY) 34. Endicott College (MA) 34. La Salle University (PA) 37. Roger Williams University (RI) 37. Salve Regina University (RI) 37. Wagner College (NY) 41. Sacred Heart University (CT) 41. Stockton University (NJ) 48. Mercyhurst University (PA) 48. Niagara University (NY) 56. Merrimack College (MA) 56. Notre Dame of Maryland University (MD) 56. Seton Hill University (PA) 62. King's College (PA) 64. DeSales University (PA) 64. Johnson and Wales University (RI) 64. Western New England University (MA) 75. Chatham University (PA) 78. Roberts Wesleyan College (PA) 78. Salisbury University (MD) 78. University of New England (ME) 78. University of Saint Joseph (CT) 86. Eastern Connecticut State University (CT) 86. Norwich University (VT) 86. Southern New Hampshire University (NH) 91. College of Saint Rose (NY) 91. SUNY Potsdam (NY) 91. Champlain College (VT) 94. Millersville University of Pennsylvania (PA) 97. Saint Peter's University (NJ) 97. The Sage Colleges (NY) 97. Wheelock College (MA) 102. Bay Path University (MA) 102. Bridgewater State University (MA) 102. Manhattanville College (NY) 102. Point Park University (PA) 5. Plymouth State University (NH) 6. Worcester State University (MA) 120. Cabrini University (PA) 120. Keuka College (NY) 120. Western Connecticut State University (CT) 126. Framingham State University (MA) 130. Daemen College (NY) 130. Lasell College (MA) 130. Utica College (NY) 136. St. Joseph's College (ME) 137. College of St. Elizabeth (NJ) 137. Salem State University (MA) Regional Universities Midwest 3. Drake University (IA) 9. University of Evansville (IN) 18. Baldwin-Wallace College (OH) 29. Augsburg University (MN) 51. Robert Morris University (IL) 64. Walsh University (OH) 73. McKendree University (IL) 75. MidAmerica Nazarene University (KS) 87. Northwest Missouri State University (MO) 93. Southeast Missouri State University (MO) 93. Tiffin University (OH) 99. Northern State University (SD) 106. Concordia University (MN) 106. Ohio Dominican University (OH) 109. Wayne State College (NE) 8. Dakota State University (SD) 8. Sierra Heights University (MI) 122. Emporia State University (KS) Regional Universities South 2. Rollins College (FL) 6. Stetson University (FL) 7. James Madison University . Christopher Newport University (VA) 12. Embry-Riddle Aeronautical University (FL) 15. Asbury University (KY) 17. University of Mary Washington (VA) 21. Hampton University (VA) 43. Radford University (VA) 52. Jacksonville University (FL) 52. Keiser University (FL) 52. Marymount University (VA) 52. Mississippi University for Women (MS) 57. Brenau University (GA) 57. Columbia College (SC) 61. St. Leo University (FL) 80. St. Thomas University (FL) 87. Pfeiffer University (NC) 89. King University (TN) 95. Lynn University (FL) 102. Virginia State University (VA) 104. Arkansas Tech (AR) 106. Amridge University (AL) Regional Universities West 8. Whitworth University (WA) 9. Mills College (CA) 16. Pacific Lutheran University (WA) 31. California State Polytechnic- Pomona (CA) 35. San Jose State University (CA) 37. California State Univ.- Chico (CA) 39. California State Univ.- Long Beach (CA) 44. La Sierra University (CA) 47. California State Univ.- Monterey Bay (CA) 47. Humboldt State University (CA) 47. Northwest Nazarene University (ID) 47. Walla Walla University (WA) 55. California State Univ.Stanislaus (CA) 57. Alaska Pacific University (AK) 57. Sonoma State University (CA) 59. California State Univ.- Los Angeles (CA) 59. Hawaii Pacific University (HI) 63. California State Univ.- San Bernardino (CA) 66. California State Univ.- Channel Islands (CA) 66. Woodbury University (CA) 70. California State Univ.- Sacramento (CA) 70. Texas AM Int'l Univ. (TX) "Top 10%" 73. California State Univ.- Northridge (CA) 73. Stephen F. Austin State Univ. (TX) "Top 10%" 73. Western Oregon University (OR) 76. California State Univ.- San Marcos (CA) 76. University of Alaska- Anchorage (AK) 81. Oklahoma Wesleyan University (OK) 81. Prescott College (AZ) 81. West Texas AM University (TX) 86. Eastern Washington University (WA) 86. Weber State University (UT) 90. University of Texas- Tyler (TX) 91. Midwestern State University (TX) 91. University of Texas- Permian Basin (TX) 94. California State Univ.Bakersfield (CA) 95. University of North Texas (TX) "Top 10%" Regional Colleges North 7. Colby-Sawyer College (NH) 8. University of Maine- Farmington (ME) . Wilson College (PA) 12. Cazenovia College (NY) 13. Pennsylvania College of Technology (PA) 16. Unity College (ME) 17. SUNY College of Technology- Delhi (NY) 19. Vermont Technical College (VT) 19. Concordia College (NY) 22. Dean College (MA) 22. Paul Smith's College (NY) 26. Keystone College (PA) 26. Mount Ida College (MA) 29. University of Maine- Presque Isle (ME) 31. University of Maine- Fort Kent (ME) 33. University of Northern Vt.Lyndon (VT) 35. University of Valley Forge (PA) 36. Newbury College (MA) Regional Colleges Midwest 25. Manchester University (IN) 42. Ottawa University (KS) 44. Olivet College (MI) 51. Dickinson State University (ND) 54. Midland University (NE) 56. Dunwoody College of Technology (MN) Regional Colleges South 1. High Point University (SC) 2. Flagler College (FL) 3. University of the Ozarks (AR) 4. Catawba College (NC) 8. Belmont Abbey College (NC) 19. Lees-McRae College (NC) 21. Brevard College (NC) 21. Florida Memorial University (FL) 25. Bennett College (NC) 26. Welch College (TN) 28. Pensacola State College (FL) 28. South Florida State College (FL) 36. Everglades University (FL) 41. Point University (GA) 45. Warner University (FL) 50. Georgia Gwinnett College (GA) 55. University of Holy Cross (LA) Regional Colleges West 3. California State Univ. Maritime (CA) 6. Oregon Institute of Technology (OR) 15. Marymount California University (CA) 16. East Texas Baptist University (TX) 21. Southwestern Christian University (OK) 23. Lewis-Clark State University (ID) 25. University of HawaiiOahu (HI) Source: FairTest.org You might notice that national liberal arts colleges are more likely to have test-optional policies than national research universities are. In recent years, liberal arts schools have increasingly taken the position that your test scores are only one component of your application and don't represent the sum of your academic potential. However, most prestigious universities (in the top 50) still require the SAT. This includes Ivy League schoolslike Harvard, Yale, and Princeton; University of California system schools like UC Berkeley and UCLA; and many other top private schools like Stanford and Duke. It’s important to know the SAT policies of schools long before you actually apply, since taking and prepping for the SAT can begin more than a year in advance of your deadlines. Now that you’re aware of these different policies, your first course of action is to start exploring. // Comprehensive List of Schools That De-emphasize the SAT Beyond the top schools above, we've also prepared a comprehensive document listing all schools that de-emphasize the SAT. Click the icon below to see the completelist! What Should You Do With These Test-Optional Lists? Now that you have a sense of all the schools with test-optional or text-flexible admissions policies, what should you do next? Consider these four tips for moving forward in the college application process. #1: Do Your Own Fact Checking Since admissions processes are complex and unique to each school, it falls on you to thoroughly explore the policies of all the colleges you're interested in. As mentioned above, if you can’t find a detailed explanation on the college’s website, don’t hesitate to call an admissions officer and ask directly. This is also a question you could bring to your college visits, as long as you answer it early enough to give yourself enough time for test prep. #2: Take the SAT or ACT to Keep Your Options Open Your college list is almost certainly going to change throughout junior and even senior year. Don’t limit yourself prematurely by ruling out the SAT, as you'll want to keep your options open. Think about it: you wouldn’t want to fall in love with a college only to discover you don’t have time to take the SAT or prep effectively for it and thus can’t meet the school's admission requirements. Planning and prepping should begin at least by early junior year, and it’s very unlikely that you’ll have your college list finalized by then. As you plan out your schedule, visit our resources on when you should start prepping for the SAT and what the best test dates are for you. #3: Consider Applying to Many Schools On a similar note, it isn't wise to limit yourself to certain schools just so you can avoid taking the SAT. The fit of the college- from itsacademics and extracurricular opportunities to its campus and culture- are much more important factors in determining where you'll be spending the four years of your life after high school. Even if you feel anxious about the SAT, the skills of applied discipline and personal growth that you developpreparing for it will be useful to you throughout your academic and professional careers. #4: Analyze the Strength of Your Application If you're applying to colleges that do not require the SAT or that have test-flexible options, it'll help you to reflect on your strengths and weaknesses. Have you achieved (or will you be able to get) a strong SAT score, or is your academic ability better represented through AP tests and SAT Subject Tests? Will these scores strengthen your application, or do they not truly represent your skills and abilities? Where do you shine the brightest? Though SAT-optional policies are yet another thing to think about as you apply, having that choice can ultimately only work in your benefit. By making an informed and intentional decision,you have the power to shape the story you tell to admissions officers. What’s Next? Want to find out more about test-optional schools specifically?Check out our in-depth guide to see all 500+ test-optional schools, and get tips on whether to apply to them or not. Even among universities that do require SAT scores, there’s some variation in how they look at your scores.Check out the full list of colleges that superscore the SAT, and learn how this info could completely transform your approach to test prep. Exploring your standardized testing options? Many colleges also superscore the ACT. Click here for the full list and for strategies on how to get your best ACT score. Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Social Theories in Conflict and Examples of Application

