International Globalization Marketing Plan of Batik Essay Example for Free

International Globalization Marketing Plan of Batik Essay Our mission is to establish a Global Batik Boutique industry with world-class quality in fashion design to support corporate clients and stylist society of upper market. We would like to be known as an industry driven by social values. We strive to be a â€Å"Choice of Retailer† in developing long-term Batik business relationships with our customers, which are founded on our ability to help identify the style-fashion and recommend the best wares and look’s for our customers. We strive for continuous improvement in providing â€Å"New Design† and â€Å"Good Quality† materials selection through a â€Å"Right-on-Time † fashion delivery. Batek Empat Kawan Sdn Bhd need to grow their revenue by exporting Batik products and expanding into new markets segmentation. With faster communication, transportation and financial flows, the company is planning penetrate into United Kingdom Consumer market on establishment of Batik made garment products . 1. 0 Company Background Batek Empat Kawan Sdn Bhd (BEK Sdn Bhd ) is a Malaysian owned company, a batik fashion and boutique consulting firm head quarters in Cyberjaya, Malaysia, specializing in all kind of batik design garment products. BEK Sdn Bhd incorporated in 2001, has an Sales Office and Manufacturing plant at Kajang.

Humans Impact On Biomes Environmental Sciences Essay

Humans Impact On Biomes Environmental Sciences Essay Human beings have continuously continued with interference of different biomes and thus bringing various modifications to these biomes. If efforts are not enhanced in conserving the natural world, we shall continue experiencing deteriorating weather factors like the global warming. Failure to conserve our biosphere will ultimately hurt the human race. This annotated bibliography gives insight on the resources that provide useful information on impact of human beings on different biomes The authors provide a discussion on the loss and degradation of natural habitats that has continued unabated. It recommends on the assessment of the progress that has been achieved for the last ten years since the World Summit on Environment was last held. Various systems are discussed which are important with economic benefits as per the available data on habitat conservation. The reader will have insight on events discussed during the World summit and issues that were recommended. The events are discussed in a systematic manner providing the reader with easier reading. This article is recommendable to any researcher or student in this field. Carpenter, Stephen. Ecosystems and Human Well-being, Volume 2. Washington D.C., DC: Island Press, 2005 In this book, the author implores various scenarios which provide an important tool for the analysis of complex systems. In addition, they give a good understanding of different outcomes which have a chance of occurring. There is a growing demand for ecosystem services and thus this book provides four approaches which are highly sought. The first is Global Orchestration approach which focuses on equity, the growth of the economy and the issue preventing ecosystem problems. The second is the order from strength which lays an emphasis on security and economic growth. The third is mosaic which focuses on management of ecosystems. Finally, is the technogarden which is concerned with green technology as a form of managing ecosystems? This book is important in giving insights to the learner on different biomes and various management approaches Chapin, Francis. Principles of Ecosystem Stewardship: Resilience-based Natural Resource Management in a Changing World. Stockholm: Stockholm University, 2009. The author implores the implementation of a steady-state theory and policies. This tends to invest in controlling a few selected ecosystem processes, at the expense of long-term social-ecological resilience. Loss of resilience makes systems more vulnerable to both expected and unforeseen changes. Achieving desirable outcomes for humanity, such as those of the UN Millennium Development Goals on poverty, food security, and environmental sustainability, will require new integrated and adaptive approaches to social and economic development. This is where the complex interconnectedness between humans and nature, at all scales, is considered and the existence of uncertainty and surprise accepted as the rule. The author provides a new framework for resource management that is based on the necessity of managing resources in a world dominated by uncertainty and change. This book is essential to readers as it links recent advances in the theory of resilience, sustainability, and vulnerability with practical issues of resource management. Chapin, Stuart, et al. Consequences of Changing Biodiversity. Nature 405.2 (2000): 234-242. The authors outline various activities which causes alterations of the global environment. This has caused major extinctions to be exhibited in the history of man. As a result, there has been a marked change in the distribution and occurrence on various organisms. Ecological habitats have changed as organisms try to adapt to the changing ecosystems. The processes that take place in the ecosystem are altered and the resilience to the environmental changes is affected. As a result, various consequences are faced which are often not good. The huge ecological and societal consequences of altered biodiversity ought to be reduced. This will help in preserving available options for future answers to global environmental problems. The authors use simple language which can be easily understood by readers. It is relevant in providing answers to various global environmental problems. Cowling, Ricky, Richardson, David and Pierce, S. Vegetation of Southern Africa. Cambridge: Cambridge University Press, 2004 The authors provide comprehensive details about different vegetation types that occupy various parts of southern Africa. Despite the region