Free Essays on Ride To This

Music Business Question 1. The music publishing industry at a glance would seem to be those who print sheet music, method books, lead sheets, and all of the texts or notated music that musicians (and those aspiring to be musicians) use. Years ago, this was what most music publishers did, but as the industry has evolved the process that become much more complex. Music is not just ink and paper, intellectual material and property to the individual who writes it. Therefore the song does not become â€Å"a song† when it is written down. This is not an easy concept to grasp because the song by itself has no physical makeup. A song could exist once it is played for the first time, and songs can even exist inside the mind of a songwriter. This concept is why the publishing business can be so complex; we are dealing with intellectual property. The heart of the music publishing business lies in the rights to the original music. After the music is successful enough to financially suppor t itself the music is printed in mass quantities in a variety of ways. This could be everything from guitar tabs to choral arrangements for a junior high choir. The publisher’s main source of income is through record royalties, performance royalties received from companies like the American Society of Composers, Authors and Publishers (ASCAP), Broadcast Music Incorporated (BMI), and the Society of European Stage Authors and Composers (SESAC) for performances of music copyrighted by the publisher. These royalties could be from many different types of performances but most are though radio and songs on television. The success of a songwriter lies in the greatly in the hands of his/her publisher. Normally we hear of a band’s success when they are â€Å"signed† with a record deal, but most record companies not only produce and promote an album, they also act as the publisher who, when contracted, owns the rights to the music. When a publisher own the song it is put i... Free Essays on Ride To This Free Essays on Ride To This Music Business Question 1. The music publishing industry at a glance would seem to be those who print sheet music, method books, lead sheets, and all of the texts or notated music that musicians (and those aspiring to be musicians) use. Years ago, this was what most music publishers did, but as the industry has evolved the process that become much more complex. Music is not just ink and paper, intellectual material and property to the individual who writes it. Therefore the song does not become â€Å"a song† when it is written down. This is not an easy concept to grasp because the song by itself has no physical makeup. A song could exist once it is played for the first time, and songs can even exist inside the mind of a songwriter. This concept is why the publishing business can be so complex; we are dealing with intellectual property. The heart of the music publishing business lies in the rights to the original music. After the music is successful enough to financially suppor t itself the music is printed in mass quantities in a variety of ways. This could be everything from guitar tabs to choral arrangements for a junior high choir. The publisher’s main source of income is through record royalties, performance royalties received from companies like the American Society of Composers, Authors and Publishers (ASCAP), Broadcast Music Incorporated (BMI), and the Society of European Stage Authors and Composers (SESAC) for performances of music copyrighted by the publisher. These royalties could be from many different types of performances but most are though radio and songs on television. The success of a songwriter lies in the greatly in the hands of his/her publisher. Normally we hear of a band’s success when they are â€Å"signed† with a record deal, but most record companies not only produce and promote an album, they also act as the publisher who, when contracted, owns the rights to the music. When a publisher own the song it is put i...

