Periodic Table Research Paper

Aaron Wong History and Development of the Periodic Table Period 11 The most basic arrangement of the periodic table was in 1649. By this time, many elements have been known but the first scientific discovery of an element was in 1649. Hennig Brand discovered phosphorus, the first element discovered through scientific inquiry. He attempted to create a  Philosopher’s Stone which was supposedly able to turn metals into pure gold. During his experiment, he heated residues from boiled urine, and a liquid dropped out and turned into flames. This was the first discovery of phosphorus.During the next 200 years were when chemists started to recognize patterns in properties of elements and gained much knowledge about the properties and compounds of them. In the late 1700s, the first extensive list of elements was created. It was created by Antoine Lavoisier, a French chemist. The first list contained 33 elements and was distinguished between metals and non-metals, dividing the few kno wn elements into four classes. He devised a naming system for the discovery of new elements. Additionally, Antoine Lavoisier was the first chemist to define an element as a substance that cannot be broken down by chemical means.His findings greatly contributed and impacted many chemists and their ideas on elements. It helped them start to categorize and understand the elements more thoroughly. In 1803, John Dalton developed an atomic theory based off the fact that elements were combined with each other according to different ratios by weight. As a part of his theory, Dalton built a scale of atomic weight based on the hydrogen atom. John Dalton calculated the first relative weights of atoms and compounds. In 1808, he published a list of elements along with their atomic weights.Around 1810 to 1830, Jons Jakob Berzelius, a Swedish chemist, developed a table of atomic weights that contained all of the elements known to that date. He also introduced and incorporated letters to symbolize elements. These letters abbreviated the elements based off their Latin names. Before this, symbols from the early Greeks and alchemists were used to symbolize elements. Berzelius became most famous for this series of experiments that demonstrated the fact that the elements in substances are held together in definite proportions by weight. This became known as the law of constant proportions.Through these experiments, Berzelius was also able to discover many new elements such as cerium, selenium, thorium and many more. With all of these elements, he determined the atomic weights of almost all of them and created his own table of atomic weights. In the table, he used oxygen as a standard of weight and set its weight equal to exactly 100. During the 1820s, Johann Dobereiner, a German chemist, discovered the existence of families of elements with similar chemical properties. He grouped these elements in triads, group of threes. The appearance and reactions of the elements in a triad wer e similar to each other.He first found that Strontium had about the average properties of Calcium and Barium, and grouped these three together accordingly. Not only did Dobereiner find chemical patterns of the elements in the triad, but also physical patterns. He stated that the atomic mass of the middle element of the triad was almost equal to the average atomic mass of the first and third element. Furthermore, Johann went on and tested if the other properties of these triads were similar, such as their specific gravity and affinity, and they were. He ended up discovering two other triads.The halogen triad of chlorine, bromine and iodine and the alkali metal triad of lithium, sodium, and potassium. His discovery of the triads gave other scientists a clue that relative atomic masses were important when arranging the elements. In 1862, a French geologist, A. E. Beguyer de Chancourtois, published the first geometric representation of the elements. He drew a list of the elements on a c ylinder arranged by atomic weight. There was a continuous spiral around the cylinder and it was separated into 16 parts. Chancourtois ordered the elements by increasing atomic weight and with similar elements lined up vertically.He wrote the atomic weights on the surface of the cylinder with a circumference of 16 units, which was the approximate atomic weight of  oxygen. The resulting helical curve brought similar elements onto corresponding points above or below one another on the cylinder. From this he proposed that â€Å"the properties of the elements are the properties of numbers. †Ã‚  He was the first scientist to see elements when they were arranged in order of their atomic weights. He saw that the similar elements occurred at regular atomic weight intervals. This was the first geometric representation of the periodic law.His diagram contained ions and compounds as well so it was not a correct representation of the elements. In 1863, John Newlands, an English chemist, classified the 56 known elements into 11 groups based on similar properties. He arranged all the elements into a table in order of relative atomic mass. Newlands noticed that any element’s chemical properties were similar to the eight element following it in the table. This was known as the Law of Octaves. 1869 lothar meyer, Dmitri Mendeleev 1895 lord Rayleigh 1898 william ramsey 1911 ernest Rutherford 1938 henry Moseley 1940 glenn seaborg

How Society and Culture Affect Friendship Essay

How society and Culture affect Friends and Social Activities The ‘social’ is an important concept to know to understand this topic. It is the totality of explanations describing how people interact and make meanings of their experiences. Culture, as should be known, is Shared, transmitted, learned, adaptive etc. Different cultures promote different relationships and can either hinder or encourage certain activities among its people. Friends that people make will differ based on their cultural views and belief. Example: Jamaica’s motto â€Å"Out of Many, One people† This implicates unity within our culture. Regardless of colour, religious belief or ethnicity people make friends and partake in the pretty much the same activities. Going to the movies, going to dances, parties, clubs, bars etc. While  In a country like Trinidad with segregated culture, you have people of different races separate and apart from each other. Religious backgrounds (whether Hindu or Christian) can form who you choose to be your friend and some activities are labelled generally white, or generally black, or generally Indian rather than having equilibrium between all races. Society – This is known sociologically as a group of people related to each other through persistent relations (usually sharing the same geographical location) Society has norms which is expected behaviour of each individual, thus it is an important factor in your activities and friend choice. It must be societally acceptable else you may be labelled deviant. Your general upbringing and status/class usually shapes who you make friends with. Example: People from ‘Uptown’ tend to make friends with those of a similar background, or financial status as them. Similarly people of limited means stick together and form friendships. However there are some exceptions, especially in more open society of today where there are friendships formed across classes due to similarity in personality or social activities. Society is more likely to expect that people from higher classes would partake in activities like theatre and go to exclusive parties. It is seen where today, especially in Jamaica, regardless of status, social activities are open to any and everyone.

Importance of Greek Burial

The Importance of Burial in Greek Religion For the most part, the Greeks did not believe in a different afterlife for the good or bad—i. e. , no heaven or hell. In their view, the afterlife was almost universally grim; the important detail for the dead was whether they were buried or unburied. Those who did not receive proper funeral rites were doomed to wander by the river Styx, the entrance to the Underworld, for eternity; their souls could never be at rest.Thus, denying burial to a corpse not only insulted the body, but also damned his soul for all time. The buried were granted access to Hades, the name of both the Underworld and its king (who was also known as Pluto). In order for the dead to gain this access, a complicated ritual had to be performed. There were few ‘professional' undertakers, so a man's funeral fell to his family, especially the women of the family.They prepared the body for cremation, oversaw the collection of the bones and ashes and burial of the urn, provided the tomb with liquid offerings (libations), and led the mourning, a loud and violent process in which women tore their cheeks with their fingernails, ripped out their hair, and poured dirt over the heads and clothing. Mourning the dead was one of the few things women were allowed to do in ancient Greece, especially Athens. Women of well-born families were expected to stay at home in specially designated women's quarters at all times except during certain religions festivals.Marriages were arranged by a girl's father or guardian. Women were not true citizens of the democracy and could not speak or vote in the assembly. They were not even allowed to speak in court, a basic right for Athenian men. Burying and mourning their dead relatives gave women an opportunity to do something important for their families. It brought women to the fore and gave them a role to play. When Creon forbids burial of Polynices, he denies Antigone the chance to do one of the few important thing s society allowed women to do. Thus, he is attacking her identity, and that is a large part of the reason she opposes his orders.

Media literacy Essay Example | Topics and Well Written Essays - 2000 words

Media literacy - Essay Example Following several clashes with swords in series of fierce mortal combats, the duo, Jack and Will attempt to recapture the Black Pearl Ship, relinquish a fortune in forbidden treasure and save the British navy thereby lifting the curse of the pirates, (Solway, 2008). Redbank (2007) affirms that the film’s complexity was achieved following a number of production technicalities. With numerous shootings, the first one being on October 9, 2002 in which Jack Sparrow steals the interceptor, the production team constantly changed the script to achieve their primary objective; a pirate movie with comical characters and a comical storyline with violence and politics incorporated. Trimble (2007) further documents that the film’s computer generated forms of the cursed crewmembers are relatively convincing, a feat achieved by the visual effect integrated by the production team. According to Wiratmoko (2009), the film’s production unit uses a series of filmic conventions and mythological images of characters like the masculine pirate Jack Sparrow to achieve the film’s objectives. Supplementary characters also supports the main character for example, Elizabeth Swan asks ‘Whose side is Jack on?’ to depict the ambiguity in Jack’s loyalty. Will replies, ‘at the moment?’ thereby depicting Jack’s unstable, contingent, ever changing and heterogeneous character, (Solway, 2008). Trimble (2007) however reveals that, a deeper analysis of Jack’s character reveals a strange aspect of piratical freedom and liberty from political manipulation. Comparative to the life on port Toruga, the society in Port Royal is too structured, lacking in freedom with all inhabitants obeying the preset political standards. Trimble (2007) notes that, the movie manages to bring out the free lifestyle which majority of civilized individuals seeks, a life in which individuals are allowed wild random adventures. According to Wiratmoko

