Character Analysis of Romeo Essay Example for Free

Character Analysis of Romeo Essay The play Romeo and Juliet is a tragedy written by William Shakespeare in which Romeo is a tragic hero, who is the son of Montague and falls in love with Juliet from his feud family, Capulet, at their first glance of each other. Shakespeare uses several rhetoric devices in Romeo’s lines to suggest that Romeo is a romantic yet rash figure. As Russ McDonald mentions in his essay â€Å"Shakespeare’s tragic characters are visionaries, purists, idealists† 1, Romeo satisfies to be an idealist, who believes that he is going to have an adorable life with Juliet but gets totally messed up when things turn down. First, â€Å"Heaven is here where Juliet lives and every cat and dog and little mouse, everything unworthy thing live here in heaven and may look on her, but Romeo may not†¦ They may seize on the whit wonder of dear Juliet’s hand and steal immortal blessing from her lips†¦Ã¢â‚¬  2 Both personification and metaphor are used in this quote in order to vividly describe the grief in Romeo’s heart. Human behaviours are applied to every dog, cat, mouse and other unworthy things that they can â€Å"seize† and â€Å"steal†. Evidently, to â€Å"seize the white wonder† and to â€Å"steal immortal blessing from her lips† are things that Romeo wants to do rather than he wants those animals to do. It is also suggested that Romeo would rather to be those animals instead of him to stay with Juliet given that he has been sentenced banishment. These things show that Romeo is suffering from anguish that he is going to leave Juliet and regarding himself as one that ranks lower those cats, dog, mice and other unworthy things. Moreover, â€Å"heaven†, in this context does not refer to the place where people live after they die. Actually, Shakespeare uses metaphor here to refer â€Å"heaven† to the place where Juliet lives but Romeo is prohibited to live. On the other hand, Romeo implies that he is going to a place like the hell. The contrast between the heaven and the hell is so strong that Romeo is upset because before he believed that he would lead a sweet life with Juliet. At this point, I conclude that Romeo is round character in this play. Round characters are defined to be those â€Å"who are more complex, who change their minds, attitudes, and actions, or who take readers through a process of conflict along with them. † 3 Before Romeo is sentenced, he was assuming that he was going to stay with Juliet after he married Juliet and most of the readers think so. But given that Romeo kills Tybalt and he is exiled, things turn to the dark side so that Romeo becomes sorrowful by which the reader is shocked. Second, â€Å"Eyes, look your last. Arms, take your last embrace. And, lips, O, you the doors of breath, seal with a righteous kiss a dateless bargain to engrossing death. † 4 This piece contains imperative sentences that Romeo does certain things to show his magnificent love to Juliet straight from his heart. It is also an appealing detail, which carefully depicts the actions of Romeo’s eyes, arms and lips and which the reader is able to visualize in their head. As Gail Kern Paster mentions in his essay â€Å" Rather Romeo and Juliet’s love is a social problem, unresolvable except by their deaths, because they dare to marry secretly in an age when legal, consummated marriage was irreversible† 5, in that historical context, in order to show that he is still loving Juliet not anyone else, he has no choices but to kill himself. Third, â€Å"Hence ‘banished’ is ‘banished from the world,’ And world’s exile is death. Then ‘ banished’ is death mistermed. Calling death ‘banished’, thou cutt’st my head off with a golden ax†¦Ã¢â‚¬  6. In this quote, the word â€Å"banished† is repeated several times. Such a repetition shows enormous grief that exists in Romeo’s heart and his unwillingness to leave the place where Juliet lives. Moreover, Romeo regards banishment as death and the fantasy, â€Å"cutt’st my head off with a golden ax†. At this point, I think that Romeo is quite rash and pessimistic. As Russ McDonald mentions â€Å"†¦ they are like children, for their idealistic conception of the world is usually marked by a radical simplicity and naivete† 7, I state that it is Romeo’s simplicity and naivete that he equals banishment to death. In my opinion, it is just a tiny stumble block in his life as every other individual will have and Romeo is so rash that he is demanding death. Fourth, â€Å"†¦her beauty makes this vault a feasting present full of light. † 8 The hyperbolic language in this quote suggests that Romeo sees that Juliet presents impressive and glorious beauty, which looks light. Again, it is a very strong piece of language to emphasise the unshakable status of Juliet in Romeo’s mind.

The History and Different Critiques of Critical Pedagogy

The History and Different Critiques of Critical Pedagogy The literature of critical pedagogy is very broad indeed and contains dense information. In fact, the political perspective of critical pedagogy towards the curriculum contributes much to creating abundant scholarships in the field. In addition, as many authors perceive, critical pedagogy lacks a set of definite principles; which makes the process of setting a unified definition of its premises so challenging. Still, the implementation of aspects of critical pedagogy in the classroom setting can have wide scale results on the teaching process as a whole. Hence, it is important to give a brief examination of the literature of critical pedagogy, an analysis of its core principles, and an investigation of the critique directed against its assumptions. By virtue of being critical, critical pedagogy and critical thinking share some common grounds. However, despite the existence of the critical stance in both disciplines, there are broad differences between them. One of these differences is related to the expectation of action in each discipline. In its emphasis on analysis and deep interpretation, critical thinking does not necessitate any action to achieve social change. On the other hand, the principles of critical pedagogy aim at creating a social action that comes mainly through educational practices. Another important difference has to do with the scope of interest of each discipline. Critical thinking is, by definition, individualistic and largely ignores the collective relations. Critical pedagogy, on the other hand, is more concerned with corporate action; that is why, as Burbules and Berk suggest, in critical pedagogy individual criticality is intimately linked to social criticality (55-56). Critical pedagogy might also be thought of as an extension of critical theory. Both critical theory and critical pedagogy employ their strategies with view at obliterating the hegemonic collective standards and paradigms. However, critical pedagogy is different from critical theory in the fact that it is mainly an educational philosophy that reacts towards the oppressive systems in the educational arena. The primary concern of critical pedagogy in this aspect is with issues that have to do with maintaining equal opportunities and establishing dialogical mode of discourse. As Burbules and Berk put it in the language of critical pedagogy, the critical person is one who is empowered to seek justice, to seek emancipation (50). Collins also describes the framework of critical pedagogy as being realistically involved in enlarging the sites within our institutions where genuine, noncoercive dialogue and reasonable opposition to oppressive bureaucratic controls can emerge (63). This proves that critical pedagogy involves an entirely new orientation that departs from traditional models of education and embraces a number of principles that may not be familiar in the generic pedagogical systems. The basic characteristic that separates critical pedagogy from other approaches is its celebration of social justice and emancipation. In addition, a critical approach to pedagogy is distinguished by an emphasis on dialogic interactions with view at giving equal opportunities for all voices. Critical pedagogy values the students experiences and locates these experiences at the centre of the learning process. The mission of critical pedagogy is more complex than it seems to be, and its scope encompasses a plethora of pedagogical approaches and practices. In Life in Schools: An Introduction to Critical Pedagogy in the Social Foundations of Education, McLaren points out that critical pedagogy aims at investigating, questioning and changing the relationship among different factors in the learning experience. These factors include classroom teaching, the structure of the school, and the social relations with the community. This imposes a great task on the critical pedagogue as he has to take into account a wide range of social and educational variables in his work (26-28). Critical pedagogy has its roots in Paulo Freire who is generally considered to be the inaugural philosopher of critical pedagogy (McLaren, Paulo 1). Although at first Freire dedicated his efforts to issues related to literacy in Brazil, his philosophy expanded gradually to embrace a cornucopia of social and educational issues that have been the object of criticism. In Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Freire pointed out that what he called for was not merely a pedagogical method; rather, it was a strategy of living within the educational system (67). McLaren observes that the bottom-line of Freires pedagogy is to establish a non-hegemonic approach that is based on dialogue and interaction (McLaren, Paulo 2). This clearly shows the political dimensions of Freires philosophy. Freire actually stressed the importance of incorporating social and political critiques in the curriculum. This explains why his approach promotes a liberatory form of education that emphasizes emancipation and rejects all forms of oppression and domestication. In The Politics of Education, Freire maintains that the learning process should take into consideration two essential dimensions. The first is the context of authentic dialogue between learners and educators (49). The dialogue will empower students to move toward becoming knowing subjects and they will develop a relationship with the teacher in which one knowing subject [is] face to face with other knowing subjects (49). For Freire, by employing authentic dialogue in the teaching process, education becomes pedagogy of knowing rather than an experience of narration sickness (Freire, Oppressed 57). However, Freire warns that the dialogic