Function and Development Questions on ACT Reading

Function and Development Questions on ACT Reading SAT / ACT Prep Online Guides and Tips Function questions (also sometimes known as â€Å"meaning in context† questions) make up approximately 20% of all ACT Reading questions (based on my survey of four publicly available ACTs). The ACT Reading will also occasionally have "development" questions, which are sort of like larger-scale versions of function questions (they ask about the structure of the passage or passages). Both function and development questions require you to judge the effect of a phrase in a certain place (as opposed to little picture and vocab in context questions, which are just concerned with meaning). So how do you get asked function questions on the ACT, and what strategies can you use to answer them? Keep on reading to find out! feature image credit: The Thinker by Japanexperterna.se, used under CC BY-SA 2.0/Cropped from original. What Are Function Questions? Function questions are those questions that ask you to describe what the effect is of a phrase, sentence, or paragraph in the context of a passage. The wording of function questions makes them seem as if they are asking â€Å"The author [wrote a thing] in order to†¦Ã¢â‚¬  Figuring out the right answer to these questions can be problematic, because the way function questions are phrased often makes it seem as if they're asking â€Å"Why did the author do this thing?† Unless you're the author, your immediate reaction is probably going to be "How should I know? I'm no psychic!" (unless you are able to read the author's mind, in which case this test just got a whole lot different for you). A better way to answer function questions would be to rephrase them like this: â€Å"What effect does [this thing] have in the context of [the lines, paragraph, or passage]? Regardless of whether or not I am a psychic?† Another name sometimes used for these questions is â€Å"meaning in context,† which is fine†¦except that they’re not exactly asking about meaning. Rather than asking you what a particular phrase MEANS (which would be an inference question), function questions ask â€Å"what does [that phrase] DO† or â€Å"what is the effect of this meaning in context?† For example, let's make up a scenario where the public transportation in my town was basically shut down for two months due to massive amounts of snow, and just as the trains were starting up again on their normal schedule, there was another snowstorm, prompting me to sing (sarcastically) "It's the most wonderful time of the year." The MEANING of the words "most wonderful" in this context would be "worst" (as in "It's the worst time of the year"); the FUNCTION of the words "most wonderful" would be "to suggest that the speaker actually feels the opposite is true." Like primary purpose questions, function questions usually have answer choices in the form of â€Å"verb a noun† (as in "illustrate the narrator's frustration with the city infrastructure" or "convey the joy the narrator felt in the unseasonable snowfall"); the main difference between the two is that function questions ask about relatively small amounts of text (phrases or lines), rather than entire paragraphs (which are asked about with big picture questions). In fact, having a good understanding of the big picture/main point of a passage can often assist you in answering function questions. Take the following example: you're asked "The phraseâ€Å"live and die depending on her whimsy† primarily serves to..." If you know that the main point is, for instance, about desert life, you’re unlikely to assume the phraseâ€Å"live and die depending on her whimsy† illustrates that there is an insane and murderous empress ruling over every desert on Earth. Instead, it's far more likely that the function of the statement is to support the idea that in the desert, even a small change in the amount of rainfall can have drastic effects on desert life. Here are a few examples of the most common ways you’ll see function questions presented on the ACT (adapted from ACTual ACT questions): â€Å"The quotation by Finck and Cranor in lines 32–41 is used in this passage to support the idea that:† â€Å"The author uses the fourth paragraph (lines 27–33) primarily to:† â€Å"The main purpose of the second paragraph (lines 6–18) is to:† â€Å"The main function of lines 64–66 in terms of the eighth paragraph (lines 59–66) as a whole is to:† â€Å"It is reasonable to infer that the primary reason the author included the information in the eleventh paragraph (lines 59–64) is to:† â€Å"In relation to the first paragraph’s earlier description of the nightmare, the narrator’s comments in lines 10–13 primarily serve to:† Sidebar: Development Questions Development questions involve the same skill set as you use for function questions, but generally ask about larger chunks of text. Instead of asking â€Å"what does this paragraph DO,† development questions seems to ask â€Å"what happens in this paragraph?† In order to lower the possibility of interpretation (and more than one correct answer), ACT Reading usually frames development questions as being about the "author's approach. It's a little hard to explain what I mean in the abstract, so here’s an example: Which of the following best describes the author’s approach to presenting the story of the narrator’s discovery about himself? F. Revealing the narrator’s self-awareness about a trait through a blend of personal reflection and scenes from the narrator’s youth and adulthood G. Starting immediately with a statement of the discovery in the narrator’s voice and continuing with scenes that reveal how the discovery came about H. Describing the physical details of scenes and summarizing their significance in a concluding statement in the narrator’s voice J. Using dialogue in the midst of scenes fraught with tension to indicate what the narrator is experiencing internally For paragraphs, it's possible to ask about the function (you can ask â€Å"what’s the main function of this paragraph†), but it's more difficult to do this for entire passages without the questions turning into primary purpose questions. Development questions differ from primary purpose questions because they're not about authorial intent; instead, development questions are closer to the flip side of function questions. If the above example were a function question, rather than a development question, it might go something like this: The author describes the physical details of scenes and summarizes their significance in order to... A. Present the story of the narrator's self-discovery. Compare with answer choice H and the original question: Which of the following best describes the author’s approach to presenting the story of the narrator’s discovery about himself? H. Describing the physical details of scenes and summarizing their significance in a concluding statement in the narrator’s voice Here are other ways I've seen development questions asked on ACT Reading: â€Å"Which of the following best describes the structure of the passage?† â€Å"The narrator develops the third paragraph (lines 19–29) mainly through:† â€Å"In terms of developing the narrative, the last two paragraphs (lines 67–87) primarily serve to:† â€Å"In terms of the passage as a whole, one of the main functions of the third paragraph (lines 13–19) is to suggest that:† Strategies for Conquering ACT Reading Function Questions Some of the advice below works best for certain ways of approaching the passage, while other advice is useful for everyone, regardless of your passage reading strategy. In the end, you should mix and match strategies in a way that works for you - these are just suggestions to help get you started. Understand What The Question Is Really Asking For me, this is the key component needed to consistentIy answer function questions correctly. This isn't to say that you don't need to know what other ACT Reading questions are really asking, of course - it's more that function questions have the weirdest wording. Often, it seems like you need to read the mind of the author (or character) in order to answer these questions. I can understand why the ACT words the questions the way they do: questions that say â€Å"What does the mentioning of the two events listed in lines 77-79 do† are too open to interpretation, while questions like â€Å"The author uses the events listed in lines 77–79 primarily to" can only have one right answer. Understanding the motivation behind the wording doesn't make the wording any less confusing at first glance, though. So what's the best way to grapple with the wording of function questions? Learn to translate the questions into ones that are actually answerable (i.e. that don't require mind-reading abilities). Here's a sample function question: The author most likely includes the information in lines 53–57 to suggest: Wrong way to rephrase it: Why does the author include the information in lines 53-57? The answer to this question (unless you know the author and/or can read minds) will probably be along the lines of "Because it was his birthday? Because he felt like it? I have no idea." Right way to rephrase it: What does the information in lines 53-57 suggest/do? This is a question that can be answered (in this case, the information in lines 53-57 illustrates Armstrong’s highly developed skills.). Corollary: Answer In Your Own Words For most questions on ACT Reading, it's helpful to come up with the answer in your own words before you look at the answer choices. This strategy is particularly helpful with function questions because the answer choices for these questions tend to be complex, and so coming up with your own answer before looking at the answer choices can help prevent you from getting confused. True, your answer for â€Å"what best describes the transition the author presents in lines 80-84† will probably not be as nicely as the correct answer choice. However, the answer choice you come up with should only include relevant and accurate information, while the wrong answers may have irrelevant information or interpretations that â€Å"COULD be true, I guess." Why do the wrong answer choices include wrong or irrelevant information? Because this is one of the ways ACT Reading tries to trick you – the people writing the questions know that you’re used to trying to see things from multiple perspectives as part of school (which is ordinarily a good thing), when in fact there is only ONE right answer on the ACT. Figuring out the answer in your own words forst, then, makes it a lot easier to find that one correct answer. But how do you find the function of a phrase, line, or sentence in a passage in the first place? Question mark by the Italian voice, used under CC BY 2.0. Look For Context On ACT Reading, sometimes questions give you the specific lines where the information being asked about is located, which is nice (since the passages are so long). Alas, for function questions, the lines that the question gives you are not necessarily the only lines you’ll need to answer the question - sometimes, you just need more context. If you’re having trouble answering a function question, your best bet is to take a look at the sentences before and after the phrase/sentence/lines you’re given in the question and see if that helps make it clearer. On occasion, though, it may end up that you need even more context to answer a particular function question (like knowing the bigger picture/main point/perspective of the text/author). In these cases, if you don't already know that context and are having difficult answering the question, mark it and come back to it after you’ve answered the relevant big picture questions (questions about the paragraph/section the lines in question are in, or even questions about the whole passage). Answer Questions In The Order That Works For You This is a strategy that depends heavily on how you read the passage. You may also decide that this strategy works well for certain passage types better than others. For instance, you might be able to get away with looking at the questions first and skipping around Natural Science passages, but feel like you need to read Prose Fiction passages all the way through before you start answering questions. Basically, don't