Social Theories in Conflict and Examples of Application Introduction Conflict is part of human existence. Theories expounded by scholars and theorists state that conflicts are the result of human needs not being met, or as a result of competition. When these needs are addressed to, conflicts lose significance. There are a number of theories discussed in this essay and most delve on the interconnectivity of society and the individual members.Advertising We will write a custom research paper sample on Social Theories in Conflict and Examples of Application specifically for you for only $16.05 $11/page Learn More Paramount is the study of Lewis Coser which states that conflicts have a positive effect on society. Historical events relate that social groups are strengthened by conflict. Conflict and social upheaval are common in history. Oppression characterizes historical events. If there was no conflict, it would have been very difficult to write history because history is filled with conflicts of tribes and peoples , kings and their dominions, and nation states against nation states. People and organizations deal with conflict day in and day out. Human nature is complicated; it is filled with emotions and feelings which can be the cause of conflicts. In an organization, there are complexities, errors, and successes, because organizations are manned by humans. We are not governed by theories but we formulate these theories out of our experiences and continued socialization. In the course of time, these theories seem to rule over our behavior and activities. In our socializing activities, we commit errors which are a part of our behavior in making judgments, interpretations, assumptions, and beliefs about our social world, the people within it, and our place in it. This essay will try to delve on the many aspects of conflict, but most especially on the theories of conflict, and on the why and the how of conflicts encountered by man. The Theories Human Needs Theory – John Burton (1990) The theory states that conflicts are caused by human needs that are not met. These needs can be psychological, social, economic, political, etc. The needs and problems of the people involved in conflicts have to be understood and addressed so that the issues that preoccupy the groups and people lose significance and therefore conflict can be resolved. Another argument by Burton and Dukes (1990 as cited in Anyanwu, 2009, p. 58) states that satisfying human needs seems to be present in all conflicts although there are many kinds of conflicts.Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Common to the Human Needs theory are selfs of Application specifically for you for only $16.05 $11/page Learn More Muzafer Sherif (1961, as cited in Goldstein, 1994, p. 98) and his research team conducted studies on the causes of intergroup competition. The research was known a s the summer camp studies. They recruited 24 12-year-old boys who came from middle-class families. The boys were not informed of the experiment; instead they were told that it was just a summer camp. The Researchers planned the experiment to be in three stages including group formation, conflict between the groups, and reduction of the conflict. The first stage involved transporting the boys into two separate groups and classifying them according to their psychological and physical characteristics, and separating those who were friends. Inside the camp, the two groups were separated from each other in two distant locations, avoiding possible contact with each other. Activities for the boys involved athletics, hiking, camping, swimming, and developing group structure. Toward the end of the first week, the two groups realized that they were sharing the same facilities and were beginning to exhibit a different kind of behaviour against the rival group. The two groups were now aiming fo r competition. The Researchers staged the games of baseball, tug-of-war and other contests, increasing the tension among the boys, until it escalated into verbal insults and other hostilities. Throughout the period, the attitudes of the two groups became more hostile but were cohesive towards their own team. More activities or experiments, disguised as games, were conducted by the Researchers, and each time the boys showed bias toward their own group. When they were asked to indicate their best friends, they chose their co-members of the group when in reality their best friends before they were brought to the camp were those from the opposite group. The experimenters created instances where the two groups could cooperate with each other and this was when they had to pool their money for a movie that they all wanted to see. Another was for all to help in rescuing the water truck when it got stuck. All other activities involved interdependency for the two groups. The result was that t here was a reduction in hostility. (Goldstein, 1994, pp. 98-9) Team development is designed to improve the effectiveness of team members with interdependent jobs, where effectiveness refers to managing problems and accomplishing group goals. The experiment proved that behaviour of groups could escalate conflict and how easily hostilities can form. The experimenters designed tasks wherein the two groups had no other recourse except to help each other.Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Functionalism – Emily Durkheim and Talcott Parsons (1902-1979) This is sometimes known as ‘the society perspective’ or the ‘social-system perspective’. The original work of the French sociologist Emile Durkheim links this theory to the existing system at the time, but it was provided further study by the American sociologist Talcott Parsons. This theory was dominant in the United States during the period 1940s to the 1960s. It gained wide prominence but soon waned down although insights for this theory are linked to the existing social issues. According to this theory, human nature is irrational and self-centred. (Willis, 1996, p. 117) Society has a great influence to the order of things and can prevent the escalation of conflict and war. Willis (1996, p. 117) describes the tension between society and the individual members: ‘ the civilizing influence of society keeps irrationality in check, and individuals do not actively create social lives b ut are products of the external society. Individuals can be free and happy only within the confines set up by society.’ In this theory, society has a great influence on the individual members. It can be said that society comes first and the interest of the majority is ahead of the interest of the individual members. The studies of Frederick Taylor are somehow linked to the society-individual interaction in the functionalism theory. He defined work in terms of the specified tasks designed for the workers to follow, and with no chance of freedom or judgment left on the part of the workers. There is no motivation during those early years of industrialization, which is the basis of Taylor’s theory. (Luecke Hall, 2006, p. 18) Another is that of the social scientist Douglas McGregor who formulated the Theory X and Theory Y approach to management. Managers who embrace Theory X have two motivational tools: the carrot and stick – greed and fear. Theory X sees the boss a s prodding the employees, exerting too much control in the workplace. Theory Y assumes that when people are motivated, they accomplish goals. Workers become productive when they are motivated: to be a part of the team, or to be a part-owner of the organisation, and to be creative in their work. (Fournies, 1999, p. 34) Social Conflict Theory – Karl Marx and Friedrich Engels An important figure in conflict theory is Karl Marx whose work remains important to the understanding of how capitalist and modern society works. Marx’s ideas were revolutionary and a source of great change in a rapidly changing social order. It was known as a revolution within a revolution. Karl Marx and Friedrich Engels focused their theory of the social conflict on the worker and the owner of production, and the so-called class struggle. They both popularized their theory at the height of the industrial revolution. During this time, there were two groups emerging in society – the moneyed cl ass or the bourgeoisie and the workers or the proletariat. (Sociology Guide, 2010) Karl Marx wrote that the worker was used for production, to make goods or commodities and profits. But as his production increased, his being and humanity were disregarded. He became poorer and also was transformed into a commodity, a cheap commodity. As this commodity increased in value, he became devalued in the process. The worker worked for the goods which had more value than him. As the worker continued to struggle, society broke up into classes which were hostile to one another, and the creation of the proletariat and the bourgeoisie. (Randall, 1964) Marx’s focus on class struggles states that the worker has become ‘objectified’. He is made a tool to produce more goods or commodities, and the more he produces commodities, the more he is reduced or lowered. He becomes an instrument for profit; the capitalist rejoices over his job. The worker is reduced to the lowest serf, only being used for the advancement of money, capital, and more profits. (Marx and Engels Internet Archive, n.d.) On the other hand, the powerful and the moneyed class impose their will on the proletariat purposely to preserve everything they have – their power, wealth and even their culture. But Marx says the workers can make themselves powerful if they unite. Marx’s theory is still applicable today. The rich