THE COMPARISON OF CONTRAST MEAD AND BOURDIEU THEORIES Essay

THE COMPARISON OF CONTRAST MEAD AND BOURDIEU THEORIES - Essay Example Perceiving a house is same as to perceive shelter. That is why it is concluded that perception is the action plans that individual takes (Baldwin, 90-91). Mead’s society based on an open society of open selves, (Herbert, pp 6). His theories are synthesis of German idealism which states that, the self’s â€Å"perception and semantics’† and "a common practice of various subjects" (Baldwin, 203-205) found particularly in social brushes., Mead’s self states to be significantly knitted within a sociological presence: For Mead, existence in community lies before individual awareness. Mead focused that all human beings including men and women start their apprehension of the social world through "play" and "game". "Play" lies prior in the childs development and growth (Baldwin, pp. 23-31). The self-development is dependent on learning in order to capture the role of other. Therefore, a child can play different actions he notices in "adult" society, and performs them out to take an understanding of the various social roles. Moreover, it is simply the matter that, what others do. Every step is a learning step that starts from imitation through play acting world of children. Whereas, Pierre Bourdie was a famous French sociologist born on first august 1930.his work provide the framework for social and symbolic violence that enables the dynamics to reveal the human power connections in our social life. However, he argued that individuals either schools or writers should bring their expertise to bear responsibly on political and social issues. He drew different methods from a broad range of various disciplines, specially philosophy anthropology and sociology. One of his famous books is â€Å"Distinction† describes the space of social lifestyle and space of social positions or a Social Critique of the assessment of Taste. Moreover, Bourdie describes the scholastic point of view, means things of logic and logic of things. Moreover, he loved intellectual combat,

Peer review of classmates' papers Essay Example | Topics and Well Written Essays - 500 words

Peer review of classmates' papers - Essay Example Such mistakes absorb the professionalism from writing, and the big ideas presented are all outshined by these petty mistakes, which is very unjust! Apart from the wrong use of tense, you have also made several other grammatical mistakes, which include but are not limited to wrong sentence construction, missing words and use of inappropriate vocabulary. For example, â€Å"†¦one thing, highest good†¦Ã¢â‚¬ Ã¢â‚¬ ¦line 3, should have been â€Å"†¦one thing, i.e. the highest good†. â€Å"Both of their ideas have been†¦Ã¢â‚¬ Ã¢â‚¬ ¦line 3 & 4, should have been â€Å"Ideas of both of them†¦Ã¢â‚¬  And then â€Å"Aquinas say that laws must be†¦Ã¢â‚¬ Ã¢â‚¬ ¦line 28 & 29, should have been â€Å"Aquinas says that laws must be†¦Ã¢â‚¬  The grammatical errors pointed out above are only few of the several problems that I see in the paper. The paper you have written fundamentally compares the ethical beliefs of Aristotle and Aquinas, and is thus a c omparison essay. But the way you have structured the essay does not fulfill the requirements of a comparison essay. In order to write a good comparison essay, you must learn that there are two basic ways of structuring an essay.

Reorgnizaing Power in Indonesia Essay Example | Topics and Well Written Essays - 7500 words

Reorgnizaing Power in Indonesia - Essay Example This essay describes the researchers conducted by Richard Robison himself on the topic of reorgnizaing power in Indonesia. In the first chapter Richard Robison presents the arrival of Soeharto at the head of Indonesia. Robison, quoting Hutchcroft, compares Indonesia’s Administrative Patrimonial State to the Philippines’ Patrimonial Oligarchy explaining that Indonesia had the capacity to implement social reforms as the Philippines did not, therefore giving a strong ground for economic growth. Soeharto decisions about economics were very accurate for Indonesia. Nevertheless, Indonesia did not become an organized liberal market because these advisers were only given specific tasks which even sometimes served other goals than healing the economic status. Robison, in the second chapter analyzed in the essay, presents the impact of the Asian financial crisis in Indonesia and its consequences to the economy. As an introduction, he expresses the confidence of the Indonesian eco nomic leaders and of the World’s financial institutions regarding the strength of the rupiah and the economy. In the third chapter Robison explains the reason of Soeharto’s decline. As he states, it is the Thailand baht crisis that precipitated his fall. The researcher then concluded that even if Soeharto manage by a mockery of election to remain at power in Indonesia, he was forced out of office in May 1998 as he was seen domestically and internationally as playing the leading role in Indonesian’s economic decline.

AT&T Essay Example | Topics and Well Written Essays - 250 words - 1

AT&T - Essay Example The platform features cost-savings, convenient online account management tools as well as 24/7 technical support and help to the companies. This has attracted a wide pool of companies thereby increasing their customer base thus assuring AT&T huge profits for the foreseeable future. Secondly, the company engages in mergers and acquisitions. For instance, it recently assented to acquire 49 Advanced Wireless services. This has the potential of extending the coverage by more than 50 million people in 14 states (seekingalpha.com). This will add the company’s spectrum thereby increasing its ability to meet the ever-increasing mobile Internet services’ demand. AT&T Inc. will be able to roll out its network in new markets thus increasing business. Lastly, AT&T Inc. is undergoing migration from TDM to IP. This will ensure reliable broadband Internet thereby improving data security and business continuity (forbes.com). According to John Donovan, a senior VP at AT&T, this migration will increase business because a greater amount of enterprise customers are adopting fiber and IP-based services. The device financing initiatives of AT&T also appear to be booming with subscribers and hence should increase business by improving

Globalization and Its Impact on Business Essay Example | Topics and Well Written Essays - 2500 words

Globalization and Its Impact on Business - Essay Example The purpose of the project was meant to inform company B on the need to implement the best practices for communicating in a multicultural environment. The objectives of the project were implemented and this included the best practices and recommendations vital to achieving success in a multicultural environment. The conclusion was also included, which summed up the research report for practices and recommendations vital to achieving success when dealing with diverse cultures. I submit herewith a report on recommendations and the best practices for intercultural communication that Company B will employ. This will help the company to solve communication barriers; thus conducting business effectively in the internal markets. The main purpose of this report is to offer recommendations and best practices that Company B should employ in order to communicate effectively across diverse cultural backgrounds. Therefore, the company should employ effective practices for intercultural communication in China markets. Questions or any further information relating to any recommendation or practices raised in the project should be directed to me. However, questions of administrative nature may be directed to the managerial leaders of the company. The globalization era has altered the way companies carry out business and also communicates across diverse cultures. The Internet and current technology have paved way to new marketplaces, which enables companies to promote their business in the international or new geographic areas and cultures. The world demands marketing experts who are capable of recognizing the rising communication complexities across cultural borders. The intercultural communications are radically becoming significant in the current globalized world. This is especially to companies going global or those companies carrying out international business, as well as, handling customers from diverse cultural backgrounds.

Love Essay Example | Topics and Well Written Essays - 500 words - 9

Love - Essay Example ‘It was our old times when true love was found on this plant, the current generation has no idea of what true love is’ my grandfather used to say that. But love actually is the greatest of all powers on this plant and with the ability to identify and care, one can find love anywhere on this planet in form of love form family, love for their own selves and love for a woman. Love for family is usually the most commonly found kind of love. It is the love that exists between the members of a family. This kind of love is identified when the members of a family tend to take care of each other, make sacrifices and provide with basic necessities of life to each other. Love for family keeps the family together and can be regarded as the main pillar of our social life. It is also the love for one’s family that makes one of the founding stones of a community since families are what make communities survive. Love for one’s self is the second kind of love that exists in this world. People who usually express this kind of love are labeled selfish in today’s world but actually it is this love that helps them survive and progress. Love for one’s self does not mean being selfish and not taking care of others at all but, it means giving enough time to one’s self, to take care of one’s self, maintaining hygiene, eating healthy food and spending money to look good. Staying happy is an important way to express love for one’s self. Love for a woman, often misunderstood as the only kind of love in this world is actually a kind of love. It Is an important component of a person’s married life and a necessity for marriage to continue. If there is no love for the woman there would be no marriage. It is the most complicated kind of love and usually the most difficult to live up to. In a nutshell, love for a woman is not the only kind of love that exists in the world. Love can exist in any shape such as love for God,