lock yourself into one way of doing things. That being said, if you read thoroughly first, then answer questions, I really recommend answering big picture questions first, then function and inference questions. It's better to answer questions about larger amounts of text while that text is still fresh in your mind, and starting out with big picture questions first might also give you information/context that is useful when it comes to answering the function questions. If you read quickly enough that you can read all the passages thoroughly and have still have plenty of time to answer the questions, just answering the questions in order is certainly a valid choice, because it lowers the chance that you'll accidentally fill in an answer in the wrong place or miss a question. Because there is so much text to get through on ACT Reading, however, I do not recommend the "read everything through" strategy (and yes, this is coming from someone who reads 60-100 pages/hour). If you start out by reading through all the questions, then going back to the passage, I recommend starting with little picture and vocab in context questions before getting to function questions. The answer to these more focused questions provide you with information about the author and topic being covered, which can assist you in answering function questions; if you do end up needing to know the big picture in order to answer a particular function question, you can always circle it and come back to it later. If you skim through first, then questions, then back to passage, it's best to answer both big and little picture questions before getting to function questions. Why? Well, unless the phrase, sentence, or lines being asked about were in part of the passage you read during your skim (at the beginning or end of a paragraph or passage), you probably didn’t read the necessary information during your skimming. If you're going to skim, you might as well make the most of it by answering questions that would be better served with a quick skim (questions about the passage as a whole and questions about specific details you might have mapped during your skimming). Eliminate Answers The fundamental rule for ACT Reading is that you must eliminate 3 wrong answers. For function questions, the answer choices are often complex, which can make eliminating just one answer choice seem daunting. After all, how can you figure out if the answer is right when there are so many parts of it to check? First of all, if you've successfully answered the question in your own words, you might not even have to worry about eliminating answers – only one answer choice should match yours. If it does turn out you need to eliminate answers, however, you're in luck - complicated answers are actually easier to eliminate, because if any part of the answer choice does not match with the passage, then you can cross it out. Example: Which of the following best describes the structure of the passage? A. A dialogue between two people in which both relate their dreams in an almost equal amount of detail B. An account of the narrator’s perspective on the woman revealed primarily through the narrator’s report of their conversations C. A character sketch of two people as related by a narrator who knows both of them and their thoughts D. A detailed narration of several of the narrator’s dreams accompanied by a description of the woman’s reactions to them Let's say you think the answer is probably B, an account of the narrator’s perspective on the woman revealed primarily through the narrator’s report of their conversations.In order for that to be true, it must pass the following obstacles: Is it an account of the narrator’s perspective? If not, ELIMINATE Is it about the narrator’s perspective of â€Å"the woman†? If not, ELIMINATE Is the information revealed primarily through the narrator’s report (or someone else’s)? If not, ELIMINATE Is the report of their conversations? If not, ELIMINATE As you can see, there are many chances for elimination as you consider the answer choices. For this question, the correct answer, B, passes this test: yes, it is an account of the narrator’s perspective on the woman, and it is revealed primarily through the narrator’s report, which is about their conversations. Function Questions: A Demonstration And now, before I leave you to your practice questions, a full breakdown of answering a function question on ACT Reading. First, the question: The main function of lines 64–66 in terms of the eighth paragraph (lines 59–66) as a whole is to: F. give a sense of proportion to the numbers provided earlier in the paragraph. G. point out the limitations of the evidence provided by the Iowa scientists. H. supplement the paragraph’ s description of the comets with additional details about their size and capacity. J. provide readers with a sense of how old the planet really is. Before I even take a look at the lines (and the paragraph) cited in the question, I’m going to rephrase this question in a way that is answerable: What effect do lines 64-66 have in the 8th paragraph? ...Well, that wasn’t as drastic a change as I expected. Oh well. Time to take a look at the paragraph! Based on their images, the Iowa scientists estimated 20 comets an hour- each about 30 feet or so across and carrying 100 tons of water- were bombarding the Earth. At that rate, they would produce water vapor that would add about an inch of water to the planet every 10,000 years, Frank concluded. That may not seem like much, but when talking about a planet billions of years old, it adds up. Out of this paragraph, here are lines 64-66 (since they don’t specify that you should begin at the beginning of the sentence, I’m including all of line 64 in all its glory): planet every 10,000 years, Frank concluded. That may not seem like much, but when talking about a planet billions of years old, it adds up. My first thoughts: So what do lines 64-66 say? Basically that while the information given doesn’t seem impressive on its own, it actually is when considered over a long period of time. What does that do in terms of the paragraph as a whole? Well, what does the paragraph look like without those lines? Based on their images, the Iowa scientists estimated 20 comets an hour- each about 30 feet or so across and carrying 100 tons of water- were bombarding the Earth. At that rate, they would produce water vapor that would add about an inch of water to the It’s basically just giving information about tiny comets hitting the Earth (with water). If you don’t have lines 64-66, you don’t get the sense that this creates a significant amount of water over time, so the function of those lines is to put the amount of water the comets could have brought to Earth into perspective, I guess. I’ve reworded the question to make it easier to answer and answered in my own words considering the context of the paragraph. Next: eliminating answers. The main function of lines 64–66 in terms of the eighth paragraph (lines 59–66) as a whole is to: F. give a sense of proportion to the numbers provided earlier in the paragraph. Yeah, that seems right – my answer was that those lines â€Å"put the amount of water the comets could have brought to Earth into perspective,† which matches up pretty well with that answer. Let’s just look over the rest of the answers to double check†¦ The main function of lines 64–66 in terms of the eighth paragraph (lines 59–66) as a whole is to: G. point out the limitations of the evidence provided by the Iowa scientists. No, no limitations are pointed out. In fact, lines 64-66 actually bring the information from the first part of the paragraph into a larger context. ELIMINATE. The main function of lines 64–66 in terms of the eighth paragraph (lines 59–66) as a whole is to: H. supplement the paragraph’s description of the comets with additional details about their size and capacity. Hmm†¦it has additional details, but it’s not about the size of the comets at all, so even if capacity is somewhat related (because of the amount of water they could add to the Earth) this answer must be ELIMINATED. The main function of lines 64–66 in terms of the eighth paragraph (lines 59–66) as a whole is to: J. provide readers with a sense of how old the planet really is. I mean, the age of the planet is sort of mentioned (billions of years old), but there’s nothing in lines 64-66 that provide â€Å"a sense of how old the planet really is.† I guess you could try to twist this answer so it works, except F already is a clear answer choice because this question is asking about the MAIN function. So even if A function is that you get a sense of how old the planet is, it’s not the main function. ELIMINATE. The correct answer is F. Comet activity, 21 June by European Space Agency, used under CC BY-SA 2.0/Cropped from original. Function Questions: Your Turn To Practice! The following questions are all on the same passage, taken from an official (and currently public and free) ACT: 1. The main purpose of the last paragraph is to: A. reveal the enduring impact of Mr. Marsh’s lessons on the author. B. acknowledge that the author came to doubt some of Mr. Marsh’s teachings. C. describe a typical class as taught by Mr. Marsh. D. present a biographical sketch of Mr. Marsh. 2. The author mentions Melody Maker, the top 20, and articles about musicians primarily to suggest that his: A. early interest in music has remained with him to the present. B. time spent playing music should instead have been spent reading. C. fascination with pop music and musicians gave focus to his life for a time. D. commitment to study enabled him to perfect his drumming technique. 3. Viewed in the context of the passage, the statement in lines 55–56 is most likely intended to suggest that: A. schools should require students to take philosophy courses. B. students can become passionate when learning about science in school. C. schools need to keep searching for ways to tap into students’ deeply held interests. D. students should resolve to take school courses that interest them. 4. The author calls pen and paper â€Å"rudimentary tools† (line 80) as part of his argument that: F. the use of computers has made the use of pen and paper obsolete. G. students should become skilled with pen and paper before moving on to better tools. H. while writing with pen and paper can be pleasant, it can also be physically painful. I. although seemingly simple, pen and paper allow people to perform great feats. Answer key (scroll down when ready): 1. A 2. C 3. C 4. J In Conclusion Function questions on ACT Reading ask you â€Å"what effect does this [phrase, sentence, or series of lines] have, in context,† or, more simply put, â€Å"what does this [phrase, sentence, or series of lines] DO?† Development questions involve the reverse of function questions and ask "What is the structure of this passage/paragraph?" The most important part of answering function questions correctly is making sure you understand what the question is asking. Answer the question in your own words before looking at the ACT’s answer choices. If the lines cited in the question don't provide enough context, look to the surrounding sentences. Depending on your passage reading approach, you may wish to answer function questions after answering other types of questions first. Eliminate three wrong answers What’s Next? Want more practice with real ACT questions? Go to our guide and find links to free ACTs and information about what other official tests are out there. Interested in more ACT Reading skills articles like this one? We’ve got a whole series of articles that cover each ACT Reading skill - be sure to read my articles on main point, little picture, vocab in context, inference, and paired passage questions. Not sure how to finish all 40 questions on ACT Reading without running out of time? Learn about the three different ways to approach the passage on the ACT and figure out what works for you. Are these articles all very well and good, but you need more structured help to reach your ACT goal? Then why not try out our very own PrepScholar test prep platform FREE for five days? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Diagnosis of Depression Essay Example | Topics and Well Written Essays - 3500 words