having a cohesive ecological unit, it has different ecosystems which brings a notable diversity. The author presents this book in three parts which are; part one covers historical perspectives providing an understanding to the different ecosystems, part two provides the reader with the different characteristics and the determining factors for the vegetations, part three gives an insight into particular ecological themes like fire, grazing among others. This book provides its reader with profound knowledge on vegetation and effects of various factors. Dickinson, Gordon, Murphy, Kevin J., and Murphy, Kevin. Ecosystems. New York, NY: Routledge, 2007 The authors give a thought provoking introduction about the ecosystems nature. In addition, various ecosystem types are discussed and their interactions with the actions of human beings are given. In this second edition, an update of recent research on this field of ecology is provided giving major discoveries and their addition to this wide field. The authors are able to incorporate a strong theme about the application of functional ecology in providing an understanding of the working nature of ecosystems. Moreover, this book provides the reader with more insight on how to apply the concepts of the ecosystems in the subject of science and applied science. The book contains various chapters like global environmental change and impacts on the ecosystem which serves in the understanding of the biomes in the earths atmosphere. The language used in this book is simple for the reader and the information given is relevant in the study of impacts of human beings on the biomes. Ellis, Erle and Ramankutty, Navin. Putting People in a Map: Anthropogenic Biomes of the World Frontiers in Ecology and the Environment 6. 2 (2008): 439-447. The authors discuss how humans have essentially altered global patterns of biodiversity and ecosystem processes. The existing systems for representing these global patterns, including biome classifications, either ignore humans altogether or simplify human influence into, at most, four categories. The authors present the first characterization of terrestrial biomes based on global patterns of sustained, direct human interaction with ecosystems. The authors identify, eighteen anthropogenic biomes through empirical analysis of global population, land use, and land cover. More than 75% of Earths ice-free land showed evidence of alteration as a result of human residence and land use, with less than a quarter remaining as wild lands. This supports just 11% of terrestrial net primary production. Anthropogenic biomes offer a new way forward by acknowledging human influence on global ecosystems and moving us toward models and investigations of the terrestrial biosphere that integrate human a nd ecological systems. The authors present a comprehensive analysis presenting the reader with easier understanding. Goudie, Andrew. The Human Impact on the Natural Environment: Past, Present and Future. Oxford, UK: Wiley-Blackwell, 2006. The author provides a wide coverage of environmental issues that are being exhibited in the current modern world. The book is a good resource to ecology students as it begins by covering past events on human impacts on earth, presents the current issues and finally gives a projection of the future. It tackles impacts man has on the vegetation, water, landforms, and animals among others. In addition, it provides current statistics about human impacts on the environment. The text is presented in a new design which makes it more presentable and easy to be used by the readers. This book is relevant to the topic of the study by giving important information on the past, present and future impacts of humans on the biome. Nilsson, Christer, Reidy, Catherine, Dynesius, Mats and Revenga, Carmen. Fragmentation and Flow Regulation of the Worlds Large River Systems. Science 308. 5720 (2005): 405-408. The authors provide a global overview of dam-based impacts on large river systems which show that over half (172 out of 292) are affected by dams, including the eight most biogeographically diverse. Dam-impacted catchments experience higher irrigation pressure and about 25 times more economic activity per unit of water than do unaffected catchments. In view of projected changes in climate and water resource use, these findings can be used to identify ecological risks associated with further impacts on large river systems. This article is recommended to students learning about different biomes and the impacts of man on them. The discussion is presented in an easily understandable language which students will find useful in their research and readings. Woodruff, David. Declines of Biomes and Biotas and the Future of Evolution PNAS 98. 10 (2007): 5471-5476. The article outlines details of a panel discussing the topic of study. To respond to the declines of biomes and homogenization of biotas, the panelists predicted changes in species geographic ranges, genetic risks of extinction, genetic assimilation, and natural selection and mutation rates. In addition, the shortening of food chains, the increase in nutrient-enriched niches permitting the ascendancy of microbes, and the differential survival of ecological generalists are also discussed. Action taken over the next few decades will determine how impoverished the biosphere will be in 1,000 years when many species will suffer reduced evolvability and require interventionist genetic and ecological management. Whether the biota will continue to provide the dependable ecological services humans take for granted is less clear. The discussants offered recommendations, including two of paramount importance (concerning human populations and education), seven identifying specific scientific act ivities to better equip us for stewardship of the processes of evolution, and one suggesting that such stewardship is now our responsibility. The article is relevant in providing the reader with insights in to the topic on human impacts on biomes.