Is Science a Religion Essay Example for Free

Is Science a Religion Essay Is science a religion? This topic has been debated by many creationists and scientists alike. The philosophy of science makes no claims to knowledge about the supernatural or metaphysical and, by not so doing, is left with an enterprise that although hugely successful is also permanently on trial (Manne, 2010). The only thing scientists can agree upon is the empirical nature of science, but the steps from observations to theory are not without philosophical problems. DISCUSSION Thomas Kuhn thinks that scientific paradigms are essentially pictures of the world that are consistent with observations and logically coherent. But such pictures are necessarily always incomplete, at least until such time as we know everything, and our minds seem to struggle to accept this; it seems like there is an aesthetic compulsion to create harmonious images, even if that means filling in the spaces with metaphysical constructs. Andrew Brown states that the dictionary is wrong; science can be a religion too. He explains that if you strictly use the dictionary definition of science then it cannot be considered a religion, but if you look at science objectively you can see how it could be considered one. He makes a strong argument that religion has too many definitions for science to not be considered one. Richard Dawkins believes the opposite. He states that science is based upon verifiable evidence. Religious faith not only lacks evidence, its independence from evidence is its main virtue. Dawkins makes a good argument for science not being a religion. He even goes so far as to reconsider his stance only if science can get as much education time as religion does. Dawkins’ Atheist views are widely known but there are many more scientists that believe religion has no place in the world. Michael Ruse, on the other hand, asks why religion is not being taught in public schools while science is. His argument is that if â€Å"God exists† is a religious claim, why then is â€Å"God does not exist† not a religious claim? And if Creationism implies God exists and cannot therefore be taught, why then should science which implies God does not exist be taught? I am sure Dawkins was referring to Sunday school and bible study when he referred to science getting as much education time as science, but Ruse has a valid point. Science is taught in schools due to separation of church and state, therefore everyone has to learn science. Sunday school is voluntary. Peter Harrison demonstrated how the role of religion in the rise of modern science often focused on the way in which religion motivated particular individuals, or provided the essential content of approaches to nature. These relate to the origins of science and assume that, once established, modern science becomes self-justifying. However, seventeenth century criticisms of science, such as attacks on the Royal Society, suggest that science remained unimportant for quite some time. The rise of science to cultural importance in the eighteenth and nineteenth centuries was possible only because science was eventually able to establish itself as religiously useful initiative. Religion played a key role not only in the origins of modern science, but in providing the ongoing social sanctions that ensured its persistence and rise to prominence. This is a concept I am sure Dawkins would not appreciate, yet it has merit. The relationship between Science and Religion can be explained from two discrete points of view. Some would argue that scientific explanations are the only means of explaining our existence, while others would argue that religion and the story of creation provide a sufficient amount of the worlds conception. Religion and science both have the same basis, which are truth and understanding. It is this similarity that allows a direct link between science and religion. I believe that there is sufficient evidence to prove that science and religion are compatible. Albert Einstein had the same opinion when he presented the idea of the nature of light that was argued for hundreds of years. Scientology is also a proven example of compatibility between religion and science. Also, when looking at the two from a more general point of view, it would be obvious to say that they can both work together to give us a better understanding of the universe. In the early 1700s, a constructive debate on the true nature of light led to various arguments and theories. The corpuscular theory, which was more religious based, depicted light being tiny particles that were transferred from a source like the Sun to a destination. A more scientific theory suggested that light was a wave phenomenon where the energy was carried by a wave motion and not by movement of actual particles. In the early 1900s, Albert Einstein discovered that light was both a wave and it was composed of tiny particles. He felt that both sides were right all along and both contributed to finding out the true nature of light. With this discovery, he felt that there was a strong link between science and religion. Science without religion is lame, religion without science is blind (Einstein, A). Saying this, he believed strongly in the fact that religion and science were compatible. He believed that religion was a byproduct of fear and a tool to help the primitive human mind deal with it. He believed that many leaders and rulers incorporated religion into their daily functions to secure their rule. The question â€Å"is science a religion? † still remains. The problem may lie in how science and religion differentiate in their distinct methodologies of searching for knowledge and belief. Science refers to a system of acquiring knowledge based on scientific method, it attempts to collect accurate information about the shared reality and to model it in a way that can be used to make reliable. They have concrete and quantitative predictions about events; everything has a hypothesis and has reasons to prove it. Science gains their knowledge through scientific method: testing hypotheses to develop theories through elucidation of facts or evaluation by experiments. It develops theories of the world which best fit the observed physical observed evidence. It can be categorized into two major types of sciences: human science and natural science and they rely mainly on empirical evidence. Religion is a set of beliefs and is related to both the personal practices related to communal faith and to group rituals and communication stemming from shared conviction. Theologians believe in the omnipotent power that God has, they put faith on God and use religion as a tool to satisfy their unanswerable questions and desire to know. Some religious people maintain that religious knowledge is absolute and infallible. However, the knowledge each person believes in varies as religious knowledge varies from religion and each individual. Science tends to be more tangible while religion is more imperceptible according to senses. There is domestic danger in being a world religious leader and technological powerhouse. Religious commitment and leadership in science and technology greatly enlarges the potential for conflict between faith and science in the United States. The relationship between religion and views of science should be of interest not just to scientists and social scientists concerned with public opinion research, but to policy makers as well. Public opinion has significant impact upon the making of public policy. Commonly held perceptions about particular scientific findings could help determine the eventual shape of laws and other policies for issues such as abortion or climate change (Keeter, 2007). Tradition has taught mankind that religion and science are two competing theories that can never be intermixed. Science and religion put forth competing theories on how the world was created, who is responsible for such creation, and what happens to individuals when they die. Further, science proposes solutions for many of society’s problems that many religions clearly define as wrong, such as abortion, stem cell research, and cloning. Early scientists and philosophers integrated science and religion to explain the course and state of the cosmos. For instance, Galileo, Kepler, Descartes, and Newton all asserted that mathematical relations, the foundation of science, were a product of God. According to the four, it was God who invented mathematics and then imposed mathematical laws on the universe to back them up. More than 100 years ago, William James remarked, â€Å"I do not see why a critical science of religions might not eventually command as general a public adhesion as is commanded by a physical science†. In James view, studying religion by way of science could shed more light on the issue than philosophy alone. James believed that philosophy fell short in that it failed to â€Å"capture the depth, motion, and vitality of religion†. By focusing on religion from a scientific point of view, researchers could better determine the concreteness of the religious experience. So, is science a religion? The answer is it depends on who you ask.  There is no concrete evidence to prove that it is or isn’t. I tend to believe that it could be. People like Richard Dawkins say emphatically no, yet he has blind faith that â€Å"what science cannot explain today, it will be able to explain tomorrow† (McGrath, pg. 148). Some have even gone so far as to compare Dawkins’ â€Å"infatuation† with Darwin with the Christian’s worship of Jesus Christ. I have not read anything that proves this but it could be another example of how science can be viewed as a religion. Either way, it seems that some level of faith is required for both and we can learn a lot from each one.

