Perspectives on Inequality and Poverty Essay Example for Free

Perspectives on Inequality and Poverty EssayOur union today is currently experiencing a widening of the gap amid the rich and the poor. As the saying goes, the rich is getting richer and the poor is getting poorer, our society attests to such truth, where the wealthy is gaining to a greater extent(prenominal) money while the poors case is getting worse by the minute. Poverty is a big problem ever since the dawn of man. In an ideal conception, the number of resources produced could feed more than any of the hungry mouths all over the world. alone in reality, wealth is not distributed properly to every living individual. There are those who get more as compared to those who get less or get nothing at all. The worrisome reality If you take into consideration every living individual in a certain community, only a small fraction of its population enjoy living a well-off life, and a majority suffer from insufficiency of resources or doesnt have enough to fill their stomachs.A fr action of imbalance in the distribution of resources and wealth affects a greater number of people, wherein the sad reality lies on whom are the ones getting much and who are the ones gaining a lot. This is the sad reality in our society, where people thrive in a world filled with inequality and sadly, majority of the people suffer from the extra gains of some people (Besley Cord, 2007). Class inequality can be traced way back in the history of men, when people learned to sectionify themselves, making some superior and some, well, rather inferior.Another sad reality is that the ones who are in the higher echelons of the society are the ones who are not doing actual hard labor. These people are the ones capitalizing from the hard work of the poor working class, sweating their lungs out, literally giving their sweat and blood just to make money. This labor force is the one who is actually earning the money it is their effort and strength that makes the real cash, not the ones bossin g them somewhat.But the harshness of life is reflected in this situation the ones working hard gets paid less, barely enough to make a living out of it, while the ones bossing everyone around gets a much bigger share, wherein they have exerted minimal or no real effort in doing so (Kohl, 2003). This is the present situation of the working class of the past, the present, and maybe of the future. There are some great thinkers who have pondered on these things so to speak.This people, though separated by different views, expressed their opinions about how inequalities in the classes happen and why poverty exists, depending on how they see the situation. Their take on the realities are reciprocated by approval or by rejection from the people looking at their ideas. Some may seem radical to others, but some deem that is the necessary thought for that certain specific topic. These great thinkers include Karl Marx, Max weber and Oscar Lewis.

Teaching A Diverse Population Essay Example for Free

Teaching A Diverse Population Essay mutation within the American classroom makes the sue of instructing and acquisition a growing ch whollyenge. The faces of todays students be becoming increasingly dissimilar. Schools are faced with the challenge of integrating the cultures and ethnicities of American ground curriculum and students from a variety of cultures and ethnicities. distributively of these students brings different paganly based rules, expectations, value systems, and educational needs to the knowledge environs. Facing the challenge of educating these increasingly culturally and ethnically diverse apprentices begins non just now with a change in the management, pedagogy, and instructional delivery system, but also with a change in designers, trainers, or teachers. Research indicates that most mainstream cultural educators automatically berth the world exclusively from their own viewpoints, which serves as a reference against which all others should be app roximated. This process has been commonplace in the classroom. This results in an unwarranted look that ones own track of doing things is best and that ones own group is markedly superior to another.Generally speaking, this type of person is the one who neither understands nor accepts the culturally different understanders values, their motives, the rewards that are meaningful to them, their locus of control, their linguistic systems, their encyclopedism styles, and their cognitive styles. (Zhang, 2001) This is a person who may, upon entering or creating a learning environment, do so with cultural orientations and expectations that ruminate his/her own cultural values and expectations. This can create an environment that perpetuates the predominant culture and shuts out others learners.Zhang identified talking points to encapable an educational system evaluate their ability to meet the needs of minority or diverse students. These questions include(1) What form of educational sys tem is most familiar to the students?(2) What kind of learning environment is most customary to these students? In some cultures, for example, teachers are revered singles who teach sacred truth. The task of the students is to absorb knowledge, and they seldom disagree with the teacher. In the programs intentional for these circumstance students, we can put much fundamental basic skills for them to memorize.(3) How do the cultural backgrounds of the students influence their uses and views of time? Americans uses and views of time reflect cultural biases that alter their educational processes. In contrast to the American clock-oriented value, some cultures are not conditioned to use every moment in a productive, task-oriented manner. Classrooms may not be able to design curriculum in a strictly time-controlled system. some students may need more time.(4) What kind of consanguinity is most inherent for these students to ware with the teachers? The teacher-student relationship is culturally mandated.(5) What rewards are attractive to these students? Rewards and reinforcement for learning differ in effectiveness across cultures. Some cultures teach their children different reward systems. For instance, verbal praise, which is viewed by most teachers as a reward, is not perceived as such by children of some minority groups.(6) How can the program use some slang expression? American classrooms are structured on standard English, but some minority students feel more comfortable learning in a or else informal setting. The use of some slang in the program may improve learning achievement.(7) What about the students cognitive styles? American schools favor the abstract, conceptual style. Studies have shown that some cultural groups develop different cognitive styles.Some theorists express the view that culturally different children are a lot judged as incompetent, whereas in reality, it is their individual capital punishment, not their competence, which is d eficient. The gap between competence and performance is attributed to inappropriate situation cues inappropriate because they fail to stimulate the child into action. maths requires more abstract, conceptual ability. Some minority students develop their cognitive style with concrete, objective base. Therefore situated learning environment supported by most of constructivism theorists is a good choice. (Zhang, 2001) Zhang offers the succeeding(a) criteria to evaluate a good culturally vestibular sensed curriculum1) Materials are applaudful of cultural, ethnic, sexual, and/or religious diversity.2) A balance of historical eyeshots is represented that recognizes the complexness underlying historical events, especially wars, and politics.3) Gender inclusiveness is evident.4) A balanced perspective on the values and contributions of diverse cultures is represented.5) Images and icons are sensitive to cultural taboos and customs.6) An ethical perspective is presented that maintains t hat cultural practices should be respected unless they violate principles of basic humanity.7) Ethnic groups are represented in ways that reflect the diversity within these groups.8) A balance of different cultures and societies is represented in images or texts.9) Ethnic groups are represented in ways that reflect accurately their overall contributions to society.10) Ethnic