and powerful use their money and power to impose their will upon the poverty-stricken majority, and to preserve their wealth. In the modern world, society is always in a state of conflict because various groups or nation states keep on imposing their will on other groups or states. The powers that be impose their will on the majority, purposely to preserve their wealth and power. (Siegel Welsh, 2009, pp. 164-5) Nevertheless, conflict can offer a positive experience. This was explained by Lewis Coser (cited in Melchin Picard, p. 29) who linked his arguments to the w orks of Hegel and Marx. Coser was interested in the change that society was undergoing and how conflict affected the change. He had broader ideas on social health; he explained that conflict had a lot to do with social change and indeed it had a positive effect on society, i.e. social groups were strengthened by conflict. Conflict balanced the equilibrium. Hegel and Marx developed the theories on conflict as it affects society. Conflict and upheaval are common in history and they are not destructive but the source of strength or vitality. The positive thing about conflict is that history is not all about harmony but about oppression and the forces and activities to counter oppression. (Melchin Picard, 2008, pp. 29-30) Social Darwinism – Charles Darwin It is said that when psychology was still at its early stage, three theorists dominated the scene of debates and discussion – Darwin, Marx, and Freud. These three intelligent personalities influenced the thinking and wri tings of the early social psychologists. Darwin popularized the concept of â€Å"survival of the fittest†: that living things and everything in nature is at war, organisms fight against each other or against the rest of nature and the strongest can survive. (Deutsch, 2006, p. 13) Darwin’s theory focuses on the evolution of the species but the term evolution itself connotes conflict: there is a continuing conflict in living organisms that it seems evolution is all about conflict. Social Darwinism, on the other hand, is more of a vulgarization of the original theory of Darwin’s because it provided reason for other terms to evolve, such as racism, sexism, superiority of another group or class, and conflicts. The ideas of â€Å"survival of the fittest† and those of evolution are now misapplied to social groups which explain the vulgarization part. (Deutsch, 2006, p. 14) Imperialism has been rationalized with this concept. The powerful continue to oppress the less fortunate, or perhaps the working class. But Marx says that the working class can always unite and become powerful. This is the reason why he formulated the concept of communism – to help the class struggle of the working class. Social Darwinism started to emerge in the mid 1920s. But it declined during the popularity of the concepts of Marx’s class struggle. From the waning of the concept of Social Darwinism, emerged the phenomena of war and inter-group hostility. Postmodern Social Theory – George Ritzer and Douglas Goodman The heart of the modern theory is the belief that society can become a better group of people through a revelation of the hidden processes of the past. According to this theory society is a product of past events which can be said as historical accidents and not intentioned activities by personalities or heroes. This theory has two approaches, the modern and the postmodern. (Turner, 2006, p. 151) Postmodern focuses on contingency, for i nstance, scepticism or rejection of universality; rhetoric and a focus on what is irrational. These are emphasized so that it can lead to something which is the contrary, or to lead to some alternatives, and not the usual or traditional methods. Game Theory and Economic Behavior – Von Neumann and Morgenstern (1944, as cited in Deutsch, 2006, p. 16) The Game Theory, as explained by von Neumann and Morgenstern, emphasized on the interdependence of interests of the opposing parties. The theory also formulated mathematical solutions to conflicts through the zero-sum games, but it also emphasized that cooperative and competitive interests are interwoven in conflict. Deutsch (2006) states that conflicts were a mix of cooperative and competitive processes. The cooperative factors were opposed to the common idea at that time that conflicts were purely competitive struggle. Symbolic Interactionism – Sheldon Stryker Symbolic Interactionism is important in sociology as it connote s functions and roles of individuals in society. The theory was developed in the 18th to mid-20th century and its emphasis is on the role theory. This is somehow linked to Functionalism as individual roles are linked to society. (Stryker, 2006, p. 211) Individual members of society have particular roles or functions and if something goes wrong, conflict occurs and can be interpreted as poor role performance. Stryker (2006, p. 211) correlates the traditional symbolic interactionism to the role theory where everyone in society has a filling role to play, for instance as child, parent, teacher, politician, etc. Functionalism and symbolic interactionism have synonymous meanings. Conclusion Conflict theories link society and individual members. As stated in the introduction, conflict is a part of human existence, and history could not have been written without conflicts. There are conflicts within us or inside us, our relations and interactions with others and the society as a whole, and , above all, war or conflicts between nation states, ethnic or tribal wars, etc. Conflict is a human phenomenon. This is how we are made – our innate personality and, to speak religiously, the seeming ‘restlessness’ of the human soul. Conflict begins inside us because of our unique personalities. It springs to our early relationship with family members, the basic unit of society, then onto society. But conflict is not at all ‘bad’ for us and our interaction with society. Since conflict and social upheaval are a part of history, history could not have been written without conflict. Our conclusion goes back to Lewis Coser (in the introduction) who states that conflicts have a positive effect on society. Laws and policies of groups, tribes, nation states and governments have been written and imposed because of conflicts – and to avoid conflicts. . Functions and roles of individuals in society are emphasized in some theoretical perspective, for ex ample in functionalism. We are linked to the community where we assume different roles. At home or at school, in the office or organization, we play different roles. Some are children, others are parents, some play the role of teachers, supervisors, employers or managers. Conflict occurs if we don’t play our roles accordingly. Conflicts help individuals find solutions. Managers realize the importance of conflict and competition; it helps them find ways to improve their business, although in a larger sense they tend to avoid conflict and competition. When the level of conflict is too low, which means the people in an organization tend to avoid conflict – they are content with how things are going on and how they appear to be. This should not be so because conflicts lead people to finding new ways and be creative. References Anyanwu, C. N. (2009). Creative strategies for conflict management community building. Indiana, U.S.A.: Authorhouse. P. 58. Armstrong, M. (1998). M anaging people: a practical guide for line managers. London: Kogan Page Limited. Deutsch, M. (2006). Introduction. In M. Deutsch, P. T. Coleman, E. C. Marcus (Eds.). The handbook of conflict resolution: theory and practice, second edition. San Francisco, California: John Wiley Sons, Inc. pp. 1-4. Firth, D. (2002). Life and work express. United Kingdom: Capstone Publishing. pp. 85-6. Fournies, F. (1999). Coaching for improved work performance. New York: McGraw-Hill. p. 34. Goldstein, A. P. (1994). The ecology of aggression. New York: Plenum Press. pp. 97-9. Kopelman, R. E., Prottas, D. J., Thompson, C. A., Jahn, E. W. (2006). A Multilevel Examination of Work-Life Practices: Is More Always Better? Journal of Managerial Issues, 18(2), p. 233. Luecke, R. Hall, B. (2006). Performance management: measure and improve the effectiveness of your employees. United States of America: Harvard Business School Publishing Corporation. p. 18. Marx and Engels Internet Archive (n.d.). Economic and philosophical manuscripts of 1844, Karl Marx: Estranged Labour XXII. Web. Maslow, A. H. (1943). A theory of human motivation. In G. Goble, The third force: the psychology of Abraham Maslow, pp. 233-6. USA: Zorba Press. Melchin, K. R. Picard, C. (2008). Transforming conflict through insight. Toronto: University of Toronto Press Incorporated. pp. 29-30. Randall, F. B. (1964). The Communist Manifesto, Karl Marx and Friedrich Engels. New York: Simon Schuster Inc. Siegel, L. J. Welsh, B. C. (2009). Juvenile delinquency: theory, practice and law. Belmont, California: Cengage Learning. pp. 164-5. Sociology Guide (2010). Conflict theories. Web. Stryker, S. (2006). Traditional symbolic interactionism, role theory, and structural symbolic interactionism: the road to identity theory. In: J. H. Turner (Ed.), Handbook of sociological theory, p. 211. United States of America: Springer. Turner, J. H. (2006). Handbook of sociological theory. United States of America: Springer. p. 151. Webster, R. E. (2006). CLEP introduction to educational psychology. New Jersey, United States of America: Research Education Association. p. 84. Willis, E. (1996). The sociological quest: an introduction to the study of social life. New Brunswick, New Jersey: Rutgers University Press. p. 117.

