Drayton 61 Structure Essay

There are many different ways to approach the structure of a poem, a piece of fiction, a play. In what follows I’m going to make some suggestions about the structure of Michael Drayton’s poem beginning â€Å"Since there’s no help, come let us kiss and part,† a sonnet from his collection titled Idea, first published in 1593. It’s important for you to understand that there are many valuable and illuminating ways to talk about this poem’s structure, not any one, single, right way. That’s why I’m writing suggestions, not prescriptions. When I say â€Å"the structure† of Drayton’s poem, I mean not only how it’s put together but also the way it works. Learning how something is put together shows us what the parts are. Learning how those â€Å"put-together† parts work shows us the thing in action. And a short lyric poem like Drayton’s (any work of literature that we’re reading, for that matter) is a thing in action, a dynamic process. Here is Drayton’s poem. Since there’s no help, come let us kiss and part; Nay, I have done, you get no more of me, And I am glad, yea glad with all my heart That thus so cleanly I myself can free;4 Shake hands forever, cancel all our vows, And when we meet at any time again, Be it not seen in either of our brows That we one jot of love retain. 8 Now at the last gasp of love’s latest breath, When, his pulse failing, passion speechless lies, When faith is kneeling by his bed of death, And innocence is closing up his eyes, 12 Now if thou wouldst, when all have given him over, From death to life thou mightst him yet recover. Well, what are the parts of this poem? Words in lines. Specifically, words in lines which usually add up to ten syllables each. Words put together so that they make a rhythm as we say them, a sort of di-da di-da di-da di-da di-da rhythm, with emphasis usually on the â€Å"da† syllable, like this: And I am glad, yea glad with all my heart or this: And when we meet at any time again. And the poem is made up of lines whose end words rhyme (that is, chime together) in a certain pattern throughout the poem, like this: part / me / heart / free(abab)lines 1-4 vows /again / brows / retain (cdcd)lines 5-8 breath / lies / death / eyes (efef)lines 9-12 over / recover(gg)lines 13-14 This pattern creates groups of lines (they have technical English-teacher terms), which go together because their end-word rhymes link them together: lines 1-4=first quatrain lines 5-8=second quatrain  lines 9-12=third quatrain lines 13-14=final couplet The words in this poem are also organized grammatically, in several ways: sentences–the first (a cumulative sentence—check out the term in a handbook or do a Google search) consisting of the poem’s first and second quatrains and the second (a periodic sentence) consisting of the third quatrain and the final couplet; clauses–a bunc h; notice, for example, the first line of the poem– Since there’s no help, come let us kiss and part— a subordinate clause followed by a main clause in a combination showing a cause-and-effect relationship;  verbs—significant mood shifts within the poem (another technical English-teacher term—verbs come in â€Å"moods,† namely the indicative, subjunctive, or imperative, which, if you can’t recognize, you’d better get a grammar/composition handbook), with the imperative and indicative dominating the first eight lines and the indicative and subjunctive the last six (note especially â€Å"wouldst† and â€Å"mightst† in ll. 13-14); subjects—all personal pronouns in the first eight lines (â€Å"us,† â€Å"I,† â€Å"you,† â€Å"we†), nouns in the next four (â€Å"passion,† â€Å"faith,† â€Å"innocence†), and a return to pronouns in the final couplet (â€Å"thou ,† â€Å"all†); adverbs expressing time—â€Å"when† X 4, â€Å"Now† X 2, â€Å"again,† and â€Å"yet†; adjectives—there are very few: why Well, despite the fact that GRAMMAR IS REALITY, we probably should get off the grammar wagon for the time being. There are other ways to look at how words in a poem are organized. Consider the way they get sounded when you read them. Listen carefully as you say the first two quatrains of the poem: Since there’s no help, come let us kiss and part; Nay, I have done, you get no more of me, And I am glad, yea glad with all my heart That thus so cleanly I myself can free;4 Shake hands forever, cancel all our vows, And when we meet at any time again, Be it not seen in either of our brows That we one jot of love retain. 8 I’m hearing a lot of one-syllable words. The first three lines consist entirely of one-syllable words, and there are only seven two-syllable words in all of the eight lines. I’m also hearing a kind of clipped, short way of speaking in these lines. Partly this is due to (ALERT-ALERT: another technical term) alliteration, as in the hard â€Å"c† sounds—come, kiss, cleanly, can, Shake, cancel—and â€Å"t† sounds—let, part, get, heart, That, meet, time, it, not, That, jot, retain. Now listen to the way you’re sounding the words in the third quatrain: Now at the last gasp of love’s latest breath, When, his pulse failing, passion speechless lies, When faith is kneeling by his bed of death, And innocence is closing up his eyes 12 I’m hearing a lot more two- and even a three-syllable word now, especially in ll. 10-12. Also, I’m more aware of a kind of â€Å"breathiness† than I was when saying the first eight lines. Partly this is due to the fact that I’m saying words here that require more breath than one-syllable words. There’s another reason for the â€Å"breathiness,† and, yup, there’s a technical term for this, too, but let’s skip over it and listen to what’s causing this â€Å"breathiness. † What do you notice when you say these words: gasp, breath, pulse, failing, passion, faith, bed, death? Feel a little puff of breath coming out of your mouth, a kind of â€Å"uh,† after you say the initial consonant of the word? That’s what I’m getting. I think there’s another reason I’m feeling this â€Å"breathiness,† a reason not related to the sounds of words but to what they’re saying. The speaker in this poem is painting a picture in the third quatrain by using images. LOOK OUT (another technical term): â€Å"imagery† or â€Å"images† can refer to literal, descriptive pictures in a piece of writing, as well as to figurative language like (technical alert) similes, metaphors, personifications, etc. , or to both. In the present case, the speaker’s imagery is both literal and figurative. S/he’s creating a deathbed scene: there’s a â€Å"last gasp of . . . breath,† a â€Å"pulse failing,† a â€Å"bed of death,† even the â€Å"closing up† of the dying person’s eyes by an attendant. All this is vivid, literal imagery. But who’s dying? Someone named â€Å"love. † Who else is present in the scene? Persons named â€Å"passion,† â€Å"faith,† and â€Å"innocence† (in some printed versions of the poem these names are capitalized). These â€Å"persons† are abstract nouns that are being given the characteristics of humans—hence the term personification. So I’m getting both literal and figurative images, a double-whammy deathbed scene that strongly conveys the idea of the dying person’s final expiration. How does the imagery of the end of the poem compare with imagery at the beginning of the poem? I can’t see any figurative language at all in the first two quatrains, except for â€Å"you get no more of me† in l. 2, which suggests the idea of possession in a love relationship, and â€Å"Be it not seen in either of our brows† in l. 7, a (you got it) metonymy or figure of speech in which a part is substituted for the whole (brow for face). But for these exceptions, I can take more or less literally everything the speaker is saying. S/he and her/his partner are going to kiss and separate—that’s all that can be done. The speaker is finished with the partner, and s/he’s glad that s/he can make this separation so neatly. It’s simply a case of shaking hands goodbye, freeing each other of any obligation created by what the lovers might have said in the past (â€Å"I swear I’ll love you forever,† â€Å"There’ll never be another person in my life,† â€Å"You’re the center of my world,† etc. ), and making sure that, whenever they meet in the future, no bystander will be able to detect the slightest trace of their former love. I think it’s time to start asking how these put-together parts work in action, that is, to see what dynamic process is operating in the poem. If the structure of this poem is a dynamic process, then you ought to be able to see changes, differences, shifts, as you move through the poem. In fact, if you compare the beginning of the poem with the end, you can see major shifts. I’ve already noted some—for example, the change in verb moods from imperative and indicative in the first eight lines to indicative and subjunctive in the last six. Then there’s the difference in the sounds the words make and the style of speaking you can hear, from the direct, concise, controlled tone of ll. 1-8 to the breathy, drawn out speech of the last part of the poem, where the speaker creates a vivid picture of Love at the point of death. How do these grammatical and tonal differences work together to reinforce the changes you can hear as the speaker confronts his/her soon-to-be-ex partner? In the first part of the poem the speaker is giving orders to his/her partner, using imperative verbs (â€Å"come let us kiss and part,† â€Å"Shake hands,† â€Å"cancel,† â€Å"be it not seen†) and making statements s/he intends the partner to take as true and literal, using indicative verbs (â€Å"there’s no help,† â€Å"I have done,† â€Å"you get,† â€Å"I am glad,† â€Å"I .  can free†). Then there’s the alliteration of hard â€Å"c† and â€Å"t† sounds and the dominance of one-syllable words, creating a sense of directness. It’s almost as if the speaker is trying to maintain emotional contr ol of the situation, as if s/he needed to suppress feelings of regret over the breakup. You can even see this in the use of â€Å"you† in l. 2, a formal style of address in early modern English. (In a similar situation, why would you formally address your soon-to-be-ex? ) There is also an effort at matter-of-factness here, evident in the avoidance of figurative language. All this is accomplished in a cumulative sentence, where you get the main message at the beginning (we know we’re breaking up, so let’s get on with it). In the last part of the poem the speaker is painting a vivid picture of Love at the point of death, surrounded by mourning figures (those personifications) attending at the bedside, and maybe, if s/he were willing, the speaker’s partner. Note that indicative verbs are used in ll. 10-12 (in the subordinate â€Å"when† clauses), then subjunctive verbs in the final couplet (â€Å"if thou wouldst† and â€Å"mightst .. recover†). The important thing to know about the subjunctive mood here is that it expresses an action that might take place, not one that does take place. Note also that in this final couplet the speaker addresses his/her partner by using the informal, intimate form â€Å"thou† instead of the formal â€Å"you. † In addition to the figurative language and significant gr ammatical differences between the beginning of the poem and this part, you now get longer words and the breathiness I noted. It’s as if the speaker is encouraging his/her partner to imagine, to see, to feel what the death of their love is going to be like, complete with mourners and last gasps. This invitation to participate is clearly intended to have an emotional impact on the partner. The speaker is also feeling some emotion, I think. You can see this in something I haven’t spoken of before. It’s the shift from a regular di-da di-da rhythm in the first part of the poem to some pretty strong, off-beat rhythms in the last six lines. Look, for instance, at the beats in ll. 9-10 or l. 13. Something different is going on here, not the regular di-da di-da amble you’ve gotten used to. Why this shift? I think it may have to do with the emotion the speaker is starting to feel as s/he describes the deathbed scene. S/he is getting near the end of the poem, and if anything is going to happen other than shaking hands and saying goodbye, it had better happen soon. I’m sensing that emotions are getting much more noticeable. S/he even makes his/her partner the central figure, on whom love’s life or death depends: Now if thou wouldst, when all have given him over, From death to life thou mightst him yet recover. All this happens in a periodic sentence, where you get the main message at the end, here in the final couplet (it’s up to you dear, if you want to bring love back . . . ) Well, I could go on, but I won’t—not for much longer, anyway. I’ve been trying to show you that the closer you look at a piece of literature, the more things happen. Drayton’s poem—any good poem—is super dynamic. However, you can’t capture this dynamic quality just by taking a photograph or making a list of the poem’s parts. You’ve got to experience the dynamic quality of the poem in order to know its structure.