pluralism based upon respect for differences are held forth as the ideal approach to societal development.Teachers are well aware of the demographic trends in todays schools indicating that the student population is becoming more ethnically, culturally, and racially diverse. Curriculum development and teachers are challenged to provide meaningful, germane(predicate), and motivating educational interventions to all learners. Instruction must be responsive to the needs of these pertly learners, who often have backgrounds different from our own.This pluralistic focus, which requires us to accommodate diversity in the education process, must start with our own cultural sensitivity. This requires being able to view the world from the standpoint of a culture other than ones own. For educators, this means accepting as valid the culturally different learners values, their motives, rewards that are meaningful to them, their locus of control, their linguistic systems, their learning styles, and their cognitive styles. Incorporating these issues into program designs, valuing this diversity and seeing it as an asset to meaningful and effective instruction are key components for relevant instructional design. cryptical Teaching Angela Rickford, while assessing the progress of reading skills among culturally diverse classrooms, found that there still exists inequities with the system and the instruction methods of teachers. Rickford identified six sound principles, which ponder her theory on deep teaching, which is defined as a teachers ability to communicate and impart stated concepts, curriculum c loy and lesson objectives to a class of students with enjoyment, clarity, understanding, and the perpetual acquisition of red-hot knowledge by those students even if they are academically challenged.The six principles identified in deep teaching are 1) student drawment, 2) learner participation, 3) repetition and reinforcement, 4) high expectations, 5) sound pedagogy and 6) conceptual understanding.Student engagement In order to educate our children triumphfully, we should first seek to discover where their interests lie, and then teach to those interests.Contemporary educators believe that a curriculum that incorporates real-world connections and applications bequeath engage learners. Real-life work is meaningful to students, and effective as it al brokens the student to apply what they are learning. Rickford promoted culturally relevant literature for teaching ethnically diverse studentsliterature containing themes, ideas, and issues that are consonant with their lived grave ls, and with which they could readily identify.Learner Participation The second element of learner participation forms a natural pairing with student engagement. In the classroom, the reading teacher must be a facilitator of knowledge, and a guide and coworker. The current educational tenseness is on learning strategies such as partner reading, shared reading, homogeneous and heterogeneous grouping, authentic assessment and interactive reading comprehension techniques (predicting, visualizing, questioning, and self-monitoring), and on communication and interaction. These techniques are designed to foster a participatory, pro-active, hands-on approach to student learning.Repetition and Reinforcement Practice it until you can get it without thinking. It should be automatic. It should become part of the individual.Expectations The issue of low expectations continues limit the progress made by minorities in todays classrooms in both direct and indirect ways. It has been well documented that low expectations are endemic in the mechanism of schooling that supports low-achieving students, and the trend is further manifested in fundamental measures of excellence such as teacher quality, teaching pedagogy, classroom management, and curricular selection. The direct sham of low expectations on the part of classroom teachers has a cumulative effect on students.One of friendly psychologys most profound contributions to education has been the finding that teacher expectations can affect both childrens intellectual growth and their academic achievement. High expectations should be the prevailing standard for all students.Sound Teaching and Conceptual correspondence Sound teaching pedagogy is the principle upon which the successful transfer of knowledge from teacher to student depends, while conceptual understanding is what the student gains when that knowledge has been successfully transferred. Sound teaching pedagogy and conceptual understanding are the hallmarks of eff ective teachers. Research has shown further that teacher knowledge and expertise are directly and consistently related to student growth and achievement.Multicultural StrategiesColeman Hamm identified multicultural strategies (integration, fusion, and alternation) that involve a desire to relate positively to individuals from multiple cultural groups, and are characterized by positive attitudes toward ones own and other groups, a moderate to high degree of facility with the roles and values of multiple groups, and a belief that members of different cultures can successfully form positive relationships.Although integration, fusion, and alternation strategies differ with respect to the specific knowledge, beliefs, and skills that guide them, each is based on a belief that cultural boundaries can and should be apply successfully without compromise to either culture and are believed to motivate behavior to further integration.A common experience in ethnically diverse schools is to me et in a group format on academic tasks with peers who are from ones own, as well as from other ethnic groups. Using a multicultural strategy, students would interact with all members of the learning group, taking steps to ensure that group members of all ethnic backgrounds are respected and are involved with the project.Learning as a Social and ethnical Process Given that research has demonstrated the under-performing of minority students within the Western classroom, perhpas learning is primarily a social and cultural process. This is not to diminish the role of the individual however, individual thinking is strongly influenced by cultural assumptions and beliefs. Because all communities do not think, believe, or learn in identical ways, there may still be much, that is confusing to or misunderstood by children with language, culture, and socioeconomic differences. Teachers must be willing to learn not only who their students are but also who they, themselves, are as cultural being s and how that strongly affects their teaching. (Pransky Bailey, 2002) Pransky and Bailey identified a four step process for teachers to implement in the classroom to increase effectivenessStep 1. Awareness. A teacher notices a breakdown in communication or an inability (or unwillingness) of a student or group of students to perform adequately on an academic task.Step 2. Inquiry. The teacher examines the nature of the lesson and begins to identify cultural assumptions that may negatively affect at-risk students.Step 3. Reconceptualization. With this new information, the teacher reconceptualizes his or her perspective on the students, lesson, curriculum, or school culture.Step 4. Lesson. A lesson is revisited, revised, or restructured, and ones instructional decisions change based on that new conception.What is wise to(p) through this process expands the awareness of the teacher, and effectively increases teaching skills. As one develops more awareness, knowledge, and experience wi th a cultural perspective on learning, one is infract able to reconceptualize and then redirect or refocus ones teaching within the flow of the lesson. This might be termed real-time inquiry. In real-time inquiry, especially, it is important to engage in dialogue with students to try to discover the understandings they have of the lesson task or interaction. (Pransky Bailey, 2002)Teaching Science in a Diverse ClassroomHoutz Watson evaluated teacher performance in the science classroom and identified the following needs in order to meet the needs of diverse studentsThey must recognize what is required in learning tasks such as vocabulary knowledge, the ability to make inferences, and the ability to work independently.They also should know their students strengths and weaknesses.Once these