process should not be reduced to simple to-and-fro questions that may also become tedious and sterile. Instead, there should be a focus on creating interaction between students and teachers in problematizing knowledge. In this regard, it is the responsibility of the teacher to inspire students to move forward within this critical practice (Freire, Freedom 80). The second dimension that should be considered in the learning process is the social realities in which students live. Freire states that authentic thinking, thinking that is concerned about the world is concerned with reality, and does not take place in ivory tower isolation, but only in communication (Freire, Oppressed 64). This suggests that earning should be connected to the realities of students lives. Otherwise, by ignoring these realities, educators will be creating divisions that make difficult the construction of our ideals of change and transformation (Freire, Freedom 55). A very influential concept in Freires philosophy is that of praxis. Freires praxis, which delineates critical reflection and action, entails the application of educational practices and philosophies to create a better educational experience. To this end, students should be viewed as active participants in the teaching process and in the formulation of teaching methods. They are engaged in what Simon calls a transformative critique of their everyday lives (Simon, Teaching 60). The teachers role here resides in encouraging students to get involved in reflection on their worlds so as to assist them in engaging in critical consciousness. For Freire, the development of critical consciousness in the student can be attained by means of implementing what he called the problem-posing model of education. Freire proposed this model as a counterpart to the banking system of education dominating the educational institutions. He asserts that the banking system fosters domination and oppression, whereas the problem-posing mode promotes liberation and democracy. He goes on to claim that whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. (Freire Oppressed 68). Freires philosophy of education was adopted and modified by various writers. The most prominent figure in this aspect is Ira Shor, who was mainly influenced by Freire. In his Critical Teaching and Everyday Life, Shor criticizes the institutionalized modes of education which involve undemocratic approaches. He demonstrates that these traditional systems have restricted students from contributing to the learning processes. He calls for implementing learning activities that are democratic in nature. These activities are set against the notions of education that students have from their previous experiences within the traditional pedagogical system. The democratic methods of teaching would change the role of students from passive to active critical subjects in which they become active participants in their own learning (111-113). Shor also pointed out some of the limitations of Freires assumptions. Examining the applicability of the Freirean philosophy, he stressed the difficulties involved in implementing the principles of this philosophy within the classroom setting. In his When Students Have Power, he strongly argues that despite the benefits gained from the implementation of the assumptions of critical pedagogy; these assumptions do not go smoothly when turned into practice in the context of classroom environment (56). However, Freire responded to this claim when he stressed the fact that his educational philosophy was not merely a collection of strategies that could be implemented in all educational environments. Rather, different educational practices should be adapted depending on each individual context. Freire acknowledged that pedagogy is influenced by ideology and since ideologies vary a lot, the existence of a single philosophy of critical pedagogy is not practical. Hence, one cannot speak of pedagogy but must speak instead of pedagogies which respond to particular necessities, interests and conditions (Gaudiano and de Alba 128). The challenges of reaching a definite conception of critical pedagogy brought about different approaches to the philosophy by many writers. bell hooks, for example, supports Freire in promoting the link between theory and practice in order for the student to be the center of the teaching process. However, she does not employ Freires concept of critical pedagogy. Rather, she has introduced what she calls engaged pedagogy. She defines it as a system that combines anticolonial, critical, and feminist pedagogies à ¢Ã¢â€š ¬Ã‚ ¦ for interrogating biases in curricula that reinscribe systems of domination à ¢Ã¢â€š ¬Ã‚ ¦ while simultaneously providing new ways to teach diverse groups of students (qtd. in Florence 10). A central feature of this model is the repudiation of the use of sophisticated language; a key feature of traditional educational methods that creates barriers between students and teachers. Roger Simon has introduced another significant approach to critical pedagogy which he calls pedagogy of possibility. In his Empowerment as a Pedagogy of Possibility Simon contends that proposing pedagogy is also proposing a political ideology. Hence, this model of pedagogy aims at enabling a particular moral project, a particular not yet of how we might live our lives together (372). He stresses the fact that such a pedagogy will require forms of teaching and learning linked to the goal of educating students to take risks, to struggle with ongoing relations of power, to critically appropriate forms of knowledge that exist outside their immediate experience, and to envisage versions of a world that is not yet in order to be able to alter the grounds upon which life is lived (375). Like Freire, Simon stresses the importance of not looking at his ideas as mere abstractions. Rather, they should be put into practice in all educational environments. Teachers who would implement the principles of the pedagogy of possibility must not expect a guideline for techniques to be adopted, but rather approach such a task strategically, locally and contextually formulating practice within an integrated moral and epistemological stance (Simon, Teaching 58). This will lead to a possibility for creating counterdiscursive activity that attempts to provoke a process through which people might engage in a transformative critique of their everyday lives (60). The complexities inherent in critical pedagogy have given rise to many critiques of its principles and assumptions. The scope of the criticism directed against critical pedagogy is so vast that it includes critiques from disciplines such as feminism, and postmodernism. It is of high importance to shed light on some these critiques directed against critical pedagogy in order to identify the potential challenges in implementing its practices in classroom environment. The first critique to be considered is that which comes from the very nature of critical pedagogy itself. Critical pedagogy inherently requires a constant investigation of its principles and practices. In this aspect, Giroux and McLaren contend that many current trends in critical pedagogy are embedded in the endemic weaknesses of a theoretical project overly concerned with developing a language of critique. Critical pedagogy is steeped in a posture of moral indignation toward the injustices reproduced in American public schools. Unfortunately, this one-sided emphasis on critique is matched by the lack of theoretical and pragmatic discourse upon which to ground its own vision of society and schooling and to shape the direction of a critical praxis (32). In her The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth, Jennifer Gores critique of critical pedagogy is based on her contention that there are two distinct versions within critical pedagogy; she identifies these versions according the prominent figures who most contributed to the philosophy of each strand. The first version contributes to what she calls pedagogical practice. She suggests that Freire and Shor represent this strand of critical pedagogy which offers concrete suggestions and examples taken from their own pedagogical practice, and which is intended to help other educators (40). Gores criticism is directed against the other approach which she calls pedagogical project. This approach is represented in the contributions of many significant pedagogues, mainly Giroux and McLaren. Gore claims that their approach relies heavily on an abstract political vision and should not be called critical pedagogy, but critical educational theory (42). She goes on to argue that the major shortcoming of such an approach resides in its failure to delineate a set of practices for classroom teaching. As a result, their pedagogy might be seen to restrict its audience to those readers who have the time, energy, or inclination to struggle with it à ¢Ã¢â€š ¬Ã‚ ¦ and, in so limiting its audience, it subsequently limits its political potential (38). Essentially, Gores criticizes the fact that such critical pedagogues tend to focus on abstract theories that lack the potential for implementation. As an example, Gore cites the concept of empowerment, which is a key principle in critical pedagogy. Within the pedagogical project model, the concept of empowerment has been confined to extreme abstraction that forces teachers to be the agents of empowerment, without providing much in the way of tangible guidance for that work (Gore, What 66). Hence Gore calls for creating guidance for teachers so that principles of critical pedagogy can be translated into reality. However, Gore does not call for creating recipes for educational practices. Rather, she contends that theorists of critical pedagogy should take into consideration the context of the educational process instead of merely adhering to a unified theoretical background (Gore, What 67). As mentioned above, Freire himself rejected an essentialist view of critical pedagogy and called on teachers to adapt the learning process to the context of students experiences. In this regard, a great responsibility lies on teachers in determining the methodologies appropriate for each particular context. Similarly, Elizabeth Ellsworth employs a feminist perspective to refute any essentialist interpretation of critical pedagogy. She goes on to claim that even the term critical is a repressive myth[s] that perpetuate[s] relations of domination and hides the actual political agendas à ¢Ã¢â€š ¬Ã‚ ¦ namely antiracism, antisexism, anti-elitism, anti-heterosexism, anti-ableism, anti-classism, and