Diagnosis of Depression - Essay Example Certain chemicals called neurotransmitters occur in the brain naturally. High-tech imaging of brain shows that physical changes in neurotransmitters causes depression in people, though certain factors like weight loss and lack of sleep might also be the causes of depression. Although it is not a main cause, yet depleted monoamine levels are commonly observed in the chronically depressed patients. Hormonal imbalances also cause depression. Likewise, there are some medicines that have an adverse impact on mood and need proper monitoring, else they can cause depression. ïÆ'˜Â  Environmental FactorsThe environment is also a possible causal factor of depression. In everyday life, people are exposed to numerous stressful situations that include but are not limited to loss of job, divorce, death of a friend or a family member, financial problems, and diseases. In addition to these factors, several unfortunate or traumatic events experienced in the past like child sexual abuse, violence, and bullying and any kind of maltreatment may affect the emotional and psychological health in a negative way. Diagnostic Criteria for DepressionBefore getting into the details of psychoanalytic theories of depression, it is customary to discuss the psychiatric criteria of diagnosis of depression as outlined by DSM-IV. According to DSM-IV, the patient needs to have at least five symptoms from the list of nine symptoms given below sustained over a period of two weeks and the symptoms bring a transition from the previous functioning.

Why might a healthy psychological contract amonst its employees be Assignment

Why might a healthy psychological contract amonst its employees be important to an organisation's effectiveness - Assignment Example This concept has been widely discussed by the scholars lately and showed to have certain impact on the overall performance of an organization. However, in order to determine why a healthy psychological contract among the employees is important to an organization’s effectiveness, it is necessary to build a clear definition of what a psychological contract is first of all. Defining psychological contract Since the concept is relatively new, the scientists are still arguing on what exactly psychological contract is. The classical definitions state that psychological contract is either â€Å"the perceptions of both parties to the employment relationship, organization and individual, of the reciprocal promises and obligations implied in that relationship† (Guest and Conway, 2002, p.1) or â€Å"an individual’s belief in mutual obligations between that person and another party such as an employer† (Rousseau and Tijoriwala, 1998, p.679). A quite similar definition have Hall and Moss (1998), who claim that psychological contract consists of the mutual expectations in the employer-employee relationship. So, in general it seems that the concept of psychological contract is more related to employees, because organizations, as employers, cannot have any beliefs or expectations. People are the ones who have them. Therefore, in short it can be said that a psychological contract might be described as an unwritten agreement between upper management and employees, that outlines how both parties see and understand their cooperation. Importance of healthy psychological contract to organization’s effectiveness It is rather well-know that a happy and satisfied employee is a good worker. Consequently, good employees that show loyalty and devotion to their companies must have all their needs met and, thus, be happy. This is, according to Cyril van de Ven (2004), one of the major goals of psychological contract. It reduces employees’ insecurity regarding their jobs. Since it is physically impossible to state all the aspect of employee-employer relationships in a written contract, the psychological contract helps by means of filling the gaps of the official one. The psychological contact, consequently, helps employees to evaluate and measure their obligations to the company and those of the organization to employees. So, if an employee believes that both parties fulfill their obligations, he or she is likely to show positive behaviors that contribute to the quality of his or her job performance. Another important function of psychological contract is giving employees the feeling that they have some power over events within the organization (Anderson and Schalk, 1998). This means that with the help of psychological contract employees percept the interrelation of roles and events as something they have agreed upon and have control over. As a result, even their self-esteem gets higher. So, if the psychological contract does n ot get broken, the employee will feel secure in the job. In addition, he or she will be performing well, thus fulfilling own obligations on the contract, in response to the company’s fulfilling its obligations on the psychological contract. Consequently, when employees perform their jobs well the organization in general becomes more effective. A Healthy psychological contract ensures that employees are satisfied with their jobs, loyal to the organization, have adequate work-family balance, and feel fair treatment form the side of the employer. As a result the company gets reduced employee turnover and absenteeism, as well as improved individual and organizational performance. Employers’ influence on the state of the psychological contract Employers, in their turn, should take all the possible measures

Wartime Stories Essay Example for Free

Wartime Stories Essay While there are few that claim war is one of the greatest institutions of humanity, it is certainly one of the most discussed, more recalled, and most participated in creations civilization has yet conceived. The lessons that can be learned from wars vary greatly in ethical and moral implications, from those that say war must be participated in with ruthless precision, while some feel that war must be fought with decency and honor. Whether to sacrifice one’s own life for a greater good, or to fight merely to preserve one’s life at all costs is a question of utility value versus ethical egoism. Movies such as Saving Private Ryan present interesting ethical dilemmas concerning a soldier’s internal and external ethical duty during war. While the men are charged with possibly giving their own lives for the life of only one other soldier, they are torn between the duty to their country and their orders, and their dissatisfaction over having to devalue their own existence for that of someone they do not even know. They feel a greater duty to each other, as well as the war effort in general, but feel their mission to save Private Ryan falls outside their duty, and effects little their honor. However, the movie persists in continuously asking the question of wartime ethics. The question for the men is whether their life is worth that of Ryan’s, merely one soldier among the millions. The order they have to get Ryan is one of utility value, as dictated by the rules of service. It is a soldier’s duty to follow orders, no matter how much they may disagree. If soldiers began disobeying orders it could spread and eventually break down the entire system. The obligation that Captain Miller feels in the movie is that the successful fulfillment of his orders will not only continue to hold loyal to the chain of command, but will also bring his unit one step closer to going home. However, when finding Ryan, the situation changes as Ryan refuses to come with him, agreeing that his life is worth only the value of those men with which he fights. Still following his orders, Captain Miller does everything in his power to save Ryan, still fight the war, and keep alive the chain of command, never once letting his own desire to go home influence his loyalty to his orders. The soldiers in the movie spend the majority debating the value of saving Private Ryan as opposed to fighting the war and trying to win it. They feel that they are on a mission that unduly puts their lives on the line for little purpose, as they value their lives far more than Ryan’s life. Their individual egoism would seem to oppose the entire concept of being a soldier in the military, as the chain of command is dependent upon groups of individuals functioning as a single unit. Even as a single unit, they are forced to abandon their individualistic ideals, as the unit is in as much danger as each individual. In the end, most of the men die, save for the most vocally opposed soldier, the most inexperienced and cowardly, and Private Ryan. The men fulfilled their orders, but paid with their lives, as they feared they would. The death of the soldiers, including Captain Miller, seems to suggest that in sacrifice lays honor, at least in war. The soldiers all recognized the mission as wrong and dangerous, but their duty as soldiers required them to fulfill it. On the one hand, the mission was fulfilled, but on the other hand they all died. The utility value of their sacrifice saw that not only was Ryan saved, but the important bridge was held, and they did in fact fight a very important part of the war, as well as a less important but far more â€Å"decent† part. The fact that Captain Miller is killed by a German soldier that he previously released rather than killed also seems to suggest that decency in war is often rewarded with death, as he and most of his soldiers exemplify. The senselessness of war and the mass violence of modern warfare would almost suggest that loyalty and duty to anything but oneself is a fool’s errand, but it also suggests that by fighting for the best attributes of humanity, like altruism and sacrifice, the entire human race takes a step closer to a civilization free of things like war.

Facebook, YouTube and Twitter: Changing the World Essay example -- Med

Introduction Media and society have always been inseparable. In his article The Mediatisation of Society Theory (Hjarvard 2008), Stig Hjarvard deduced that media simultaneously have become an integrated part of society. This integration, undoubtedly, has brought about changes in societies and media as both sides interact with and affect each other. One of prominent discussion covering this issue is that media have generated a great impact to the way people live. New social media, such as Facebook, YouTube and Twitter with their â€Å"premise of increased engagement, a radical change from mass communication to interaction, from information transmission to dialogue† (Hoffmann & Kornweitz, 2011, p. 32) have made users to be more extrovert, provided them a link to other parts of the world or simply created opportunities to get in touch with someone they never expected before. Hence, the existence of media has plays a significant role in human life today. Thus, these changes do not only happen in today’s societies who are surrounded by technologies brought by vast growth of information and communication channels. In fact, media have revolutionized the human civilization since thousand years ago when people â€Å"had no idea about electricity or alphabets† (Hikmah, 2011). History has proved that the invention of communication tools such as printed media or telephone has encouraged people to extend their influence over people in other areas, spread their ideas or even inspired them to transform the governmental system (Crowley & Heyer, 2011 ). Related to that, the ideas of the very nature of media may bring major effects within the society have captivated the attention of several communication theorists. This concept then called â€Å"Medium Theo... ...na Media Research, 6(1), 86-90. Sloan, J. (1968). UNDERSTANDING McLUHAN: SOME IMPLICATIONS FOR THE SPEECH TEACHER AND CRITIC. [Article]. Speech Teacher, 17(2), 140-144. Sollis, B. (2008). PR 2.0: Putting the Public Back in Public Relations. Retrieved 29 August, 2011, from http://www.briansolis.com/2008/04/pr-20-putting-public-back-in-public/ Stutzman, F. a. H., W. . (2009). Boundary Regulation in Social Media. Paper presented at the AOIR. Retrieved from http://fredstutzman.com/research.html Wallop, H. (2011). Japan earthquake: how Twitter and Facebook helped. Retrieved 12 April, 2011, from http://www.telegraph.co.uk/technology/twitter/8379101/Japan-earthquake-how-Twitter-and-Facebook-helped.html Windah, A. (2005). Impact of Electronic Sinema of "Tangisan Anak Tiri" to Children's Perseption Toward Stepmother Image. The University of Lampung, Bandarlampung.