tasks are accomplished, the educator must even up the reason for the mismatch between a students abilities and the task requirements of the lessonCulturally and linguistically diverse (CLD) stud ents may be at risk of performing poorly in science if they lack the linguistic, the cognitive, the social, and the emotional behaviors required by science learning. Because the behavior, culture, and language of CLD students may be different from those involved in the task requirements, these students may experience difficulty completing science projects. Teachers need to identify the discrepancy between task demands and student ability and then modify to their lesson plans accordingly. By understanding the process of acquiring a second language and a second culture and the cognitive, linguistic, emotional, and social demands involved in the process, science teachers can incorporate instructional conditions that practise to the students needs.Science teachers can use numerous instructional strategies to accommodate CLD learners without weakening the curriculum. Contextualization allows students to draw from personal experiences and build on their prior knowledge to learn the new s cientific concept. Teachers can group individualize the process by structuring questions that encourage students to think about their own personal experience as it relates to the topic or content to be learned.The use of contextualized instruction provides CLD students the support they need for understanding the lesson by visually representing the information through experiments, pictures, graphic organizers, and charts. Contextualization allows teachers to (a) consider their students language attainment levels of vocabulary control and (b) highlight specific text information.Analogies and examples that are culturally relevant may also be used to help students understand scientific concepts. Analogies show the similarities between a new concept and a familiar concept, making the new concept more meaningful to the student. Analogies can assist in diminishing the cognitive and linguistic requirements of the task.Cognitive modeling and demonstration are especially skilful for CLD stu dents because these strategies increase understanding by providing concrete, step-by-step procedures that lessen the cognitive, linguistic, and social requirements of the task. (Houtz Watson, 2002)A Learner Centered Approach An essential factor for a learner-centered approach is placing the learning characteristics of all learners under close scrutiny with emphasis on low-performing learners. The focus in a learner-centered approach is on individual learners heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs. A learner-centered approach is defined as clarifying what is needed to create positive learning contexts, in order to increase the likelihood that more students will experience success. The culture of the learning context is as important to learning as the content and the methods used. (Brown, 2003)In the learner-centered environment, classroom teachers share narratives about students interaction with content and methodology. Teachers p articipate in professional development to learn how to differentiate instruction. Differentiation is a way of thinking about teaching and learning that is based on a set of beliefs that students who are the same age may differ in their tact to learn, their interests, their styles of learning, their experiences, and their life circumstances. The differences in students are significant enough to make a major shock absorber on what students need to learn, the pace at which they need to learn it, and the support they need from teachers and others to learn it.Differentiated instruction meets the needs of diverse student populations by combining student needs with a focus on content, process, and learning profiles. The learner-centered approach, focuses on content knowledge and design flexibility to allow learners to construct their learning. Learner needs and characteristics take precedence over knowledge of facts and skills the emphasis is on engaging learners in learning for understa nding and thinking, to help them build their own interpretations.Creating Equitable Classroom ClimatesKelly outlines recommendations that include creating a mixed set of expectations for allstudents in order to reduce the participation inequity altogether. These expectations focus on being able to identify each individuals area or areas of strength and expertise. In order to create this new set of expectations, teachers must convince students of three things (a) the cooperative task requires many different intellectual abilities, (b) no one will have all of these abilities and, (c) everyone will have some of these abilities. Kelly believes that teachers who teach and model equitable classroom culture will probably be more probable to convince students to behave more equitably to their peers. (Kelly, 2002)This method of implementing change by using a multiple-abilities approach and assigning competence to low-status groups, teachers will limit the impact of high expectations for hig h-status learners and low-expectations for low-status learners, and create a mixed set of expectations for everyone. This approach should reduce the differences in participation noted previously in high- and low-status students. Kelly identifies the key factor to success in the latter intervention is recognition, a truthful evaluation by the teacher of the low-status student showing him/her as being strong in a specific, relevant area.ConclusionDiversity in the classroom and the challenges faced by teachers to meet the needs of minority students has been studied and debated for more than twenty years. Progress in the identification of strategies has been made, but implementation is likely to be slow, as the revision of curriculum is a costly and time consuming project.The strategies outlined in this stem are not dependent on the revision of curriculum however, and may provide for ease of implementation. One focus of these strategies is to assess each student, understand who they ar e, based on their culture, and direct your teaching methods accordingly. Further, teachers must identify their own cultural beliefs and how those may prejudice their teaching methods. Including students in the process of learning, modifying the process, and outlining the challenges will be beneficial to the learning of all.ReferencesBrown, K. L. (2003). From Teacher-Centered to Learner-Centered Curriculum Improving Learning in Diverse Classrooms. Education, 124(1), 49+. Retrieved whitethorn 19, 2006, from Questia database http//www.questia.com/PM.qst?a=od=5002018664Hamm, J. V., Coleman, H. L. (2001). African American and White Adolescents Strategies for Managing Cultural Diversity in Predominantly White High Schools. Journal of Youth and Adolescence, 30(3), 281. Retrieved may 19, 2006, from Questia database http//www.questia.com/PM.qst?a=od=5001037737Kelly, C. A. (2002). Creating Equitable Classroom Climates An Investigation of Classroom Strategies in Mathematics and Science Instr uction for Developing Preservice Teachers Use of Democratic Social Values. Child Study Journal, 32(1), 39+. Retrieved May 19, 2006, from Questia database http//www.questia.com/PM.qst?a=od=5000659006Mitchell, B. M., Salsbury, R. E. (1996). Multicultural Education An planetary Guide to Research, Policies, and Programs. Westport, CT Greenwood Press. Retrieved May 19, 2006, from Questia database http//www.questia.com/PM.qst?a=od=26227378OByrne, B. (2001). Needed A Compass to Navigate the Multilingual English Classroom. Journal of Adolescent Adult Literacy, 44(5), 440. Retrieved May 19, 2006, from Questia database http//www.questia.com/PM.qst?a=od=5000100580Pransky, K., Bailey, F. (2002). To Meet Your Students Where They Are, First You Have to Find Them Working with Culturally and Linguistically Diverse At-Risk Students Research Has Shown How Attention to Cultural Mismatch May Be a Key to Equitable School Achievement. This Article Presents a Series of Case Study Vignettes to Assist P racticing Teachers. The Reading Teacher, 56(4), 370+. Retrieved May 19, 2006, from Questia database http//www.questia.com/PM.qst?a=od=5000600644Rickford, A. E. (2005). Everything I Needed to Know about Teaching I Learned from My Children Six Deep Teaching Principles for Todays Reading Teachers. Reading Improvement, 42(2), 112+. Retrieved May 19, 2006, from Questia database http//www.questia.com/PM.qst?a=od=5010994248Watson, S. M., Houtz, L. E. (2002). Teaching Science Meeting the Academic Needs of Culturally and Linguistically Diverse Students. Intervention in School Clinic, 37(5), 267+. Retrieved May 19, 2006, from Questia database http//www.questia.com/PM.qst?a=od=5000755185Zhang, J. X. (2001). Cultural Diversity in Instructional Design. International Journal of Instructional Media, 28(3), 299. Retrieved May 19, 2006, from Questia database http//www.questia.com/PM.qst?a=od=5001037930