The Left Brain vs. the Right Brain

The Left Brain vs. the Right Brain: How Does This Impact Learning Over the years, schools have been teaching in the traditional way. This has proven to be successful for many students, but not all. By breaking down the brain and how each side of it processes information could make a more conducive learning environment. If both sides are maximized in the classroom, all of the students are able to excel. Which should be the goal of all schools. Before comparing the styles, knowing how the brain processes the information for different people needs to be looked at.The brain processes information by the type of information that it is. Each side of the brain will process information differently. The left side of the brain will generally process information in a linear fashion. It will take the information and put it in a line and then draw the conclusion at the end. This is a sequential type of thinking. The left brain excels at information that comes in symbols, such as math formulas. It think of things in a logical sense. It can work through a problem in the logical sequence to come to the conclusion or answer.The left brained individual does not have any issues with expressing themselves verbally. They know what they want to say, and they can say it correctly. The left brained person is grounded in the world of reality. They are able to adjust to their surroundings (Templeton, 2012). On the other hand, the right brained person is the opposite. Instead of being linear in their way of thinking, the right brained person likes to know what the result is before discussing the topic. They need to know what the â€Å"big picture† is first so that they know where they are going.The right brained individual will jump around from task to task, not doing them in a sequential order. They still complete the tasks, but they will not prioritize the tasks. Where the left brained person likes symbols, the right brained person likes to deal with things that they can touch, r eal objects. The left brain looks at things in a logical manner, the right brain does things that feel right. They will base choices off of how they feel about something. A right brained person will want to see things visually. They will make mental pictures of the things that are discussed.The right brained person may have difficulty in meeting deadlines because they want to change the things around them and are less attune to reality (Templeton, 2012). Now that the aspects of each side of the brain has been described, are we able to only function with one side of the brain? To read some of the literature that is out there on the subject, you would assume that this is what people think. If this was the case, then we would only have that side of the brain. The brain was made to work with both sides in conjunction with each other.Yet, most people will be dominate one side more than the other. Radwan (2012) list ways that a person with either side brain dominant can use the other side . For example, a person that is left brained dominant should try to refrain from using only logic to make a decision. Radwan (2012) suggest listening to music while reading. that way the right side of the brain can be active in the process. For the person that is right brained, they should try to find out as much as they can about the issue or situation. Get more details about it.They should also try using more numbers, this way the left side of the brain is working, too, according to Radwan (2012). How is the traditional way of teaching conducted? According to Novak (1998), the traditional way of teaching is where the teacher is the one with the power and responsibility, they play the role of the instructor. They teach through lectures. They will be the one that decides the curriculum and what they want the students to learn. Novak (1998) also states that the teachers are the reason that learning happens and that the students need to have the information that they are missing, give n to them.The classroom is generally set up with the desks or tables in a row with the teacher in the front of the classroom. The most important part of this process is the content and delivery of the lesson. It is believed that the student gets their knowledge through practice, which could include the note taking. This type of teaching will be competitive. (Johnson, 1991). Traditional style teaching can cause learning issues for some students. Not every person has the ability to learn this way. In a competitive arena, those that do not excel, may get left behind because they feel insignificant to the others.If they are wrong in the front of the class, they may not want to answer questions, due to the feeling of being ridiculed. This type of teaching does not take into account the creative side of the student. The student that starts to â€Å"move back into their shell†, has the potential to start to fall behind. With the traditional style, that student will have a challenge to catch up since the technique is to continue to teach, fill the student with more knowledge. Brain based teaching is a different type of teaching then the traditional way. It is geared more for the success of the student.It is broken down into three areas, before, during and after class. The before class section, which is conducted way in advance of the class, has two steps: pre-exposure and the environment. The pre-exposure has the teacher plan for those students that will need some extra help. The teacher determines how they will engage the students, making it interactive, to make them remember more of the lesson. The environment cannot always be adjusted, but when it can, the teacher will want to make the students feel safe. They will want to allow the students to sit wherever they want to.The temperature and lighting will need to be adjusted and watched to ensure it is conducive with the learning environment. (Jensen, 2005) During the class, the teacher wants to ensure that th ey engage both the mind and body. This will keep the student awake and interested in the material. The next step will be to â€Å"frame† the lesson. This step gets the student interested in the lesson. It is like a motivator for the student to learn the material. Acquisition is the next aspect that needs to be looked at. This focuses on input where the students and teacher interact and learn from each other.The teacher will want to elaborate on the topic to ensure that the learning has more detail. When the student has learned something new, time needs to be added at the end of class to reinforce the memory so that it can be recalled later. This is a very important part that is not done with traditional teaching. (Jensen, 2005) Jensen (2005) states that the after class section has two steps: â€Å"settling time and rest and review and revision. † It is believed that rather than teaching a mass amount of information, interval learning is the better way.Giving the studen ts time to allow the information to settle by giving them breaks. As time goes on, the students will start to forget the information that was taught to them. If time is set aside to review the information and revise the students knowledge, they will remember it longer. A study was conducted in Pakistan to find out which style of teaching is more productive. It was conducted in Pakistan because the only style that has ever been taught is the traditional style. Fifty students were used in the study; twenty-five were the control, traditional, and twenty-five were the experimental.All of the students were given a pre-test in physics. The scores were recorded and then they were taught in the two different styles. At the end of the study, they were given a post-test. The results showed that the students that studied under the brain based technique were able to learn and retain more compared to the students under the traditional style. (Ali, 2010) For years schools have taught using the tr aditional style of teaching. Knowing what each side of the brain processes and using that to teach students has proven to be effective.By combining the creative side with the linear side ensures that students stay interested in the material. By staying interested, they are able to learn more, and more importantly, retain more information. References Ali, R. , Hukamdad, Ghazi, S. , Shahzad, S. , & Khan, H. (2010). The Impact of Brain Based Learning on Students Academic Achievement. Interdisciplinary Journal of Contemporary Research In Business, 2 (2). 542-556. Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, VA. Association for Supervision & Curriculum Development.Johnson D, Johnson R. (1991). Learning Together and Alone ed3. ;Allyn & Bacon, Sydney. Novak, J. (1998). Learning, Creating and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations; Lawrence Erlbaum Associates, Inc; New Jersey, pp 24-25. Radwan, M. (2012). Learn How To Use Both Side s of Your Brain (the Left and Right Hemisphere. Retrieved from: http://www. 2knowmyself. com/The_brain/learn_how_ use_both_sides_of_your_brain_left_right. Templeton, M. (2012). Learning Styles. Retrieved from: http://frank. mtsu. edu/~studskl/hd/ learn. html.

Shakespearean Sonnet Explication Sonnet 146

SONNET 146 Poor soul, the center of my sinful earth, Lord of these rebel powers that thee array, Why dost thou pine within and suffer dearth, Painting thy outward walls so costly gay? Why so large cost, having so short a lease, Dost thou upon thy fading mansion spend? Shall worms, inheritors of this excess, Eat up thy charge? is this thy body’s end? Then soul, live thou upon thy servant’s loss, And let that pine to aggravate thy store; Buy terms divine in selling hours of dross;Within be fed, without be rich no more. So shalt thou feed on death, that feeds on men, And death once dead, there’s no more dying then. Sonnet 146, as in all Shakespearean sonnets, exemplifies the importance of poem structure. Following the rhyme scheme ABAB CDCD EFEF GG, this English sonnet (now called Shakespearean), distinguishes its author by the format in which it follows. Consisting of a total of fourteen lines, this body of this poem contains three quatrains and ends with a rhyming couplet.Not only does Sonnet 146 encompass all the necessities of a Shakespearean sonnet, it also displays William Shakespeare’s mastery in his use of control of language, tone, and meaning that is portrayed to the reader. In the opening of the poem, in quatrain one, we see the speaker as he wrestles with his own personal conflict between the spiritual and material state that he has found himself in. For here in this Shakespearean sonnet, the speaker addresses not a friend, lover, or mistress – only his own â€Å"poor soul† that has suddenly been placed at the center of his â€Å"sinful earth† (line 1).The speaker reprimands his soul for spending so much on its â€Å"outward walls† (line 4). In quatrain two, the poet asks the question of why so much effort is put into the investing of the things that are temporary: â€Å"Why so large cost, having so short a lease† (line 5). For at death, only worms will inherit the costly excesses. In quatr ain three, the speaker concludes his argument by warning his soul to use the body as â€Å"thy servant† (line 9).Let the outside wither -â€Å"pine†- so that the inner soul can prosper -â€Å"aggravate thy store† (line 10). In conclusion, the rhyming couplet shows us the speaker’s only solution to this inevitable fact of life – death. The soul needs to prepare itself for when the time comes and it must face death. For the soul can outlive the body, and even conquer death, as we see in line 13 and 14: â€Å"So shalt thou feed on Death, that feeds on men / And Death once dead, there's no more dying then. â€Å"This sonnet is one of few written by Shakespeare that reflects a more religious tone, as the words sinful, divine, and soul are present. What an interesting insight this provides to the reader about the writer’s own potential internal struggle with morality. For just as the speaker asserts here in this poem, so too us true for us in ou r own Christian faith – that when we focus on the body (the temporary) by allowing ourselves to worry over the adorning of it, then we do so at the expense of our soul (the eternal).