Exile and Suffering Essay

Early scholars of Anglo-Saxon literature believed that â€Å"The Seafarer† represented an early pagan poem that had been adapted for Christian audiences by the insertion of pious formulas throughout and a moral at the end; accordingly, these scholars expended considerable ingenuity in attempting to excise the Christian elements to discover the â€Å"real poem† hidden beneath these composite overlays. Pound’s famous translation, in line with this emphasis, systematically removes or downplays many explicitly Christian elements of the poem and stops before the overtly homiletic conclusion, which features some dozen direct references to God and the heavens in the last twenty-five lines. Now, however, critics seem generally to agree that the two halves of the poem are unified by a movement from earthly chaos to heavenly order and that its coherent thematic thrust is the Christian message that the afterlife is more important than life on Earth. The poem is frequently discussed in conjunction with â€Å"The Wanderer,† another Exeter Book poem that shares many themes and motifs with â€Å"The Seafarer,† including the structure in which a specific treatment of biographical subject matter—the plight of a wanderer or Seafarer—is followed by a more general homiletic section that draws a religious meaning from the earlier material. The sailor, as a man required traveling over a hostile and dangerous environment, had always seemed to Christian poets to be a naturally apt image of the believer’s life on Earth, which should be viewed as a hazardous journey to the true homeland of Heaven rather than as a destination to be valued in itself. In this poem, the speaker seems to be a religious man (or reformed sinner) who has chosen the seafaring life as much for its efficacy as a means of spiritual discipline as for any commercial gain to be derived from it. The original opposition in the poem between landsmen and Seafarers gives way to the insight that all men are, or ought to think of themselves as, Seafarers, in the sense that they are all exiles from their true home in Heaven. As lines 31-32 (previously quoted) establish, the land can be just as cold and forbidding as the sea, and the virtuous, at least, should hope that they will be sojourning in this harsh world for only a brief time. True Christian â€Å"Seafarers† must psychologically distance themselves from secular life, as the Seafarer of this poem has done both literally and figuratively. The poet appears to encapsulate his theme at the pivotal midpoint of the poem: â€Å"therefore the joys of the Lord seem warmer to me than this dead life, fleeting on land. † This recommended ascetic withdrawal from worldly interests should enable the Christian to properly reject the comforts of life on the land as transient and seek spiritual rather than physical comforts.

The Shoehorn Sonata

The Shoe-Horn Sonata by John Misto The opening scene, with Bridie demonstrating the deep, subservient bow, the kow-tow, demanded of the prisoners by their Japanese guards during tenko, takes the audience straight into the action. As the interviewer, Rick, poses questions, music and images from the war period flash on the screen behind Bridie, and the audience realises they are watching the filming of a television documentary. The time is now, and Bridie is being asked to recall the events of fifty years earlier.This scene establishes who Bridie is, and introduces the audience to the situation: the recall and in a sense the re-living of memories of the years of imprisonment. Characterisation TASK: Re-read the play. Go through and highlight specific characteristics of our two protagonists – ensuring that you can provide evidence from the play (The evidence could be lines or phrases of dialogue, their actions, current or past, or their body language as described in the text. ) Ch aracter| Specific Characteristics| Evidence from the play| Bridie| | |Shelia| | | ACT & SCENE| Spine Summary (3-4 lines)| Quotations| Act 1, Scene 1| | | Act 1, Scene 2| | | Act 1, Scene 3| Eg. Women find themselves in the water and the song ‘Young Jerusalem is sung by young Sheila †¦. | | Act 1, Scene 4| | | Act 1, Scene 5| | | Act 1, Scene 6| | | Act 1, Scene 7| | | Act 1, Scene 8| | | Shoe Horn Sonata Act ONE Analysis Re read each scene and write a short summary outlining the ‘spine’ of the scene (What keeps it together). Write in full two of the main quotes from the scene that supports the spine summary.Do this for AT LEAST 3-4 scenes PER act Shoe Horn Sonata Act TWO Analysis ACT & SCENE| Spine Summary (3-4 lines)| Quotations| Act 2, Scene 1| | | Act 2, Scene 2| | | Act 2, Scene 3| | | Act 2, Scene 4| | | Act 2, Scene 5| | | Act 2, Scene 6| | | Act 2, Scene 7| | | Re read each scene and write a short summary outlining the ‘spine’ of the scene (What keeps it together). Write in full two of the main quotes from the scene that support the spine summary. Do this for AT LEAST 3-4 scenes PER act Characterisation Characterisation can mean two things: 1.The nature of a particular character as it is presented in a text. This would include age, appearance, temperament, past life experiences, personality traits, characteristic ways of expression, values and ideals, motivations, reactions to circumstances, responses to other characters. 2. The methods the composer of a text has used to project this character to the audience or reader. These would include, among other things, the words they use or others use about them, their decisions and actions, their body language, responses to others’ words and actions, the motivations they reveal. See Activities] The play’s structure is based on the differences in character and temperament between Bridie and Sheila which are gradually revealed to the audience. The action of the p lay revisits their past hardships and terrors, but the final focus is on the trauma they have suffered afterwards. The revelation of the crises they have each faced is presented as a healing action, which leads to the resolution of their differences and a satisfying closure to the play. Misto’s own motivations for researching these events and writing the play is made clear in his Author’s Note (p. 6). His perceptions of Australia’s neglect to honour such women as Bridie is suggested when she says: â€Å"In 1951 we were each sent thirty pounds. The Japanese said it was compensation. That’s sixpence a day for each day of imprisonment. † Introduction to Play Sheila’s arrival at the motel from Perth introduces immediately one source of friction between the two: they clearly have not been in touch with one another for many decades. Each is just finding out basic information as whether the other ever married or had children.The audience sees, too, that the warmth of Bridie’s greeting: â€Å"Gee it’s good to see you† is not reciprocated by Sheila. The audience wonders why not. The revelations by the end of Act One will finally show the reason. The body language described on page 26 indicates the deep underlying tension between the two–yet the scene ends with their lifting the suitcase as they used to lift the coffins of the dead: to the cries of Ichi, ni, san—Ya-ta! Their shared experiences are a strong bond. The Shoe-Horn Sonata is divided into two acts: the longer Act One, with eight scenes, and a shorter Act Two, with six scenes.It follows theatrical custom by providing a major climax before the final curtain of Act One, which resolves some of the suspense and mystery, but leaves the audience to wonder what direction the play will take after the interval. The action cuts between two settings: a television studio and a Melbourne motel room. The extreme danger the prisoners faced is indicat ed by Bridie during this exposition: over-crowded ships sailing towards an enemy fleet, the unpreparedness of the British garrison in Singapore for the invasion, the fear of rape for the women.Misto thus sets up some of the issues to be confronted during the course of the play between the Australian Bridie and the former English schoolgirl Sheila. Sheila appears in Scene Two, and the major conflict of the play begins to simmer. Journey through memory For the rest of Act One, the shared memories of Bridie and Sheila become those of the audience, through the dramatic techniques Misto uses. In Scene Three, the audience is reminded of how young Sheila was when she was taken prisoner.The voice of a teenage girl sings part of ‘Jerusalem’, the stirring and visionary song with words by English poet William Blake, and the mature Sheila joins in. (Later Bridie and Sheila sing it together. ) Bridie’s attitude from their first meeting as shipwreck survivors drifting in the s ea is protective of Sheila. She sees her as â€Å"another stuck-up Pom†, and hits her with her Shoe-Horn to keep her awake. Sheila has been taught by her snobbish mother to look down on the Irish, the label she puts on the Sydney nurse from Chatswood because of her surname.Further differences between the two surface in Scene Five, when the â€Å"officers’ club† set up by the Japanese is described. But by the end of this scene they are recalling the choir and â€Å"orchestra† of women’s voices set up by Miss Dryburgh. Scene Six opens with Bridie and Sheila in a conga line singing the parodies of well-known songs they’d used to taunt their captors and keep their spirits up Pain and tension Soon they are arguing, focusing on their differing attitudes to the British women who in Bridie’s view were â€Å"selling themselves for food† to the Japanese.The tension rises as more and more is revealed about the deteriorating conditions for the prisoners and the relentless number of deaths, especially in the Belalau camp. At the end of the Act, in a dramatic gesture, Sheila returns the Shoe-Horn. She had claimed to sell it for quinine to save Bridie’s life–but in fact as she now reveals she had been forced to sleep with the enemy to buy the medicine. She extorts from Bridie the implicit admission that she would not have made that sacrifice for her. Bridie says nothing, but cannot face Sheila.Sheila is shattered by the realisation: â€Å"All these years I’ve told myself that you’d have done the same for me. [Calmly] I was wrong, though, wasn’t I? † Act Two opens back in the studio, where Bridie and Sheila explain on the documentary the appalling conditions in the death camp of Belalau. Suspense is built by the revelation that orders had been given that no prisoners were to survive to the end of the war. The audience wants to know how there could have been survivors. They also w ant to know how or if the tension in the relationship between the two women can be resolved.It becomes clear that the traumatised Sheila cannot in civilian life face any sexual relationship; nor has she felt able to return to Britain or to face remaining with her family in Singapore. She has led a quiet life as a librarian in Perth. Her nights are filled with nightmarish recollections about Lipstick Larry, and she drinks rather too much. In contrast, Bridie had been happily married for years to the cheeky Australian soldier who had waved and winked at her at Christmas behind the wire. She is now widowed and childless. Ambush and resolutionMisto is preparing an ambush for the audience. By Scene Twelve, Bridie’s â€Å"disgrace† is revealed. Spooked when she is surrounded by a group of chattering Japanese tourists in David Jones Food Hall, she runs away with a tin of shortbread and later pleads guilty in court to shoplifting. â€Å"I still lie awake cringing with shameâ €  she tells Sheila. She could not explain the truth about her phobia to the court or to her family and friends. The effect on Sheila is more than Bridie expected. She now decides that she can be at peace only if she faces the truth in public.She explains: â€Å"There are probably thousands of survivors like us–still trapped in the war–too ashamed to tell anyone. † Bridie urges her not to. But in Scene Thirteen after they have recounted how they were eventually discovered and rescued, days after the end of the war, it is in fact Bridie who reveals the truth of Sheila’s heroism and self-sacrifice. She then finds the courage to ask Sheila to explain about her shoplifting arrest The scene ends with the declaration Bridie has waited fifty years for: â€Å"And I’d do it all over again if I had to†¦. cause Bridie’s my friend†¦ † The tensions between the two have now been resolved: the secrets are out, both the personal ones and the long-hidden information about the experiences of the women prisoners and internees. The brief and cheerful last scene shows their friendship restored, the Shoe-Horn returned to its rightful owner, plans made for a Christmas reunion, and, finally, the peacetime dance they had promised one another in the camp. The Blue Danube plays: â€Å"It is the music of joy and triumph and survival. †