Interpersonal and Transferable Skills Essay Example for Free

Interpersonal and Transferable Skills Essay Youre probably familiar with the phrase ‘what gets measured gets done. Defining and measuring effectiveness – especially the performance of workers – is a critical part of your job as a manager. The question is: How do you define the skills, behaviors, and attitudes that workers need to perform their roles effectively? How do you know theyre qualified for the job? In other words, how do you know what to measure? Some people think formal education is a reliable measure. Others believe more in on-the-job training, and years of experience. Still others might argue that personal characteristics hold the key to effective work behavior. All of these are important, but none seems sufficient to describe an ideal set of behaviors and traits needed for any particular role. Nor do they guarantee that individuals will perform to the standards and levels required by the organization. A more complete way of approaching this is to link individual performance to the goals of the business. To do this, many companies use ‘competencies. These are the integrated knowledge, skills, judgment, and attributes that people need to perform a job effectively. By having a defined set of competencies for each role in your business, it shows workers the kind of behaviors the organization values, and which it requires to help achieve its objectives. Not only can your team members work more effectively and achieve their potential, but there are many business benefits to be had from linking personal performance with corporate goals and values. Defining which competencies are necessary for success in your organization can help you do the following: †¢ Ensure that your people demonstrate sufficient expertise. †¢ Recruit and select new staff more effectively. †¢ Evaluate performance more effectively. †¢ Identify skill and competency gaps more efficiently. †¢ Provide more customized training and professional development. †¢ Plan sufficiently for succession. †¢ Make change management processes work more efficiently. How can you define the set of practices needed for effective performance? You can do this by adding a competency framework to your talent management program. By collecting and combining competency information, you can create a standardized approach to performance thats clear and accessible to everyone in the company. The framework outlines specifically what people need to do to be effective in their roles, and it clearly establishes how their roles relate to organizational goals and success. This article outlines the steps you need to take to develop a competency framework in your organization. Design Principles of a Competency Framework A competency framework defines the knowledge, skills, and attributes needed for people within an organization. Each individual role will have its own set of competencies needed to perform the job effectively. To develop this framework, you need to have an in-depth understanding of the roles within your business. To do this, you can take a few different approaches: †¢ Use a pre-set list of common, standard competencies, and then customize it to the specific needs of your organization. †¢ Use outside consultants to develop the framework for you. †¢ Create a general organizational framework, and use it as the basis for other frameworks as needed. Developing a competency framework can take considerable effort. To make sure the framework is actually used as needed, its important to make it relevant to the people wholl be using it – and so they can take ownership of it. The following three principles are critical when designing a competency framework: 1. Involve the people doing the work – These frameworks should not be developed solely by HR people, who dont always know what each job actually involves. Nor should they be left to managers, who dont always understand exactly what each member of their staff does every day. To understand a role fully, you have to go to the source – the person doing the job – as well as getting a variety of other inputs into what makes someone successful in that job. 2. Communicate – People tend to get nervous about performance issues. Let them know why youre developing the framework, how it will be created, and how youll use it. The more you communicate in advance, the easier your implementation will be. 3. Use relevant competencies – Ensure that the competencies you include apply to all roles covered by the framework. If you include irrelevant competencies, people will probably have a hard time relating to the framework in general. For example, if you created a framework to cover the whole organization, then financial management would not be included unless every worker had to demonstrate that skill. However, a framework covering management roles would almost certainly involve the financial management competency. Developing the Framework There are four main steps in the competency framework development process. Each steps has key actions that will encourage people to accept and use the final product. Step One: Prepare †¢ Define the purpose – Before you start analyzing jobs, and figuring out what each role needs for success, make sure you look at the purpose for creating the framework. How you plan to use it will impact whom you involve in preparing it, and how you determine its scope. For example, a framework for filling a job vacancy will be very specific, whereas a framework for evaluating compensation will need to cover a wide range of roles. †¢ Create a competency framework team – Include people from all areas of your business that will use the framework. Where possible, aim to represent the diversity of your organization. Its also important to think about long-term needs, so that you can keep the framework updated and relevant. Step Two: Collect Information This is the main part of the framework. Generally, the better the data you collect, the more accurate your framework will be. For this reason, its a good idea to consider which techniques youll use to collect information about the roles, and the work involved in each one. You may want to use the following: †¢ Observe – Watch people while theyre performing their roles. This is especially useful for jobs that involve hands-on labor that you can physically observe. †¢ Interview people – Talk to every person individually, choose a sample of people to interview, or conduct a group interview. You may also want to interview the supervisor of the job youre assessing. This helps you learn what a wide variety of people believe is needed for the roles success. †¢ Create a questionnaire – A survey is an efficient way to gather data. Spend time making sure you ask the right questions, and consider the issues of reliability and validity. If you prefer, there are standardized job analysis questionnaires you can buy, rather than attempting to create your own. †¢ Analyze the work – Which behaviors are used to perform the jobs covered by the framework? You may want to consider the following: †¢ Business plans, strategies, and objectives. †¢ Organizational principles. †¢ Job descriptions. †¢ Regulatory or other compliance issues. †¢ Predictions for the future of the organization or industry. †¢ Customer and supplier requirements. Job analysis that includes a variety of techniques and considerations will give you the most comprehensive and accurate results. If you create a framework for the entire organization, make sure you use a sample of roles from across the company. This will help you capture the widest range of competencies that are still relevant to the whole business. †¢ As you gather information about each role, record what you learn in separate behavioral statements. For example, if you learn that Paul from accounting is involved in bookkeeping, you might break that down into these behavioral statements: handles petty cash, maintains floats, pays vendors according to policy, and analyzes cash books each month. You might find that other roles also have similar tasks – and therefore bookkeeping will be a competency within that framework. †¢ When you move on to Step Three, youll be organizing the information into larger competencies, so it helps if you can analyze and group your raw data effectively. Step Three: Build the Framework This stage involves grouping all of the behaviors and skill sets into competencies. Follow these steps to help you with this task: †¢ Group the statements – Ask your team members to read through the behavior statements, and group them into piles. The goal is to have three or four piles at first – for instance, manual skills, decision-making and judgment skills, and interpersonal skills. †¢ Create subgroups – Break down each of the larger piles into subcategories of related behaviors. Typically, there will be three or four subgroupings for each larger category. This provides the basic structure of the competency framework. †¢ Refine the subgroups – For each of the larger categories, define the subgroups even further. Ask yourself why and how the behaviors relate, or dont relate, to one another, and revise your groupings as necessary. †¢ Indentify and name the competencies – Ask your team to identify a specific competency to represent each of the smaller subgroups of behaviors. Then they can also name the larger category. †¢ Heres an example of groupings and subgroupings for general management competencies: †¢ Supervising and leading teams. †¢ Provide ongoing direction and support to staff. †¢ Take initiative to provide direction. †¢ Communicate direction to staff. †¢ Monitor performance of staff. †¢ Motivate staff. †¢ Develop succession plan. †¢ Ensure that company standards are met. †¢ Recruiting and staffing. †¢ Prepare job descriptions and role specifications. †¢ Participate in selection interviews. †¢ Identify individuals training needs. †¢ Implement disciplinary and grievance procedures. †¢ Ensure that legal obligations are met. †¢ Develop staff contracts. †¢ Develop salary scales and compensation packages. †¢ Develop personnel management procedures. †¢ Make sure staff resources meet organizational needs. †¢ Training and development. †¢ Deliver training to junior staff. †¢ Deliver training to senior staff. †¢ Identify training needs. †¢ Support personal development. †¢ Develop training materials and methodology. †¢ Managing projects/programs †¢ Prepare detailed operational plans. †¢ Manage financial and human resources. †¢ Monitor overall performance against objectives. †¢ Write reports, project proposals, and amendments. †¢ Understand external funding environment. †¢ Develop project/program strategy. You may need to add levels for each competency. This is particularly useful when using the framework for compensation or performance reviews. To do so, take each competency, and divide the related behaviors into measurement scales according to complexity, responsibility, scope, or other relevant criteria. These levels may already exist if you have job grading in place. †¢ Validate and revise the competencies as necessary – For each item, ask these questions: †¢ Is this behavior demonstrated by people who perform the work most effectively? In other words, are people who dont demonstrate this behavior ineffective in the role? †¢ Is this behavior relevant and necessary for effective work performance? These questions are often asked in the form of a survey. Its important to look for consensus among the people doing the job, as well as areas where theres little agreement. Also, look for possible issues with language, or the way the competencies are described, and refine those as well. Step Four: Implement As you roll out the finalized competency framework, remember the principle of communication that we mentioned earlier. To help get buy-in from members of staff at all levels of the organization, its important to explain to them why the framework was developed, and how youd like it to be used. Discuss how it will be updated, and which procedures youve put in place to accommodate changes. Here are some tips for implementing the framework: †¢ Link to business objectives – Make connections between individual competencies and organizational goals and values as much as possible. †¢ Reward the competencies – Check that your policies and practices support and reward the competencies identified. †¢ Provide coaching and training – Make sure theres adequate coaching and training available. People need to know that their efforts will be supported. †¢ Keep it simple – Make the framework as simple as possible. You want the document to be used, not filed away and forgotten. †¢ Communicate – Most importantly, treat the implementation as you would any other change initiative. The more open and honest you are throughout the process, the better the end result – and the better the chances of the project achieving your objectives. [pic] Key Points Creating a competency framework is an effective method to assess, maintain, and monitor the knowledge, skills, and attributes of people in your organization. The framework allows you to measure current competency levels to make sure your staff members have the expertise needed to add value to the business. It also helps managers make informed decisions about talent recruitment, retention, and succession strategies. And, by identifying the specific behaviors and skills needed for each role, it enables you to budget and plan for the training and development your company really needs. The process of creating a competency framework is long and complex. To ensure a successful outcome, involve people actually doing carrying out the roles to evaluate real jobs, and describe real behaviors.