Portfolio risk management Essay Example | Topics and Well Written Essays - 2500 words

Portfolio risk management - Essay Example tfolio analysis studies the performance of different portfolios under different circumstances (Reilly & Brown 2011).Portfolios can be grouped according to industries, countries or sector. Each group consists of sub-unit. For example, the financial sector can be made up of several banks or the Airline industry can be made up of several airline companies. The analysis of each portfolio helps an investor in making a decision when investing. Most likely, a rational investor will choose the best portfolio and screen out the ones that are not essential based on objective criteria. A good portfolio is characterized by high returns on investment (Reilly & Brown 2011). Portfolio analysis requires subjective judgment as it is not easy to segment different industries. Portfolio analysis is a process as different financial instruments have to be evaluated one by one. The process is time consuming and involves a lot of effort. In spite of these odds, Markowitz the fonder of modern portfolio analy sis has simplified the process by suggesting use of expected return and variance (Brigham & Houston 2009). In this report, we will discuss four steps of constructing a portfolio. Q 1.a Construction of a portfolio The portfolio we are to construct consists of IBM and Shell Gas shares using weekly data from 2007 to 2012. A good portfolio is characterized by high returns and moderate risk. It is also well diversified just like in our case where we have IBM and Shell Gas shares. The first step in constructing a portfolio is an assessment of your expectations and attitude towards risk. Basically, there are two types of investors, the aggressive investor and the conservative investor. An aggressive investor is willing to take more risks by devoting larger portions to equity and less to bond and other fixed income securities. On the contrary, the conservative investor takes less risk as his main goal is to protect the value. On the other hand, an aggressive investor aims at maximizing retu rns by accepting more risk. A moderately good portfolio is one which satisfies the tolerance of average risks, attracts all those people who are willing to take in more risks in their portfolios in order to help them in the achievement of a balance of capital growth and income. Therefore, as an investor you should be in a position of knowing the category where you suit. The second step is choosing the portfolio. In our case, we consider the individual shares that have high returns and have the outperformed the FTSE 250 mid-cap index (FTMC). The portfolio will have 21 shares. Below is the portfolio f our choice: After choosing the portfolio, the next step is to identify, risk and return. In identifying risk and return, we use mean-variance analysis which was derived by Markowitz in 1952. Markowitz (2000) suggests that a portfolio with the lowest level of risk is to be

Architectural and Environmental Constraints of Vendor Support Essay

Architectural and Environmental Constraints of Vendor Support - Essay Example Few of the key factors that should influence vendor selection for short and long term projects in a hiring organisation (Parent Organisation) are:Few of the key factors that should influence vendor selection for short and long term projects in a hiring organisation (Parent Organisation) are:1. Alignment of parent organisation’s policies with vendor organisation policies.2. Reach of vendor services (Geographical)3. Future business development plans of vendor organisation should be in line with Parent Organisation4. Thorough understanding and agreement on common service level agreements and service level objects (SLAs and SLOs)5. Auditing and Controlling Procedures should be mutually exclusive in order to avoid fraudulent evaluation6. The long term plan of Parent Organisation with a work are outsourced to a vendor or delegated to a separate workforce within the organisation should facilitate the cohabitation and sustenance of both partnering organisation.(Halse, 2003)To summariz e, successful outsourcing begins with a clear-cut understanding of why it is required at all, and a clear understanding of when outsourcing is, and when it is not, a smart business practice. (Dominguez 2006)Evaluation of Vendor Selection on Enterprise Networks:The choice of a vendor should be done on the basis of several factors as discussed above. It should also take into account the nature of the parent and vendor business. Vendor selection, if done improperly may lead to failure in enterprise networks.  

Extreme measures movie Essay Example | Topics and Well Written Essays - 2250 words

Extreme measures movie - Essay Example While he is curious, his superiors at the hospital tell him to drop the matter. When he does not stop asking questions, his life starts to unravel around him. His house is ransacked and when the police arrive they discover cocaine in his bedroom which Luthan claims was not his. He is charged and convicted which leads him to lose his medical license and he becomes friendless as he is thought to be a drug user. Desperate for answers that can get him his life back, he manages to talk to some homeless people who lead him to an organization governed by Dr. Myrick (Gene Hackman) who is performing dangerous experiments on homeless people without their consent. Further, Luthan finds out that all of the subjects of these experiments have died. Luthan himself experiences the pain and misery of those who suffer from paralysis when he is led to believe that an injury to his spinal column has left him paralyzed from the neck down. However, he discovers that to be untrue and regains use of his limbs. He manages to find out where the experiments are being conducted through the help of the ‘moles’ who have an uneasy co-existence with the homeless people and finally confronts Dr. Myrick. Dr. Myrick tries to bring Luthan into the organisaiton and wants him to join his team of doctors. However, Luthan refuses since he does not believe that taking the life of an individual, no matter how worthless that life is, is the right thing to do. The confrontation ends with an FBI Agent accidentally shooting Dr. Myrick and the whole scheme is laid bare. Some time on in the future, the wife of Dr. Myrick meets with Dr. Luthan who is practicing medicine again and she hands him a package containing the tapes and the documents Dr. Myrick was working on. It is unclear if Dr. Luthan would use the research done by Dr. Myrick but he certainly seemed interested in it. The message contained within the film is simply, truth triumphs over evil and

Major disadvantages of pizza hut interactive table Essay

Major disadvantages of pizza hut interactive table - Essay Example Second, the platform is vulnerable to uncertainties of technology. Software bugs and failures during a busy session will bring a restaurant to stand still. This will be especially the case if customers get overly used to the platform. It is worth noting that the platform is yet to be tested severely and such software bugs and failures are a possibility. The way to overcome this challenge is through pilot testing the platform before rolling it out fully. Thirdly, the system like any other electronic system is vulnerable to malicious hacking. Malicious hackers may hack the platform and modify customer order contents. This will likely cause uproar in a restaurant as customers get served with what they did not actually order. In order to overcome this challenge, an alternative method should be readily available in case of a failure of the platform. Zolfagharifard, Ellie. Pizza Hut reveals interactive table concept that lets you design your perfect pie. Daily Mail, 4 March, 2014. Web. April 28, 2015.

Body Mass Index Assignment Example | Topics and Well Written Essays - 250 words

Body Mass Index - Assignment Example Although it is mainly used for medical diagnosis, it was primarily not intended for that but for classifying sedentary people from the active ones. Body composition on the other hand is a calculation that involves fat percentage as well as bone and muscular variables. Its goal is to calculate the leanness of a body thus two bodies that may look exactly alike may give two different results in fat percentage by up to about 4kgs. Risk of fatal diseases and mortality can definitely be calculated by BMI. Professionals have proven that a BMI of over 85 percent which is considered overweight can and will have health consequences on a patient greatly affecting his or her mortality. However, the BMI is not entirely accurate for someone with heavy bones may be put as overweight. It also gives wrong results for children for its logic is entirely based on weight and not age. It also does not recognize body types and may put physically fit persons as being

Risk Impact Essay Example | Topics and Well Written Essays - 750 words

Risk Impact - Essay Example Our target was to get food items as well as money that we would take to the animals. Unfortunately, we had not set a target for ourselves, neither were we aware of the number of animals that were available in the center. Therefore, we ended up receiving much more. We were curious and excited and never bothered to look at the expiry date. Actually, we were never aware whether it was a consideration when purchasing animal food. The food would expire after three months resulting in a huge loss. The risk in this case was that of expiry. It was necessary to ensure that we fed the animals for the longest time possible. However, our consideration of the potential risk never clicked in our minds. In addition, we never thought of disposing some of the food in other centers where some other animals would benefit. The authorities at the center were equally unaware. They realized when it was too late that the food was going bad. The risk was costly, it made us regret on the reason why we never weighed all the necessary precautions before engaging in the activity. This risk gave back to another risk; some of the animals had been fed with some of the spoilt food. The food became smelly making the staff to realize. The fact that food expiry takes more than six months made the staff to remain unaware on the situation. It was clear that the donated food had overstayed in the shelves hence it took only three months before it expired. Therefore, there was a risk that the animals could fall ill as a result of food contamination. Through the project, we drew a number of lessons. The first thing was to be very keen and observant when undertaking a given project. The other thing is that it is important to develop a plan of what the project entails including all the pros and cons. The next time we visited the place we opted to mobilize funds that would enable us buy them food.

Charles Dickens Essay Example for Free

Charles Dickens Essay Dickens starts his story with a funeral to present a dark and gloomy theme to this Victorian society. The main character is man named Ebenezer Scrooge. Stave 1 starts off with Scrooges partner, Jacob Marley. Marley has recently passed away and Scrooge is the person who signed for his funeral. From this stave he presents Scrooges character with puns such as sole executor or sole administrator. It continues on about Scrooge and his soul and of how External heat and cold had little influence on Scrooge. No warmth could warm, no wintry weather chill him. Scrooge is described as a cold and frosty man, whose heart was so black and filled with greed. The language used in Stave 1 for Scrooges character and attitude to Christmas and other people portrays him as a cold-hearted man, chilled to the very core of his heart. No room for emotion and just greed and gold instead. Dickens shows Scrooge art the start of stave two, three, four as a gradual change of heart. In the second stave Dickens introduces the reader to Scrooges sadder part of life, the part of Scrooges life which he regrets. The third stave shows Scrooge to the present and current people he is affiliated with and about ignorance and greed, shown as two pitiful children; the Ghost of Christmas Present leaves Ebenezer Scrooge and the third Ghost comes; The Ghost of Christmas Yet to Come. The fourth stave shows Scrooges end in life. How he fatefully dies and nobody cares for him or his grave. He learns that he can change the future and swears to do so, thus changing his greed and ignorance forever. Scrooge becomes so happy on Christmas morning of Stave 5 because he is glad he is given the chance to change. A second chance at life where he can repent from his sins of greed. He feels a sudden change of heart from his dark demise and sees the light. Dickens shows the reader the different ways that Scrooge has changed by the acts he commits in Stave 5 compared to Stave 1. He buys the biggest turkey for the Cratchit Family for their supper on Christmas, compared to Stave 1 where he didnt even bother with Tiny Tim who was waiting for his father Bob Cratchit outside Scrooges work. I think Dickens wrote this story about a man as rich and greedy as Scrooge because of the social injustice and poverty of the society Dickens had lived in, the Victorian era. He wrote this because of the causes and effects of between the two and how they correlate in the Victorian society. I think Dickens wanted to teach the Victorian people the actual meaning of Christmas and the spirit of good will that goes along with it. I also think he wanted to show the poverty and injustice in the society during that time. I think the reasons why is because Dickens felt he needed to share his pity and sorrow for the people in poverty, and their side of things and how the greedy and rich ignore the poor people without a sign of pity to them.