Strategic Development of Apple Corporation

Strategic Development of Apple Corporation Executive Summary This paper dwells upon strategic development of Apple and contains certain recommendation on implementation of the most appropriate strategy. The company is famous for its innovative approach and high quality of products and services provided.Advertising We will write a custom term paper sample on Strategic Development of Apple Corporation specifically for you for only $16.05 $11/page Learn More However, the corporation holds quite a small market share and some researchers note that the company should expand. Researchers refer to growth of such markets as South America and Asia. It is stressed that Apple could benefit from producing products for millions of potential customers at lower prices to make Apple products more available. Nonetheless, this approach is unlikely to be effective as it may lead to loss of the market share Apple has now. Appearance of Apple in the market of low-priced consumer electronics will make it develop new strate gies to remain competitive in the market where Asian (Chinese and Indian) companies produce very cheap products. Therefore, the company has to focus on innovations. The present evaluation is based on secondary research. Works on Apple’s strategic development are analyzed and certain recommendations on how to improve the strategy used are provided. The present research may lack for data on the company’s expenditures but available information on Apple’s revenues illustrates effectiveness of the strategy employed.. Recommendations provided include the following. The new strategy should be comprehensive and involve research, innovation, quality and social responsibility. The company has to produce really innovative products which would shape and redefine the market. The use of green technology and contributing to development of communities will enable the company maintain its favorable image among its customers. Introduction Apple is one of the most successful compa nies and it is famous for its effective strategic development. The corporation managed to remain one of the leading producers of consumer electronics and software even after the recession and financial crisis of 2008. It is necessary to note that the company has to operate in one of the most competitive markets, the market of consumer electronics. This industry is booming and companies all over the world are trying to enter it and occupy certain niche. It is noteworthy that Apple is facing hard competition on the part of Asian companies that produce cheaper devices with similar options. At present, Apple again has to choose an appropriate strategy.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, before going into detail on the strategic development, it is important to mention major peculiarities of the company, its history and market. Apple announced that its revenue for second quarter of 2014 (ended in March) was $45.6 billion (Apple reports, 2014). The company is growing and its profits are increasing accordingly. Apple is famous for its â€Å"impressive† products: iPad, iPod nano, iPhone, Apple TV, iPod touch, MacBook, MacMini and so on (Hitt, Ireland Hoskisson, 2012, p. 16). The company started in 1976 as a computer business and has provided innovative products, which is regarded as one of its strategies and advantages. In 2003, Steve Jobs, a charismatic leader, introduced one of Apple’s products iTunes Online Music Store as a â€Å"turning point for the music industry† and â€Å"landmark stuff† which could not be overestimated (Hitt et al., 2012, p. 16). Jobs was right as it was a great success. It is noteworthy that the company had an inspiring leader who set the major strategic path for the business. After Jobs, Apple still has really effective leaders: Tim Cook, Craig Federighi and Jony Ive. These executives share Jobs’ vision and keep focusing on their high end share of the market. Apple is a globally operating company with over 50,000 employees and it has a vertical structure (Daft, 2014). Admittedly, it is difficult to have a horizontal structure for a global business. It is also important to note that the market of consumer electronics is very competitive. Thus, Apple’s iPhone has to compete with products of such companies as Samsung Electronics, Motorola, Nokia. As far as computing and software is concerned, the company has such competitions as Google, Microsoft, Micromax (India) and Xiaomi (China) (Grobart, 2013). It is necessary to add that the market of smartphones is quite saturated with cheap products produced in Asia. Worstall (2013) stresses that a phone at $700 is unlikely to compete with a smartphone sold for $200 and $300 especially in such markets as China, India, Brazil and Russia. Therefore, researchers see two major strategies applicable for Apple.Adver tising We will write a custom term paper sample on Strategic Development of Apple Corporation specifically for you for only $16.05 $11/page Learn More Strategic Issues These strategies are concerned with the choice of the market share for the company. At present, Apply occupies quite a small share of the market. Apple’s products are seen as luxury and exclusive devices and services. The use of these products suggests that the user pertains to a specific group of privileges consumers (or simply lives in a developed country with strong economy). As Cook puts it, â€Å"There is always a large junk part of the market† (as cited in Grobart, 2013). Leaders of Apple tend to remain in their niche and do not think about expanding to larger markets. Nonetheless, some researchers see another option. They stress that Asian, South American and Russian markets are becoming a target for many companies. For instance, Worstall (2013) stresses that the potentia l of consumer electronics BRIC region (which includes Brazil, Russia, India and China) is increasing and people are more willing to by app-capable devices. Admittedly, people living in the area will not pay $700 for a phone as they have numerous cheaper alternatives produced in China and India. Notably, Apple is capable of reducing some costs and providing cheaper products. Nonetheless, Apple can lose its status of a company providing exclusive products and services. At that, researchers emphasizes that even though the company can introduce cheaper products they will be still unable to compete with $100-200 devices. Brief Literature Review Innovation There are numerous ideas on strategic development and each company can choose the best option in accordance with its goals and values. Jaruzelski and Dehoff (2010) claim that Apple has always used a strategy of innovation. The researchers stress that Steve Jobs did not try to make the company’s products cheaper or more available to consumers as he wanted to make innovative things that could change the market and the world.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This strategy made the company one of the leaders in the global market and many companies are trying to keep up with standards set by Apple. Jaruzelski and Dehoff (2010) consider experience of successful companies operating in different markets and infer that the strategy of innovation is winning in the contemporary business world. Heracleous (2013) calls the strategy used by Apple the Quantum Strategy. According to the researcher, it implies â€Å"the ability to balance intense efficiency in operations with outstanding serial innovation and addictive product design† which â€Å"command premium pricing and redefine markets† (Heracleous, 2013, p. 92). The researcher evaluates the strategy used and concludes that it is effective as the company remains the leader and has its small (but profitable) market share. Importantly, the researcher stresses that this strategy enables Apple (as well as other companies using the same strategy) are able to set trends and standards and , as a result, they are one step forward. Davis and Olson (2008) also emphasize effectiveness of such way of development and notes that most successful companies employ the strategy of innovation. The researchers also add that it can be difficult to utilize this strategy as it needs significant funds especially when it comes to RD department. Nonetheless, the innovative approach helps companies achieve high results as well. Other Components of Success It is noteworthy that apart from innovation, researchers acknowledge that operational excellence is also central to the company’s success. Sharma (2012) argues that Jobs inspiring vision and focus on innovations could not ensure Apple’s success which was achieved by a combination of innovative approaches and operational excellence. According to the researcher, the company is successful as high quality and precision are major values shared by employees. Loads of companies choose this strategy and focus on quality and its i mage. They are valued for these characteristics and customers eagerly buy their products. Clearly, this approach is appropriate for many industries but consumer electronics is not one of these spheres. This industry is evolving rapidly and a company which fails to introduce new products often loses its customers. Jaruzelski, Loehr and Holman (2011) also mention the importance of an effective culture. Apple is famous for its culture based on principles of innovation attention to details, excellence and responsibility. The authors note that culture is a key to successful implementation of innovative strategies. The researchers stress that culture is a set of principles all employees follow. Employees of Apple share company’s values and the corporation manages to come up with new products periodically. Analysis of the Strategic Issue Winning a Larger Market Share As has been mentioned above Apple is facing a strategic issue. The company is growing and entering new markets as exp ansion is one of the most effective ways any successful company chooses (Thompson, Peteraf, Gamble Strickland, 2012). It is possible to expan in a number of ways. For such global corporation as Apple entering new markets is beneficial. Apple is already operating in developing countries but still occupies rather small market share. To ensure profitability and growing revenue, the company may choose to introduce cheap devices and occupy a larger market share. As has been mentioned above, many companies choose this approach in order to obtain millions of new customers in such regions as South America, Asia and Russia where vast majority of people cannot afford expensive products. The choice of this strategy will lead to sub-issues such as reducing costs and marketing new products. Thus, Apple will have to invest into development of cheaper models of