Understanding Quantum Optics

Understanding Quantum Optics Quantum optics is a field of quantum physics that deals specifically with the interaction of photons with matter. The study of individual photons is crucial to understanding the behavior of electromagnetic waves as a whole. To clarify exactly what this means, the word quantum refers to the smallest amount of any physical entity that can interact with another entity. Quantum physics, therefore, deals with the smallest particles; these are incredibly tiny sub-atomic particles which behave in unique ways. The word optics, in physics, refers to the study of light. Photons are the smallest particles of light (though it is important to know that photons can behave as both particles and waves). Development of Quantum Optics and the Photon Theory of Light The theory that light moved in discrete bundles (i.e. photons) was presented in Max Plancks 1900 paper on the ultraviolet catastrophe in black body radiation. In 1905, Einstein expanded on these principles in his explanation of the photoelectric effect to define the photon theory of light. Quantum physics developed through the first half of the twentieth century largely through work on our understanding of how photons and matter interact and inter-relate. This was viewed, however, as a study of the matter involved more than the light involved. In 1953, the maser was developed (which emitted coherent microwaves) and in 1960 the laser (which emitted coherent light). As the property of the light involved in these devices became more important, quantum optics began being used as the term for this specialized field of study. Findings Quantum optics (and quantum physics as a whole) views electromagnetic radiation as traveling in the form of both a wave and a particle at the same time. This phenomenon is called wave-particle duality. The most common explanation of how this works is that the photons move in a stream of particles, but the overall behavior of those particles is determined by a quantum wave function that determines the probability of the particles being in a given location at a given time. Taking findings from quantum electrodynamics (QED), it is also possible to interpret quantum optics in the form of the creation and annihilation of photons, described by field operators. This approach allows the use of certain statistical approaches that are useful in analyzing the behavior of light, although whether it represents what is physically taking place is a matter of some debate (although most people view it as just a useful mathematical model). Applications Lasers (and masers) are the most obvious application of quantum optics. Light emitted from these devices is in a coherent state, which means the light closely resembles a classical sinusoidal wave. In this coherent state, the quantum mechanical wave function (and thus the quantum mechanical uncertainty) is distributed equally. The light emitted from a laser is, therefore, highly ordered, and generally limited to essentially the same energy state (and thus the same frequency wavelength).

Voluntarily Assuming Liability under the Law of Contract Case Study

Voluntarily Assuming Liability under the Law of Contract - Case Study Example The classic test for the imposition of a duty of care was articulated in Caparo Industries v Dickman. Accordingly, a duty of care will exist only where there is foreseeability, proximity and if the imposition of a duty of care is fair and reasonable in the circumstances.   Norris argues that in applying the test articulated in Caparo, it is necessary to determine whether or not a duty of care was assumed by the defendant and whether or not it was reasonable for the plaintiff to rely on the defendant’s assumption. It is important to note, however, that the assumption of responsibility and reliance on the duty are not conclusive evidence of the existence of a duty of care, but maybe â€Å"one of the ways in which the necessary degree of proximity may arise.† On the facts of the case for discussion, Alan asked John to take his keys from him if he drank too much that night at John’s house. The two proceed to drink two bottles of wine followed by brandy coffee.   It was stated how the wines were proportioned out between them and whether or not Alan drank too much throughout the evening.   Regardless, Alan indicated that he felt able to drive and nothing was made of it.   In any event, it does not appear that the consumption of alcohol had anything to do with the accident.   The fallen tree was the cause of the accident and the main question is whether or not, John’s call to Allan caused him to collide with the fallen tree and whether or not John assumed responsibility for preventing personal injury to John when he placed that telephone call.

Differences Between Concrete and Virtual Manipulatives in Preparing Thesis - 1

Differences Between Concrete and Virtual Manipulatives in Preparing 10th Grade Math Students for Standardized Tests - Thesis Example Presentation and Interpretation of Data Qualitative Analysis 1. Advantages of using Concrete Manipulative in Teaching Data was collected to ascertain the advantages that the use of concrete manipulative have on the learning of mathematics at the 10th grade. To do this, respondents were made to undertake various tests that involved the use of concrete or physical manipulative. It must be emphasized that, for a comparative study like this, it was necessary to get a yardstick to measure the performance of the students with. This is to say that it was necessary to create a platform that would make it possible to measure the impact of the concrete manipulative on learning separately. To this end, students were first made to undertake a class lesson on various mathematical topics including number sense, geometry, algebra, and probability and statistics. The first lesson did not involve the use of any concrete manipulative or any other form of learning manipulative. The lesson was therefore done in abstraction. After this, a second lesson was undertaken. This lesson on the other hand involved the use of concrete manipulative. As the leader of the class in the lesson, some major advantages of the concrete manipulative that were recorded include the fact that: i. ... 2. Limitations to the use of concrete manipulative The same group of lessons that were taught in the class as a means of ascertaining the impact of the use of concrete manipulative in teaching also brought out a number of weaknesses or limitations that are associated with the use of concrete manipulative in teaching. After the first lesson (pre-test), which did not involve the use of concrete manipulative was completed and the second lesson (post-test), which involved the use of concrete manipulative was underway, the researcher observed that it took more time to finish teaching the same topic when no concrete manipulative was used. That is, the use of concrete manipulative is time consuming. Again, it was noticed that class control became a little difficult when the teacher introduce the concrete manipulative to the class. Even more, there was clear indication and evidence that the continuous use of concrete manipulative for teaching was going to come with some extra expenditure to the class. Finally, it was observed that the use of concrete manipulative demands so much skill and experience. 3. Advantages of using virtual manipulative Great amount of data were also collected to ascertain the importance or advantages of using virtual manipulative in teaching mathematics at the 10th grade. Most of these data were secondary data from the literature review that was conducted. According to some of the major researchers whose works were reviewed, it was established that using the virtual manipulative in teaching and learning mathematics offers almost the same relevance and importance as the use of concrete manipulative (quote). This is because the academic idea of using virtual manipulative is to give a digital