Study Abroad And Culture Shock Education Essay

Study Abroad And Culture Shock Education Essay What is meant by study abroad is shortly that Off-campus education that occurs outside the participants home country as defined by Peterson, Engle, Kenney, Kreutzer, Nolting, and Ogden (2007, p.177). As defined in the study by Kitsantas and Meyers (2001) study abroad programs are based on an educational aim and they take place out of country boundaries which are participants native land. To be familiar with a new culture, to be receptive and more knowledgeable, to get professional information from another university and to reach a high level of target language can be some purposes of study abroad, in reference to Behrnd and Porzelt (2011). Study abroad programs require to be connected with foreign societies and cultures. However, trying to be adapted to a new culture sometimes ends up with culture shock. There is a need for knowing the meaning of culture to be able to understand what culture shock is. Culture, according to Mcleod (2008), is to learn social heritage covertly and overtly, implicitly and explicitly, consciously or unconsciously and it helps to perceive, relate and interpret the reality. What is the culture shock? According to definition of Chapdelaine and Alexitch (2004), culture shock is à ¢Ã¢â€š ¬Ã‚ ¦the multiple demands for adjustment that individuals experience at the cognitive, behavioral, emotional, social, and physiological levels, when they relocate to another culture (p. 168). Culture shock, especially for students, is a very common issue when they are in a study abroad program. Culture shock can be defined as the period of adaptation of a new culture when a person experiences some feelings like anxiety, confusion and disruption while living in the new culture (Befus, 1986). Additionally, Pedersen (1995) has many definitions about culture shock: (1) is a process and not a single event, (2) may take place at many different levels simultaneously as the individual interacts with a complex environment, (3) becomes stronger or weaker as the individual learns to cope or fails to cope, (4) teaches the individual new coping strategies which contribute to future success, and (5) applies to any radical change presenting unfamiliar or unexpected circumstances. Situations of culture shock abroad provide metaphors for better understanding culture shock related to physical health, environmental disaster, economic failure, psychological crises, or any radical change in lifestyle (p. vii). 1.2 Purpose and Rationale As the social life has an important place in everybodys life times, this study was conducted to examine the symptoms and causes of culture shock on the social lives of foreign METU students coming from Asia, Europe and other continents. By searching the symptoms and causes of culture shock on the social lives of foreign METU students, we wanted to contribute to the studies searching solutions to problems resulting from these causes if there was any. With the help of this study, foreign METU students may get some information about what culture shock is and they may learn what kind of problems they can face at METU because of culture shock. The main reason for this research was to find out whether or not there were any differences in terms of symptoms and causes of culture shock on social lives of foreign METU students coming from Asia, Europe and other continents. In addition to this, it was aimed to explain (a) what the symptoms of culture shock were, (b) what the causes of culture shock were and (c) which of these causes were the most common. 1.3 Limitations This research was conducted with only METU students coming from Asia, Europe and other continents. Since there was no possibility to reach all the foreign students at METU, the number of participants was limited to 40 students. Therefore, the results cannot be generalized to all foreign students in universities of Turkey. LITERATURE REVIEW There are many people who travelled to remote regions so as to work, settle, teach, study and have fun in human history (Bochner, 2003). In recent years, study abroad programs have become very popular among university students. When the participants are away from their home country, they may have some difficulties in adjustment to new country and its culture. These difficulties are mostly caused by culture shock. According to Bragg (2005), culture shock is a situation hard to get accustomed because of some elements like different physical environment, clothes, transportation, and food. Researchers state that in the globalizing world, study abroad gets more and more students attention due to the fact that it has a crucial role on students analytic abilities, aspects for cultural diversity and their potential to cope with ambiguity (Carlson, Burn, Useem, Yachimowicz, 1991). Whereas the specific objectives of study abroad programs depend upon the institutions participating in those, intercultural and academic proficiency are common to all institutions, in respect to Anderson, Lawton, Rexeisen and Hubbard (2005). Teichler (2004) indicates that the reasons for participating in study abroad programs are generally to learn a language in its native environment, to improve oneself, to take academic courses in another university, to understand and be familiar with a new culture, to increase the opportunities for business and to travel. There are three types of study abroad programs: full year, semester and summer term programs. Dwyer (2004) points out that full year programs generally last 32 weeks, semester programs last at least 16 weeks and summer term programs change six to seven weeks in length. No matter what the length of program is there will be culture change in their lives. There is no connection between duration of staying in a new culture and attitudes towards this culture either positively or negatively (Feichtinger and Fink, 1998). Like language, culture acquisition occurs in early childhood with an inner aptitude and then it is supported with formal and informal education in social life into adulthood. (Stewart Leggat, 1998). As culture has an important role on all human beings lives, any change in the culture may cause some problems and one of them is culture shock. Culture shock, especially for students, is a very common issue when they are in a study abroad program. Pyvis and Chapman (2005) illustrate that in the concept of higher education, international students travelling to other countries in order to study are identified at risk of culture shock. People usually suffer from emotional disturbance when they are in an unfamiliar culture. There are many troubles of students who come from a country to another one so as to take higher education, especially if they have quite distinctive culture in their home country. Jimà ©nez and Leichnitz (n.d.) note that the exchange students may confront many problems on their social lives, for instance, they may not know how to use the bank systems, where to go shopping, how to use public transportation and how to live according to traditions of that culture. Previous research on this topic is limited in Turkey. However, there have been conducted many research about this topic around the world. For example, there is a study conducted in United Kingdom by Mehdizadeh and Scott (2005) and they emphasize problems that students may encounter such as educational system which is quite different from the methods their own country, difficulty in adaptation to British customs, places to stay or sorts of food. In view of Mcleod (2008), exchange students from Western countries, especially ones in Europe, experience lower degree of culture shock than non-Western countries students. The degree of culture shock changes because of racism and discrimination not only Western cultures but also their taboos. In addition to this, the effects of exchange students beliefs related to Americans negative perspective about their own country may cause infelicity and adaptation problems. As mentioned by Chapdelaine and Alexitch (2004) The term culture shock was first introduced by anthropologist Kalervo Oberg in the late 1950s. Culture shock occurs due to decline of well-known elements of culture; therefore, some negative feelings appear in individuals lives While travelling to a new country and being familiar with a new culture seem as positive affairs, they do not always positive effects in peoples lives. There are five stages of culture shock according to Pedersen (1995). He defines and explains those stages. First stage is honeymoon stage in which exchange students experience curiosity and excitement to new culture. In the second disintegration stage, they have feeling of disintegration and they cannot supply the requirements of the new culture. In the third reintegration stage they start to adapt to and reintegrate with new culture. In the fourth autonomy stage, there is a comparison between the new culture and the old one in terms of positive and negative elements. Lastly, in the fifth interdependence stage, individuals become bicultural, so they feel comfortable in both cultures. However, it is uncertain that whether or not every individual reaches to fifth stage and acquires biculturalism On the ground that every student cannot reach the fifth stage, culture shock does not always end up with positive results (p.3). The research Culture Shock: Causes and Symptoms by Miller (2008) mentions that there are 13 factors that cause culture shock. According to him, elements causing culture shock are language, interpersonal communication, politics, mentality, religion, Americans attitude toward international students, infrastructure, service quality, education system, food, environmental concerns, social responsibility and immigration policies. These causes are so general that they should be narrowed down. Since the main focus of this research was the social lives of foreign METU students, only some causes based on social life were included in this research. In social life people always communicate with each other. Thus, interpersonal communication has an important role on peoples lives. Selà §uk (n.d.) assumes that every society has their linguistic behavior models so as to use in daily life. These linguistic behavior models differ from society to society and culture to culture. If individuals participating in communication have different cultures there will be a disagreement in communication as they will not know the meaning of attitude and behaviors in the new culture. Since people cannot communicate with each other due to the differences in linguistic behavior models, they have high possibility to confront culture shock. The problem in communication with the people of a new country has a close relationship with the attitudes of host country people toward foreign students. According to a statement by Frost (2007), Finding a group of like minded people who will welcome them with open arms and empathize with their plight is like finding an oasis in a cultural desert. All of the students in host country do not have positive attitude toward foreign students, hence, the students coming from different counties have problem with finding friends. Frost emphasizes this issue saying that the exchange students, in fact, do not prefer to be friends with whom they have when they are in a study abroad program. However, as their choices are very limited, they have to be friends with those of host country. As the world becomes more and more globalizing, students try to go to other countries for higher education. Ginkel (2008) considers that every person has their own point of view about education and its aim. It is not surprising to find out that different countries have different aims in education. When people are in another country, they can feel the education system of this country has a dissimilar way of teaching from one of their home country. According to Mehdizadeh and Scott (2005) Students may need to adjust to a new educational system, which differs considerably from the methods of study in their own country This adaptation progress can be hard some foreign students due to big differences between education system of their home country and education system of country they have come as foreign students. The research Culture Shock: Causes and Symptoms by Miller (2008) presents 10 general symptoms of culture shock that are irritability, homesickness, social withdrawal, boredom, a need for excessive sleep, depression, over-eating or loss of appetite, mental or relationship stress, loss of ability to study effectively, and feeling sick much of the time. If it is needed to specify more, there are some other symptoms like excessive preoccupation with drinking water, food and dishes, fear of physical contact with servants and great concern over minor pain as Befus (1986) stated. Study abroad programs that sometimes cause culture shock have been in demand much more recent years. As regards YÄ ±ldÄ ±z, ÇakÄ ±r and Kondakà §Ãƒâ€žÃ‚ ± (2011), although Turkey is seen among countries sending students, the number of foreign students coming to Turkey on the purpose of study abroad has been increasing consistently. In Turkey, it is hard to set a common rationale for foreign students from different countries and cultures. All students who come to Turkey for study abroad have differential reason for choosing Turkey. Turkey not only has many universities but also historical and natural beauty which anybody wants to see. These features make Turkey attractive for foreign students. According to Gibbs (2011), METU is one of the most prestigious universities in Turkey. Therefore, it hosts over 1000 foreign students who want to take an academic education around the world. METU and these foreign students are inseparable from each other. The purpose of METU is to increase the number of foreign students next years. This study aimed to highlight some causes and symptoms of the culture shock on the social lives of foreign METU students from Europe, Asia and other continents. 3.0 METHODOLOGY 3.1 Research Questions This research was conducted in order to find answers to the following research questions: Are there any changes on the social lives of foreign METU students from Europe, Asia and other continents? If yes, which changes are resulted from culture shock? What are the causes of culture shock on the social lives of foreign METU students from Europe, Asia and other continents? What are the symptoms of that culture shock on the social lives of foreign METU students from Europe, Asia and other continents? Are there any differences at the rate of causes and symptoms of culture shock among social lives of foreign students from Europe, Asia and other continents at METU? In this study, it was expected to find some significant symptoms and causes of culture shock on the social lives of foreign METU students. It was predicted that foreign students had both same and different symptoms and causes. By taking into consideration these three types of students, the symptoms and causes of culture shock was investigated.