The Indian Middle Class History Essay

The Indian Middle Class History Essay Is there something known as the Indian middle class? How does it manifest itself in everyday India? Illustrate through Santosh Desais Mother Pious Lady. It is very tough to explain the contours that define the Indian middle class. Being in the middle is not a easy thing always as there are two conflicting forces that keep on pulling this middle towards itself. One is the rich, upper class, the elites whose lifestyles symbolise the new dawn of the country. The other is the seemingly poor, lower class which is routinely dismissed as the underbelly. But in Indias case, there definitely exists a middle class which is thriving and is a growing force for every aspect of the country society, culture, politics, market and even cinema. Santosh Desai, through his book Mother Pious Lady, shares this sentiment as he reflects on how the middle class has been negotiating with the seemingly innocuous but defining changes in their culture, thinking and lifestyles. This essay, through some anecdotes from Santosh Desais book and insights of some other thinkers, aims to emphasize the fact that something like a middle class is very much a part of India s structure and manifests itself in every day India. For the current generation, the concept of a middle class seems to be a fairly recent one. But then probably, the middle class was always there in the Indian history in some way or the other. A proto-middle class existed in India much before the British period, consisting of petty officials, shopkeepers, master craftsmen, priests and scribes. But they were not a middle class in the modern sense. Soon, the ideas of Industrial Revolution found their way into British India as well. Social values were transformed by the efforts of reformers like Ram Mohan Roy and Ishwar Chandra Vidyasagar. At the same time, the growing use of the English language provided access to technological, political and cultural innovations of the West. Thus, the Indian middle class was born.  [1]   After independence, started the process of formation of a new lifestyle and image for the middle class the existing middle class of before independence; gained more resources for themselves and moved into the position of the new elites of the new, independent India. With the growth of public sector jobs in the 50s and 60s, came about the growth of a new middle class. As Sanjeev Sanyal puts it, In turn, it created a whole generation of middle-class children who grew up together in housing colonies and with a shared experience Chitrahaar on Doordarshan, the Fiat or scooter that was replaced by the Maruti 800, and the unending sequence of exams. It also led to a culture of sharing with each other. Sociologist Shiv Visvanathan provides an insight, What made the middle- class of the time different was the way it wove together scarcity, memory and boredom. The public sector socialism of the time with its ritual of ration cards created a world of limits. One did not starve but one subsisted on little. The one thing socialism created was the world of boredom as a commons. One shared each others boredom. The 70s and 80s gave a shape to the faint contours of the middle class which had risen in the 60s. The culture of the middle class was now also more consumption based and provided the image of the middle class which we now seem to identify with. Santosh Desai describes these pangs of growing consumption through anecdotes on how sending a 2-word telegram was all it took to convey well-being, how stainless steel utensils acted identifiers of a certain modernity that was newly acquired. Raja Menon provides another insight, Families moved into quarters designated Type 2 A, 14B/43 of Phase 1. All appliances-a radio, BW TV, a stereo, refrigerator and mixie-were displayed in the drawing room and the whole neighbourhood dropped in to watch Chitrahaar.  [2]   The 90s are heralded as the era of the middle class which the marketers chased. Liberalisation opened up new avenues for the middle class. When India opened up in 1991, the big attraction for marketers both national and global was the big Indian middle class estimated to be anywhere between 300 to 400 million and growing.  [3]   Anuradha Goyal documents the pangs of transition for the moderate 80s to the ambitious 90s for the middle class, They (middle class) lived in their own world where they had enough for their basic needs but nothing for their desires. Then came the famous economic reforms of early 90s and it changed the Indian middle class forever. People in the upper echelons of the society probably always had everything, and for the people in the lower rung things have still not have changed much except probably a mobile phone in the hand. But the middle class suddenly had more resources than they were used to. They could now afford to buy houses at a much younger age, cars almost at the beginning of their work lives, clothes and shoes without waiting for a wedding to happen in the family. Psychologically, for people who grew up in 70s and early 80s, the change was tremendous, while their growing up was in the era of scarcity they landed up in the era of abundance without really making a proportionate effort. They embraced the change but also had to deal with their roots that lie in another age. As a class they also became the focus segment for many product and service offerings. They were not used to and had to learn to deal with this sudden attention. During the 90s and beyond, the level of middle class got a raise, a raise which was quite different from that of the upper or lower class. As Madhukar Sabnavis puts the query, In any society, people want to move up in life and there is continuous push for every group to move up. Simultaneously, the people on the top have the urge to do better to distance themselves from the rest. So, to define a middle class by income earned is always possible. And to affix a number to it is equally easy, once the arithmetic is done. But is this actually the middle class and whats special about this class? Why is this group so special to everyone sociologists, marketers and administrators? Economically, the 90s defined the middle class in terms of its earnings and the subsequent spending or to say differently, the consumption. This new middle class worked hard to rise from the bottom, bringing with it a nouveau-rich mentality that some Indians consider vulgar. Today, Indias middle class is one of the largest in the world, equal in some estimates to the population of the United States. The economic reforms started in the early 1990s have spurred an annual growth rate exceeding 7%, with especially rapid growth in the middle class. Projecting that growth rate into the future, Indias income will double every ten years. Within a generation almost 50% of Indias people could become middle class and poverty could diminish to 15%. In line with this growth, the Indian middle class is developing an appetite for telephones, cars, televisions, clothes, refrigerators and other consumer goods.  [4]   This economic rise of the middle class also gave a new direction to the cultural mores which have now come to define the middle class in India Sabnavis again gives an insight, Once unshackled, its not surprising that the Indian middle class felt liberated to enjoy and spend in the last two decades. Integrity is a relic of the Gandhian/scarcity era. Means justify the ends has always been the Indian principle of living Krishna and Chanakya are the cultural icons of this. Jugaad has always been part of our lives. No doubt, words like jugaad, fixing, contacts have invariably crept into the lingo of the average middle class guy. Another quite peculiar identifier of this new middle class culture has been the fixation with English. Puts Vikram V. Garg  [5]  ,Knowledge of English, together with mass media and the internet puts middle India in a very interesting position. It is in some sense, pre-western. The combination of comfort with English, combined with the relatively liberal political and media environment of India, is resulting in a huge American influence on this middle class. Also contributing are the increasingly strong people to people links between America and India. The middle class is thus developing aspirations that are in line with this psuedo-western mindset. It seems that for now these aspirations are mostly consumerish and professional, not political. But the most defining feature of this middle class has been the fact that despite moving up the ladder in the consumption chain, it has not lost view of its traditions which does appear contrasting but is the path chosen. Says Rowena Robinson, The modernity of the middle class does not enter the realm of the mind. Perpetuating patriarchal and hierarchical notions and reaffirming stereotypical gender roles are seen as commitment to tradition. Being liberal is epitomised as consumption and spending.  [6]   Santosh Desai also emphasizes on a related aspect in Mother Pious Lady. He analyses this through the term ritual reality The penchant for symbolic action finds its pinnacle when it comes to finding a method to punish inactionà ¢Ã¢â€š ¬Ã‚ ¦ the institution of the suspension is an inspired oneà ¢Ã¢â€š ¬Ã‚ ¦ Most suspensions are liftedà ¢Ã¢â€š ¬Ã‚ ¦ and often with retrospective effectà ¢Ã¢â€š ¬Ã‚ ¦ Overall, it seems to reflect a lack of belief in the ability of any person to materially alter the world through individual actionà ¢Ã¢â€š ¬Ã‚ ¦ we place thinking on a higher pedestal over action, seeing the latter as a lower order activity compared to the former. Another way to see this middle class is through the silver screen. The depiction of middle class in films has kept pace with the changing aspirations of the middle class itself. As Alam Srinivas puts it, Nationalism is not just about geographies, politics and social upheavals. Its also about economics, in the context of the evolution of the middle class-the intellectual-ideological force behind the nation-building exercise. Over decades, as various pressures transformed it, the middle class forced the country to alter its socio-politico-economic vision. And Hindi cinema has, through the decades, tracked all these changes.  [7]   Madhava Prasad refers to a certain tendency in popular Hindi cinema of the late 1960s and early 1970s. He says that this set of films à ¢Ã¢â€š ¬Ã‚ ¦was addressed to the subject, the individual in society, faced with the struggle for existence, the locus of desires, fears and hopes  [8]  . He refers to this as the middle class cinema. The cinema of 1970s 1980s reflected the middle class as a section of society in transition and in that transition, going against the system and leading to a resultant angst the angry young man image as a symbol for the same films like Zanjeer, Deewar, Laawaris, Shaktià ¢Ã¢â€š ¬Ã‚ ¦. Films like Ardha Satya and Aakrosh showed the undirected middle-class anger, discontent and confusion during those days in the 1970s and 1980s. The rise of economically empowered middle class in the 1990s gave a new image to be projected by popular media. In an article World Cinema: Bollywood forced to go mainstream? Iain Ball says -The highly educated middle and upper classes in India, once embarrassed at being westernized and for speaking and thinking in English, are feeling confident in their sense of identity and their language for the first time. Theres a whole audience one can target that wasnt there 10 or 15 years ago. This is a new money class.  [9]   As Neha Chadha points out, This also explains the sudden emergence and dissemination of a certain set of images that not only repeatedly appear in Hindi cinema but also float all around us on television, newspapers, hoardings, posters, etc. and create a matrix, of which we have now become a part. All sorts of consumer items fill the frame cars, phones, television sets, microwave ovens, designed interiors and increasingly they became a part of the narrative and sometimes even became the very tools to carry the narrative forward. This larger trend of media images that surrounds us is an ever-expanding universe of merchandise, shopping malls and the new media, and each, in its own way, naturalizes this image culture.  [10]   Thus emerged a new romantic form which was definitely different from that of the late 1960s and early 1970s. It was definitely not situated in the middle class. The romantic cinema of the late 1980s and early 1990s was about the urban youth who spend incessantly on food, clothes and entertainment, an image which continues to be projected even now. As Santosh Desai describes it, The Hero of today is changing, albeit slowly. His clothes are more normal and he woos his woman less roughly, but in many ways he is the same. As a society we still need our Heroes (sic) to do six impossible things before the first song in Switzerland. He must not appear ordinary, for we still have too much of that commodity going around in our own lives. As Chadha reasons, Even though the middle class exists in an enormous number as the principal consumers of these films, it is visually absent in them because it now begins to identify itself with a different class this identification occurs at the level of aspirations. Hence the paradox, the middle class can now not be associated with these images even though they could afford these objects or the lifestyle shown in these films. It is precisely this middle class that is the focus of Santosh Desais book, Mother Pious Lady. Desai dips into the world of media, Hindi films, relatives and jobs to paint a very accurate picture of India prior to liberalisation and in the early period after it. There are uncanny observations about the way Indian middle class has gone about living its life during this time.  [11]   For example, he offers an interesting insight about women travelling in DTC buses which some 20-22 years back, was the preferred mode of travel for the middle class The bus would wait for her arrival if needed to and the crowd would part to allow her to sit in the seat reserved for her. The relationship with the driver was never remotely improper; there was rarely any conversation or even an overt acknowledgement; it remained an unspoken pact between the driver and his muse. Desai offers his take on the changing aspirations of Indians, the dilemmas that come along with sweeping changes post liberalisation, and the historical baggage we carry. What we called middle class values were in reality nothing more than the whole protocol of actions we developed to deal with insufficiency with diginity and graceà ¢Ã¢â€š ¬Ã‚ ¦ A comrade of our needs, an enemy of our desires, this tightness of hand was accompanied by a value system that sought to minimise the acknowledgement of the role that desire played in our lives. He documents the huge shift the middle class has seen from stainless steel to the postcard, the blue used to whiten our clothes, the all-important crease in the trouser, unannounced (now unthinkable) visitors, the Bajaj scooter, the thali, even the pickle. Money used to be hard to come by, but joy wasnt The Maruti, which has been a symbol of the middle class living for quite some time, has been described by Desai like this For most of us, who were born in the middle class only to die there, the car was a border we could not imagine crossing à ¢Ã¢â€š ¬Ã‚ ¦ the Maruti compressed the promise of consumerismà ¢Ã¢â€š ¬Ã‚ ¦ andà ¢Ã¢â€š ¬Ã‚ ¦ flung the doors of aspiration wide openà ¢Ã¢â€š ¬Ã‚ ¦ The auto rickshaw, which is also a symbol of middle class transport, has been very amply described The autos appeal comes from its ability to provide a real luxury; it offers us the power of individualised motorised transport. When one hires an auto one is placing a value on ones own time. Rather than wait for public transport, an auto is hailed and ones precise destination is reached. The autorickshaws implicit deal with us is that while it gives us this wonderful luxury, in return it strips everything else in the experience that could remotely reek of luxury à ¢Ã¢â€š ¬Ã‚ ¦ It is both deeply comforting and dissatisfying. It captures the variable and uneven nature of life in India that is not too poor to have no choices, yet not so affluent that it can take life for granted à ¢Ã¢â€š ¬Ã‚ ¦ It reaffirms and gives substance to the Indian belief that life may be hard but there is always a way. The politics of speedbreaker are also a feature of his analysis, We may or may not build great roads, but we sure know how to build great speedbreakers à ¢Ã¢â€š ¬Ã‚ ¦ The speedbreaker exists to defeat the purpose of the road. Motorised traffic became possible because of the macadamisation of roads and the speedbreaker is tarmacs revenge on itself à ¢Ã¢â€š ¬Ã‚ ¦ But there is a larger need that drives us to put up so many of these speedbreakers. At some level we are afraid of speed and the distance that gets created between those speeding and the rest of us. The speedbreaker is the political front, the battle line that marks the tussle between those with the means to speed and the othersà ¢Ã¢â€š ¬Ã‚ ¦ Desai on those ubiquitous badges carefully bestowed on organizers at puja mandals and Lions Club felicitations: The badge is a quasi-uniform converting disconnected people into a cadre. The badge converts a lower division clerk into an officer bristling with disappointmentà ¢Ã¢â€š ¬Ã‚ ¦ and a housewife into a despot with untrammelled powers. Whats the way ahead for this thriving, captivating middle class? Desai discusses how the Indian middle class is emerging from the folds of its past, thereby requiring fresh analysis. This transition, is still ongoing the middle class will become a stronger social force five years from now, with a more nuanced worldview. Rajdeep Sardesai documents this insight, The middle class, especially the more affluent sections, have dramatically shifted their priorities and become more self-centred than ever before. A credit card induced, acquisitive culture has meant that tomorrow is dispensable, what matters is the here and now. As long as an endless cycle of consumption is not significantly altered, there seems little empathy for the daily wage labourer who is struggling to survive. Double digit inflation is just a statistic, not a overwhelming concern.  [12]   Finally Madhukar Sabnavis has this prediction for the middle class, As India evolves, it appears the middle class, as we have known it in the second half of the 20th century, is disappearing. Across India, people are looking to better their lives materially and moving up the acquisition chain demanding more, wanting better products and living richer lives. Indian cultural values, however, will not disappear as people move up. Desire and values can and will coexist and its important for sociologists to accept it and live with it rather than bemoan it.