Critical Evaluation of Current Integrated Marketing Communications Essay - 3

Critical Evaluation of Current Integrated Marketing Communications Practice(BKK) - Essay Example This article looks at the communication tools that the Ford Motors Company deploy in ensuring effective communication and transfer of the message from the sender to the receiver as intended. The receiver in this case being the target market, the company has to ensure the right information is conveyed otherwise it may easily be knocked out of the market. The article further explores the various challenges that face the company in the process of implementation of its communication activities both in the internal and external environment of the company. Different companies use different communication tools and media to convey information to the target markets. The incorporation of the communication tools and media together to keep the customer updated is summarized in what is called integrated marketing communications. Such communication tools include personal selling, publicity, sales promotion and advertising. The communication tools are print media, broadcast media or electronic media. Many challenges are faced in the practice of integrated marketing communication that need to be looked into with as much concern as they deserve. Ford Motors Company promotes the sales of the automobiles it produces worldwide thereby enabling it to maximize profit from the broad market base due to the vast number of consumers. (Banham, 2002, p. 234)The commodore and falcon brands manufactured by ford motors have outdone all the other traditional cars in the Australian markets with more than 20% of the total number of new cars in the country being from Ford Motors Company. Ford also makes sales in the United States of America from which its headquarters is based. (Banham, 2002, p. 236) It’s the second largest automobile industry in the country after general motors. The company produces a wide variety of automobiles to capture maximum number of consumers. Cars are

Ethical Decision Making and Ethical Leadership Essay

Ethical Decision Making and Ethical Leadership - Essay Example The leaders, therefore, will discourage the worker from accepting the gift no matter the reasoning and justification. The email would look like ‘‘Dear officer, I am sorry to inform you that if you breach the company’s rule that abhors acceptance of gift from customers then be ready to face the consequences. This rule should be followed at all times.’’ This approach hampers the organization’s democratic space where the views of others are not taken into account leading to the growth of an autocratic system. The management is likely to plunge into a culture where they impose strict self-centered rules. Over time, with the resistance and breach of these rigid rules, the leaders may escalate up the moral reasoning ladder making them adopt a more rational perspective in solving moral dilemmas in decision making. Moral reasoning is not complete at stage one and that is the reasoning why it is regarded as a reasoning pattern for children who do not have the capacity to rationalize between good and bad. They, therefore, have to blindly set or follow the laid down laws or regulations. Convection and post convection stages are eye-openers in moral

Name etymology theme Essay Example | Topics and Well Written Essays - 500 words

Name etymology theme - Essay Example Neither of these names is rare or unusual for my country, yet there are some interesting points to concentrate upon while researching their etymology. First of all, I would like to mention that my first name, Mai, actually exists in several different cultures and languages. For instance, Mai is as popular Japanese name meaning "brightness" (www.babynames.com). In some languages of the Native Americans, Mai meant "coyote" (www.babynameworld.com). Mai can be regarded as a pet name from Margaret (from Latin "pearl") or Mary (from Hebrew "bitter" or Latin "the star of the ocean"). The name Mai exits in the Swedish and Chinese languages as well. In Vietnam, the names given to the girls normally have literal meanings associated with beauty or art - very often the etymology of the names is connected with the names of flowers, plants or birds. So, my name Mai in Vietnamese means "cherry blossom". (Female Vietnamese names) In Vietnamese, Mai is a very popular name for girls, and as far as my family's history is concerned, the reason why I was given this name was that my Dad obviously wanted me to be very much like my Mum whose middle name is Mai as well, and therefore he insisted that I should be named this way. Thi is, according to the research, the most popular female middle name, and it means "ancestry", "clan".

Ethical Decision Making and Ethical Leadership Essay

Ethical Decision Making and Ethical Leadership - Essay Example The leaders, therefore, will discourage the worker from accepting the gift no matter the reasoning and justification. The email would look like ‘‘Dear officer, I am sorry to inform you that if you breach the company’s rule that abhors acceptance of gift from customers then be ready to face the consequences. This rule should be followed at all times.’’ This approach hampers the organization’s democratic space where the views of others are not taken into account leading to the growth of an autocratic system. The management is likely to plunge into a culture where they impose strict self-centered rules. Over time, with the resistance and breach of these rigid rules, the leaders may escalate up the moral reasoning ladder making them adopt a more rational perspective in solving moral dilemmas in decision making. Moral reasoning is not complete at stage one and that is the reasoning why it is regarded as a reasoning pattern for children who do not have the capacity to rationalize between good and bad. They, therefore, have to blindly set or follow the laid down laws or regulations. Convection and post convection stages are eye-openers in moral