Mutual Trust in Employment Contracts

Mutual Trust in Employment Contracts Introduction In all the employment contracts a term mutual trust and confidence which is also known as the duty to act reasonably and fairly is implied or not is the question for over the past years. As per the labor regulations in Australia, different range of sources provides different rights and responsibilities of employers and employees, which also creates a huge different level of complications while going through these sources. These terms will generally be implied in an employment contract in Australia that has been widely acknowledged, but at the same time the debate on awarding the damages for a breach of these terms in some of the Australian courts will be challenging as well. Contract Contract is a legal document that states and explains a formal agreement between two different people or groups, or the agreement itself.[1] There are two kinds of contract and they are Express and Implied contract. Express contract is a type of contract which parties state the terms either orally or in writing at the time of its formation. On the other hand implied contract is a contract where terms and condition are not expressly defined at the time of its formation.[2] Employment Contract Employment contract is a category of contract, which used in employment. It is a relation between both parties on the one and stands an employee who is employed by an employer. It contains all terms and condition regarding employment.[3] Mutual Trust and Confidence in Good Faith Analyzing the concepts is very much necessary when it comes to â€Å"breach of mutual trust and confidence† and â€Å"the duty of mutual trust and confidence†. There is a lot of difference between the duty of good faith and the mutual trust and confidence. One talks about the implied duty that will relate to the terms of the contract and the relationship and whereas other talks about the incident of the employment relationship (right to Control). [4] When it comes to incident of the employment relationship, there comes a question whether the relationship of trust and confidence exists or not. Which totally depends on the nature of the employment. So there is a doubt that it has existed and continues to exist, a necessary relationship of trust and confidence between employer and employee. In an employment relationship the subsistence of mutual trust and confidence is very much essential to it. Because the employer cannot accept disloyalty of an employee who has undermine the employer’s business interest.[5] So the employee should not remain with the employer in employment because the employee has destroyed the trust and confidence in the working relationship. Employee’s destruction of trust can be evidenced by different types of conduct and which also depends on the circumstances of the employment. Some of the examples of different types of conduct, which may destroy the trust and confidence, are: demotion;[6] unwarranted carping criticism;[7] withdrawal of employment benefits.[8] It was first originated from the series of cases in the United Kingdom, in which employees totally blame employers for termination of their employment; despite this employers did not expressly dismiss these employees.[9] If any employee can make out that the employer’s conduct was so destructive of mutual trust and confidence, which properly ties up the parties to an employment relationship, than the employee treats employer’s conduct as constructive dismissal. In terms of contract law, employer’s conduct is treated as a repudiation of the employment contract by the employee as they are permitted to do so and elects to terminate the contract and claim damages for wrongful dismissal. On this basis in many of the cases, employee was seeking to claim statutory compensation for termination under the Employment Rights Act 1996 (UK) c 18.[10] Into the English employment law, duty was cemented by the decisions of House of Lords for example in Malik v Bank of credit and Commerce International SA (‘Malik’).[11] This was actually the test case for determining whether the breach of the duty is not to destroy mutual trust and confidence that could sound in damages. So it was held that mutual trust could sound in damages during employment as a consequence of the employer’s breach, that is why following this decision, not to destroy the mutual trust has been engaged to address a wide variety of claims. For example, in Clark v Nomura International Plc[12] and Clark v BET plc[13] So in the development of this duty in English law, which actually came from the decisions of a majority of the House of Lords that breach the common law duty of mutual trust, good faith and fair dealing would not sound damages until the damages flow from only the termination of the employment relationship. So to overreach the limitations already determined by statute,[14] the House of Lords held the common law not to be developed. Since in the United Kingdom the legislation has already imposed a cap on damages for termination of the employment, and also exercising the common law jurisdiction should not award damages that exceed the statutory limits for termination. To compensate for any losses incurred by the employee, damages might be awarded as a consequence of breach of employment contract during employment, but also not for any loss surffered as a consequence of loosing the job.[15] English scientific study of law has allowed damages for breach of the obligation that is not to destroy the trust and confidence, but even not when the damage flowed from the fact or manner of dismissal. Most importantly, in the English Law ‘the giving of the lawful notice cannot itself constitute a breach of the implied term.’[16] When it comes to Australian case law it has generally assumed that duty has been existed not to act in a manner or likely to destroy the mutual trust and confidence when it comes to employment relationship,[17] though no appellate court decision has depended upon such a findings.[18] Both parties to an employment relationship bear the duty not to destroy the mutual trust and confidence has assumed by the Australian courts in more recent times. When it comes to the English law, destruction of mutual trust signifies to the situation in which employees refuses to do something that are legally required to do as per employment contract and than identifies who is to be blamed if termination of the contract ensues. But whereas in Australian law, destruction of mutual trust and confidence has not been found to sound any damages on its own. In Australian case law it distinguishes between the employment relationship and employment contract.[19] The employment relationship is nothing but the actual dealing between employer and employee regulated by different types of law that includes common law of contract and also statutes that impose the mandatory obligations on the parties.[20] Whereas in terms of employment contract it is not automatically terminated when there is dest ruction of relationship of trust, but by electing innocent party.[21] In such circumstances the employees who gets terminated are entitled to be paid any remuneration or some other benefits according to his or her loss of account of premature termination of the employment contract.[22] This also means the payment of remuneration and other benefits that would have been received during a proper notice period. More importantly, the obligation not to destroy the mutual trust does not constrain an employer to take the decision to terminate the employment. So as long as the employer brings together the terms of the contract, and without prior notice and explaining how it should be done the employer is not at all liable for breaching the employment contract simply by deciding to terminate the employee.[23] Australian law has not gone so far unlike the English law, where the obligation is not to destroy mutual trust and confidence with a general duty of good faith and fair dealing in the employment contracts, in which breach might sound in damages. In some of the Australian cases there are few suggestions that on one hand there is two obligations of mutual trust and confidence, and on other hand the good faith, are having nearly the same meaning and these statements tend to be made by the courts who have found to decide upon the matter without any obligations.[24] According to Russell (Appeal) in 2008 â€Å"Although there were said to be two implied terms, it is probably sufficient to identify them as a single obligation.† [25] They derive from the same source, as siblings, that show the existence of a relationship of employment but again to understand it in the better way make it the separate concepts of each of them and with different functions. It is just a matter of choosing a vocabulary to assist in the clear articulation of separate concepts. The terminology of ‘mutual trust and confidence’ is very useful to describe in a particular characteristic of an employment contract that distinguishes it from a contract of sale or other contractual arrangement. Also ‘good faith’ is described as governing principle that is best engaged in interpretation and construction of relational contracts such as employment. Commonwealth v Barker It was in the year 2009 where the Commonwealth Bank of Australia took a step forward to change its Corporate and Financial Services business unit, due to which Mr. Barker’s position in the Bank was removed. As per the policy of the company, if they don’t require any position of the employee they will need to place that concern employee to the other part of the department or other position in the company. But in the case of Mr. Barker the Commonwealth Bank did not imply this policy. On 2 March 2009 Mr. Barker was send a letter to inform him about the redundant of his position but the Bank would like to send him to other area of the Bank. Later there was a meeting where Mr. Barker was told to clear out his desk, give away the keys and mobile phone and not to come to work. The Bank also stops Mr. Barker’s email and intranet facilities. On 9th April 2009, Mr. Barker was sent a letter of termination due to his redundancy and there was no sign of redeploy for Mr. Barker by the Bank. Mr. Barker had given his 23 years in the Bank and his contract of employment showed that he would be terminated only if the Bank is unable to give him a different position but there was no proper word in the contract apart from potential operation of an implied term of mutual trust and confidence. Mr. Barker’s file the case to the trial judge against the Commonwealth Bank and that included the failure of the Commonwealth Bank to give him the employment in some other department of the Bank.[26] What the Bank did to Mr. Barker was not according to the term of the contract of employment. As per the contract there should be mutual trust and confidence between employer and employee but that didn’t work at his time his employment. The policy of the company for redeployment was not utilized at his case of redundant of his position. Mr. Barker was entitled $300,000 from the bank for not following the company’s policy of redeployment. The case was then requested to the Federal Court as the Bank felt the Trial judge has made mistake in giving justice without any proper evidence. The courts refused to accept the appeal as Mr. Barker was more favorable and for this reason Jacobson and Lander JJ were appointed to go through the case in detail under Australian Law. [27] They came to the conclusion on the following grounds: In the court of England the policy support the implied term with the contemporary employment relationship.