The Rule :: essays research papers

The Rule   Ã‚  Ã‚  Ã‚  Ã‚  When one turns eighteen years old they are looked at, by many, as an adult. They can vote, probably stay out later, receive more responsibilities because now those responsibilities can be handled. They will soon leave home and start a journey to college. They will be on their own, free to make their own decisions. They will rely on no one but themselves.   Ã‚  Ã‚  Ã‚  Ã‚  If we are given in college the freedom to do as we please then why are their rules when we get there? I am not talking about drinking, or smoking in the rooms. Or how much noise we can make after a certain hour. Colleges have to be strict on those issues because they can be unsafe to the individual or people around them. By keeping the noise down we are only being considerate to other people.   Ã‚  Ã‚  Ã‚  Ã‚  The rule that I feel is ridiculous is the visitation rule. Why can a guy be in a girls room all day, or a girl be in a guys room all day, but must leave at night? Their is no harm being done if he or she stays. If your roommate doesn't mind then their shouldn't be a problem. If we are told that we are responsible enough to go and live away from home, then why does it matter who we live with? Why aren't we trusted when it comes to that issue? I feel that one should be trusted until one proves otherwise.   Ã‚  Ã‚  Ã‚  Ã‚  The rule may forbid boyfriends, girlfriends, or just friends to stay in a room, but why family members? Have a heart. Your family member drives all the way to your school to see you and they must sleep some where else, why? Didn't your brother or sister come to visit you in college? Didn't you want him or her to stay with you? If they were a younger sibling wouldn't it make you feel safer if they were by your side all night?   Ã‚  Ã‚  Ã‚  Ã‚  Listen, I am not attacking your decision pertaining to this issue. I am simply asking reasonable questions and stating reasonable ideas on why I feel

Sassouma Berete and Sogolon Kedjou in The Epic of Sundiata Essay

Mothers play a very influential role in a young mans life. Even though Sogolon Kedjou and Sassouma Bà ©rà ©tà © both had an impact on there son's life, their character traits were at different ends of the maternal spectrum. Despite minuscule similarities Sogolon Kedjou and Sassouma Bà ©rà ©tà © were depicted in direct contrast in the epic Sundiata. When comparing the two Sogolon Kedjou and Sassouma Berete both did what they thought would help to get their son's to become king. Sogolon knew everything that Sassouma was capable of doing to hurt her family, so she came up with the idea to leave the kingdom. Soglon said, "Lets us leave my son" (113). She thought this would be the best thing to do for all her children so she could keep them alive. "Despairing of ever injuring you, Sassouma will aim her blows at your brother or sister"(115). Although it was Sundiata's destiny to become king there was no set time placed on when this would occur. Therefore traveling to different kingdoms gave them time, and allowed for the fulfillment of not only Sundiata's destiny, but the destiny of his sibling too. Sassouma on the other hand wanted her son Dankaran to reign as the king of Mali after his father passed away. Sassouma knew her late husband would not pass the throne to her son, so she decided to banish Sogolon and her family to the backyard. Sassouma thought this would help her son's path to becoming the next king of Mali. She thought Sundiata was competition and a distraction to her son, so she wanted him dead. "I want to kill Sundiata. His destiny runs counter to my son's and he must be killed while there is still time" (115). Although Sogolon and Sassouma Berete were both wives and mothers, Sogolon was portrayed as a good mother... ... to mine" (111). From this quote, it clearly shows how much arrogance and vanity the queen really had. In contrast to this, and despite the intense humiliation that she went through, Sogolon humbly left Sassouma's home "with a lump in her throat."(111) She never talked back to Sassouma, and she would never let Sassouma see her cry. Since Sogolon and Sundiata let his fait play out, they ended up on top. Sundiata takes his rightful place and becomes the king of Mail which he was born to lead. In conclusion, despite minuscule similarities Sogolon Kendjou and Sassouma Berete were depicted in direct contrast in the epic Sundiata. It is obvious that, despite the fact that both queens wanted the best for their sons, their characters and methods were different. Since they were so different it influenced not only Sundiata and Dankaran but all of the king's children.

Society in Mary Shelleys Frankenstein and Thomas Mores Utopia :: comparison compare contrast essays

Society in Mary Shelley's Frankenstein and Thomas More's Utopia A primary problem with the society we live in today, is the need to be better. The desire to have more, to be worth more, and through these inanimate objects to be happy is what drive us all. As children we struggled to fit in by having nicer clothes and more expensive shoes than the next kid. Although, in a different from this is a sentiment echoed in Sir Thomas More's "Utopia." By analyzing his work, I will shed some light on how this is very similar to a theme proposed in Mary Shelley's "Frankenstein." In Utopian society, we are shown that the way to fit in, to be cool is to be exactly the same as those around you. Those citizens who had aspirations of wealth and a better life, were treated the same as those who simply can not afford to 'fit in' in our society. They were the shunned, the public outcasts. These people had necessarily done anything wrong, they just were unhappy with their way of life and had glimpsed something better. This mirrors the daemon in Shelley's "Frankenstein." Although he was an extremely well educated person, who aspired for nothing more than love and happiness, they would never be his to have. The sole reason the monster was abhorred by all that knew of him was his appearance. This singular feature was the reason he was beaten by Felix, and nearly killed by the man whose daughter he had saved from river. His only curse was ugliness, but was this his fault? It was easy for the daemon to curse his creator, the man who had formed him the way he was; in many ways I feel sympathy towards him. The sentences for being different in Utopia might not be considered by some to be as severe, but in many ways they were. For many crimes in their society you could be punished to a life of slavery, but this is not unlike Shelley. The daemon, while not punished by a court system, was punished by something much worse: himself.