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Canterbury Christ Church University College This is a report on the Canterbury Christ Church University College. The complete address of the University is given at the end of the report. The report discusses the background of the University and then the educational and the administrative activities of the University. Specific attention has been given to the BA (Hons) American Studies program. Canterbury Christ Church University College offers a wide range of undergraduate, postgraduate degree, diploma and professional courses such as social work, sociology, social policy, social science, psychology, criminology, social science, society and science. Number of students: Its student population numbers well over 12,000, including many mature and part-time students. Many of the College’s students are mature, with 50% aged thirty or over, partly reflecting the substantial amount of continuing professional development courses. Two thirds of students come from Canterbury and the res t of Kent. A small proportion of overseas students join the College and a number of staff participate in exchange programs with the USA or other countries.  The College is a Church of England Foundation with students of many faiths and of none amongst its members. Programs offered: Business and Science, Education, Health, Arts and Humanities. Diplomas, first and higher degrees and other postgraduate courses and research programs are offered. Some courses provide initial professional qualification such as those for teachers, nurses and social workers. Other work addresses the needs of existing practitioners for continuing professional development and advanced study. Teacher Training: The teacher training and nursing programs at Christ Church have long enjoyed a... ...ernational student. The IO also supports international students once they arrive in Canterbury, organizing an induction program and providing a focus for students during their stay at the College. The Student Support Officer is dedicated to international students' needs and arranges a social program including local excursions and visits to London and other European capitals. Staff: The College employs 1150 staff and generates an income of  £50 million for the economy of Kent.  Academic work is organized into four Faculties and an Associate Faculty:   Arts and Humanities Business and Sciences Education Health Salomons Associate Faculty, an associate faculty located at Tunbridge Wells. References Canterbury Campus Canterbury Christ Church University College North Holmes Road Canterbury Kent CT1 1QU United Kingdom http://www.cant.ac.uk/ (Accessed 13-05-03)

Child Study Paper Essay

The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P. M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills, emotional development, social interaction, and her self-esteem. As I share my observation data, I will give examples of Zoe’s skills and overall development thus far in her life. Biosocial Development: Physical Description According to biosocial development norms Zoe is average. She is just the size she is suppose to be according the growth chart and development norms. Zoe is tall and lean. She is on the skinny side and has long arms and legs and a flat stomach. Zoe weighs 36 pounds and is 39. 75 inches tall. On the growth chart Zoe is in the 50th percentile (CDC 2000) when it comes to her weight and is in the 25th percentile (CDC 200) when it comes to her height. From these percentages on the growth chart Zoe is falling right in the middle when it comes to her physical development, showing that she is growing at a normal expected rate. Zoe displays an above average activity level in comparison to her peers. She has such a high activity level compared to the other children because out of them all she is the one that keeps busy. When indoor play time comes around Zoe is sure to play at as many play stations as she can. Zoe averages about 5 to 6 play stations. Zoe chooses to play at a number of different areas, whereas, many of the other children just get around to two different play stations. At each station Zoe spends 41/2 to 5 minutes playing, showing that Zoe’s ratio of active running around periods out weight the inactive sitting and playing periods. Motor Skills Zoe does a does a good job at controlling her gross-motor skills as well as her fine motor skills. Zoe has good balance and speed for a 4 year old. When Zoe’s gross-motor skills are compared to her classmates you notice her advancement. She does not stumble over her feet or object such as the carpet, as much as her peers do. When Zoe is outside her favorite activity is to play on the jungle gym. This activity is able to show Zoe’s good development of gross-motor skills because of how she is able to climb up and down the stairs of the jungle gym and with such speed. â€Å"Many children by age 2 become