Why people prefer to choose to eat low-fat food(research paper) Essay

Why people prefer to choose to eat low-fat food(research paper) - Essay Example In the U.S., obesity is almost an epidemic with nearly 65% of the adult population being estimated to be either overweight or obese (Hedley et al., 2004). The rapid economic and social changes that have occurred in China and other developing countries have also been associated with changes in diet, physical activity and health. Higher fat diets, and high incidence of obesity are found among lower-income and rural Chinese as well (Wang et al., 2006). Global availability of cheap vegetable oils and fats is one of the reasons for the observed increase in fat consumption among low-income nations (Drewnowski & Popkin, 1997). Consumption of fast food is associated with higher caloric intake and the excess calories consumed will contribute to obesity, excess sodium intake, and higher saturated fat intake as well (Lin & Frazao, http://findarticles.com). The science of nutrition has changed significantly in recent years, and information on healthy eating, wrong diet and its health effects is readily available in magazine articles. People have more access to the Internet, print media, and TV for nutrition advice than before. Information on the benefits of eating low-fat foods is easily available (www.medicinenet.com/script/main/art.asp?articlekey=51537). Public health initiatives of government institutes also offer information on low-fat foods e.g., the Obesity Education Initiative of the National Heart Lung & Blood Institute in the U.S. (http://www.nhlbi.nih.gov/health/public/heart/obesity/lose_wt/lcal_fat.htm). College students are also becoming health-conscious and seek advice from online sources (http:// askville.amazon.com/SimilarQuestions.do?req=low-fat-easy-quick-vegetarian-cookbook-college-student). Several universities too offer healthy eating tips to students online e.g., University of Oregon (http://healthed.uoregon.edu/10tips.htm). In addition to the health benefits, it has become a fashion for many people, even

The strength of opposition to impact the New Deal in the period 1933-1937 Essay Example for Free