[28] The employment relationship should take part necessary of common interest and partnership fairly than a serious disagreement or argument.[29] These typical parts called for the result of an action or a decision by law of an obligation, for which employment relationship need to be in its original state.[30] According to the majority, the implied term only work in a particular way in respect of conduct and form a unit by it from the manner of termination of the contract of employment that is, it does not apply at the point of dismissing someone from their job or to steps inextricably linked with dismissal.[31] It was easy to see or understand from their reasons for decision that Jacobson and Lander JJ held that the implication of the implied term by law was necessary For Jacobson and Lander JJ, the Bank’s failure to give redeployment policy was not the important factor. As they found the Bank has not implied term or made something happen: Mr. Barker was a senior employee and worked for more than 23 years. The Common wealth bank was a large corporate organization and The contract (clause 8) contains that the employment may be terminated if the Bank were unable to place the employee in other position.[32] In these conditions of the facts, Jacobson and Lander JJ held that the implied term required the Bank to take positive steps from 2nd March 2009 to advice Mr. Barker about the possibility of redeployment and to give him the option to apply for alternative position within the Bank. [33] Jacobson and Lander JJ confirmed that Mr. Barker has been gone through hurt and distress and even loss of reputations that can never be recovered.[34] As an alternative reason for holding the Bank was liable, Jacobson and Lander JJ found that the same circumstances triggered the operation of the implied tasks of the organization in the contract of employment.[35] This implied the state of being forced upon the need for one party to take positive steps without which the other party is unable to enjoy a right or to be in a better position because of the contract.[36] By comparing the case where an employee despite to be knowing for the benefit unless it is brought to his attention by the employer. [37] After paying great attention to details and had judgment in which he completely study the gradual development of English and Australian case law in relation with the implied term of mutual trust and confidence, Jessup J concluded that: â€Å"the question whether the implied term is part of the law of contracts of employment in Australia has never been answered in the affirmative by an Australian appellate court in the sense of being of the ratio decided.†[38] His Honor went onto hold that the implied term of mutual trust and confidence was not needed for the pleasure of the rights conferred by the contract of employment.[39] Jessup J described the implied term as having â€Å"the potential to act as a Trojan horse in the sense of revealing only after the event the specific prohibitions which it imports into the contract.†[40] His honor makes a decision that the implied term, if accepted, â€Å"would enable defined limits in the existing fabric of common law and equitable remedies to be side-stepped†; and that the implied term would â€Å"overlap a number of legislated prohibition and requirements, thus tending to compromise the democratically-drawn architecture† by closely connected with the employment obligations.[41] Jessup J further held that the fact of being express reservation in the Bank’s redeployment policy â€Å"did not †¦leave any scope for the conclusion that by merely failing to comply with the policy, the Bank breached the implied term.†[42] The largest part of the case was in favor of Mr. Barker and at least for now, that in the period of time when express terms to the contrary is away, there is an implied term of mutual trust and confidence in every Australian employment contract. The decision moved to a higher level for consideration if the employers should clearly deliberate the implied term from employment contract. To whatever degree, it won’t be too complicated as given: As far as possible giving particular attention to the implied term, and The way of dealing by the majority judges, that particular circumstance triggered the operation of the implied term. The majority decision is turned upside down by the High Court of Australia on appeal; employers now need to put the implied term of mutual trust and confidence and the implied duty of cooperation to their list for them to remember all the time. In addition to the matters such as rise in the adverse action claims in dealing with their employees. When it comes to advantages and disadvantages for employers and employees of having such an implied term in the employment contract, employees should always remain faithful and sincere to the employer’s interest. Any confidential document or information of the company should not be shared outside the workplace to its competitors and it should remain internal within the workplace.[43] Whereas employers make decisions from the policies so they have to pay extra attention to its policies and regulations. In Barkers case federal court advised the employers to conduct themselves in a way that it wont destroy their relationship of trust and confidence with employee. When it comes to common law employers have to make sure that workplace is a safe place for employees to work. Employees have a huge advantage in having the implied term mutual trust and confidence because if there is a severe breach in the employment policies which is found than through the award of damages by the court, it will not only be considered a breach of an implied term. Conclusion In my view the term mutual trust and confidence is very much important to be implied in the employment contract. Because having the term mutual trust and confidence in the contract will create a comfortable working environment and also conditions can be achieved between both employer and employee. Incase if such implied term is not reflecting in the employment contract than either the employer or the employee would be permitted to act in a way that is not necessarily in accordance with the will of the contract. And also the practice of obeying rules between employer and employee are included in the viewpoint of an implied term. [1] Cambridge Advance Learner Dictionary (3rd Editioin) [2] ibid [3] Mark Freedland, the personal employment contract 2003 Oxford University press. [4] Gillies v Downer EDI Limited [2011] NSWSC 1055 [5] Concut Pty Ltd v Worrell (2000) 176 ALR 693. [6] Russian v Woolworths (SA) Pty Ltd (1995) 64 IR 169. [7] Lewis v Motorworld Garages Ltd [1986] ICR 157. [8] Clark v Nomura International plc [2000] IRLR 766. [9] Courtaulds Northern Textiles Ltd v Andrew [1979] IRLR 84. [10] Lewis v Motorworld Garages Ltd [1986] ICR 157. [11] [1998] AC 20. [12] [2000] IRLR 766. [13] [1997] IRLR 348. [14] Johnson v Unisys Ltd [2003] 1 AC 518, 544 [56]–[58] (Lord Hoffmann). [15] Gogay v Hertfordshire County Council [2000] IRLR 703. [16] Kerry Foods Ltd v Lynch [2005] IRLR 680, 682 [16] (Clark J). [17] Sappideen et al, above n 10, 162 [5.230] and the cases cited there. [18] Aldersea v Public Transport Corporation (2001) 3 VR 499. [19] Visscher v Giudice (2009) 239 CLR 361. [20]Byrne v Australian Airlines Ltd (1995) 185 CLR 410. [21] Visscher v Giudice (2009) 239 CLR 361. [22] Thomson v Orica Australia Pty Ltd (2002) 116 IR 186. [23] Russell (Trial) (2007) 69 NSWLR 198; Rogan-Gardiner [2010] WASC 290 (22 October 2010). [24] Russell (Appeal) (2008) 72 NSWLR 559, 567 [32], [25] ibid [26]Barker v Commonwealth Bank of Australia[2012] FCA 942 (3 September 2012). [27] 2013] FCAFC 83 at para [79], [28] 2013] FCAFC 83 at paras [94]-[95], [29] [2013] FCAFC 83 at para [81], referring to the Full Court of the SA Supreme Court decision inSouth Australia v McDonald(2009) 104 SASR 344 [30] [2013] FCAFC 83 at paras [72], [107]. [31] [2013] FCAFC 83 at paras [72], [97]. [32] [2013] FCAFC 83 at paras [110]-[111]. [33] [2013] FCAFC 83 at paras [112], [117], [130]-[132]. [34] 2013] FCAFC 83 at paras [152]-[158]. [35] 2013] FCAFC 83 at paras [118]-[128]. [36] 2013] FCAFC 83 at para [122]. [37]As in the House of Lords decision inScally v Southern Health and Social Services Board[1992] 1 AC 294, discussed by the majority inBarker[2013] FCAFC 83 at paras [114]-[115], [123], [128]. [38] 2013] FCAFC 83 at para [280 [39] 2013] FCAFC 83 at paras [288]- [295], especially paras [289]-[290]. [40] 2013] FCAFC 83 at para [340]. [41] 2013] FCAFC 83 at para [340]. [42] [2013] FCAFC 83 at para [351]. [43] Ansell Rubber Co Pty Ltd v Allied Rubber Industries Pty Ltd (1967) VR 37.

Comparing Shakespeare Julius Caesar, Ibsens A Dolls House, and Millers Death of a Salesman :: comparison compare contrast essays

Tragedy's Problem From Shakespeare' Julius Caesar to Henrik Ibsen's A Dolls House, problem plays have taken form in character, plot, and even setting.   It is not necessary for a problem play to be considered a problem play just because it was not written in the time period of when problem plays were formed.   Arthur Miller disproves this theory and successfully wrote a problem play in the modern time period; his play was Death of a Salesman.  Ã‚   The timely struggles that characters such as Willy Loman face, eventually lead to a major personal problem that, in this case, leads to death.   Problem plays deal directly with social and professional issues.   Death of a Salesman is a prime example of a character struggling with social and professional problems. Problem Plays Problem plays were first invented at the time of William Shakespeare.   His plays, including All's Well, Measure for Measure, and Hamlet, are under the category of "problem plays" (Schanzer, ix).   Many authors have written of Shakespeare and his "problem play."   F.S. Boas was one of these men.   He once wrote, "All these dramas introduce us into highly artificial societies, whose civilization is ripe unto rottenness...Thus throughout these plays we move along dim untrodden paths, and at the close our feeling is neither of simply joy nor pain" (Schanzer, 1).   An artificial society is exactly what is created in Miller's Death of a Salesman.   Problem plays suggest major personal, social, political or professional issues in which each problem is timely, realistic and a character experiences these situations in real places and the problems have real outcomes.   The idea of "real-ness" opens the door to problem plays.  Ã‚   Eager Unhappiness Miller deals with more than the simplicity of Willy Loman's eager unhappiness.   It deals ultimately with the so-called American Dream.   The extreme power of mankind to create an image of freedom and self-equality sets this play in motion.   One critic of the play, Craig Garrison, stated in an essay "The play makes, finally, no judgment on America, although Miller seems always on the verge of one, of telling us that America is a nightmare, a cause of and a home for tragedy" (Garrison, "The System").   Making America the nightmare that is the home for tragedy ultimately puts the American Dream to shame and makes the lives of people like Willy Loman a dream in itself.   Willy continually fantasizes about the farm in the west.