anti-neoconservatism (93). She also believes that theorists of critical pedagogy have failed to launch any meaningful analysis of or program for reformulating the institutionalized power imbalances between themselves and their students, or of the essentially paternalistic project of education itself (98). Moreover, Ellsworth develops a deconstructionist critique of critical pedagogues. She claims that these pedagogues are implicated in the very structures they are trying to change (101). She criticizes the fact that much of the literature of critical pedagogy is the work of the dominant white middle class men. She goes on to argue that a relation between teacher/student becomes voyeuristic when the voice of the pedagogue himself goes unexamined (104). In his Elements of a Post-liberal Theory of Education, Bowers basic criticism resides in his claim that, in a way, critical pedagogy enforces the assumptions and values of Western metaphysics. Although he promoted the contributions of Freire and his followers, Bowers believes that Freires model emphasizes the modernist way of thinking, and thus it reinforces Western values and principles. For Bowers, all Freires pedagogy is based on Western assumptions about man, freedom, progress, and the authority of the rational process (127). He claims that the problem with Freires position is not that he advocates critical reflection but that he makes it the only legitimate source of knowledge and authority (129). Although Freires emphasis on dialogue as a basic component of the educational process has been praised as a democratic strategy, Bowers criticizes the very notion of using dialogue as a tool for emancipation. He contends that relying on dialogue in this aspect shifts the locus of authority from that of community and tradition to the individual who unifies thought and action in a new praxis (129). This focus on the individual on the expense of other collective concerns has lead to the failure of critical pedagogy in addressing issues related to ecology and the nature of the world. As he puts it, The problems of inequality and restricted individual empowerment are not nearly as important as the cultural roots of our alienation from nature. Regardless of how our agenda for social reform is framed, the bottom line has to do with reversing the global ecological deterioration we are now witnessing (159). A very important critique of critical pedagogy that should be highlighted here is that which comes from a postmodern perspective. In their Dialogue across Difference: Continuing the Conversation, Burbules and Rice explore the postmodern critique of critical pedagogy. The authors start their argument by suggesting that there are two versions of postmodernism that hold different positions relative to modernism itself (397). They call these two versions postmodernism and antimodernism. The authors suggest that a basic characteristic of postmodernism is that it goes beyond the norm but at the same time accepts the basic significance of the tradition it proposes to go beyond (397). They cite Giroux and McLaren as examples on postmodernist critics who relish some key democratic assumptions of modernism and yet go beyond them. Antimodernism, on the other hand, defines itself as the antithesis of modernism and is characterized by a strong antipathy to the language, issues, and values of modernism (398). The authors criticize this strand and assert that having deconstructed all metanarratives and radically relativized all possible values, antimodernism is left with no clear way of justifying any alternatives (398). The different positions of postmodernism and antimodernism account for the dissenting views related to the relationship between critical pedagogy and postmodernism. In this regard, some writers strongly believe that critical pedagogy is far from incorporating the premises of postmodernism. In Reflective Teaching in the Postmodern World: A Manifesto for Education in Postmodernity, Parker holds the view that many critical educational practices involve some modernist assumptions and fail to account for a genuine understanding of the process of knowledge construction from a postmodern perspective (16). Similarly, there are other feminist and postmodernist writers who assert that some strands of critical pedagogy do not address such issues which are of high importance in the field. In her Freire and a Feminist Pedagogy of Difference, Weiler explores the conflict she perceives between the modernist orientations of critical pedagogy and postmodernism. As a feminist writer arguing from a postmodern perspective, she claims that her goal is to retain the vision of social justice and transformation that underlies liberatory pedagogies (450). She suggests that the universal goals of liberation do not directly analyze the contradictions between conflicting oppressed groups or the ways in which a single individual can experience oppression in one sphere while being privileged or oppressive in another (450). Accordingly, Weiler believes that the theory that calls for the existence of universal experience of oppression does not take into account the specific contexts of the classroom experience. Hence the focal point of her argument resides in redefining the collective experience in the context of historically defined struggles (Weiler 451). In this regard, Weiler claims that Freire ignored the existence of diverse experience of oppression; hence she calls for a more situated theory of oppression and subjectivity, and for the need to consider the contradictions of such universal claims of truth or process (456). Weiler argues for a feminist-postmodern approach to confront the deficits in Freires philosophy of pedagogy. In this regard, she delineates three major issues where this process can be implemented. She names these as the role and authority of the teacher, the claims for knowledge and truth in personal experience, and the question of difference. Weiler concludes by asserting that the existence of different approaches in this arena does not necessitate abandonment of the goals of social justice and empowerment, but it does make clear the need to recognize contingent and situated claims and to acknowledge our own histories and selves in process (470). On the other side of the spectrum, there are many writers who strongly believe that critical pedagogy strongly incorporates some aspects of postmodernism. In Critical Crosscurrents in Education, Collins sheds light on this link between critical pedagogy and postmodernism as he suggests that, like critical pedagogy, postmodernist critical discourse is about the struggles for power to be heard about the empowerment of other voices' (76). In the same vein, Pinar et al. suggest that there is a possibility for developing a strand of pedagogy that engages in some postmodern principles. This version of pedagogy goes beyond the issues of oppression and suffering that are merely viewed from a class- struggle perspective (305). Other writers share the same view and contend that the philosophy of Freire and other critical pedagogues does incorporate some postmodern dimensions. Most of these writers approach this issue through dividing Freires writing into different phases, stressing that the postmodern orientations appear in his later work. Peters, for example, suggests that there are some postmodern ideas that can be clearly seen in Freires later work. These ideas include Freires emphasis on textuality, subjectivity, experience and culture in addition to his own interpretation of oppression and power (117). Similar to Peters, Roberts asserts that in order to locate the modernist inclinations in Freires writing we should look at Freires work as a whole, and not to focus on his writings during the first stage of his work. Roberts contends that Freire did promote some postmodern techniques in confronting all forms of oppression. He also highlights Freires confrontation with postmodern critics, especially in his later writing. Roberts examination of this issue concluded in his contention that Freire argues for what he called progressive postmodernism. Freire has stressed the fact that educators should challenge modern ways of thinking through becoming more tolerant, open and forthright, critical, curious, and humble (112). Clearly, the above argument proves that any attempt to come up with a clear-cut definition of critical pedagogy is utterly challenging. As mentioned above, there are multiple approaches to critical pedagogy, and there are also variables from other disciplines that are easily accommodated in this literature. All this results in creating critical pedagogies rather than one definite and universally- accepted form of critical pedagogy. These critical pedagogies are always involved in a constant process of redefinition and change, thus imposing great challenge on pedagogues in this regard. Despite these variations and challenges, teachers are always urged to go beyond the mere theoretical background of critical pedagogy. The process of theorizing without action creates no change and goes against the objectives of critical pedagogy. Teachers must promote an integrated approach of theory and practice, or what Freire called praxis. In other words, they should seriously consider the potential for implementing the premises of critical pedagogy in the teaching process. This implementation should go beyond the mere adherence to an essentialist view of a critical pedagogical methodology. Teachers should attempt, to the best of their abilities, to locate the teaching process within the realities of students lives. They should take into account the various variables, realities and experiences pertinent to students lives. Hence, they should adapt their techniques according to the specific variables pertinent to the context in which they work. The critique directed against critical pedagogy maximizes the need for this constant action on the part of teachers. In addition to adapting their educational tools to the classroom context, teachers are exhorted to encourage the involvement and empowerment of the students. Without putting the assumptions, principles and paradigms of critical pedagogy into practice, teachers run the risk of going within the traditional mainstream models of education. As Bahruth and Steiner beautifully put it: in our profession we have two choices; we can succumb to the mainstream and become programmed toward deskilling our intellect, or we can become critical pedagogues and liberate ourselves and those who choose to join in the dialogue (143).