Benefits of Activity Based Costing, ABC

Benefits of Activity Based toll, first rudimentActivity Based apostrophizeing (ABC) is an history method that assigns embodys to activities according to their use of resources, sooner than harvests or services. This enables resources and other related costs to be more accurately attributed to the products and the services which they use. It does non modify or eliminate any costs, in the other way it provides detailed information on how costs atomic number 18 consumed. The main benefits of Activity Based cost are providing understanding into the fastest growing and least visible element of cost- smash. We can also improve profitability by monitoring total life-cycle cost and performance so that we can improve the effectiveness of budgeting by identifying the cost of different service levels. In addition, ABC costing does encourage continuous profit and total quality control because control and planning are directed at the process level and it links the corporate strategy to operational conclusion devising. By using ABC costing, we can also eliminate waste by providing visibility of non- look upon added activities. Besides that, ABC costing help to improve unclutter or buy, estimating, and pricing decisions which based on product cost that reflects the manufacturing process. Although there are many benefits of ABC costing, there are also a some limitations. (J. Antos)Limitations of Activity based beThere are a few limitation of using ABC costing. First, we may consuming more time to necessitate data for precedent data concerning numerous use, collecting data, checking data, and entering them into the clay. Besides that, once implemented, the activity-based coting is costly to maintain for example the cost of buying, implementing, and maintaining activity-based ashes. This system may coerce waste visible which some executives and managers do not want their boss to see because it may be difficult to set up and establish, particularly if tha t placement is using more traditional accounting method. Furthermore, it can be time consuming if all activities are to be costed and also it may provide withal much details which obscuring the bigger picture. Activity-based costing data can good be misunderstood so it must be used carefully particularly when it is used for decision making. Before making any significant decisions using activity-based costing data, managers must recognize the costs which are really relevant for the decision at hand. (Ray H. Garrison, 2008)Value-Added versus Non-value-Added ActivitiesEvery organization requires information to allocate resources, monitor the actions taken, set priority and make decisions. Activity-base costing provides the accurate cost information by allocating overhead costs. However, activity-based management is focusing on enhance the use of ABC from product costing to a comprehensive management tool that concentrate on change magnitude the costs and concurrently improving pro cesses and decision making. After that, a refinement of ABC used in activity based management is the classification of activities to value-added and non-value-added. A non-value-added activity can de defined as the production or service related activities that can be eliminated with no deterioration of product attributes ( Miller, 1992). Non-value-added activities are activities that scarcely add cost to or increase the time spent on a product without increasing the market value of the products. Activities much(prenominal) as the fund of inventory, building maintenance inspection and inventory control are examples of non-value-added activities in manufacturing companies. Examples of non-value-added activities in service industry consist of bookkeeping, billing, traveling, advertising, cleaning, taking appointment, reception and etcetera. According to David and Robert (1995), making non-value-added activities visible is one of the advantage of activity based management but it is t he most difficult to achieve.Value-added activities are activities that increase the worth or market value of a product or service to clients. For instance, activities like design design, machining, packaging, performing surgery, providing legal research for legal services and etcetera are categorized as value-added activities. When mountain understand and accept the reasons why an activity is classified as non-value added or value added then the clarity and understanding amid value-added and non-value-added activities are achieved (Miller,1996).Cost Hierarchy In Activity-Based CostingA cost hierarchy classifies costs into different cost shares on the basis of different type of cost driver or cost parcelling bases or different degrees of obstruction in identifying cause-and-effect or benefits-received relationships(Horngren et al. p 142, 1999). There are four levels to identify cost allocation bases or cost drivers, the classification is shown as followUnit-level activities t hese activities can be defined as resources sacrificed on activities performed on each individual unit of a product or service (Horngren et al, 1999). For instance, manufacturing operating costs such as energy and repair which have relationship with the activity of running a utensil are unit-level activities.Batch-level activities Activities performed for a group of product units or services rather than to each individual unit of product or service (Horngren et al, 1999). Examples of batch-level cost in manufacturing are setup cost and procurement costs. Then, the number of setups or setup time is examples of cost drivers in batch-level activities.Product-sustaining activities These activities are defined as resources sacrificed on activities that performed in support of an entire product line, but not performed every time when a new-fashioned batch or unit of products is produced (Horngren et al.,1999). Design costs and engineering costs are examples of product-sustaining activit ies in manufacturing industry.Facility-level activities Activities required to support or sustain the organization as a whole and cannot be traced to individual product (Horngren et al, 1999). The example of this activity includes home office general administration costs.In fact, the successful classification of these activities provide managers a structured way of thinking about the relationships between activities and the resources they consume.Activity Based Costing for receipts Industries and Small BusinessIt is widely known that activity based costing has been used by most of the titanic corporation such as shapers. In fact, activity based costing has been widely implemented by small business and service industries such as banks, airlines, hotels, hospitals, insurance companies, financial services firms, accounting firm, railroads and etcetera. However, activity based costing has seemed to be more successful when implemented in bombastic corporation rather than using in sma ll business. According to Henrick noted, he mentioned that companies with not so much products and markets are not seemed to get as much advantages from basing costs on activities as companies operating with diverse products, service lines, channels and customers.Actually the primary objective of activity based costing in small industry is no different with manufacturing company. The objective is to figure out the key activities that give costs and to record how many of those activities are performed for each service provided. Then, managers are able to generate data to provide better budget and concurrently the expenses of a company are known better. The prevalent approach to identify activities, activity cost pools, and cost drivers is the same