faith :: essays research papers

My faith is very complicated because I come from a Buddhist background and Learned Buddhism and been a very good follower of it. I was born in Sri Lanka. Growing up in a Buddhist family in Sri Lanka, my faith was initially introduced to me by my parents. My parents claimed to be strong Buddhists and they practiced their faith very often. Because of them I was very involved in practicing and learning more about Buddhism. To me Buddhism is a way of life. Buddhists believe that life is pain and suffering and that the way to end the pain of this life if through â€Å"Nirvana† also known as Enlightenment, a state of mind that is completely and permanently free of suffering. Enlightenment is achieved through the cleansing of sin and desires from ones mind. Buddhists also believe in afterlife and that one is born over and over again until they have achieved the stage of enlightenment. They believe that the after life is affected by the way you life this like and what ever good or bad deeds you do will come back to you accordingly, for am example if you do help some one, something good to you will happen later, but if you commit a sin, then you will be punished later; in the same lifetime or in another. Buddhism was founded by a prince named â€Å"Gouthama Siddhartha† who later became Buddha over 2500 years ago in India. Even though he has all the riches in the world he saw that there was pain and suffering in life no matter what, and one day he left his castle to go to look for an answer to be rid of the pain and the suffering in the world. He went to several different philosophers but he realized what all of them believed in was wrong and something that he cannot agree on. So he moved on and decided to go to the jungle and meditate to find an answer. After all his thinking and meditation he came to relies that the answer to sad ness is giving up desires because it was the root of sadness and to live life as simple as possible. In order to achieve this stage of enlightenment, one needs to calm their mind through meditation and get rid of sinful thoughts and the desires. After achieving â€Å"Nirvana† he introduced his teachings to people that was interested in it and then he recruited some people as monks to help teach others about his teachings. faith :: essays research papers My faith is very complicated because I come from a Buddhist background and Learned Buddhism and been a very good follower of it. I was born in Sri Lanka. Growing up in a Buddhist family in Sri Lanka, my faith was initially introduced to me by my parents. My parents claimed to be strong Buddhists and they practiced their faith very often. Because of them I was very involved in practicing and learning more about Buddhism. To me Buddhism is a way of life. Buddhists believe that life is pain and suffering and that the way to end the pain of this life if through â€Å"Nirvana† also known as Enlightenment, a state of mind that is completely and permanently free of suffering. Enlightenment is achieved through the cleansing of sin and desires from ones mind. Buddhists also believe in afterlife and that one is born over and over again until they have achieved the stage of enlightenment. They believe that the after life is affected by the way you life this like and what ever good or bad deeds you do will come back to you accordingly, for am example if you do help some one, something good to you will happen later, but if you commit a sin, then you will be punished later; in the same lifetime or in another. Buddhism was founded by a prince named â€Å"Gouthama Siddhartha† who later became Buddha over 2500 years ago in India. Even though he has all the riches in the world he saw that there was pain and suffering in life no matter what, and one day he left his castle to go to look for an answer to be rid of the pain and the suffering in the world. He went to several different philosophers but he realized what all of them believed in was wrong and something that he cannot agree on. So he moved on and decided to go to the jungle and meditate to find an answer. After all his thinking and meditation he came to relies that the answer to sad ness is giving up desires because it was the root of sadness and to live life as simple as possible. In order to achieve this stage of enlightenment, one needs to calm their mind through meditation and get rid of sinful thoughts and the desires. After achieving â€Å"Nirvana† he introduced his teachings to people that was interested in it and then he recruited some people as monks to help teach others about his teachings.

Loser : Microsoft

â€Å"Still, though Microsoft’s goals are good, it’s implementation needs work.† This was Philip E. Ross’s main point in his article â€Å"Loser: Microsoft to Spammers: Go Phish.† In the article, Ross discussed the two spam e-mail countermeasures developed separately by Microsoft and the partnership of Cisco and Yahoo. Although he admitted that the systems developed – Sender ID by Microsoft and Domain Keys Identified Mail (DKIM) by Cisco/Yahoo – had their own advantages, he also confesses to believing that DKIM is the better anti-spam proposal. He goes as far as writing, â€Å"For our purposes, that makes Microsoft Corp. the loser.† After discussing the difference between Microsoft’s and Cisco/Yahoo’s designs – a Sender ID verifies that an e-mail really came from where it claims to have come from by comparing the message’s Internet Protocol address from the IP address of its claimed origin; while DKIM tacks an encrypted digital signature to the e-mail’s header and this signature contains instructions on where to find the algorithm – Ross reveals the one great loophole to Microsoft’s Sender ID. It is not able to differentiate between spam and forwarded e-mail. And Ross says this can make or break Microsoft’s anti-spam system. As Ross says, the only way to get around Sender ID’s glitch is to cut and paste a message you plan to forward. But this, Ross explains, makes sharing harder; thus, possibly resulting to lesser people e-mailing. Although Ross presents Cisco’s Jim Fenton’s claim that DKIM also has its own fault in that it is more easily confused by e-mail changes while in transit, he still has another negative comment on Microsoft. He mentions critics’ speculations that Microsoft may have other things in mind with the control of spam e-mails – speculations that may have stemmed from the company’s tight grip on Sender ID’s intellectual property. Yet even with this presentation of arguments against Microsoft’s Sender ID, Ross still believes that the Redmond, Washington computer giant is serious about eliminating spam and that they have what it takes to come up with the standard in spam countermeasures. For now though, Microsoft’s intentions are not enough and they have yet to work towards polishing their processes. Philip Ross made a well-informed article with â€Å"Loser: Microsoft to Spammers: Go Phish†. He was able to provide evidences to all his claims and was able to back-up his assumptions. But even with a fair presentation of both sides to Microsoft’s Sender ID, Ross still had the tendency to settle more on the negative side of the system. This was especially apparent when he brandished Microsoft as the â€Å"loser†, when a less negative term could have sufficed. Ross’s points, though a little biased, were admittedly insightful. His mention of Microsoft’s attempt at secreting their anti-spam technology’s intellectual property does make one wonder why such a secrecy. I do hope that assumptions on the possibility of this technology being exploited will turn out to be not true – because true to Ross’ words, nobody wants to be strong-armed. However, even I have to agree with Ross’s suggestion that perhaps Cisco and Yahoo can add Microsoft to their team and all three can work towards a stronger anti-spam system. Since the fight against spamming is not about one company’s supremacy over another but about making e-mail more reliable for all users, Cisco, Yahoo, and Microsoft must try to work together for the benefit of millions of e-mail users. And it was good that even Fenton and Microsoft’s Harry Katz concur that this is a good idea. Philip Ross may have his own biases regarding Microsoft’s Sender ID and it was slightly apparent in the article. But his proposal for making the current situation better is indeed something that current industry bigwigs should look at. Reference Ross, Philip E. (2007). Loser: Microsoft to Spammers: Go Phish. In Spectrum Online. Retrieved September 28, 2007, from http://www.spectrum.iee