Drum Major App

Drum Major Audition 1. What specific skills do you posses that qualify you as a drum major. What qualifies me as a drum major is the experience that I have within this band program. Being a section leader for the past two years has given me a much better understanding of show and music, along with advanced understanding of marching technique and fundamentals. 2. Describe your level of musicianship and instrumental pedagogy skills. From the start of my music career at Cryar, I've always been the top Tuba player. Even throughout Junior High-school and Even so far in High-school, I've been in Wind Ensemble.Being in the Wind Ensemble shows my musical ability, along with my musical understanding. Being in the Wind Ensemble gives me a opportunity to study and prepare more difficult music that I would find being in any other band. 3. Describe your level of marching fundamentals competency. My level of marching, I would say, is one of the more advanced in the band; I'm basing this statement on the fact that I've already had three years of marching experience, but not just marching experience, I've also had two years of teaching marching to underclassmen.With this experience I believe puts me ahead of other students in the band, because I was the only Sophomore section leader. 4. Describe your level of drill design (and execution of) understanding. My level of drill design and understanding is advanced compared to others in the band. Since Sophomore year I've been presented with the drill charts, that normal students would only see outside of rehearsal. So I have a fairly good understanding how to dress forms and how to fix forms that might not be working as well as it should be. 5. List and describe the points of attention . Feet The heels of the marchers feel should be touching, and their toes separated so that the gap at the intersection of the heels at a 45 degree angle. Along with the position of the feet, the weight of the marcher should be balanced solely on the ball of the foot. If this is done correctly then the marcher should be able to bounce up and down on their feet without shifting their weight. b. Knees The marchers knees should be in a comfortable bend. The worst thing for a marcher to do is lock their knees when they are in attention.This could lead to a possible blackout of the marcher due to the cut of of blood to the brain. c. Hips The marchers hips should flat to front, and should also be pushed and tilted forward slightly. The hips is one of the most important parts of a good marcher, it's what separates the musician from the athlete. This is a important thing to remember later when we start marching. d. Arms The Marchers arms should be at a slight, comfortable bend. With their hands resting on the sides of the legs, wear the seam of their shorts should be. The elbows should be facing directly backwards, not outward to any degree.The hands should be in a loose fist with their thumb facing directly downward in line with the se am on their shorts. e. Shoulder The marchers shoulders should be in a line with the heals of their feet and their hips. They should be relaxed but bold. This can be achieved by raising the shoulder to the ears, pulling them back, and relaxing them downward. This will portray a stronger individual. f. Head The marchers head should be held high. So that they are looking directly forward. There should be absolutely no movement what so ever while the marcher is in attention.Not to adjust hair, or wipe sweat, regardless to circumstance, if you are in attention, you are not moving. 6. List and describe the points of forward march. a. Head The head should remain flat to front or back at all times,unless directed otherwise. b. Shoulders The marchers shoulders should always be facing flat to front or back, unless directed otherwise. They should also be in the same position that they were in the attention position. c. Hips The marchers hips should be facing the direction in which the marcher is marching.The hips should also be in the same position that they were in while in attention. d. Legs The legs go through many different check points during the forward march. The first point is the first step. The first step will always be taken with the left foot. The leg should be extended forward until it is straight, at this point the heel of the left foot should be touching the ground. After the initial impact of the heel on the ground, the marcher will â€Å"Roll Through† , this can be accomplished by imagining you are squeezing every last bit of toothpaste out of a toothpaste bottle.By the time the foot has finished rolling through, the right leg should have started its progress forward, and should be right next to the left leg, with the foot parallel to the ground hovering as close to the ground as possible. As the left foot rolls through to the tip of the toes, the marcher should be repeating that same process with their right foot. This process should be continued until the end of a set, or a still portion of the drill. The marcher will stop marching forward be either changing directions to backwards marching, or stopping.When the marcher is stopping, they will step forward with their right food, and roll through starting at the toe this time, at the correct angle of attention, and then smoothly place their left foot into the attention position. 7. List and describe the points of backward march. a. Head The head should remain flat to front or back at all times,unless directed otherwise. b. Shoulders The marchers shoulders should always be facing flat to front or back, unless directed otherwise. They should also be in the same position that they were in the attention position. c. HipsThe marchers hips should be facing the direction in which the marcher is marching. The hips should also be in the same position that they were in while in attention. d. Legs The legs will go through many different check points throughout the backwards marching pr ocess. The first check point is the first step. The marcher, beginning from their attention position, will lift their right heel of the ground just enough so that their left foot is dangling by their side. The marcher will then swing the left leg backwards, without bending their knee, and touch their ball of their foot behind them.Once the back foot has been firmly planted onto the ground, the marcher will then repeat the process with their right food, and continue repeating this process until directed by a director. 8. List and describe the points of a slide march. While the marcher is slide marching their lower body will remain the same, such as marching check points, the only difference between slide marching and regular marching is the direction the upper body is facing in comparison to the lower body. When the marcher is standing in attention horns up(we will describe later) their first check point is their hips.The marcher will rotate their hips 45 degrees to the left or right , according to the directions of the directors. Along with the rotation of the hips the whole rest of the upper body will move with the hips, but the feet will not move. The next step is the shoulders, the shoulders; the shoulders will then complete the rotation started at the hips with another 45 degree turn of the shoulders in the same direction that the hips had just moved. From here the marchers shoulders should be at a 90 degree angle in comparison to the feet which should be facing forward.From this point the marcher will be able to repeat the steps in the forward and backwards march instructions to begin the slide marching process. Something that should always be remembered is that while the marcher is marching in the slide position, they should always have their horn in the same position that they would as if they were marching normal. 9. Describe the horns up position in detail. From the attention position, the marcher will be addressed â€Å"'clap,clap,clap,clap' band hor ns up† this sequence of commands represents a common counting pattern of marching band, 1,2,3,4,5,6,7,8.Notice that there is only seven commands, the 8 count of the addressed sequence is the time in which the marcher will very quickly put their horns up, and as the horn comes up the marcher will make a very short but loud ‘Tsst' sound. The position of the hands in horns up position is as follows. The marchers fist will be right in front of the marchers mouth, the left hand should be in a fist and the right hand should be covering the left hand. The marchers thumbs should resemble an ‘X' shape in front of their mouth, this is to represent the mouthpiece.After proper hand position is established, the marcher should pay attention that their wrists are not bent in any place. The wrist should always be completely straight. The marchers elbows should be bent at a 90 degree angle. The rest of the marchers body will remain the same as it is in attention position. To transi tion from horns up to horns down, the marcher will just rotate their fists so that the ‘X' is facing directly up. 10. Describe how to dress a line.During marching season, there will be many times that you will be marching in a line, these are very important parts in a show, because perfect lines stand out to people who are experienced and also inexperienced with marching shows. a. Forward. If you are marching in a line that is in front of you, you should see nothing but the person directly in front of you. b. Side to side. If you are in a line that is side to side you should use your peripheral vision to address the line, if you can see someone other than the person directly to your left or right, you aren't in the line, and must adjust immediately. 1. Describe how to dress a curve. The curve is very essential to the type of marching band that we are today. Curves is what separates our band from military marching bands. Curves can be anywhere in a marching show, and for them t o impressive there should always be equal spacing and a smooth flow from person to person. To dress a curve the marcher should always have each set memorized, and while we are dressing each set individually, should memorize the way the curve looks, and to hit it every time no matter what.If you see the curve rolling smoothly from person to person, the curve is correct. If there is a bump in a curve, such as someone jutting out, this person needs to reevaluate is set placement. 12. Describe how to dress a diagonal. Diagonals, just like lines, are an essential part of marching bands. The way a marcher will dress diagonals is the pretty much the same way one would dress a line. By looking down the diagonal that the marcher is in, and making sure that no one else is visible except the person right immediately next in the line.

How The Taiwanese Developed their Government

According to Thomas Gold Taiwan offers a text book case of an elite-led revolution leading to social transformation. The stability of hard authoritarianism of the Taiwanese government laid the groundwork for Taiwanese development. The KMT's cohesiveness and political domination plus the economic development aid supplied by the United States also helped to provide good conditions for Taiwanese growth in the beginning. Once the KMT gained control of Taiwan they redistributed the land and launched a program of rehabilitation and industrialization. This period was responsible for the nationalization of many businesses formerly owned by the Japanese and the start of industrial production in Taiwan marked by a shift away from agriculture to industry. During the early period of industrialization Taiwan tried to create domestic markets for its goods. During the period from 1960 to 1973 Taiwan pursued export expansion in the area of industrial goods. During this period U. S. aid directed at Taiwan declined as did the islands geopolitical significance. To make up for this decline Taiwan focused on increasing its exports. The rowth of the Taiwanese economy during this period according to Gold laid the ground work for the growth of opposition movements and loosening of the KMT†S grip on power. According to Gold this was because the changes in the Taiwanese economy brought about a middle class, a better educated populace, and a dispersion of industry through out the country. The Period from 1973 to 1984 Gold calls the time of industrial upgrading and the emergence of a political opposition. During this period Taiwan faced the oil shock, and increase in export prices due to a labor shortage that doubled workers alaries, a further loss of geopolitical prestige, and the growth of dissent and political opposition. Taiwan industrially during this time improved the quality and quantity of its exports. The Taiwan industrial model was that of a elite run bureaucracy that tightly controlled its nations citizenry in authoritarian ways. This authoritarian government was able to effectively channel the energies of Taiwan toward modernization. This authoritarian government became a victim of its own success because as living and education standards rose the citizenry demanded a shift Taiwan is not a very good industrialization model for other countries to use outside of East Asia. This is because many of the factors that allowed Taiwanese industrialization were unique to Taiwan. First, Taiwan was colonized before 1950 by a developmentalist power, Japan to which is had close ties even after 1950. Second, Taiwan was the recipient of financial aid during its critical early years because of a inter-core competition for hegemony between China and the United States. Third, Taiwan benefited by having a implacable foe with a very different vision of development. Fourth, Taiwan was given breathing space following 1949, this enabled Taiwan to revive production and consolidate power without foreign powers interfering. All these factor make Taiwan unique from other nations that would try to copy it. One of the elements that nations should not copy from the Taiwan Model according to Gold is Taiwan's harsh authoritarian government which was much too strictly authoritarian and had a hard time changing as the attitudes of the Taiwanese people changed. (Gold's book was published years before the 1996 democratic elections n Taiwan) But Gold does say that Taiwan's development model does have some lessons that could be copied in other nations seeking to industrialize. These are a official commitment to development, land redistribution, fostering of agriculture, creation of extra-ministerial ministries to guide development, strategic credit allocation, collection and efficient management of data concerning the economy, investment in infrastructure and human capital, and proper allocation of foreign assistance. Taiwan's development model was a combination of an orwellian state and effective ways of industrializing.

Analysis of Philip Larkin’s Modesty

Do not over-brooder things – Are too shy. Thoughts that shuffle round Like pence Through each reign, Wear down to their simplest sense Yet remain. Weeds are not supposed to grow But by degrees Some achieve a flower, although No one sees. This is apparently a humble poem. The content and the form are both about the same thing regarding simplicity or, as the title denotes, modesty.It does not express very complex ideas even though they can be considered as important ones. The lines vary in length giving the poem a bounce, like some kind of internal discussion where the speaker argues with himself drawing a rhythm or pattern that, even inorganic in principle, with assonance rhyming and more or less fixed number of syllables, it is constructed in a way that finally matches the static tone of a modest prayer, where the speaker emphasizes the main ideas providing them as some kind of chorus.The poem partially exposes the manifesto of this generation of poets, with their rejection o romanticism or excess in general in poetry, trying to achieve a more real and closer poetry not full of symbolism conveyed by obscure words and expressions and intricate emotions. In this way, the poem in the first stanza states how these plain or more simple words and ideas are truer, they ‘do not lie', they ‘are too shy to do so, and, therefore, in this sense more genuine maybe, not covered with the mud of complexity, speaking openly the mind of the poet. The second stanza expands this concept of truth.No matter how far you shuffle your own thoughts or for how long, earning them away, wearing them down', eventually they ‘remain', In your mind, or, even better, they are purified by getting to a level of ultimate simplicity. The final stanza uses the metaphor of weeds becoming flowers, something quite Improbable In principle, but that linked to the process described In the previous stanza gets to convey an Idea of change In quality. Stoically, modesty ‘by deg ree' turns Into beauty, and here we face the aesthetic level of truth. A final state that can be witnessed, but Just as a result, not as a process.No-one sees how the flower becomes a flower, yet It Is there. Analysis of Philip Larrikin Modesty By lexical Thoughts that shuffle round like pence wearing them away, Wearing them down', eventually they ‘remain', in your mind, or, stanza uses the metaphor of weeds becoming flowers, something quite improbable in principle, but that linked to the process described in the previous stanza gets to convey an idea of change in quality. Simplicity, modesty ‘by degree' turns into beauty, just as a result, not as a process. No-one sees how the flower becomes a flower, yet it is there.