for manufacturing company and service companies. In addition, the classifying of activities as value-added and non-value added, and the effort to decrease or eliminate non-value added activities are used in service industries too. Since se rvice industries and manufacturer companies are using the same objective of activity based costing, then why sometimes it is difficult in adopting activity-based costing in service industries? The difficulty of implementing activity-based costing in service companies is that a greatheartedr proportion of overhead costs are company-wide costs that cannot be directly traced to specific services provided by the company. (Weygant.)Besides that, many of the expenses in service industries are caused by product (services) such as savings account and home mortgage. However, many expenses for service functions are caused by demands by individual customers rather than service demands. Thus, customer behavior which is the feature distinguishing these systems from activity based costing as used in manufacturing companies has to be taken into account when implementing ABC system in services industries( Cooper and Kaplan, p. 467, 1991). Service companies offer differentiate services in order to satisfy customer needs. Each service, with its characteristics, makes different demands on the organizations resources. Thus, service companies have to improve their service quality and the variety in service line. Concurrently, service companies have to focus on customer economics far more than manufacturing companies. The cost of marketing, selling, delivery and serving of the products might be customer specific in manufacturing companies. In contrast, for service companies, unconstipated the basic operating costs of standard service are determined by customer behavior (Cooper and Kaplan, pp234-235, 1998). Therefore, a fine ABC system for Service Company will provide the information for the measurement of costs and profitability at the customer segment level and market level.Since small business and large companies are using the same objective of activity based costing, then why does small business get less benefit from using activity based costing compare with large corporation? In fact, lack of knowledge and technical people in adopting the activity based costing system in small business may lead to unsuccessful of using this system in small business. Moreover, activity based costing software is expensive. roughly ABC practitioners find that special-purpose ABC software is required to make the task manageable. At $6,000 and up for one package sold by ABC Technologies, software can add significantly to outlays for this type of accounting technique ( Mark Henricks, 1999). So, small business considers using ABC is wasting of money due to not so much profits and products differentiation for their products. Thus, they omit using ABC.Developing Of New Approach to ABCActivity-based Costing system used in large corporation and service industries for the current grouping of costs and analysis of profitability of product (service) tend to be complex, costly and hard to adjust to quickly changing business environment. For example, ABC system used in several years ago in large financial service firm required sevener hundred employees at more than one hundred facilities to submit monthly survey of their time. Thus the company employed 14 full time people just to collect and process the data and concurrently prepare management historys which took more than thirty days to prepare (Kaplan Anderson, p 3, 2007). Some employees questioned the accuracy of product and activity cost calculations due to long time to prepare reports and complexity of ABC system. As a result, operation, marketing and sales managers spent time to beseech the correctness and accuracy of calculations instead of making decisions improving effectiveness of processes, profitability of products and customers and capacity utilization. Therefore, Kaplan and Anderson developed new formulae of activity-based costing namely Time-Driven Activity Based Costing (TDABC). It was designed to eliminate the problems in ABC system implementation and operation in large entities. Thus, Kap lan and Anderson who was the author of the new formulae identified the following problems with conventional ABC model ( Kaplan Anderson, p 7, 2007) It was costly and long time had to be taken for interviewing and surveying process. Data for the ABC models were subjective and hard to validate. It was expensive to store, process and report the data. Most of the ABC model were local and did not provide an integrated view of company-wide integrated profitability opportunity. The ABC model could not be easily uploaded in order to accommodate the quickly change of business environment. The model was incorrect when it ignored potential for unused capacity.ConclusionA Traditional Costing System is an accounting system that assigns overhead to products on the basis of predetermined plant wide volume of unit based output rates such as machine hour and direct labor. (Jerry J. Weygandt., Donald E. Kieso., Paul D.Kimmel., 2002) In contra, ABC system is using the different way to identify activi ty cost pool by allocating overhead, after that, the costs are assigned to products using related cost drivers that measure the activity consumed. ABC system bring a few benefits for managers in a company which provide more accurate product costs, better cost control and better data for decision making .(Ray H. Garrison., Eric W. Noreen., 1997) However, this system also has several limitation which is the difficulty involved in gathering data relating to cost drivers and activities centers. Although there are a few limitations, ABC system is a useful accounting system under certain conditions and it is a suitable costing system to use. The redesign and setting up a new costing system is a very important decision to a company because these require substantial cost and much more effort to achieve. Therefore, managers should be very careful when implementing new changes in costing system. (Jerry J. Weygandt., Donald E. Kieso., Paul D.Kimmel., 2002)

Structure of Malaysia’s Imports and Exports

Structure of Malaysias Imports and ExportsDegree of bleakness in deal giving a definition of level of one country and its miserliness having trade with another country. FDI (foreign direct investment), import, export, repatriation of funds abroad and lending are examples of trading elements.Openness degree in trade can be taproom by trade openness ratio. Trade openness ratio indicated the simple average of quantity trade (export and import of commodities and services) relative to GDP (Gross Domestic Product). Generally, the high the trade openness ratio, the larger influence of trade on domestic trade.Malaysia economy having high degree of trade openness and fiscal openness. Financial openness can refer to the total of external assets and liabilities relative to GDP. In 2004, the trade volume has change magnitude in two ways the size of economy. Moreover, the amount of external assets and liabilities also twice of the size of economy in 2004.Figure above shown that Malaysia rates high among 28 emerging economies from Asia, Eastern Europe and Latin America. Originally, Malaysia is rating with 58 economies that draw off up the OECD (Organization for Economic Co-operation and Development) but the graph above only show out 28 emerging economies. Trade openness of Malaysia only lower than Hong Kong and capital of Singapore which is well known of pecuniary centre nature. Besides that, Malaysia also having high ranking in financial openness with more than median score, 2.03. Surprisingly, Malaysia having higher financial openness than United States and Japan with well developed economies. However, comparison in East Asia, Malaysia ranks lower than Singapore, Brunei and Hong Kong.Diagram above indicated that the Malaysia trade openness has increasing definitively from 1980 to 2004. One of the reasons of increasing trend in trade openness is structural changes occurring in Malaysias economy based on its trade direction. Besides, open contemporary account an d liberalization of capital account also reasons influenced increasing trade openness. As Malaysia became more and more integrated with global economy, Malaysias economy and