The strength of opposition to impact the New Deal in the period 1933-1937 Essay The New Deal had serious competition, which was fundamental towards the New Deal particularly in the period of 1933-1937 in numerous ways. There were alternatives which factored towards helping the economy providing radical yet simplistic reforms, several pressure groups also hindered the success of the New Deal, it was scrutinized by both sides of the political spectrum where Hugh Brogan claims the Left for not doing enough1 this is true, certain left wing activists such as Francis Townsend2, Father Coughlin3 and Huey Long4 did not enhance their potential to cause everlasting impact. He also claims the right for doing too much5 this can be interpreted differently, but I partially agree that the Liberty League tried to prevent the success of the New Deal as business leaders were not going to help him6 this suggests the Right aimed to hinder rather than help the New Deal. The strength of opposition had potential to cause serious impact, this varied as some more than others contributed. It is unclear how opposition enforced certain policies, but they certainly cause change to some extent, where many were able to prosper, as it was clear that society needs reform7. Politically there was enough opposition to create severe importance however there were also other schemes that contributed to impacting the New Deal, but I believe due to the New Deals success in the beginning created no opportunity for oppositional groups to contribute any significance, no matter how strong they were to influence the New Deal. From the Left, many activists had their own ideologies and beliefs, many like Huey Long, Francis Townsend and Father Coughlin believed the New Deal were not going far enough which Coughlin envisaged, yet he initially stated the New Deal is Christs Deal8 however he turned against the New Deal because Roosevelt failed to carry on his radical reforms, which should not be underestimated as Roosevelt was afraid of Coughlins influence9 his sheer strength alone was enough to cause change, he had influenced 40 million Americans listening to his radio sermons, this was more popular than FDRs fireside chats10 his significance was minor however he did prove to be a threat, but It is evident that Coughlin could not of done much to impact the New Deal because it seems his polices were vague11 his inconsistency of ideologies proved to be his downfall, when attacking the New Deal he believed it was a communist conspiracy, yet he too fought for similar polices which I believe worsened his credibilit y, overall his authority and strength did impact the economy, his significance undoubtedly was there yet lost popularity consequently losing his radio program, but he was too radical to have any importance towards the New Deal his radical style seemed to alienate his audience12 this again was another reason why he could not generate enough support to overwhelm the New Deal, numerous historians such as . Evidently Townsend was different from conventional opponents of the New Deal, he wanted to improve the New Deal13 this was successful as he implemented many ways that prolonged the New Deal becoming more effective. Clearly suggests that Townsends ideas influenced Roosevelts thinking of the New Deal14 Pennington believed that Townsend proved to be beneficial, similar to Coughlin he too had support of 5 million members, but in my view he was inadequate, yes he helped pass through the Social Security Act, which incorporated the Old Age Revolving Pensions however it was not received by elderly people15 which undermines his impact of the New Deal. His significance is questionable, but he provided alternatives that contributed towards helping the economy. Lastly from the left, and definitely perceived to be the biggest threat to the New Deal was Huey Long, like Coughlin was an early supporter of the New Deal16, he was otherwise known as the Kingfish17 who consisted the characteristics of intelligent, avaricious and cynical18 he too was a strident critic19 of the New Deal, he pinpointed certain aspects which help provide solutions towards the economy. He proved to be influential which his Share Our Wealth Scheme showing creative methods of financing public works in Louisiana20 I believe it is considered to appeal to mainly the poor, but Roosevelt acknowledged this, I assume Roosevelt used Longs ideas compared to Townsend and Coughlin as he proved that policies actually worked thus most of his policies would have been employed in the New Deal. However he too seemed inadequate, as, he was not offered a federal post21 which suggests his contribution to the New Deal would have been minute. His significance in Louisiana was successful however it is questionable if his ideas would be embraced on a national level; I firmly believe his policies would not have been favorable, as it is evident because the 1936 election provided a strong belief in capitalism with 27 million Americans behind Roosevelt also it was suggested that it was highly improbable22 that he would of beaten Roosevelt in 1936 election this highlights his weaknesses when facing the New Deal, was not able to generate enough support which was also another problem with many opponents of the New Deal. Certainly from the Left they had much in common23 they all disliked Roosevelt, this was stated by Badger which I to some extent agree yet it is deemed that they all addressed the real problems and the real Deals failings which supports the assertion of opposition being beneficial, highlighting the failures of the New Deal, clearly Roosevelt would have been aware of this, it is thought of the Left advocating simple solutions24 however their solutions did not bring the results25, it was possible for Long to Capitalize support from Coughlin and Townsend, crushing Roosevelt and the New Deal the picture source26 strengthens Badgers assertion that the New Deal was often flawed because of the cost but as the New Deal provided many Left wing polices, it only enhanced the New Deal evidently showing more organisation and impact covering most aspects of America thus shunning any credit from opposition, it is evidently shown resulting from the second New Deal with the Social Security Act, Rural electrification27 and also National Labour Relations Act consequently quietening