History And Overview Of Frances Beauty Industry Economics Essay

History And Overview Of Frances Beauty Industry Economics Essay France is ranked 16th in the Global Competitive Report up two places from last year and demonstrating a number of competitive strengths, such as an infrastructure that is ranked second in the world, a healthy workforce, a high quality of education, a sophisticated business culture and leadership in the area of technological innovation. On the other hand, as indicated in the Global Competitive Report, France suffers from high non wage labour costs and strict rules on hiring and firing and poor labour employer relations. There is also a govern GDP Per Capita, (US$), 2007..$41,511.2 GDP: (US$ billions), 20072,560.3 GDP (PPP) as share (%) of world total, 2007à ¢Ã¢â€š ¬Ã‚ ¦.3.17 Total Population: (millions), 200760.9 Median Age: 39 Land Area: Largest land area of all EU members Unemployment: 7% 2008 Current President Nicolas Sarkozy ment budget deficit which is above the EU threshold of 60% and national savings rates are low. (Global Competitive Report, 2008/09 p.19) Although France is currently in a good position in 16th place, the global economy is changing and new competitors are closing in. This paper will examine the challenges that France and their beauty industry are facing. France key facts: source: The Global Competitive Report 2008-09 Exhibit A Economic PerformanceFrances Gross Domestic Product (GDP) has aligned with the European average somewhat, although, as the graph below illustrates, France has fared better than the EU within the last year. Exhibit B This chart created on the Eurostat website, compares Frances Real GDP with the European Union (EU) average. Real gross domestic product (GDP) is a macroeconomic measure of the size of an economy adjusted for price changes (that is, adjusted for changes in the value of money: inflation or deflation.) source: Real gross domestic product. Web. ttp://en.wikipedia.org/wiki/Real_gross_domestic_product>. Legend:Blue = FranceGreen = EU (27 countries)source:http//epp.eurostat.ec.europa.eu/tgm/graph.do?tab=graphinit=1toolbox=typelanguage=enpcode=tsieb010plugin=0http://epp.eurostat.ec.europa.eu/tgm/graph.do Frances Gross Domestic Product per capita (PPP US$)The Human Development report and the Global Competitive Report demonstrate that Frances purchasing power parity (PPP) has declined since 1993 to 33,000 plus/minus. Human Development Report 2009 Exhibit C Human development index 2007 and its components GDP per capita (PPP US$) HDI Rank Country 2007 1 Norway 53,433 1 2 Australia 34,923 3 Iceland 35,742 4 Canada 35,812 5 Ireland 44,613 1 6 Netherlands 38,694 7 Sweden 36,712 8 France 33,674 9 Switzerland 40,658 10 Japan 33,632 11 Luxembourg 79,485 source: http://hdrstats.undp.org/en/indicators/91.html accessed March 29 2010 source: Global Competitive Report 2008/09Exhibit D Innovation MeasuresThe Global Competitive Report says Although less-advanced countries can still improve their productivity by adopting existing technologies or making incremental improvements in other areas, for countries that have reached the innovation stage of development, this is no longer sufficient to increase productivity. Firms in these countries must design and develop cutting-edge products and processes to maintain a competitive edge. (Global Competitive Report, 2008/2009, page 6) Exhibit D shows France in blue is ahead in the percentage of GDP for RD. This hides the fact that Germany one of Frances competitors which we will discuss later in the Cosmetic industry analysis, spends a considerable amount more than France. Although France in blue is ahead in the percentage of GDP they spend on RD another important aspect of innovation is patents. Exhibit E shows that Germany has double the amount of patents. Gross Domestic Expenditure on RDExhibit D France = Blue EU = Green Germany has double the amount of patents than France Exhibit E Analysing the date from the Global Competitiveness Report it is clear that France is suffering in the ranking for innovation and sophisticatio n as illustrated below. Exhibit F France is losing behind Germany who is winning currently in 4th place Exhibit F: Innovation and sophistication factors According to Porter, a nations competitiveness depends on the capacity of its industry to innovate and upgrade. Companies gain advantage against the worlds best competitors because of pressure and challenge. (Porter, On Competition, p.171, 2008) In Exhibit F France is holding steady in 14th position an explanation for their lack of improvement is shown in Exhibit G state of cluster development, where France is low and their rate of patent development is low compared to its competitors, for example, Germany, Japan and the U.S.A. source: Global Competitiveness Report 2008-2009Exhibit G France P E S T Analysis POLITICAL LANDSCAPE Overview French political system can be described as semi-presidential form of democratic republic. France has improved considering the rule of law and accountability. France ranks in the 91.3 percentile on voice and accountability as of 2007, which is an improvement from 2002, when it was ranked in the 84.1 percentile. (Datamonitor (2009). France: Country Analysis Report. London: British Library. Page 3) However, France is still considered as a highly centralized country and the elite group is significantly involved in the state and corporate sectors. Moreover, corruption seems to be one of the main issues in French politics. Strengths Political stability can be considered one of Frances strengths. Elections are fair and transparent. Although initially the socialist parties were more popular and therefore winning the elections, lately the majority of the society has voted for pro-reform parties. Before the elections president Sarkozy made following promises: a reduction of unemployment, flexible labour laws, pension reform and tax changes. Frances approach to preventing terrorism is considered to be one of the most effective in Europe. However, it did not come free and the price was limiting civil liberties. (Datamonitor (2009). France: Country Analysis Report. London: British Library. P. 14) Weaknesses Although the current French government is definitely pro-reform, the rest of French society seems to be opposed to the changes. For example, the government wants to simplify public administration and bureaucracy, promote the competition in the market as well as make minimum wages flexible. (www.lemonde.fr)(EWA I sort of know what you mean but can you include a couple of the changes that the government want to bring in. I understand that the citizens would be unwilling to accept any change that would lower wages but does the French government want to lower wages that would also go against what Porter says is the point of being competitive. The population is unwilling to adopt any measures that cause a decrease in wages. One of the reasons would be the decline in purchasing power of the French population. As already mentioned in exhibit B above France is already showing a decline in GDP (PPP US$) per capita. Improving the pension system and modernizing the labour market has been delay ed because of the unwillingness of French citizen to accept change. In general, the reforms are being delayed. Moreover, the liberalization process is also not as dynamic as hoped for, in effect, president Sarkozy is losing his popularity. In regional elections on 21st March the Socialist Party gained 54 % while UMP 35 % only. (Web. . Accessed March 15 2010). Opportunities Improving French foreign policy has been one of president Sarkozys main goals. So far he has been successful. France has returned to NATOs military command. It has helped US in isolating Iran because of its nuclear power. In general, France has been lately very active in international relationships. With no doubt improved foreign relations will help the economic relations with these countries. French National Assembly composition Source: Datamonitor (2009). France: Country Analysis Report. London: British Library. P. 39. President Sarkozys administration has also finally improved French bureaucracy which now should be more transparent and efficient. Threats In France, the government has continued to play a prominent role in business compared to many other EU countries. (Datamonitor (2009). France: Country Analysis Report. London: British Library. Page 16) A concentration of elite citizens in power helps corruption practices and also help to influence government policies which in effect can block development. (Political Science: An Introduction, Michael G. Roskin, June 2005, P. 79) Moreover, since the government becomes more unpopular while trying to implement the reforms (can we get a list of the reforms then I can weave that into this paragraph pension system reform, health care system reform, public administration reform, reform of work conditions regulations un contrat unique, reform of public finances, tax system reform, corporation tax reform) there is a risk that it will become populist to gain power back. There have been a number of protests against reform measures. ECONOMIC LANDSCAPE Overview The International Monetary Fund (IMF) has stated that France faced a 3 % fall in growth in 2009. The decrease of income and wages combined with rising unemployment will affect domestic consumption. Because of the opposition implementing Sarkozys reforms is not going smoothly. Frances credit rating might be affected. That will increase the cost of funding for future governments and business enterprises.