financial system will significantly become more and more ingenious.aswinkContentThe ratio of exports and imports to GDP in MalaysiaA related concept that has received oftentimes less attention from theorists is that of the degree of openness of an economy. The relevant question is not what does a country export or import but how much does a country export and import in relation to its GDP. The guess of commercialized policy establishes a relation between protection and volume of trade.Commonly, judgements on commercial policies of Malaysia are made based on the comparison of volume of trade to GDP ratios. These comparisons and policy recommendations are usually done without resort to any theory stating which are the factors determining the degree of openness of an economy.Table 1 shows basic data for the worl ds extremes in terms of openness. (Carlos Alfredo Rodriguez, 2000) The extreme variability of openness ratios is quite evident. While Malaysia exports are 93% of its GDP, Myanmars exports are just 1.5%. The commercial policy is one determining factor in explaining most of these discover differences. Myanmar is more protectionist than Malaysia. They conclude that protectionism alone cannot explain openness. However, the more protectionism should be associated with less openness.The other variable they want to focus on is country size. Small scotch units must specialize in producing few goods in order to attain optimal scale and be competitive. They must therefore export those goods in rally for the imports of the goods they do not produce.Malaysia is a developing country, thus it should be more open on the degree of openness. They expect the trade to GDP ratio to be both negatively related to size and to a measure of protectionism.A high degree of protection of domestic industrie s in the form of high tariffs or of strict quotas on imports in MalaysiaThe structure of the Malaysias imports and exportsIn early 1980s, Malaysia began its export-oriented victimisation strategy focusing on the exports of manufactures. Since it does not lay down abundant in raw materials and capital goods, Malaysia have to import more of the intermediate fabricate goods and the machinery and equipment from oversea. In 1970s, the structure of Malaysia imported almost an equal proportion of food, beverages, tobacco, and fats at 21 per centum indigestible crude materials, mineral fuels, and lubricants at 20 part intermediate manufactured goods at 25 percent and machinery and transport equipment at 28 percent. (Yusoff, M.B. 2005)Since the Malaysian imports from EU have started to decrease to 16 percent in 1980 and reduced further to 11 percent in 2000 mainly due to the buy the farm of the imports from the UK. The constituent of imports from ASEAN remained stable at about 23 per cent during the identical period. Malaysia had begun to source more imports from the US and Japan in 1970. The share of imports from the US increase from 9% in 1970 to 17% in 1990 and remained at the same level in 2000. Malaysian imports from Japan was 17% of its total imports in 1970 but increased to 24 percent in 1990 and remained stable at about 21 percent 1990s. For East Asia Taiwan, South Korea, China, and Hong Kong have become about equally important sources of Malaysian imports. As of 2000, Japan was the most important sources of Malaysian imports, followed by the USA, and Singapore. (Yusoff, M.B. 2005)On the other hand, there has been a tremendous increase in the Malaysias exports during the 1970- 2000 period. Malaysian total exports in 1970 were at RM 5,263 million which increased further to RM 28,172 million in 1980 growing at an annual rate of 43.5 percent. In 1990 the total exports was RM 79,646 million registering an increase of 18.3 percent per year during the 1980-19 90 period. There was a revival of Malaysia exports in 2000 at RM 373,270 million giving a growth rate of 36.7 percent in 1990- 2000 period. Most of the exports went to ASEAN and the US, followed by EU and Japan. They accounted for 76% of Malaysian exports in 1970 which declined to 70% in 2000. (Yusoff, M.B. 2005)The structure of Malaysian exports has changed substantially. In 1970s and 1980s, most of the exports were in the form of raw materials inedible crude materials, mineral fuels, and lubricants which had decreased from 61 percent in 1970 to 57 percent in 1980. By 1990 these exports accounted for only 33 percent of the total exports while the exports of manufactured goods began to appear when its share increased from 26 percent in 1970 to 55 percent in 1990. The contribution of the inedible crude materials, mineral fuels, and lubricants fell to only 12 percent in 2000 while that of manufactured products increased to 82 percent. (Yusoff, M.B. 2005)Although the manufactured expor ts have increased significantly, Malaysia has some major weaknesses in terms of its composition. Notably, most of the manufactured exports have been in the form of intermediate manufactured goods where their shares increased from 23 percent 1970 to 49 percent in 2000. The exports of machinery and transport equipment increased from 2 percent in 1970 to 25 percent in 2000. Malaysian exports of final manufactured goods are still at relatively small contributing only 8 percent of the total exports in 2000. The changes in the structure of Malaysian exports have been due to the deliberate organization policy to industrialize and develop the domestic economy through the export-oriented development strategy since 1980s by diversifying and intensifying the export base and at the same time focusing on manufactured exports. (Yusoff, M.B. 2005)There have been major changes in the degree of openness of Malaysia in recent decades.From a primary producer with a gradual industrialization strategy , the Malaysian economy has undergone rendering into a highly-open economy through greater trade and financial integration since the late 1970s. As a result, Malaysias trade openness is among the highest in the region, reaching a peak of 192% of GDP in 2000. (Annual report 2012)Models by Grossman and Helpman(1991), Rivera-Batiz and Romer(1991), Romer(1990) suggest that the expansion of outside(a) trade increases the number of specialized inputs which hence causes economic growth as the domestic economies become more open to international trade. Consistent with its outward-looking growth strategy, Malaysia have a balanced export structure. This structure has produced a good counterbalance when manufacturing (e.g. electrical and electronics products) exports fell, exports of primary commodities (e.g. rubber and tin) increased because they had different consumers and demand cycles. In addition, Malaysias manufacturing and primary commodity exports tend to be upgraded to incorporate higher value added and innovation. Thus, technology acquisition and availability of skilled labor are essential for this transformation in order to develop more exports that originate in Malaysia. (Mahani Zainal Abidin, 2011)If China and other Asian countries are able to generate their own domestic demand, then the prospects for Malaysias exports will become bright. Consequently, East Asia has now become Malaysias largest trading partner through the diversification of the markets. The share of China in manufactured exports has increased from 1.7 percent in 1996 to 12 percent in 2009. The share of the Association of Southeast Asian Nations remains at about 27 percent. However, the share of traditional markets has declined whereby the United States to 13.2 percent in 2009 from 21.7 in 1996, the EU to 12.2 percent from 14.5 percent, and Japan to 7 percent from 11.1 percent for the same period. (Mahani Zainal Abidin, 2011)Therefore, Malaysia operating now continues with the outward-orie nted development strategy, it had kept its tariff levels at significantly low levels by the developing country standards. Unilateral, regional and multilateral initiatives in recent years have caused trade weighted average tariff to be as low as 8 per cent, down from 15 per cent at the beginning of the industrialization drive. (Ariff, 1998)References Carlos Alfredo Rodriguez, Universidad del CEMA Buenos Aires, Argentina, (2000). Retrieved from http//www.ucema.edu.ar/u/car/Advantage.PDF Tariffs, (2001). Retrieved from http//www.meti.go.jp/english/report/data/gCT9904e.htmlBank Negara Malaysia. (2007). White Box Openness of the Malaysian Economy. Retrieved from http//www.bnm.gov.my/files/publication/ar/en/2006/cp02_001_whitebox.pdf