existing devices or new cheap devices. Thus, RD costs will increase but there are chances that it will be impossible to reduce the price of existing products or new products to $100-200. More so, products at such prices will hardly differ from those provided by other companies (in China or India). Furthermore, development of cheaper products may extrude attempts to produce innovative products and services. There are chances that Apple will lose its status of a producers of innovative and luxury electronics and will lose its value. It will inevitably become one of many companies producing affordable products and will have to compete with a variety of other producers. The company’s marketing managers will have to come up with a wide advertising campaign and a marketing strategy to introduce new cheaper products. The company will have to make people know that Apple products have become more affordable. The use of this strategy will also require the change in the company’s corporate culture. The company has focused on innovation and exclusiveness. These values are inappropriate for a company that aims to ge t a larger market share and sell more affordable devices. Admittedly, all these changes need additional investment. All in all, this strategy is associated with too many risks and doubtful benefits. A larger market share will enable the corporation to increase its revenue due to sales volumes. Nonetheless, low prices of products and services will not lead to significant increase in profits. More so, the company risks entering a market with significant competition and, at the same time, lose its advantageous competitiveness. Therefore, this strategy is unlikely to be successful and should not be implemented. Holding the Same Market Share Another option is to stick to old strategies. Thus, Apple may hold its market share and remain a global producer of innovative and exclusive products. This strategy was already checked twice during severe crises within the company (Sharma, 2012). Adherence to the old strategy will involve significant investment into RD as the corporation will focus o n producing new innovative products. However, this investment will lead to increase in revenue as Apple’s customers are eager to buy from the company as they get something more than a device. They get a sense of being a part of a community of people who value innovation and quality (and those who can afford it). Marketing of new products will also need additional investment. People should know about novelties. However, this advertising is likely to be successful as customers will learn about a new innovative product which they will want to purchase. It is noteworthy that the company’s culture will not be changed and such values as quality, innovation and responsibility will be promoted. Admittedly, effective culture often translates into success. Discussion Methods Used The present assessment is based on the secondary research. Works on strategic development of Apple and its performance as well as data available on the official website are analyzed. Evaluation of the s trategy used is based on analysis of its effectiveness. It is possible to note that the use of this methodology can be associated with certain limitations. Hence, such research may lack for data on the company’s expenditures (especially when it comes to RD) as the works used contain information on revenues rather than losses. Nonetheless, the corporation’s revenues suggest that the strategy which is being used is effective and there is no need to choose another path. Though, it is possible to highlight some spheres in Apple’s strategic development which may need improvement. Research It is necessary to note that the company’s leaders emphasize their adherence to their old strategy of innovation. They do not intend to try to compete with low-priced products in emerging markets. The company’s CEO argues, â€Å"We are not in the junk business† (as cited Grobart, 2013, n.p.). As has been mentioned above, this strategy has proved to be effective and, hence, it is no time to change it. Admittedly, the company is growing and its revenues increase, but it is essential to continue developing and innovating (Thompson et al., 2012). Therefore, the strategy should be based on the principle of innovation and precision. In the first place, the company should focus on development of a number of innovative products and services. It has been acknowledged that Steve Jobs always felt what would be successful among customers (Hitt et al., 2012). However, serious competition requires more specific data than senses or beliefs. Thus, the company needs to invest into marketing research. It is essential to understand what customers expect and what exactly they need when they are buying this or that device. It can be beneficial to find out what customers value in Apple products and services. It is possible to implement an internal research but it is better to address a marketing research company which can provide information on the global marke t rather than a particular country. RD Apple’s RD department is very effective as it has come up with a variety of innovative devices. Nonetheless, it is possible to invest into further development of the department. The company employs more than 50,000 people worldwide and it can be a good strategy to launch a wide training campaign. Employees from different countries have to participate in mutual projects. Employees from abroad can travel to the USA and work on major projects. This can facilitate development of the company’s RD. The company has had certain criticism on development of different models which do not differ significantly from previous ones. Thus, Daft (2014) notes that it is difficult to come up with innovative products and companies often try to modify products which have already become hits. However, extensive modification will lead to customers’ tiredness and dissatisfaction. It is important to introduce genuinely innovative products as well as services as this will attract new customers and will satisfy needs of loyal ones. Quality The strategic development of the company should also involve particular attention to the products’ quality. It is well-known that Steve Jobs â€Å"routinely† returned products to the laboratory and emphasized that â€Å"Apple must build the best products, period† (Hitt et al., 2012). This should be a motto for each employee and a part of the company’s culture. Quality control of the company has to be strict and no flaws can be allowed in products sold. This is one of advantageous peculiarities of the company and it is essential to maintain this image. Marketing As has been mentioned above, this strategy does not require excessive advertising. However, each new product has to be advertised through the Internet, TV and print sources. The focus of each advertisement should be innovative nature of the product. Existing and potential customers have to associate the compa ny with innovation and development. Social Responsibility Some companies focus on revenue or RD and fail to be socially responsible. Apple should remain a responsible corporation which contributes into development of communities. Development of new products has to be implemented with specific attention to environmental or social projects. The use of green technology also pertains to innovations and this is a beneficial direction for the company (Hitt et al., 20). Social responsibility of Apple is another advantage of the corporation and this should remain unchanged. Conclusion On balance, it is possible to state that Apple is now facing the need to choose whether the corporation tries to get a larger market share or remain in its niche and continues producing innovative products. Analysis of works on strategic development of the company suggests that Apple should adhere to its old strategy as it proved to be successful. It is associated with fewer risks and it is likely to keep the company in its leading position. The strategy should be comprehensive as it cannot be confined to a vague concept of innovation. Thus, the corporation will have to invest into RD and control departments to ensure that the products provided are innovative and high-quality. Apple will also have to pay attention to proper marketing of new products and it is essential to focus on such concepts as quality, innovation, exclusiveness and social responsibility. Finally, the company has to be involved in a variety of social and environmental projects. The use of green technologies and contributing to development of communities (especially in regions where the company operates) should also be a part of strategic development of Apple. The use of this strategy will enable the company to maintain its status of an innovative company which shapes people’s ideas on electronics, software and life. Reference List Apple reports second quarter results. (2014). Retrieved from apple.com/pr/library /2014/04/23Apple-Reports-Second-Quarter-Results.html Daft, R. (2014). The leadership experience. Stamford, CT: Cengage Learning. Davis, A., Olson, E.M. (2008). Critical competitive strategy issues every entrepreneur should consider before going into business. Business Horizons, 51(1), 211-221. Grobart, S. (2013, September 19). Apple chiefs discuss strategy, market share – and the new iPhones. Bloomberg Business week. Retrieved from businessweek.com/articles/2013-09-19/cook-ive-and-federighi-on-the-new-iphone-and-apples-once-and-future-strategy Heracleous, L. (2013). Quantum strategy at Apple Inc. Organizational Dynamics, 42(1), 92-99. Hitt, M., Ireland, R., Hoskisson, R. (2012). Strategic management cases: Competitiveness and globalization. Mason, OH: Cengage Learning. Jaruzelski, B., Dehoff, K. (2010). How the top innovators keep winning. The Global Innovation 1000, 61(1), 1-16. Retrieved from strategyand.pwc.com/media/file/Strategyand_Global_Innovation_1000_2010_How_Top_ Innovators_Keep_Winning.pdf Jaruzelski, B., Loehr, J., Holman, R. (2011). Why culture is key. The Global Innovation 1000, 65(1), 1-16. Retrieved from strategyand.pwc.com/media/file/Strategyand-Global-Innovation-1000-2011-Culture-Key.pdf Sharma, A. (2012). As Apple’s success attests, operational excellence isn’t everything, but it is essential. Strategic Vision. Retrieved from tbmcg.com.cn/misc_assets/newsletter/OpEx_0812_Apples_Success.pdf Thompson, A.A., Peteraf, M.A., Gamble, J.E., Strickland, A.J. (2012). Crafting and Executing Strategy. Boston, MA: McGraw Hill Publishers. Worstall, T. (2013, January 18). Apple’s basic strategic problem: Market share or profit margin? Forbes. Retrieved from forbes.com/sites/timworstall/2013/01/18/apples-basic-strategic-problem-market-share-or-profit-margin/