(Datamonitor (2009). France: Country Analysis Report. London: British Library. P. 14) Strengths President Sarkozys pro-reform approach affected in general review of public policy. This caused the improvement in public services and therefore reducing the public costs. French infrastructure is one of the best in Europe. There are over 10,000 km of well-maintained highways in France. That is better result than in Germany or UK. French railway network is also very well established. France is seen as global air transport hub with 27 airports. The world-class infrastructure network enables France to offer international investors excellent conditions for doing business and also drive the overall economic engine of the nation. ((Datamonitor (2009). France: Country Analysis Report. London: British Library. P. 18) Weaknesses French external debt is above the EU limit of 60% and most probably will stay this way. Moreover, the share in exports in the Eurozone has fallen by 16% during 1999-2007. (Datamonitor (2009). France: Country Analysis Report. London: British Library. P. 18) As the reasons for this situation can be named low level of industry specialization and poor price competitiveness of French industries. Moreover, Frances effective corporate tax burden is higher than EU average. Opportunities The privatization of telecommunications, electricity, gas, postal services, rail freights as well as the services sector has been in place for a while. The government has also introduced stimulus plan. The hope is that increased investment spending will stimulate domestic consumption. Threats The financial system in France is still significantly being regulated and administrated. What has helped French economy now to recover from global crisis, might create a problem in the future. Structural reforms in public enterprises, pensions and the constitution need to be completed now; otherwise France will lose the competition with countries with more liberalized systems like UK or Germany. SOCIAL LANDSCAPE Overview While social structure considered an aging population and relatively high unemployment rate seem to be main issues. As well as deficient educational system; (Global competitive report, Porter and Schwab, p.19) describes the education system as a whole is high/strength but the flexibility of the labour force is the problem as well as poor labour relations) this partly can be blamed for high unemployment rate. Unemployment rate was 10 % in January 2010. Web. Accessed March 15 2010. Monthly unemployment rates August 2008 January 2010: Strengths Taking into consideration social parameters in general France has been rather successful. For example, life expectancy at birth is in France 80 years; in terms of gender equality there is a positive social climate for women. France has one of the highest birth rate in Europe. Unlike in many other European countries although the rate is decreasing, France is still doing well. Frances birth rate of about 1.8 children per woman in 2006 makes it the only European country with the possibility of maintaining its current population. (Datamonitor (2009). France: Country Analysis Report. London: British Library. p. 22) Weaknesses An aging population and early retirement are serious issues on French social landscape. These issues have not been given enough attention by policy makers which now may cause big problem of additional government expenditure. Low labour participation is another issue as well as the fact that French workers work relatively low hours yearly. Source: Web. Accessed: March 15 2010 Another challenge is educational system which has not kept with changing industrial order. Opportunities New scheme Active Solidarity Revenue (RSA) has been introduced by French government. The aim is to prevent unemployment and poverty. The programme will persuade people to look for a job rather than living off social benefits. Threats Frances wage hikes have not seen an equal increase in productivity or increase in output. Thus, wage increases have become unrealistic. (Datamonitor (2009). France: Country Analysis Report. London: British Library. P. 22) By continuing this policy while the wages are increased but the productivity is not increasing is a serious threat for economic growth. Moreover, France is losing competition on global market where products from emerging Asian countries are present. French government has passed new rules regarding immigrants who want to live in the country or acquiring French nationality. On one side it will help to stop illegal immigrants, however on the other side it will also put off well educated foreigners to work in France. TECHNOLOGICAL LANDSCAPE Overview RD situation in France is satisfying, although far from perfect. The level of public investment in RD is around 2 % of GDP while EUs aim is 3 %. Moreover, private sector funding is still not pleasing. Public involvement is declining and private sector funding still not increasing. This situation might cause problems in future. To improve this condition the Agency for Industrial Innovation has been established. Its main task is to support innovation in large companies. Web. Accessed March 15 2010 Strengths What can be considered as main strength is relatively large number of patents received by France. France ranks fourth in the world in terms of number of patents granted for its innovation. (Datamonitor (2009). France: Country Analysis Report. London: British Library. P. 24) This situation is caused by the approach of successive French government to RD. Research and higher education are priorities of the current government. Large amount from yearly budget is dedicated to support these domains. Political commitment to RD is therefore high in France. Weaknesses Although RD is considered as an important issue by politicians Frances expenditure is at 2 % of GDP only. For comparison it is 2.68% in US and 3.18 % of GDP in Japan. Moreover, the spending on RD as a percentage of GDP by French government is declining. In addition, the input from private sector is still not rewarding. This situation will without any doubts influence future technological development of the country. Opportunities French national research and innovation policy aims to promote innovation, increase the participation of private sector, and improve the cooperation between public and private sector. The goal is to increase the spending on RD to 3 % of GDP and one third of this amount should come from private sector. Threats France lacks the coordination and one clear policy regarding RD sector. There are many research and knowledge institutes which objectives are overlapping each other. One united strategy is needed. Furthermore, there is lack of efficient communication between research institutes and private companies, therefore resources are not being used fully. Moreover, the lack of the connection between the producers and consumers of the technology can be observed. Public RD centres very often do help in application of new technology in industry. In effect, efforts and costs will be duplicated. Beauty products in France cluster analysis 1/ Description of the cluster, cluster size and performance The cosmetics and toiletries (CT) industry in France is estimated at 8 billion EUR in sales and can be divided into the following categories:       * Skincare, colour cosmetics:    37%       * Hair products :    23 %       * Perfumes :    20 %       * Toiletries:    19 %       * Other :    1 % Although in total export value, the CT industry in France shows growth of 6.5% between 1999 and 2005, in terms of global market share, France has declined from 31,6% to 28,5% during the same period. Despite this, France is still a dominant market leader with its export value sales double the amount of the second and third largest exporters Germany and USA with export value of just below 4 billion EUR respectively.Rossi, Prlic, Hoffman; November 2007, Global Insight Report, p.14 Frances beauty care industry has two specialised regional sub-clusters the PASS cluster (Parfum, Arà ´mes, Senteurs et Saveurs perfume, aromas, scents and flavours) in the Provence-Alpes-Cà ´tes dAzur region, and the Cosmetic Valley cluster (Sciences de la Beautà © et du bien à ªtre Science of beauty and well-being) based in the Centre and Normandy region.ClickPress, July 2008 [http://www.clickpress.com/releases/Detailed/82987005cp.shtml] The beauty products cluster consists of just few large corporations and over 400 Small medium enterprises (SMEs) with 25 250 employees. There has been an estimation of 855 companies in the CT industry with less than 10 employees. Rossi, Prlic, Hoffman; November 2007, Global Insight Report, p.4 Major companies include LOreal which is the global market leader with annual sales of US $ 17.7 billion, followed by Japanese owned Shiseido (US $ 5.4 billion), LVMH (US $ 2.7 billion) and Yves Rocher (US $ 1.8 billion). Smaller companies include Chanel, Clarins, Pierre Fabre Dermo Cosmetique and Yves Saint Laurent. Beauty packaging, October/November 2005 [http://www.beautypackaging.com/articles/2005/10/top-20-global-beauty-companies.php] International groups in the cosmetics sector such Beiersdorf, Henkel, Coty Inc, Puig Group and Pacific Europe have a strong presence in France and benefit from a vibrant business environment that also serves as a test market. France also offers expertise in associated industries, such as bottle manufacturing and the production of aromas and scents. Invest in France agency press release at ClickPress [http://www.clickpress.com/releases/Detailed/82987005cp.shtml] Institutions for collaboration The Cosmetic Valley and PASS regional sub-clusters support active cooperation between companies, research organisations, training institutions, laboratories, universities and suppliers. International investment into the industry is promoted and facilitated by the Invest in France Agency (IFA). ClickPress, July 2008 [http://www.clickpress.com/releases/Detailed/82987005cp.shtml] Cluster Map 2/ History The reason behind the perception of France as the cradle of beauty and luxury goes back to the 16th century when it became the center of cosmetic industry starting with the manufacturing of parfumes. Although historically the first European parfume makers originated in Venice, the trade with parfumes developed strongly during the 17th century in France which is today recognised as the dominant parfume manufacturer. This is the result of the attention and support given to the industry by the King Louis XIV whose policies stimulated luxury trade. The use of parfumes spread among the aristocrats and the trade flourished with first parfume guild being established in 1729 in the Provence region. By the 18th century, the original parfume makers started selling other beauty products such as hair dyes, powders, rouges, soaps and white face paints. The industry started being commercialised after the French revolution in 1789 as manufacturers seeked ways to avoid the association with aristocracy. The guild system was abolished in 1791 and first cosmetic shops were opened in Paris, exports to neighbouring countries also started during this time. In the 19th century, French manufacturers developed chemical processes of replacing aromas obtained by natural means with beauty products based on scientific research. This has led to inventions of completely new scents that were not just à ¢Ã¢â€š ¬Ã… ¡copying existing natural scents. Separate male and female fragrances were also introduced during this period. Increased demand led to need for larger production facilities. First parfume factory was built in 1840 in Parisian suburb La Villette by an entrepreneour L.T. Piver. Distribution channels were developed as prices of cosmetics became more accessible to the common man and manufacturers were by now producing branded products as well as private labels for department stores. During the late 19th century, an entrepreneur Francois Coty made a major impact on the cosmetic business. His achievements include setting up own salesforce (unheard of in the cosmetics business until than) and using designer bottles for parfumes (until