smooth and rhythmic – secure enough that soon they leave the ground. (Berk, 2007, P. 224). Zoe has mastered her fine motor skills. Zoe is able to correctly hold writing objects such as markers and crayons; she also holds glue sticks in the writing position. She holds the maker or writing object in between her thumb and her middle finger and allows her index to help support her writing tool. By having this technique down Zoe is able to control the lines that she makes on her paper as well as how dark her lines will be. She is also able to manipulate how much glue is going to go onto her paper and where it will go. In comparison to Hayliegh (3-8), who is still holding her writing tool with her palm, Zoe shows she is more advance in her fine motor skill. While playing at one of her favorite indoor play stations, which is play dough, Zoe uses her hands to manipulate the play dough into various shapes and objects. The way she is able to grasp and squeeze the play dough shows her sensatory skills, which are in connection to her fine motor skills. These two examples show that Zoe has master over her hands and how they will work to her advantage. As Zoe continues to play her favorite activity, the jungle gym, with such balance and speed she shows that she is comfortable with her movements. This is one of her favorite activities because it allows her to run around and get out her energy. Zoe favorite game, and only game she plays, are the computer games. Zoe will avoid such games as board games but will go and play on the computer when she can. The games on the computer help her to learn how to control an object such as the mouse and pointer. This helps Zoe in the development of her fine motor skills. Zoe’s favorite table game is play dough. The play dough station is always the first station that Zoe goes to if she is picked to go their. At this station Zoe again uses her fine motor skills to create all different types of objects with her play dough. Cognitive Skills While closely observing Zoe’s cognitive skills she showed evidence of Piaget’s preoperational stage. Zoe’s cognitive development is shown through her make-believe play. â€Å"Piaget believed that through pretending, young children practice and strengthen newly acquired representational schemes. † (Berk, 2007, P 227). When Zoe plays with her play dough she pretend that she is making pizza. She begins by taking a handful of play dough and placing it on the table, she then get a small rolling pin to roll the play dough out flat. Once the play dough is rolled out completely flat she uses little Lego’s to represent the pepperoni that tops most pizzas. Next she takes the finished pizza and puts it on the side of the table and pretends to heat it in an oven. The takes the play dough and begins to feed her friends. When Zoe decides to not just feed herself but her friends as well she is showing development of no longer being self-centered. This whole make believe shows how far Zoe’s Cognitive skills have developed. She is able to take something she see and act it out and think about the order in which she acts out each piece. Zoe has knowledge of classification and seriation along with her representation skills. Zoe shows that she is capable of classifying objects as well as putting them in sequence. She shows evidence of classification during clean up time. When it is time to clean up each toy has its own space and toys that are a like go into spaces next to each other. Zoe is able to identify objects and according to the likely ness of one to the other she can tell weather or not the go in the same area. For example Zoe is able to identify that the blocks and the Lego’s go into the same area but that they are different. She is also able to recognize that the entire book are books but able to classify them according to their size. She put away all the big books on one side of the bookshelf where they belong and all of the smaller books on the oppsite side where they belong. Zoe also knows sequence of numbers. She shows this when she is called up to be the calendar girl for he day. Zoe takes down all the numbers from one to 15 off of the calendar. Then one by one puts them back up in sequence. She also recognizes the patter of the numbers. Each number is written on an insect. As she puts up the numbers she realizes that the patters of insects are caterpillar, lady bug, butterfly, caterpillar, lady bug, butterfly and so on. Zoe shows the ability to imitate real life through her play. When she creates pizza with play dough and Lego’s she is showing that she understands how to create something from what she has seen and experienced. She shows that she understands how something that is not the original object can symbolize or represent the original. Zoe also shows role play during her play. She does show by pretending to be the baby while her friend Savanna (3-11) plays the mother. This type