Case 7 the Forgotten Group Member

The Forgotten Group Member Case 7: The Case Study for this Week MGMT-591-62034 Leadership & Org Behavior July 28th, 2012 The Forgotten Group Member Group Development In the case study, â€Å"The Forgotten Group Member† (p. W-112) the components of the team came out of the forming stage to enter to the Storming stage. At this stage, as the book points out, is a period of high tension among the group members and emotionality. During this stage, hostility and infighting may occur.This can be seen when one of the members, Mike, feels outside of the group. From the beginning Mike was categorized as the clown of the team, and he contributed to have given that name. During the process, he has not shown much cooperation and/or effort in terms of meetings and tasks assigned as a team. Therefore Christine, Diane, Janet and Steve have shared more and developed teamwork in which each has a function. Misinterpretations and some incidents occurred during those five weeks that made Mike feel rejected by his team.All these events have created an atmosphere of tension where the team has been not able to completely create a team work. Christine as â€Å"Team leader† was worried and understood Mike and even empathized with him but on the other hand the group it could be affected by his performance. By knowing the different of the stages that team passes, Christine could have prevented certain situations, for example in the formation stage is when the group is known and defined the goal of them as a team and what is expected of them as individuals.It is important to remember what the â€Å"team† will produce at the end of the class (a good grade). Another important point is the behavior and attitudes as individuals within the team and establishes rules. Problem Identification Primary, the group itself was facing a problem of communication which has brought misunderstandings with one of the members. From the beginning the communication was not effective with th is member, Mike.He, in humorous mode, expressed that could not arrive at meetings before the class, and that was not taken into a consideration by the other members. Therefore, this made Mike feel outside of the group and that not be involved and/or participate actively in the work and decisions of the team. Secondary, Christine didn’t know how to address the issue, she was more worried about her qualifications then the team succeeds. She was concerned because depending on the group’s opinion about the value of the contribution of each member that could raise or lowered their grades.Christine should have known that as a leadership establish a clear vision and sharing that with the member of the group was part of her role and it was crucial for the team to success. Also, coordinating and balancing the conflicting interests of all members would have helped her with Mike’s situation. Therefore, Christine should have followed the OB SAVVY â€Å"Must Have† Con tributions by Team, by she understanding every single of these criteria, would have avoid the situation that her team is going through. Two Possible Solutions to the Primary ProblemA possible solution to the lack of communication between Christine, Janet, Diane and Steve with Mike is doing a reunion in which all the above are present. Definitely, they will have to return to the Forming stage to set clear objectives and team goals. Christine must assume her role of leader defining and dividing the tasks between each of them in equal proportion. She should promote the team work and let them know what is expected of each of them as individuals within the team. This time must establish and defined rules for behavior.Another possible solution would be to change the leader. Basically, choose another team member as leader. Two people that seem to have the attitudes are: Steve and Janet. Per the description in the text they are both responsible, respectful and committed with the team. Since Steve showed more initiative, for example taking notes of what was done at the meeting, he might be a good prospect. However, Steve would have to return to the Forming stage to establish team goals, etc. POSSIBLE SOLUTIONS| PROS| CONS|Returning to the Forming stage| – will allow Christine establish and define goals as a team-will also give her the opportunity to know her team and to communicate effective | -no too much time, the case will be due in a week-there may be resentment from Mike to Christine or the group| Choosing a new Leader| -different way of strategies, point of view and attitude -no room to think that it will be the same like with the old leader| -no too much time, the case will be due in a week-it may create a rough environment between the new leader and Christine|Unfortunately the group did not have a good basis from the beginning as Christine began to exercise her role of leader well. Not established goals for the team and not conducive good relationship be tween them. It seems that the team consisted of 4 people, not 5. In no time she met with Mike to find alternatives.It is important to note that Mike did not work hard to find a solution to his situation. He could have tried to talk to the team and let them know how he felt about it, but since Christine was the team lead she should have approach him and work it out. If the team had been composed by Steve, Janet and Diane, Christine would have been an excellent leader.

Arab Nationalism in the Modern Context

Arab Nationalism in the Modern Context ‘Arab Nationalism’ was an important part of anti-colonial struggle. A generation on it has little meaning today. Discuss. This essay will examine to what extent Arab nationalism as an ideology was of significance to the anti-colonial struggle and the influence of Arab nationalism in present times. A prominent question of interest in this study will be: was western domination eliminated due to the might of Arab nationalism? Certainly there has been a debate surrounding the significance of Arab nationalism today, this essay will highlight central issues surrounding the debate such as whether Arab nationalism has terminally declined or has just become a lessened force. A further question of concern will be: If Arab nationalism has gone into political remission could it be revived or gain appeal in present times? Furthermore this study will analyse when Arab nationalism was at its strongest and when the greatest expression of Arab nationalism were evident. Arab nationalism is considered to be a nationalist ideology which objective is to achieve a unified Arab nation encompassing the entire territory which is categorised as â€Å"the Arab World† from the Atlantic Ocean to the Persian Gulf (Karsh Arab nationalism and the set of beliefs surrounding the ideology were believed to have the capability to dissolve such matters in order to redeem and revert back to an indigenous culture and heritage. Most of the Arab world experienced colonial suppression and were ruled by western powers such as Britain and France. Was Arab nationalism vital in the struggle against colonialism? It is deemed that â€Å"†¦through the imperial world during the decolonizing period, protest, resistance, and independence movements were fuelled by one or another nationalism† (Said, 1993). The end of the Second World War caused vast political, social and economic transformations to the world order subsequently certain colonised nations gained their independence. In spite of this, the end of explicit or direct colonialism obviously did not equate to the termination of colonial dominance. European powers sought to retain their power across the Middle East and North Africa and colonialism still dominated large parts of the region. European imperialist presence was still evident as certain monarchies were under their rule and were still well disposed to them. For example, Egypt had been granted independence by the British in 1933 however Britain still played a direct role in Egyptian affairs and exercised a huge influence over the nation. It would be in this context that Arab nationalism would serve to provide a compelling set of beliefs and gain ground as a robust force in opposition to foreign occupation. Rafik Asha deemed that â€Å"(Arab) nationalism constitutes the vital soul-force of our people, the bloodstream of Arab life and political vitality, the spirit which guides a resurgent people towards freedom from domination, servitude and pat ronage† (Pfaff, 1970). The Arab nationalist movement was immensely advanced by Gamal Abdel Nasser whom attained power in Egypt and became the nation’s president. In 1956, Nasser nationalised the Suez Canal which had still been occupied by the British. Furthermore, he fought against British, French and Israeli hostility and attacks towards Egypt later on that year. Both these forms of action exhibited a defiant attitude towards the Western powers and inevitably forced them into submission. During this epoch, Arab nationalism gained immense support and popularity throughout the Middle East and North Africa due to Nasser’s leadership furthermore many people in other Arab nations believed that they shared a common struggle against colonial powers.

Distribution and Retail Essay Example | Topics and Well Written Essays - 3000 words

Distribution and Retail - Essay Example The current UK markets in the clothing retail segments have been compelled to re-evaluate the consumer positioning significantly as because of the low demand along with the real price declining. It has been notably observed by the UK shoppers that the discount stores supply of merchandises with the quality and uniqueness compared to that of the departmental stores (Research and Markets, 2000). It is worth mentioning that observing the market demands and consumer perception, before splitting the departments by male or female clothing or style of the retail operations, is a crucial factor while targeting a market in the retail sector of clothing and garment industry in UK. With regards to the current market scenario in UK, clothing market can be identified as increasingly competitive with more than 20 UK based retailers and brands including department stores, discount stores, super markets, mid-market chains, lower-mid markets, and mail order agencies (Research and Markets, 2000). In t his context, the opportunity for the Indian-American apparel distribution can be intended towards attaining a large number of consumer responses with the virtues of quality products which shall be distributed through high street fashion merchandises in UK. The recent growth has been taken place in the women sector which is one of the largest sectors in terms of high selling of merchandises which can also be identified as an advantageous target market segment (Research and Markets, 2000). To be precise, the targeted market for the retail stores in this case can be identified as the young populace of UK irrespective of their income, but subject to their tastes and lifestyle choices. Location of the Retail Stores Defining the store location is one of the most crucial decisions for retail entrepreneurs, as a significant location of retail store can prove to be quite important for generating sustainable customer preferences. The store location of standard and high street fashionable clot hing apparels as has been intended to serve by the retail stores can mainly be located in those areas where the young traffic can be easily identified. The demographic variances of the specific location involve citizen’s information, such as age, family as well as the income levels of the population which are the basic factors to be examined before locating any site for retail business, especially in the clothing sector (The Business Link, 2009). The location for the retail site is an essential and fundamental part of the retail strategy as it communicates about the corporate image of the brand. The store location also manipulates the product mix and design of the store. The store location for the high quality apparels on a high street fashion should provide due consideration towards the determined target market segment, i.e. the young population. Thus, the locations where high traffic of young people is observed can be identified as the prospective store location f