Franklin Delano Roosevelt

1. In 1932, voters still had not seen any improvement, and wanted a new president. President Herbert Hoover was nominated again by the Republicans and he campaigned saying that his policies prevented the Great Depression from being worse than it was. The Democrats nominated Franklin Delano Roosevelt, a tall, handsome man who was the fifth cousin of famous Theodore Roosevelt and had followed in his footsteps. Franklin Delano Roosevelt was suave and conciliatory and was stricken with polio in 1921. During this time, his wife, Eleanor, became his political partner and she influenced the policies of the national government. Roosevelt’s political appeal was great for he utilized his charm in private conversations and also relieved human suffering. He believed that money rather than humanity was expendable. Many Democrats speedily nominated Roosevelt. In the campaign of 1932, Franklin Roosevelt preached his New Deal to voters and Hoover lost votes. Roosevelt became president by an overwhelming defeat. 2. The early New Deal pursued the three R’s of relief recovery and reform by passing much legislation at this time. The first â€Å"R† called relief was accomplished by the passing of the Unemployment Relief Act which created the Civilian Conservation Corps, the passing of the Federal Emergency Relief Act which created the Federal Emergency Relief Administration, the passing of the Agricultural Adjustment Act, and the Home Owner’s Refinancing Act. All these legislations were for immediate recovery and relief. The second â€Å"R† called recovery was accomplished in ways such as passing of the Emergency Banking Relief Act, the surrendering of gold and abandoning the gold standard. The last â€Å"R† called reform was pursued by the passing of the Tennessee Valley Authority Act, the Federal Securities Act, the Beer and Wine Revenue Act, and the Glass- Steagall Banking Reform that created the Federal Deposit Insurance Corporation. 3. Unemployment in America increased and there needed remedial action quickly and the New Deal had a great effect on labor and labor organizations. The Civilian Conservation Corps was the most popular of the New Deal and this law provided employment for millions of men. Their work included reforestation fire fighting, flood control and swamp drainage. The actual first major effort of the new Congress to grapple with the unemployed adults was the Federal Emergency Relief Act which three billion dollars were granted to the states for direct dole payments or preferably for wages on work projects. Also, labor under the National Recovery Administration granted additional benefits. Workers were formally guaranteed the right to organize and bargain collectively through representatives of their own choosing. Also there were maximum hours of labor and minimum wages. 4. To help the farmers, which had been suffering ever since the end of World War I, Congress established the Agricultural Adjustment Administration, which paid farmers to reduce their crop acreage and would eliminate price-depressing surpluses. However, it got off to a rocky start when it killed lots of pigs for not good reason, and paying farmers not to farm actually increased unemployment. The Supreme Court killed it in 1936. The New Deal Congress hastened to pass the Soil Conservation and Domestic Allotment Act of 1936, which paid farmers to plant soil-conserving plants like soybeans or to let their land lie fallow. The Second Agricultural Adjustment Act of 1938 was a more comprehensive substitute that continued conservation payments but was accepted by the Supreme Court. 5. Franklin Roosevelt controlled Congress, but the Supreme Court kept on blocking his programs, so he proposed a shocking plan that would add a member to the Supreme Court for every existing member over the age of 70, for a maximum possible total of 15 total members. For once, Congress voted against him because it did not want to lose its power. Roosevelt was ripped for trying to be a dictator. FDR’s â€Å"court-packing scheme† failed, but he did get some of the justices to start to vote his way. However, his failure of the court-packing scheme also showed how Americans still did not wish to tamper with the sacred justice system. 6. The New Deal Coalition is a political coalition, which was created by Franklin Roosevelt in the 1930s. It included Democratic Party organizations, big city machines, labor unions, minorities (racial, ethnic and religious, especially Blacks, Catholics and Jews), liberal farm groups, intellectuals, the Mountain West, and the white South. It was opposed by the Conservative Coalition of northern Republicans and southern Democrats. The New Deal Coalition dominated presidential elections in 1932 and lost control of Congress in 1937. The coalition fell apart after 1966 but it remains the model that Democratic Party activists seek to replicate. The coalition brought together liberal interest groups and voting blocks that supported the New Deal and voted for Democratic presidential candidates from 1932 until approximately 1966, which made the Democratic Party the majority party during the Fifth Party System. 7. There were many changes of the New Deal such as the â€Å"AAA† and NRA were replaced by other legislations because these legislations were unconstitutional. These legislations were replaced by the second Agricultural Adjustment Act and the Soil Conservation and Domestic Allotment Act. A Second New Deal in 1934-36 included the Wagner Act to promote labor unions, the Works Progress Administration (WPA) relief program, the Social Security Act, and new programs to aid tenant farmers and migrant workers. The final major items of New Deal legislation were the creation of the United States Housing Authority and Farm Security Administration, both in 1937, then the Fair Labor Standards Act of 1938, which set maximum hours and minimum wages for most categories of workers. No other twentieth century president enjoyed the levels of popular admiration that Franklin D. Roosevelt did during his twelve years in office but the policies of his administration inevitably aroused opposition. The evolution of Roosevelt’s New Deal cannot be understood apart from the opposition that it aroused. In some cases Roosevelt skillfully borrowed ideas from his opponents and co-opted their followers. Some land mark legislation of the New Deal was the product of just such tactics. But eventually a coalition of conservative opponents emerged and systematically curtailed the most ambitious plans of the New Deal. By early 1935, the New Deal legislation of the previous two years had aroused growing voices of criticism on the left and right of the political spectrum, and by several important Supreme Court rulings. Persisting severe economic difficulties fueled the rise of powerful political leaders who offered immediate solutions to the nation’s economic problems. 8. Foes of the New Deal condemned its alleged waste, incompetence, confusion, contradictions and cross-purposes. Critics deplored the employment â€Å"crackpot† professors, leftist â€Å"pinkos† and out right Communists. Business people accused Roosevelt of confusing noise and movement with progress. Bureaucratic meddling and regimentation were also bitter complaints of the anti-New Dealers. Promises of budget balancing to say nothing of other promises had flown out the window and national debt skyrocketed. Critics accused the New Deal of fomenting class strife. New Dealers defended their record. They admitted that there was waste but they pointed out that relief had been the primary object of their multifront war on the depression. They also argued that it had been trivial in view of the immense sums spent and the obvious need for haste. They also declared that the New Deal had relieved the worst of the crisis in 1933. It promoted the philosophy of balancing the human budget. The collapse of America’s economy system was averted, a fairer distribution of the national income was achieved and the citizens were enabled to regain and retain their self respect.

Marketing Mix of the Berocca

1. 0 Abstract In this report, the aim was to analyze the marketing mix of Berocca according to our group’s survey and questionnaires. Marketing mix includes product, price, place and promotion. In terms of the survey and questionnaires, some results were givens and analyzed. In addition, some personal suggestion will be presented. 2. 0 Introduction Berocca is a brand of effervescent drink and vitamin tables, the tables contain comprehensive vitamin B group and vitamin C. At first, Berocca was made by the Roche Pharmaceuticals, but in 2005 Bayer’s global acquired the Roche Consumer Health and Berocca is made by Bayer. Berocca is the NO. 1 multivitamin brand grocery trade with 49% market share in 2009. † (Nielson, 2009) It is popular around the world, such as the Unite Kingdom, the Unite States, the European Union and China. In this report, the marketing mix of Berocca has been analyzed detailedly from product, price, place and promotion. Some results have been analyzed based on our group questionnaires. From the questionnaire, our group calculated some data. In terms of the data, the consequences were found clearly. Additionally, the report’s main points will be concluded and the personal recommendations will be given. 3. 0 MethodologyDue to achieve the research of Berocca from 4Ps, Rina, Shupeng, Beverly and me, we made up a group. We surveyed on the internet and in the university library. Furthermore, we discussed together and made a questionnaire with 11 questions. Then we did the questionnaires at the bus station outsides the Brent Cross. We did 30 questionnaires.4. 0 The results and analyses of Berocca marketing mixIn this section, according to the questionnaires the Berocca marketing mix will be analyzed and our group made some diagrams based on the questionnaires, we got some data, in terms of the data the results will be concluded.4. 1 Product Product means the goods-and-services combination the company offers to the target market. (Kotler and Armstrong, 2010) According to the question 8, Why do you buy Berocca? [pic] This is about the functions of product. Berocca effervescent tables contain many kinds of vitamin, such as vitamin B and vitamin C. These vitamin are all good for health, they can boost immune system. If you always work hard, when you feel tired, you can drink it, as a result, the tables can help you become more energy, therefore, you may work well and improve efficiency.Referring to the bar diagram, the people who are in different age category, they buy Berocca main because Berocca is good for health and to work well. Few people just want to taste. 3 under 18 people have bought Berocca for good taste. Between 20-30 ages, the number of people wants to taste is the same as people want to work well. The quantity of people buys it for health is one more than others. Between 30 and 40 age, 14 people are willing to buy Berocca, there are 8 people buying Berocca due to want to work well. Just 3 people of 50 plus bought Berocca for healthy.The reasons why most adults bought Berocca are the people are working and studying hard, they need more energy to work well. When they feel tired, they drink it, so they may be full of power to work and work efficiently. They drink Berocca also can improve immune system. They need more vitamins because they work too much, Berocca is good for health.4. 2 Price Price is the amount the consumer must exchange to receive the offering. (Solomon et al, 2009) It is based on question 7. What do you think of the price? [pic] This is about the price of product. Every bottle of Berocca is sold in stores bout ? 5. Personal idea, it is a little expensive. Maybe its bottle materials and production process cost much more. As a result, the price of Berocca is a little expensive. According to the bar chart, the majority of people think the price of Berocca is average. The number of people who think the price is cheap is the same as the quantity of people who think the price is expensive. In the adults, there are 20 people think the price is average. It occupies two thirds in 30 people. It is obvious that most adults will buy Berocca and they think the price is average.Because most adults have a stable income and most tim e they work hard, they need Berocca much more than young people.4. 3 Place Place includes company activities that make the product available to target consumers. (Kotler and Armstrong, 2010) Referring to the question 6, Where do you usually but Berocca? [pic] This is about the place where sell Berocca effervescent stables. They most distribute in Supermarkets and all kinds of pharmacies. Consequently the Berocca’s target markets are adults. In terms of the graph, there are 12 people bought Berocca in Tesco, most people bought it in pharmacies. People under 18, only 3 bought it.There are 27 people who the age over 20 buying Berocca. It is based on the results, the reason why Berocca is sold in supermarket and pharmacies. Because in most situations, the majority of adults will buy daily necessaries and medicines in supermarkets and pharmacies. In terms of the results, they show us clearly, most adults will buy Berocca and they buy the products in Supermarkets and various pharma cies. Adults need the Berocca much more than young people.4. 4 Promotion Promotion includes all of the activities marketers undertake to inform consumers about their products and to encourage potential customers to buy these products. Solomon et al, 2009) According to the question 4, How do you know Berocca? [pic] There are many kinds of methods promoting a product. For example, advertisements are obvious one of the methods, such as TV, magazine and internet. The reason why Berocca make more advertisements, because with the development of technique more and more people use computer, Berocca through putting the advertisements on the websites to promote its products. People may often work hard and enjoy themselves on the internet. It is a good promotion based on internet. It can be seen form the histogram, there are 13 people find Berocca on the internet. people know this product from TV. Just few people know Berocca from the magazine. At last, there are 5 people know Berocca from oth er ways. Most adults know this product. These numbers illustrate people who often work with computer knows more about Berocca than young people under 18. When they work hard, they may survey on the internet, in addition, they may find the advertisements of Berocca. Berocca’s functions are good for health and help people work well. When they feel tired, they will buy it and have a try. Consequently the purpose of Berocca promotion will be achieved.5. ConclusionIn conclusion, referring to the analyses of Breocca marketing mix, it is obvious that Berocca have a good marketing. Firstly, Berocca make most people know the product of function. Secondly, Berocca sell its products at the correct place and the products correspond with the right people who are adults. Thirdly, it is successful to promote its products. Berocca know people work hard and use computers, it catches the emphasis, when people feel tired and need more energy, they see the advertisements, and they will buy Beroc ca. Personally, I think Berocca should add more promotions.For example, it can sell products as any 2 for ? 8. Because the price is a bit high for most people who are working hard and having a normal incomes. When people meet some festivals such as Christmas, Berocca can decrease directly the price, they can sell more products. All in all, if Berocca do more promotions, it may be more successful and achieve the goals easier.6. 0 Reference‘BEROCCA FIZZES WITH A NEW EXOTIC FLAVOUR' 2009, Checkout, 35, 9, p. 76.Marketingteacher. com (2012) Marketing mix. [Online] [Accessed: 27/08/2012].7. 0 AppendicesThe questionnaire and charts