of role play shows that Zoe understands the various roles that people play in life. Through this role play you are able to see her ideas on life. Zoe shows her perception of how a baby is to act and how they should respond to their mother. By Zoe crawls around on the floor and talks baby talk shows how she views babies. Lastly Zoe shows special interest in activities that involve imitation play. She likes to create things that she sees and experiences in her life. This ability to imitate reality shows her cognitive growth. Communication Zoe uses wide variations of communication. Zoe uses her body language, facial expressions, and verbal communication all at once when she is explaining or expressing herself. All these combined show off Zoe’s personality. When Zoe hurt her foot on the table Zoe used her body language to show that she was in pain. She immediately bends down to rub her foot in try to make it feel better. Then her wincing face showed that it was not helping. As Zoe dragged her body over to the teacher she then verbalized the pain that she was in. She expressed the teacher, â€Å"I hurt my foot†. Zoe is very good at exaggerating her expressions and really showing how she feels on her face. If she is happy she has a big simile, if she is shad she is frowning, and if she is hurt she is wincing and showing pain on her face. Her facial expressions do a lot of the verbal communication she might not do or it tells her feelings before her words do. When Zoe interacts with her friends she is very animated and humorous. She is very big in her movements and throws up her arms and puts out her hands as gestures when she is speaking. When she is very excited about what it is she is telling her peers she is very big in her gestures and when she is calm she uses one hand when gesturing. Zoe has a very good vocabulary and is the talkative one of the group. She is also known for her slang vocabulary. Sometimes this slang that she uses from time to time goes a little too far and she can get into trouble. Hector (3-5) did jus that told on Zoe and got her into trouble. Hector told the teacher that Zoe told him, â€Å"What the heck. † Zoe was then told that she should not use that word. Zoe is also very descriptive in her speech. She once told the teacher, â€Å"Mrs. Contreras, I made a red strawberry†. Zoe is extremely talkative and this helps aid her in learning and broadening her vocabulary, as well as learning how to express her self. Emotions Zoe is at the Initiative versus Guilt stage according to Erikson’s personality development theory (Berk, 2007). Evidence of this is show when Zoe is eager to join her class peers in various activities. In particular when it is library time Zoe likes to thumb through her book initially by herself like she is told to do but it excited when she is able to share her book with a few surrounding friends, or listen to a surrounding friend share their book with others. When it comes to creating a new picture or trying a new activity Zoe becomes excited to participate and learn something new. This took place when she had the opportunity to create a caterpillar. She learned how many circles she needed to make the caterpillar and where to glue on the legs of the caterpillar. Zoe also shows evidence of autonomy because she is able to use her mental development and sense to determine and recognize that she has to use the restroom. When it comes to Zoe’s Temperament she is not moody. She consistently is happy and friendly unless she gets hurt or someone copies her. She is usually very approachable and social with everyone. Her response positively when it comes to playing with someone new at each play station that she goes to. She also is good at sharing. For example, when Zoe goes to play on the computer she shares the mouse with the other student and takes turns clicking on the computer. She works together with her peer to find the right answer to the question on the computer. Since Zoe is good at sharing this makes her approachable and fun to play with. When it comes to Zoe’s intensity of her reactions she is directly in the middle. She is not a loud child but also not quiet. She also is good at having self control and not having tantrums. She does have very out there over the top facial expressions and gestures but not so much to make her an intense child. Zoe is also positive in her mood. If she is hurt or irritated she will tend to come down from her usually happy smiley mood. Zoe is usually happy and playful. Zoe is just about always in a very positive mood and a pleasure to be around. However, Zoe does show a broad range of emotions during her observation. She showed happiness while she was interacting with her peers, and she also displayed the feeling of being hurt, when she stubbed her toe on the table. Zoe displays knowledge of how to express herself emotionally. Social Interaction Zoe is very social and