Representations Of London Life In Brick Lane Cultural Studies Essay

Representations Of capital of the United Kingdom Life In Brick Lane Cultural Studies EssayMonica Ali brings humour, grace and the additional qualities of the best of Asian fiction to a narrative concerned with acceptance and denialWry and intelligent, subtle and graceful in its mix of formal prose, blackly despairing humour and mythological characterization, this is a rich human novel(The Sunday Express, India).Ali was not born in England merely in Dhaka, Bangladesh, and moved to England at the age of three, where she was raised. She has never lived in Brick track where the novel was cogitate on and she was from a middle- class family and eventu eithery attended higher education at Wadham Collage, Oxford. Therefore, some people are starting to suspicion how she managed to recreate the lifestyle of a Bangladeshi family liveliness in the inner metropolis of London. Firstly, she was born in Bangladesh which gave her a sense of attachment with her origin. Secondly, with the help f rom Naila Kabeer, whose show of Bangladeshi women garment workers in London and Dhaka, Monica Ali drew inspiration.(Brick Lane, P493). Moreover, her inspiration of the story was supported by many people whose hit a strong tender identity of Bangladeshi people in London and British immigrant experience. E.g. Nicole Aragi and Shofiur.The admit follows Nazneen and Hasina, living actually different lives in very different places, but in the end daring to hope that they may have found a similar sort of happiness. The themes are the big ones identity, self-determination, the freight of family and they are kept afloat by the buoyancy of Alis characterisation, which occasionally verges on the Dickensian with step forward ever resorting to caricature. In Nazneens world, everyone is convincingly governed by their own individual logic.(Harriet Lane ,The Observer Sunday 1 June 2003)The book exposes many features of London and its peoples daily life to the reader, which included issues l ike Race focus, Cultures, Estate life, gender relation and the landscape of the city of London. However, I will be more focusing on the prototype of Race tension and ever-changing cultures in London. In due course, I will link some of these representations with the scheme of place and identity (Tim Cresswell) , Robert Park and Mumford idea of City and Postcolonial London ( lavatory Mcleod).Since the end of Second World War, the urban and human geography of London has been irreversibly altered as a consequence of patterns of migration from countries with a history of colonialism , so that today a number of London s neighbourhoods are known primarily in terms of the overseas populations they have nurtured. Whitechapel and Tower Hamlets boast significant Bangladeshi communities. (John Mcleod)According to Mcleod , the multicultural London was developed during the postcolonial period and people from the ex-colony were flooding into the amount of the Empire -London, looking for a ne w life and opportunities. The story of Brick Lane was a direct product of postcolonial London, which is about change, cultural, complaisant, and political and conflict. It was Black and Asian migrants who have together played a major role in creating Londons multicultural society and Brick Lane highlighted the levels of poverty and discrimination had on them. In other words, postcolonial London does not factually denote a given place or mark a stable location on a map. It emerges at the crossroad of the concrete and the noumenal, among the material conditions of metropolitan life and the imaginative representations made of it. It is as much a product of facticity as a creation of the novels. ( John Mcleod) According to Lewis Mumford and Robert Park, city should not only defined by its physical form. Whatever it was that makes a city a city (London), it had more to do with its social processes.(Doreen Massey) Decolonization has speeded up Londons heterogeneity, intensity of social interaction and contrasts. In exhibition word, London as a World city is a city produced, experience and lived imaginatively and besides incubating new social relations and cultural forms which conflict with the advocacy of a national culture or the pursuit of cultural nationalism. (John Mcleod)With wide numbers of people living in the city, there are bound to be wide range of variations amongst them. This should give rise to the spatial segregation of individuals harmonise to colour, ethnic heritage, sparing and social status, tastes and preferences. (Louis Wirth)In Brick Lane, Monica Ali portrayed the conflict between Race and culture of the inner city remarkably well. In Chapter dickens and three, she has focused on describing the culture of London and migrants in conversations between different characters. Two in one week yet now our children are copying what they find oneself here, going to the pub, to nightclubs. Or drinking at home in their bedrooms where their pare nts think they are perfectly safe. The problem is our community is not properly educated verbalize by Dr Azad (P.31, Chapter two), this perfectly conversation between Chanu and Dr Azad clearly stringd the problem of inner city migrants whose have not educated enough to teach their payoff what is right or wrong, they neglected their children because they were busy working to earn money .Also the second generation migrants are generally copying the drinking culture but not controlling themselves. In Page 40, Monica uses the eye of the main Character Nazneen to describe the rotten anti social behavior by teenagers in council estate, She looked win into the courtyard. Two boys exchanged mock punches, feinting left hand and right. Cigarettes burned in their mouths. She opened the window and leaned into the breeze.(P.40). She also use the Tattoo Lady who did not get named to describe the working class white who lived in council housing and gave them a stereotype features She scrat ched her arms , her shoulders, the accessible portions of her buttocks. She yawned and lit a cigarette. At least two thirds of the bod on show was covered in ink.Nazneen had never been close enough to decipher the designs.Chanu said the tattoo lady was Hells Angel. (P.18 Chapter one.) Monica once again uses conversation between characters to deliver the message to the reader, Three point five people to one room. Thats a council statistic ,Chanu told Nazneen. All crammed together. They cant stop having children, or they bring over all their relatives and pack them in like little fish in a tin. Its a Tower Hamlets official statistic three point five Bangladeshis to one room. (P.49 Chapter. 2) , But the main thing is education. The parents are so ashamed they dont know what to do. Sometimes they send the child back home, where the really cheap.(P248 Chapter 12), We need two things .More drugs counselors and more jobs for the small people said the Doctor.(P249,Chapter 12)Up to here, s he already given enough information for the reader to create own imagination of the rotten down and packed inner city estate area with high density of migrants ,working class white , second generation migrants ,drug problem and uneducated parents.Place is how we make the world meaningful and the bearing we experience the world. (Tim Cresswell)Place is about stopping and resting and bonnie involved.While space is amenable to the abstraction of spatial science and economic rationality, place is amenable to discussions of things such as value and belonging. (Tuan 1977,149)Place is hard to define but Tuan and Cresswell had done its definition perfectly well. London is a Place, even Brick lane and Nazeens flat are also a place where everything is interacting with each other. It was the sense of place that creates the unique social structure of immigrant communities and London. Nazneen stared at a notice on the wall, printed in five languages. No smoking, no eating, no drinking.