Evolutionary Psychology - Evolution Definition

Evolutionary Psychology - Evolution Definition Evolutionary psychology is a relatively new scientific discipline that looks at how human nature has evolved over time as a series of built up psychological adaptations. Many evolutionary biologists and other scientists are still reluctant to recognize evolutionary psychology as a valid science. Much like Charles Darwins ideas about natural selection, evolutionary psychology focuses on how favorable adaptations of human nature are selected for over less favorable adaptations. In the scope of psychology, these adaptations could be in the form of emotions or problem-solving skills. Evolutionary psychology is related to both macroevolution in the sense that it looks at how the human species, especially the brain, has changed over time, and it is also rooted in the ideas attributed to microevolution. These microevolutionary topics include changes at the gene level of DNA. Attempting to link the discipline of psychology to the theory of evolution via biological evolution is the aim of evolutionary psychology. In particular, evolutionary psychologists study how the human brain has evolved. The different regions of the brain control different parts of human nature and the physiology of the body. Evolutionary psychologists believe that the brain evolved in response to solving very specific problems. The Six Core Principles of Evolutionary Psychology The discipline of Evolutionary Psychology was founded on six core principles that combine a traditional understanding of psychology along with evolutionary biology ideas of how the brain functions. These principles are as follows:​​ The human brains purpose is to process information, and in doing so, it produces responses to both external and internal stimuli.The human brain adapted and has undergone both natural and sexual selection.The parts of the human brain are specialized to solve problems that occurred over evolutionary time.Modern humans have brains that evolved after problems recurred time and time again over long periods of time.Most of the human brains functions are done unconsciously. Even problems that seem easy to solve take very intricate neural responses at an unconscious level.Many very specialized mechanisms make up the whole of human psychology. All of these mechanisms together create human nature. Areas of Evolutionary Psychology Research The theory of evolution lends itself to several areas where psychological adaptations must occur in order for species to develop. The first is basic survival skills like consciousness, responding to stimuli, learning, and motivation. Emotions and personality also fall into this category, although their evolution is much more complex than basic instinctual survival skills. The use of language is also linked as a survival skill on the evolutionary scale within psychology. Another major area of evolutionary psychology research is the propagation of the species or mating. Based on observations of other species in their natural environments, the evolutionary psychology of human mating tends to lean toward the idea that females are more selective in their partners than males. Since males are instinctively wired spread their seed to any available female, the male human brain has evolved to be less selective than that of the female. The last major area of evolutionary psychology research centers on human interaction with other humans. This large research area includes research into parenting, interactions within families and relations, interactions with people that are not related and the combination of similar ideas to establish a culture. Emotions and language greatly influence these interactions, as does geography. Interactions occur more frequently among people living in the same area, which eventually leads to the creation of a specific culture that evolves based on immigration and emigration in the area.

International Business Law Assignment Example | Topics and Well Written Essays - 2500 words

International Business Law - Assignment Example The overall importance of WTO is critical regarding establishing a link between trade and environment because it is the single most important document which governs the international trade. The growing debate therefore is focused upon the potential role of WTO in clearly establishing a link between global trade and environment. Prescription of different standards as well as the framework therefore is one of the key tasks which WTO has to perform in order to comprehensively establish the link between the two. This paper will discuss the linkages between trade and environment and how it has remained on of the important challenges for international business law. This paper will also discuss as to what steps by WTO during last decade to properly address this issue within the perspective of international trade. Environment and international trade Trade is considered as beneficial for the society and the economy and its liberalization can actually help any society to achieve greater econom ic resources. It is critical to understand however that with increased trade and production processes, the overall pace of economic degeneration can expedite and the results can be both negative as well as positive. Environment can be protected if cleaner technologies are implemented which involve less energy consumption besides relying more on labor intensive techniques. The environment can also be damaged because growth in production process requires more energy and raw materials and hence more environmental de-gradation can take place. There is therefore a nexus between environment and international trade and how expansion of international trade can actually result into both the protection as well as degradation of environment. (Charnovitz, 2007.) Serious efforts to actually integrate concerns for environment and international trade started during 1970s and as a result of this growing debate, an international conference in Stockholm took place to debate on the future course of de fining how international trade agreements can actually affect the businesses with significant potential to damage environment. Prior to this conference, GATT undertook a study on its own behalf to determine and explore the impact of environmental protection policies on international trade. In same year, Environmental Measures and International Trade Group was established however, it remained inactive for more than two decades and it was only in during 1992 that this group was convened by members. (Charnovitz, 2007.) Subsequent legislative efforts include Tokyo round and Uruguay round went on to establish different standards and kick started the process of integrating international trade with that of the environment protection. There was also growing concerns among developing countries regarding the export of those products which were considered as environmentally damaging with serious safety and health related issues. The overall debate was therefore based upon the argument that fre e trade has an impact on the environment and that higher levels of free trade can further result into damage to the environment. (Charnovitz, 2007.) The recent efforts however by WTO clearly outline the way the nexus between free trade and environment. Though WTO