interacts with everyone. Zoe is always interacting with new peers when she is indoors going from one play station to the other. Zoe is a little different from the other girls in that she has no problem interacting with the boys. Around lunch time Zoe joins in when Dillon (4-7) is pretending to be a superhero. Zoe joins in and pretends to be a super cat. When Zoe does interact with her peers it is in a small group of maybe 3 at the most. Zoe never tends to be around large groups. Mostly you will see Zoe one on one with another peer. Zoe tends to go towards the sensatory play then the make believe play. When Zoe has a choice of an indoor play station she always goes for the play dough first. After that Zoe will do arts and crafts that involve gluing or draw a picture. By the end Zoe always ends up at the Sand table. These three types of play that Zoe consistently participates in are all dealing with her sensatory skills or fine motor skills. These are Zoe’s favorite types of play because she enjoys playing with things that involve her hands, since she is good at them. Zoe has a secure attachment to her mother, teachers, and peers. When Zoe’s mother came to visit the class she did not attach herself to her mother while she was present. Zoe recognized she was there and called on her if she needed help but she did not play at the table that her mom was at just because she wanted to be next to her. Zoe continued to do her own thing. Zoe is also not attached to any particular peer in the classroom. She demonstrates this by sitting at a new lunch table with someone new with each observation. She also plays with someone new at each play station. Some of the other children especially girls are attached to one another each observation. They will always sit together at lunch and play together in both indoor and outdoor play time, but not Zoe. Self Esteem Zoe displays confidence and high self-esteem. She indicates that she has a very positive outlook of herself through her expressions. When Zoe does something correct she wants everyone to know. For example when Zoe did a good job of cleaning up her mess and helping her peers pick up wooden blocks she went to the teacher Mrs. Contreras to show her what she had done. Zoe will not shy away form getting others to acknowledge her feelings weather positive or negative. This shows that Zoe is confident and knows when she is doing good and not doing well. Zoe is confident enough to speek up when she wants to. Zoe is her own motivation. She is a self starter and needs little direction. When it is reading time Zoe will get her book and begin reading. While most of her other peers need a reminder to sit quietly and look at their book, Zoe doesn’t. Zoe will also do things when she is asked and will not need a motivation to do it, like and incentive or a reason. Zoe might need some help with staying focused for more than five minutes on one task, but when it comes to starting a task Zoe will not waste time getting to it and starting it. Zoe usually needs little direction and makes up her mind fairly quick when it comes to deciding where she wants to play and what she wants to do. She needs little self direction and Zoe tends to play at areas where she will receive as less direction as possible. Zoe is independent and is able to handle her own. She has no problem with playing alone and being by herself. She enjoys the company from her peers but she is able to entertain herself. She doesn’t need to have other peers around her in order for her to have fun. She also is more of a leader and to be a leader you have to have an independent sprit. Zoe has other peers who follow her around and does what she wants to do. Since Zoe is not a follower she is showing she is not dependent on other but is independent. Conclusion Zoe displays a number of strengths as well as areas that she can improve. Zoe is strong in her fine motor skills. The way she is able to control her writing tool and where her lines will go on her paper and how dark they will be. She is also able to stay inside of the lines. These examples show that Zoe has done a good job of developing her fine motor skills. Zoe is also very good with her communication skills. She knows how to express herself correctly and clearly. She is able to not only use her body language and facial features to let show one know what she is feeling but she is able to verbalize it. Zoe can afford to improve on her attention span. Zoe tends to be easily distracted by the idea of moving on to something else. She needs to learn how to focus on one thing instead of trying them all. She needs to learn how to relax and be persistent in what she is working on. Overall I have enjoyed the opportunity of observing Zoe. She has taught me various things about the development of a preschooler. I plan on remembering this observation and using it as I go on to my future career working with children.