than parfumes were sold in pharmacy-like simple bottles) à ¢Ã¢â€š ¬Ã… ¡ to attract the eye as much as the nose. His aim was to keep the perception of cosmetic s  as a luxury that more people can afford and he succeeded in bringing cosmetics and parfumes to the masses. By the end of 19th century three quarters of French parfumes and beauty products were sold abroad thanks to the developed infractracture which made it easy to export products to Europe and the US. Typically sales were managed through local import agents. Some bigger manufactuterers such as Coty or Piver later established their own shops in other countries (Pivor in London, Coty in New York). In 1907 Eugene Schueller started new company Socià ©tà © Franà §aise de Teintures Inoffensives pour Cheveux selling hair dyes for hairdressers. The vision of the company was to doà ¢Ã¢â€š ¬Ã… ¡research and innovation in the interest of beauty. Later renamed as LOreal, the company had by 1950s over 100 researchers. Today LOreal is a leader in the beauty products industry. Geoffrey Jones, 2007, Imagining Beauty: The History of the Global Beauty Business, p.16 38 3/ Competition and trends According to the Global Insight Inc, the world cosmetics market grew between 2000 and 2006 in Europe and China but declined slightly in US and Japan (Exhibit 2). EU15 United Kingdom, Germany, France, Spain, Portugal, Greece, Luxemburg, Belgium, Austria, Ireland, Netherlands, Denmark, Finland, Sweden, Italy EU 12 Czech Republic, Slovak Republic, Poland, Hungary, Latvia, Lithuania, Estonia, Slovenia, Bulgaria, Romania, Malta, Cyprus EU 27 = sum of the above Exhibit 2 The forecasts show expected further growth especially in developing regions such as China and central eastern Europe (EU12). (Exhibit 3) Exhibit 3 France has kept its dominant position as the leading exporter of beauty products over many years selling double the amount than its closest competitors Germany and US. The growth in value is 6.5% between 1999 and 2005. This however is lower compared to EU average (8.3% growth) as well as compared with the rest of the major beauty exporters in world USA, China and Japan (8.1% growth). This means that on the global scale, France is losing market shares. (Exhibit 3) Exhibit 3 Revealed comparative advantage Global Insight Inc measured the Revealed comparative advantage of nations exporting beauty products and in its findings we see that France is positioned in the upper right quadrant (Cosmetic Industry RCA Analysis, Exhibit 4) the threatened industries. The graph shows us that France is by far the largest exporter, is well positioned but its position is weakening due to lesser growth compared to other countries. On the other hand, the only countries showing intensive growth are developing nations that started at a much weaker base. The market for French products has matured in the developed regions of western Europe and the US which have been traditionally the largest export countries for French products. As a conclusion, France will now have to be more aggressive in creating a strong position in the developing markets of BRIC (Brazil, Russia, India, and China) countries + central and eastern Europe to regain its growth. This assumption is supported by the data from French customs which point to fast growing cosmetics sales to the emerging markets, while the EU plays a less important role in French exports (50% against 64%). Between 1998 and 2008, sales growth in emerging countries was two times faster than it is for all exports of cosmetics. The share of emerging countries in total sales of cosmetics rose from 14.9% in 1998 to 24.6% in 2008, with particularly strong sales in China and Russia. A trend confirmed by Jean-Paul Agon, the Managing Director of the LOreal Group, in an interview to the French newspaper Le Monde, dated November 6: In the ten coming years, our customers will mostly be Chinese, Indian, Brazilian or Indonesian. While the group LOreal already achieves 60% of its business outside Europe, this proportion is expected to rapidly rise to 90%, according to Jean-Paul Agon Sooner or later sales catch up on demography, he claims. Exhibit 4 Frances second largest competitor in Europe Germany shows a better performance in terms of growth and is slightly gaining market shares from 13% in 1999 to 14% in 2005. Although this might seem only a slight improvement, in terms of growth in absolute numbers, Germany has grown faster than European average and almost twice as fast as France (10.9% growth for Germany versus 6.5% for France). Compared to other three top exporters of cosmetics (France, US and UK), Germany is the only country growing in market shares. In 2007, German exports rose by 14.4% compared to previous year and summed up to EUR 964 million in the first half of 2007, with highest demand from France, the United Kingdom and Russia. Gentry Earlene, German-Arab Industry of Commerce, December 2008 [http://aegypten.ahk.de/index.php?id=1093L=15] The growth of German exports is driven by local SMEs which are strategically managed by IKW the German Cosmetic, Toiletry, Perfumery and Detergent Association (Industrieverband Kà ¶rperpflege- und Waschmittel e. V.) whose mission is to help German SMEs to enter and conquer foreign markets. Gentry Earlene, German-Arab Industry of Commerce, December 2008 [http://aegypten.ahk.de/index.php?id=1093L=15] As a result of its strategic focus and investment, German SMEs have developed quality cosmetics for almost all segments. Etre Belle Cosmetic Vertrieb GmbH is an interesting illustration of those successful German SMEs. The company is now present in more than 35 countries. The brand has developed complete fragrance and skincare ranges segmented by skin types. German companies are also world leaders in some specific niches, such as organic and natural cosmetics which shows the most dynamic growth in western Europe and USA. (German-Arab Chamber of Industry and Commerce, [http://aegypten.ahk.de/index.php?id=1093L=15 ]) Udo Frenzel, director of economic affairs at IKW, the German Cosmetics, Toiletry, Perfumery and Detergent Association, sums up the success behind Germany growth: The exports of the German cosmetics, toiletry and perfumery industry in the last ten years are a story of success based on the quality image of Made in Germany. There is nearly no country on the entire globe where not at least one German brand is available on the market. At present German exports of our industry are 68% higher than imports to Germany. Gentry Earlene, German-Arab Industry of Commerce, December 2008 [http://aegypten.ahk.de/index.php?id=1093L=15] Research and Development French companies sustain their comparative advantage by investing heavily into research and development which is a key requirement to stay competitive in the cosmetics industry. As the following table shows, Frances RD expenditure in 2001 was 2.5x higher than that of the second largest competitor Germany in 2004. (Exhibit 5) Data for other leading countries are unfortunately not available but the assumption is that France is a leading investor into RD worldwide. This is also supported by the fact that the French government actively supports research and has introduced a competitive RD tax-credit system, which reimburses 50% of RD costs in the first year. This provides incentives to non-French companies to set up research facilities in France. Companies that have done this include Pacific Chemical Corp. (South Korea), Takasago (Japan) or Hutchison Whampoa (Hong Kong).Invest in France agency press release at ClickPress [http://www.clickpress.com/releases/Detailed/82987005cp.shtml Exhibit 5 Productivity The most significant threat to the ongoing competitiveness of the industry in most EU countries but mostly relevant to France and Germany, is relatively low productivity combined with high unit labour costs which shows a wide gap between EU companies and the U.S. and Japan. Rossi, Prlic, Hoffman; November 2007, Global Insight Report, p.4 Although only average EU15 (refers to the first EU countries before entry of post-communist nations) data for productivity in the beauty products industry are available, given the size of the French market, the weighted average is likely to be similar to the actual data for France. Referring to the source above, the rest is an assumption, therefor

The Watergate Scandal :: President Richard Nixon

Watergate Burglary Thesis: Governor Willie Starkie surrounded himself with people that were crooked, just like President Richard Nixon. The people who were in charge of getting Nixon elected did what was necessary to get Nixon elected. I. Watergate first break in occurred on May 28, 1972. A. The burglars made and attempt to unscrew a lock. B. The burglars were after trash. II. Watergate's second break in occurred on June 7, 1972. A. The burglars came back and broke into a safe, stealing cash and checks. III. Watergate's third break in occurred on June 18, 1972. A. The burglar’s last visit to the Watergate was to place the bugging devices. B. The burglar’s last visit results in exposure. Watergate Burglary Governor Willie Starkie surrounded himself with people that were crooked, just like President Richard Nixon. The people who were in charge of getting Nixon elected did what was necessary to get Nixon elected. The Watergate is home of the National Democratic Committee. This is where the scandal occurred that would eventually lead to Nixon’s resigning of the Presidency. During the first break in, we do not really know what the burglar’s full intentions were. What we do know is that between 11 p.m. and 8 a.m. on May 28, 1972, the burglars had attempted to unscrew a lock on a door that would allow access to the National Democratic Committee office. The burglars never gained access because they got nervous regarding the presence of the security officers. There is some thought that the burglars were after negative information that could be used against Nixon’s opponent (â€Å"5 held in Plot to Bug Democrats’ office† par. 28). On June 7, 1972, the Watergate was broken into for the second time. The break in occurred about 9 p.m. The burglars had reportedly broken into and stolen money and checks out of a safe. The money and checks were supposed to go to the election campaign for the Democratic presidency race (â€Å"5 held in Plot to Bug Democrats’ office† par. 31). Sunday, June 18, 1972, five burglars broke into the Watergate for the third time. Their main mission this time was to bug the office complex. This mission would end in failure because of the tape. A twenty-four year old guard noticed that a door connecting a stairwell with the hotel’s basement garage had been taped so it would not lock. The guard removed the tape from the door. Ten minutes later, the guard came back and found a new piece had been put on the door, and he immediately called the police.