opposition of the New Deal. It is clear that they were too radical to go beyond the New Deal; it must also be considered that the New Deal created 6 million Jobs, yet 11 million were still unemployed, this was where the Left incorporated their radical views, yet they were often flawed which prevented their success. The Left did have more significance compared to the right as certain movements and parties helped the New Deal in many aspects, which Clements pinpointed Governor Floyd B Olson of Minnesota, led the Farmer-Labour Party introducing many radical economic reforms but similar to Long, they both died which their policies died with them as well. Picture Source 128 portrays Roosevelts success of the New Deal by focusing on the forgotten man, where he utters Yes, You Remembered Me29 this clearly indicates all opposition were all insufficient to help, clearly his success preventing opposition to generate any momentum to play down the New Deal, also Amity Shales suggests opposition proved shrill and marginal he also claims that from the Liberty League to Father Coughlin proved to have no such impact, but I believe he underestimated the potential that they created, they could of generated a superior strength, during the period of political change, during a period where Hitler was able to be dictator of Germany, opposition, especially from the Left could easily of overhauled Roosevelt and the New Deal. Certainly there were creative ways of tackling the Depression; however the New Deal was superior during a time of confusion and despair. The New Deal from face value looked turn things around, and certainly they provided stability and prosperity. Establishing authority in which opposition found hard to compete with. All opposition clearly impacted the New Deal in some way, but I truly believe that the Republican Party proved to be the biggest threat of all, as they created different ways of restraining the new Deal success, they also link with the Supreme Court surprisingly the most significant opposition came within Roosevelts government, as it was mostly dominated by republican judges, they were striking down some of the New Deals Measures30 they clearly impacted the New Deal, however unlike the Left it did not necessarily benefit New Dealers, it can be seen as restraining the success of the New Deal as they declared 11 out of 16 of the alphabet agencies were unconstitutional31. Roosevelt believed the Supreme Court hindered rather than help the New Deal, Roosevelt tried to use a notion of court packing32 where judges over 70 should retire, however this backfired, arguably worsening his reputation, which reflected towards the New Deal badly, also considered to be the darkest moment33 of FDRs campaign, yet it is suggested that Roosevelt responded with compromise34 based on the context of the supreme court it clearly shows no compromise towards the Republican judges but its impact is shown however their contribution was . Roosevelt did handle his opponents effectively, it is claimed that FDR would take the fire out of opposing arguments35 by cooperation, which he successfully did with Townsend and Long, however there were times where he failed to understand the strength of opposition when it comes towards the Supreme Court, he was ambitious to limit their power however he did underestimate the strength In which they condemned Roosevelts actions. The strongest opposition from the Left would be Huey Long, yet from the right it would be the Liberty League, In conclusion opposition to the New Deal was significant; they demonstrated a variety of alternatives which challenged the New Deal. Both sides of opposition certainly contributed to influence the New Deal, but I believe Bibliography 1) Kathryn Cooper 2) Anthony Badger 3) Clements 4) The Roosevelts Presence 5) Joanne de Pennington 6) The New Deal-Americas Response to the New Deal 7) The USA 1917-45 Doug and Susan Willoughby 8) Franklin D Roosevelt Profiles in Power Patrick Renshaw 9) The presidency of Franklin D Roosevelt by George Mc Jimsey 10) The forgotten Man- Amity Shlaes-picture source 11) The survival of Democracy Alonzo L Hamby 12) The Limits of Liberty- American History 13) Hugh Brogan, The penguin History of the United States of America 14) Chris Rone AQA history USA 15) The FDR years On Roosevelt and his Legacy. 1 Hugh Brogan The penguin History Of United History of United States America p560 2 Francis Townsend focused on boosting the economy by raising pensions over 60s 3 Charles Coughlin a Canadian priest who broadcasted popular sermons 4 Huey Long, Governor of Louisiana, Launched Share Our Wealth Campaign 5 Hugh Brogan The penguin History Of United History of United States America p560 6 Hugh Brogan The penguin History Of United History of United States America p560 7 Joanne de Pennington p128-129 8 Susan and Doug Willoughby p139 9 Peter Clements prosperity Depression and the New Deal the USA 1890-1954 p146-150 10 Susan and Doug Willoughby p139 11 The Era of Franklin D.Roosevelt, 1932-1945: A Brief History with Documents 12 http://www.dtman.com/steve_private/school/newdeal.htm 13 Susan and Doug Willoughby p139 14 Joanne de Pennington p128-129 15 Susan and Doug Willoughby p139 16 http://www.dtman.com/steve_private/school/newdeal.htm 17 He was called the Kingfish from the radio show of Amos and Andy 18 The survival of Democracy-Alonzo L. Hamby FDR and the world in crisis p262-263 19 The survival of Democracy-Alonzo L. Hamby FDR and the world in crisis p262-263 20 http://www.dtman.com/steve_private/school/newdeal.htm 21 http://www.dtman.com/steve_private/school/newdeal.htm 22 http://www.historylearningsite.co.uk/New_Deal_opposition.htm 23 Anthony Badger The New Deal p292-294 24 Anthony Badger The New Deal p292-294 25 Anthony Badger The New Deal p292-294 26 http://resources.dynamic-learning.co.uk/Titles/MWH_2/e2de78b5-0012-4643-933a-ef 27 Joanne De Penningtonp128-129 28 The Forgotten Man- Amity Shales Picture Source 29 The Forgotten Man- Amity Shales Picture Source 30 Limits of Liberty American History 1607-1980 p462-463 31 http://www.historylearningsite.co.uk/New_Deal_opposition.htm 32 http://www.dtman.com/steve_private/school/newdeal.htm 33 http://www.dtman.com/steve_private/school/newdeal.htm 34 http://www.dtman.com/steve_private/school/newdeal.htm 35 http://www.dtman.com/steve_private/school/newdeal.htm