Explore the Ways In Which Shakespeare Presents Cleopatra Essay

An Elizabethan audience would have already had preconceived ideas about Cleopatra, as this play is based on a true story, and Cleopatra was commented on in ‘North’s Plutarch’, as a â€Å"Pesilent plague†, meaning that she brings death, panic and havoc to wherever she went. Also the audience would have already had preconceived ideas of Cleopatra, due to oral stories, which were passed from generation to generation. In these stories, she was addressed as a high-class prostitute, who lured men, into her bed, so that she could sleep with them to get whatever she wanted, this included Caesar, She had no morality. The stories say that she seduced Antony, and she overwhelmed him. The audience therefore would have been biased against Cleopatra and feel sympathy for Antony. Most of these stories would have been passed on by word of mouth and she would have been cursed on many times, which ‘brain washed’ the next generation and so on. Shakespeare presents Cleopatra as a character of â€Å"Infinite variety† and tries to give a balanced point of view, so as there are not any biased opinions against her. He keeps it balanced by using some multi-facetted approaches; when Antony was dying, she said, â€Å"There is nothing remarkable Beneath the visiting moon† She is saying that now that Antony is dead, there is nothing worth living for. Here it is presented that she does genuinely love Antony, the problem now being that the audience’s ideas are swaying between good and bad, due to her words and actions. But she also says, â€Å"if you find him sad, say I am dancing, if in mirth report that I am sudden sick† Here it is clearly proving that Cleopatra’s love seems that of a teenagers lust or ‘crush’, where she is simply playing mind games with Antony. By now the audience would find Cleopatra unpredictable, confused and unsure about her being genuine for her love to Antony or not. The audience is left to make up their own minds about Cleopatra and certain questions may arise, such as, does she really love Antony? The audience would already have their own preconceived ideas of Cleopatra, which could have been planted in the minds of an Elizabethan audience, through morality stories. The audience might have known that the Roman Empire was a very strict and political place and era, and Antony was not abiding by the Roman standards or laws, because of the attraction of Cleopatra, who they could blame for the downfall. Also during Roman rule, and for centuries later, women were frowned upon even if they spoke so what would the Elizabethan audience think of the audacity, let alone tone of Cleopatra’s dialogue. In the first scene of Antony and Cleopatra, two of Antony’s soldiers in his army, (Philo and Demetrious) discuss Antony’s enslavement to Cleopatra. They say that which is confirmed by the entrance of Antony and Cleopatra. Cleopatra shows insecurity, towards Antony straight from her opening line â€Å"If it be love indeed, tell me how much†, Antony goes on to say â€Å"Let Rome in timber melt and the wide arch of the rang’d empire fall! Here is my space. † Here Antony is saying forget Rome I want to stay in Egypt, which shows how Cleoptara had already influenced Antony and even after this strong image and speech, she is still not impressed.