Achilles :: essays research papers

In the modern world, people, as a society, have always given themselves a goal or goals that they would like to attain at some point during their lifetime. Many people seek to attain riches, love, happiness or high stature within society. When we people set that goal, we tend to mold our lifestyles around it. As people work throughout their lives to achieve this ultimate goal, it becomes apparent to others what it is we are working so hard for. Just as this pattern is evident in modern society, it can also be seen in the times of Homer, particularly in the great Greek epic, the Iliad. This distinct pattern can be seen in Achilles, one of the most vital characters in the story. Achilles, being the ultimate most powerful warrior of all time, wishes for nothing in his life but to be the most glorious man alive, mortal or immortal. It is this profound desire for glory and honor, that in the end leads to his demise. Achilles speech, given while he is distraught over the death of his close st friend Patroklos, is an excellent example of Achilles’ desire (Iliad, 18.79). Patroklos is slayed by Hektor, the Trojans greatest warrior and Achilles’ main rival. Hektor, takes the armor (given to him by Achilles’) off of his dead body, and puts it on himself. Hektor is described as “riding around in all its glory';. After word of Patroklos’ death, the Achaians are intensely dejected. To show just how disheartened the Greeks are, Homer describes the men as lamenting. “(Then sighing heavily)… my dear companion has perished, Patroklos, whom I loved beyond all other companions, as well as my own life…Thetis spoke to him, letting tears fall'; (377, Iliad, 18.78). It can be sensed that, although in deep mourning for his lost friend, Achilles is just as well upset because he sensed a slight degree of failure.   Ã‚  Ã‚  Ã‚  Ã‚  “Now, since I am not going back to the beloved land of my fathers, since I was no light of safety to Patroklos, nor to my other companions…';(378, Iliad, 18.101). This failure in the sense that, Achilles being the greatest warrior in all the land able to kill hordes of men at will, was incapable of saving the person that mattered the most to him. This insecurity is the source of Achilles “duty'; to exact revenge upon Hektor, the assassin of Patroklos. Achilles makes the decision to kill Hektor in spite of the fact that his fate will be to die.

Race and Ethnicity Essay

The ongoing struggle to fight the skin color prejudice in the contemporary American society is portrayed in Michael Jackson’s song â€Å"Black or White. † Whereas the racism is defined as a superior behavior against other race-thus making it inferior, the singer refers to this term as â€Å"See, it’s not about races, just places, faces, where your blood comes from is where your space is. † Michael Jackson, one of the most influential artists in the music industry, calls for equality in how people view and behave towards each other. The question, which this master thesis investigates, does it matter if you’re black or white, is clearly answered by the singer: â€Å"It don’t matter if you’re black or white. † Jackson was trying to influence his society to act in a similar way and he calls for them to live their lives by Dr. Luther’s dream â€Å"†¦. judged not by the color of their skin, but by the content of their character. † However, almost thirty years later, it still seemed only as a dream because he sang: â€Å"I’m tired of this Devil†, where the bad is being represented by the prejudice. At the same time, he clearly states: â€Å"I’m not gonna spend my life being a color† – this is where he makes his conclusion. This can imply that even though he doesn’t discriminate and would like to see color prejudice gone, he is still being discriminated against. While being the most prominent artist in the music industry, he still calls himself â€Å"a color† and he rebuts against it and wants to be seen for the person he is and not the pigmentation of his skin. It is widely known that Michael Jackson had many facial plastic surgeries and it is controversial whether or not he altered his skin color by chemical peels or was it the disease called vitiligio that changed his face color to white. Therefore, it can be speculated that he modified skin to appear white, which ultimately is his vision. It can be further questioned – since Michael Jackon can’t win his struggle for racial equality, did he give up and go white – just to end his inner battle? Will all his suffering come to closure since now he looks white? Is this the true answer? It may be deemed as so since the skin color is the guide of one’s position in the society where being white claims supremacy-control and power. It should be noted that Michael Jackson is one of the greatest musicians of all times, having sold over 750 million records worldwide. He has accomplished so much in his life, yet still feels inferior and calls for racial equality in the world. His vision for a better world to live in, free of racism, ends on a sad note: â€Å"It’s black, it’s white†. To summarize, through decades, the blacks have fought to be equal, as the American nation shall guarantee those rights, yet, the society is still divided into the superior, the whites, and inferior- the blacks (and other people of color). Blacks have always been portrayed as the dirty, the poor, the lesser-of-a human type whereas the whites are seen as the dominant, the good type. Again, Jackson does not agree with this stereotype in saying: â€Å"I ain’t second to none. † Moreover, he claims that he will no longer be scared and mentions historical symbol of a KKK group: â€Å"I ain’t scared of your brother, I ain’t scared of no sheets. † With his passing in 2009, many of his inner struggles come to the end, but will the next generation start working on being color-free as the king of pop envisioned? America has always struggled with racial issues, especially those of black and white. Some them included racial segregation, education, workforce, banking and even seating on the bus. Black people continuously tried to â€Å"break thru† into community, but were always pushed aside as dirty, poor and unwelcome. We, in modern times, see the United States of America as a country that treats everyone equal. Americans should all be all equal, no matter what race, color, religion or any other characteristics they have. After all, we all remember year 2009, which is when Americans elected their first African American President. Question that comes to mind – why â€Å"first African American President,† not just simply their 44th President? So – the race and color of your skin does matter in modern times. My analyses of selected books, academic journals, films and music video will concentrate and argue if Americans indeed discriminate against race or if it is history and no longer exists in American life. First, I would like to take into consideration the iconic Michael Jackson, one of the greatest, perhaps the greatest singer and performer of the 21st century. Not only his songs deserve a closer look, but also his lifestyle – ideas, fears and the public opinion. â€Å"Black or White† by Michael Jackson and Bill Bottrell is a one of the greatest singles in Michael’s career. It was released on November 11, 1991. What inspired Michael to particularly select these two topics? Black or white – as implied in the song, he sings about skin color. Songs starts in Africa, possibly showing Jackson’s â€Å"beginning† – he is black. In one of the scenes, Michael sings â€Å"I ain’t scared of no sheets; I ain’t scared of nobody† – while he is walking through fire images – which is being compared to KKK and its torch ceremonies. Here, he is portraying his painful vision of KKK and its vision. Later, the performers sing â€Å"I’m not gonna spend my life being a color. † What a great statement. Michael, throughout his whole life and his career, shows us his inner and constant fight for a non-racial America. Being black himself, he had struggled and finally came to the top, but still did not achieve the level of happiness – which is â€Å"no color† in his country. Later, Jackson sings on Statue of Liberty’s torch, again possibly reminding us about the KKK, and at the same time – the Statue symbolizes liberty, which for him will be color-free, no discrimination America. We shouldn’t forget about Michael’s actions in this video. In the original version, he is smashing the car, windows and the inn exploded. However, later he had to edit this version to minimize his violent behavior, however. He altered it by adding four racial graffiti messages onto the windows that he was smashing. As I suggested earlier, Michael Jackson is portrayed as an angry black man who simply hates the discrimination against black people and shows his feelings by destroyed his surroundings, as he was being destroyed himself –just for being of black color. In is interesting to observe, the Jackson, when asked to change his destructive aggressive music video, he indeed did change it, but didn’t forget about this hostility towards discrimination. He had just portrayed it differently (graffiti). First message reads: â€Å"Hitler Lives,† then â€Å"Nigger Go Home,† â€Å"No More Wetbacks,† and finally â€Å"KKK Rules. † It can be argued if Michael Jackson is simply smashing windows with those painful ideas – is destroying them – to make a better world? Finally, the song comes from the album â€Å"Dangerous. † What did the author have in mind? Are all of those issues, painful experiences and the fight for non-colored America dangerous? It can be argued that yes. Jackson showed us the dangerous side of being black, where he was always forced to fight and that causes different sorts of trouble. In â€Å"Black or White,† Michael brilliantly portrayed two core problems people were facing daily: black or white. As we look at his lifestyle and constant metamorphoses, Michael Jackson had numerous surgeries that altered the color of his skin and make him â€Å"white. † It is very controversial as many sources quote that Jackson had a condition where one looses a pigment of his skin, called vitiligo. However, Michael Jackson public image is seen as a person who constantly tried to be white, therefore, sought surgeries to help him attain this goal. Michael Jackson shows us that it could have probably been easier to make himself white and not struggle for color-free America, where everyone is equal, no matter of who there are or what they look like. It would also be important to analyze some of the lyrics from Jackson’s music video. He sings: â€Å"I had to tell them I ain’t second to none. † It can be understood that he no longer is accepting the fact that black is â€Å"second,† which is worse, just because of the color. He continues: â€Å"And I told about equality† – he tells us he wants to be considered equal, despite his skin color. Next verse, he has really had enough of being pushed around because he is black â€Å"I am tired of this devil, I am tired of this stuff, I am tired of this business. † Finally, he talks about racism in: â€Å"See, it’s not about races, Just places, Faces, Where your blood, Comes from, Is where your space is, I’ve seen the bright, Get duller, I’m not going to spend, My life being a color. † Here Michael Jackson compares himself to simply being a â€Å"color. † He is less than a human being only because he is not white. He is â€Å"black. † Again, he accents his refusal of living his life being black. He wants to be equal, equal to white. It should be also noted that throughout video, Michael Jackson is wearing black and white clothing (white shirt, black blazer, white accents on his right arm and nails, black shoes, white socks). He seems to be a person caught in a black-and-white world and struggles to change it, showing his pain. However, at the very end, he turns into a black panther. This transformation may symbolize him as a black man who will fight for his rights, yet, still remain black. In book â€Å"The Color of Credit: Mortgage Discrimination, Research Methodology, and Fair-Lending Enforcement† Stephen L. Ross and John Yinger present racial issues and argue the importance of skin color in banking. It should be noted that this book was published in 2002, year where we all think that American people are equal, especially on racial basis. Therefore, why and how does the skin color come into play in banking? First, the American lenders take many factors into consideration when disbursing the mortgage. Such factors include many details such as the creditor’s ability to repay the loan – where the lender accesses the potential risk of losing the loan. There are many different lenders and they base their information on statistics, demographics and make final decision based on the risk factors. Research showed that mainly blacks would seek loans, which are not favorable to all lenders. Therefore such bank does take race into consideration when reviewing for application for credit. It is also shown that blacks will most likely work with subprime lenders (44%) with comparison to whites (only 4%). Blacks generally cannot use the prime mortgage market due to their poor qualifications, thus creating the black to white ratio of getting the mortgage – with figures of 2. 28 denial for prime market and 1. 27 for subprime. At the same time, limited research shows that blacks-even though have some qualifications as white – would remain in the subprime market and thus be charged higher fees. Equal Credit Opportunity Act says: It shall be unlawful for any creditor to discriminate against any applicant, with respect to any aspect of a credit transaction—on the basis of race, color, religion, national origin, sex or marital status, or age (provided the applicant has the capacity to contract). (U. S. Code Title 15, Chapter 41, Section 1691) This would mean that all people should be treated equally in banks, when doing business in banks, no discrimination in credit transaction. However, authors argue that the bank may take a different look at the person and who they are in â€Å"business necessity† can be proved. Therefore, even while it is regulated by law, certain discriminatory practices can and do exist. Later, it would be rather hard to prove that the lender discriminated based for example on race. All regulations are not very clear and courts find it hard to find such a connection of discrimination. It is implied that blacks, with poorer ability to repay, living in lower income communities, must face subprime, expensive mortgages – to possibly make as much money as possible in the shortest time-so if the black borrower defaults on his payments, the lender wouldn’t lose its investment. This is to compare with the white borrower who lives in the richer-type setting, is more likely to meet his payments, therefore, he is offered a prime mortgage rate, without the necessity to further secure the loan. It can be argued if blacks and whites are treated equally, despite many regulations. On one hand, the lender must adhere to all necessary regulations, but on the other hand, such institution can make necessary decisions to make that mortgage profitable – thus, taking all factors into consideration in the application process. We can further analyze that race and color of skin does matter when one is being evaluated for such an application. It is believed that whites pose a lower risk to a financial institution than blacks. This also means, as authors point out, that black are less likely to be approved for a higher-priced home than a white person, which causes the real estate agents to discriminate and not show the more expensive houses to blacks. Maybe they don’t discriminate, they just know that lender is not likely to approve a black person in comparison to the same application of a white person? It is particularly important to note that authors point out that ‘‘on average, black mortgage applications have higher loan-to value and debt-to-income ratios than do white applications. ’’ In closing, it should be noted that while many regulations exist, there is no proof that racial discrimination has gone away and some research suggests that blacks still have lower approval rate in comparison to the whites. It is said that race does play a key role when the lender looks at your mortgage application.

Human Factors in Technology Essay

Companies now more than ever are able to utilize technology to be able to one ensure that the company’s values and ethics are readily available to their employees and two technologies provide tools for managers to enforce company policies in relation to ethics. Companies use tools such as Microsoft Share point as well as an internal Intranet for posting its values and ethics making them easy to find as well as tools for understanding them. By doing so the company can then ensure that there isn’t really any excuse that can be used for not being aware of the ethics and therefore create a zero tolerance for ethical violations by its employees. Technology provides several tools for managers to be able to monitor their employees use of internet; since many companies are opening up the use of the internet at work finding value in allowing their employees to use the internet especially social media while at work have to ensure that the usage is within the compliance of the com panies values. Some of these tools range from having each employee sign a user agreement during the initial hiring process making it clear up front what type of usage is appropriate and spelling out what are clear violations of the usage policy. IT departments today are able to put into place system that will monitor and alert them to a user that may have either intentionally or unintentionally have ended up at a web site that would contain content that violates the companies ethical standards. When this happens typically the companies monitoring software will warn the individual that this site is not approved for use at work as well as send a message to their manager letting them know there has been a website accessed that isn’t appropriate. This then gives the manager the opportunity to talk with the employee and establish if the site is truly inappropriate at work or if the user truly did not intend to access that site. This type of environment can be viewed in a couple of different ways, one would be a big brother approach that the company is constantly watching over its employees shoulder creating a culture of suspicion and mistrust. Another view could be seen as a company taking responsibility for the resources it provides to ensure their employees are one remaining productive, two maximizing assists provided to the employees rather than wasting company time and cost for the technology and of course ensuring that the activity whether on break or during work hours does not violate the companies ethical standards. Technology provides valuable tools for human resources professionals today such as conducting background checks, maintaining employment records. There are several major areas in which HR has been changed dynamically through the advancement of technology and the effect that it has on corporate culture. These areas are: Recruiting (choosing the best qualified applicant for the job), Evaluations (metrics or best practices for measuring performance, pay scales and benefits packages), training within HR growing career managers, keeping up to date on labor laws and regulations and Retaining the talent pool (keeping a low turn-over) (ELLEN A. ENSHER, 2002). Recruiting has certainly seen a shift from advertising in the classifieds and job boards to internet search engines such as LINKDIN, usajobs.gov, monster.com, indeed just to name a few these sites allow job seekers to post their resumes and qualifications, and search for openings with companies all over the world. These sites also allow for recruiters to conduct searches for potential applicants who have the qualifications they are looking for. This has led to a quicker turn around time to finding and filling positions with the best-qualified applicants, ease of use for HR professionals as well as the cost savings for companies that used to utilize head hunters and the time it took for recruiters to screen applicants from all over the country. Another tool that has saved money and added convenience for both HR professionals as well as applicants is the ability to send questioners, interview with applicants through software such as SKYPE that utilizing both video and audio versus travel costs and online assessments (such as typing tests or call center simulations) (ELLEN A. ENSHER, 2002). Performance measurement tools are making improvements but not as quickly some methods that are available are tools that allow managers to be able to capture screen shots and track production levels through software. In call centers a manager is able to provide filters for specific types of calls to evaluate such as time parameters or other criteria when the call meets the criteria the screen records the entire transaction along with the audio from the phone call for performance counseling afterwards. Benefits handling has seen changes in the way they are handled and processed through newer technology. Employees are able through the internet or intranet to be able to review benefits, sign up for benefits or make changes as well as research differences between benefits packages to ensure the package is a good fit for their situation (ELLEN A. ENSHER, 2002). Training and Professional Development has always been vital to ensure that company’s employees are able to have the right training and knowledge to provide the most productivity. An important key to training is continual update training as newer processes are implemented or technology itself how to provide the training quickly for a seamless transition. Companies are able to provide step by step modules using what appears to be live screen shots simulated for the employee. The system will provide instructions on how to perform a function or task and then have the trainee perform the task, providing feedback if the user clicks in the wrong place or chooses the wrong command. This allows for almost real time experience handling using training accounts avoiding costly errors. This works has shown to be more beneficial since the user is seeing the same screen and commands, as they will when using the actual system. Conclusion Technology has provided tools in today’s workplace that allow company’s to help train and manage ethical guidelines, in turn shaping the culture and work environment for its employees. Human Resource Management through innovative technology is growing and saving company’s money in using newer methods for recruiting, retention, training and benefits than ever before. References Chapman, A. (n.d.). training and learning development. (Â © alan chapman 1995-2010 ) Retrieved December 01, 2012, from Business balls.com: http://www.businessballs.com/traindev.htm Elizabeth Regan, B. O. (2002). Implementing Individual and Work Group Technologies. Retrieved DEC 11, 2012, from University of Phoenix: https://ecampus.phoenix.edu/content/eBookLibrary2/content/TOC.aspx?assetdataid=0c85207c-4579-445d-b2e5-278c996a3835&assetmetaid=9f9341ec-776c-4a2c-8e8c-422fc4e5f1fe ELLEN A. ENSHER, T. R.-V. (2002). Effects of the Internet and Technology on HR Processes. Retrieved JAN 14, 2013, from Organizational Dynamics,: www.organizational-dynamics.com Spears, S. (2012, DEC 13). Implement a New Technology Plan. Retrieved DEC 23, 2012, from University of Phoenix: https://classroom.phoenix.edu