Ethical Behavior vs Unethical Behavior Essay

There really isn’t one way or another to be able to ensure ethical behavior in any business all the time. There are things that can be done to help encourage and increase the likely hood of a business acting ethically all the time. The two strongest influences for ethical behavior in the professional world are the regulations that are set by the government and committees like the SEC (Securities and Exchange Commission), and to have good ethical behavior being modeled from top management (lead by example). The federal laws for social responsibilities for business represent the minimum standards of social responsibility that businesses must adhere too. If a company is acting socially responsible then more than likely they are acting ethically. It is currently up to each business leader to decide how far beyond the minimum standards they go when performing in their business. There really isn’t room for unethical behavior in the professional world; there is no greater impact on stakeholders than a company/business performs unethically. We have already witnessed what can happen when businesses have employees who act unethically, i. . : Enron. The Enron situation actually brought on more regulations for companies to follow to promote/ensure ethical behavior. Companies obviously still aren’t always acting ethically but there certainly seems to be less unethical behavior in the professional world than before Enron. When people are aware of the consequences of what could happen to them if they act in a certain way they are less likely to do that action, unless the consequence is a positive one. With unethical behavior it is very unlikely to have a positive consequence unless they don’t get caught. Personally I think that having regulations for ethical behavior is a must, but it is not the only tool or resource we, as stakeholders, need businesses to use moral principles to guide their business down a moral and ethical path. However, without regulation there is no way businesses would act nearly as socially responsible as they do now, so it is definitely one of the best ways to ensure ethical behavior. It just needs to be combined with other tools such as a code of ethics, an employee handbook, ethics training, or other ethical programs that are designed specifically for the business using it. There are multiple reasons why someone might consider acting unethically when performing their duties; the most obvious and common reason is self interest/greed then short cuts or easy way out. Some individuals, regardless of their profession, will always look for some form of personal gain, even if it means conducting themselves in an unethical manner. With this being the case there will continue to be unethical behavior in the professional world where regulations may not be strict enough or not have the capacity to catch the unethical behavior. For instance in the case of Shell in Nigeria, Nigeria does not have nearly as strict rules/standards for oil companies as those set by the international laws. Shell is able to get away with more pollution, gas flares, and aiding the militant government in harming the communities. For the most part Shell is following the regulations of the country they are drilling in it makes this difficult to enforce ethical behavior from Shell in this type of instance. In other situations regulations can help keep a company acting ethically, for example thanks to Enron there are quite a few regulations on how a company can produce, and present their financial information. If a company doesn’t follow these standards set forth by the government there can be some serious consequences. With these regulations companies are less likely to submit false financial statements. As you can guess, one can lean either way on this; regulations are helpful at times and not at others. But more often than not regulations do help ensure ethical behavior in the professional world.

The effects that globalization and technology on the job market Essay

The effects that globalization and technology on the job market - Essay Example This research will begin with the statement that Schumpeter’s article, â€Å"Angst for the educated†, talks about the new trends in the job market in relation to education. It has the notion that among people, education is the gate pass to a life of financial success and security in all parts of the world. This has made education, especially in the developed countries, to be highly regarded especially among the older generation. Most parents ensure that their children get university education because they believe that this is the way that they can increase the chance of getting a well-paying job.   Indeed, statistics show that educated people are expected to earn more money in their lifetime than their uneducated counterparts in the United States. The gap between the two keeps in increasing. There are now changes that are taking place the today world that is changing this. It is now emerging that this relationship between education and jobs is about to change due to n ew developments such as deregulation, globalization, and change in technology. The article highlights the effects that globalization has in the job market of the rich countries. Globalization has benefits such as increasing the market for company’s product thereby increasing job opportunities. The disadvantage, however, is the drain to developing countries. The graduates from universities of the rich countries have to compete with those of poorer countries. This has been enabled by globalization because firms are able to find employees from all over the world easily.... These graduates are willing to work more for less. Firms are finding it viable to switch to these countries in spite of the impact this has to the home countries. This is because the firms have to enhance their competitive advantage by lowering the costs of the firm. The other issue is the effect of technology on the job market. The article acknowledges that we are in age where technology is improving very fast. The technology is being used to perform tasks that were being performed by human beings, and, it is emerging that, in future, many of the jobs done by the educated people will be replaced by machines. This is mostly the repetitive jobs, therefore; the jobs that are likely to be affected are those in the mid level in factories. The new technology also enables an uneducated person to perform tasks that only an educated person could perform. This has greatly affected the professionals such as accountants where accounting programs are able to be handled by people with very little knowledge of accounting. Some of the jobs such that have been well paying and require high level of education such as medicine and law are also being affected. The effect of such jobs is in different forms but is due to advancement in technology. Some of the reason are due to the fact that the customers do not have to use the service of the these professions, for instance patients can get advice straight from the Internet on health, they, therefore, do not have to use a doctor for this service. This lowers the demand for doctors. Another reason is due to the outsourcing companies, for instance, many of the jobs in a hospital do not relate to treating patients alone. Just like in any other firm, the hospital has supporting functions such