( P64, Chapter 3) In this passage, it was place which create this unique features of Brick lane as it has got all sort of foreigners lived in and they are interacting with each other at bottom the same place. Moreover, In Chapter 14 , Monica describe the Chanu family have never left Brick lane or areas around it ,although places like the Houses of Parliament ,Buckingham Palace and Hype-Park are very close to Brick Lane. In a sense , she use the family tour day as a Metaphor to describe the immigrant family do not go out their own neighbourhood , a sense of isolation with other part of the city and an intense sense of localism. In the other hand, place had a sound effect on changing people e.g. Chanu (The educated), Mrs Azad and second generation migrants (Tariq, bibi and Shahana.). For example, Place has turned Chanu to mix into the English culture and eventually accepted it in order to survive in the society- its part of the culture here. Its so ingrained in the fabric of society. Back Home, if you drink you jeopardize being an outcast. In London, if you dont drink you risk the same things.( P110, Chapter 5) ,another example from Mrs Azad during the conversation with Chanu Listen, when Im in Bangladesh I put on a sari and cover my head and all that. But here I go out to work. I work with white girls and I am just one of them.(P114, Chapter5) and also when Nazneen refers to Bangladesh as our plain, Karim makes it clear that he considers England to be his country in page 212. (Bookrags) and Shahana spoke in English during the conversation with Chanu about internet and technologies. -This little wire that goes into the telephone socket-do you see it ?- it all comes down the wire. We go on the internet at school,said Shahana, in English. (P200,Chapter 9)Home obviously means more than a natural of physical setting . Especially, the term cannot be curb to a built place. A useful point of departure for understanding home may be not its material manifestation but kind of a concept home is a unit of space organized mentally and materially to satisfy a peoples real and perceived basic biosocial unavoidably and, beyond the , their higher aesthetic-political aspirations.(Tim Cresswell)There is a clear connection made between place and second generation migrants, they already regard London as the place they belong to, whereas Bangladeshi and the language of Bangladeshi (Bengali) are just memory and heritage of their parent. In a sense these second generation migrants were hard to produce a new type of social memory and eager to get out from the bottom of social hierarchy and mix in with the possessive social group within the place- London. Rootedness and authenticity .In Harveys discussion of place this meaning is retained but becomes a symbol of reactionary exclusivity. As long as place signifies a tight and relatively immobile connection between a groups of people and a site then it will be always implicated in the construction of us (people w ho belong in a place) and them (people who do not). (Tim Cresswell) In this way the rootedness and authenticity of place will create tension between different race groups, especially the working class white who are near threaten of their social and employment position to be interpreted out by the migrants. Therefore, conflict is inevitable. The following 2 extracts described the reason of racial tension perfectly wellIt is the white underclass, like Wilkie, who are most afraid of people like me. To him, and people like him, we are the only thing standing in the way of them sliding totally to the bottom of the pile. As long as we are below them, then they are above something. If they see us rise then they are resentful because we have left our proper place. That is why you get the phenomenon of the National Front. They can play on those fears to create racial tensions, and give these people a superiority complex. The middle classes are more secure, and therefore more relaxed. Chanu said. (P38, Chapter two).Leaflet from Lion Heart (a white working class organization) HANDS OFF OUR BREASTS The Islamification of our neighbourhood has gone too far. A Page 3 calendar and poster have been removed from the walls of our community hall. How long before the extremists are putting veils on our women and insulting our daughters for wearing short skirts? Do not tolerate it Write to the council This is England (P257 Ch12)These two extracts allow us to think how weak of the bond between national majorities and minorities. There are two main outcomes for migrants they either become economic migrant which suggests that people enter the country just for the sake of money, making as much money as possible before returning. The other outcome is -Hyphenated British which indicates a movement from outsider to insider, from temporary resident to permanent settler and from a predominantly homogenised to an increasingly heterogeneous society. (John Eade) However, the White majoriti es are the ones that feel most threaten, afraid of migrants taking out all of the available jobs within the City and also their living space, culture and social benefits.Linking back to the introduction, Monica Ali was not raised in the area of Brick Land and had never been in a working class family. The novel is entirely a work of the imagination influenced by her fathers story of Mymensingh countryside and her friend Naila Kabeer who study about the lives of Bangladeshi women garment workers. Although this essay had only focused on the issues of changing culture, place/identity, and race tension ,there are still a lot more issues reflecting Londons life and the city of London itself e.g. Gender relations, Landscape of London and economic environment. This optimism about England as a land of possibility is linked to a more general feminist politics of liberation which may help to partly explain the books success in both the UK and the USA. (John Eade). In terms of the essays main theme- Culture, place and race, many conversations with in Brick Lane represent the changing of the newcomers and they are becoming one of the key forces of a changing British nation. Their Britishness is mediated with the social and cultural heritage of their country of origin which produces a hyphenated identity through the interweaving of class, gender, generation, religion and language. (John Eade) Finally, Monica Ali uses the event of 9/11 as an opportunity to describe the Bangladeshi or Islamic communities seek to show how their true color is and representation to the outside world, especially the National Majority.

Custom Term Papers: Hamlet’s Heroine, Ophelia -- GCSE English Literatu

small towns Heroine, OpheliaIn Shakespeares tragedy small town there is, technically, no heroine. But the female constitution who comes closest to qualifying for the role is not Gertrude, whose sinful past precludes this, but rather Ophelia, the universal dupe of the drama. She is truly a good, upright person although she is victimized by her father, brother and boyfriend. Harry Levin, in the General Introduction to The Riverside Shakespeare, elaborates on the special pattern of prose which the dramatist uses with Ophelia when she suffers her madness Though there is no invariable rule, the comic scenes are frequently in prose, whereas the tragic scenes are usually in verse. but some of the most tragic, notably Ophelias made scenes and the sleep-walking scene of Lady Macbeth, are in that special kind of distracted prose which Shakespeare reserved for moments of mental distraction, when the fragments of strangled emotion well up from the unconscious. (11) Shakespeares use of dist inctive language is one consideration concerning Ophelia. Another is her victimization. Gunnar Boklund in Hamlet performs a partial-analysis on the character of Ophelia in Shakespeares tragedy, Hamlet The only character who is presented almost entirely as a victim is Ophelia, a victim of the Kings hero-worship and curiosity, her fathers servility and fundamental indifference to her, Hamlets misunderstanding of the situation and brutal treatment of her, and finally his fatal thrust through the arras in the closet scene. Her madness is, as I see it, a purely pathetic element in the play. In the world where Hamlet has been forced to act, there appears to be no room for passive and obedient innocence. It is crushed, and perishes. (123) The p... ... Madness Her Only Safe Haven. Readings on Hamlet. Ed. Don Nardo. San Diego Greenhaven Press, 1999. Rpt. from Hamlet A drug users Guide. New York Limelight Editions, 1996. Pitt, Angela. Women in Shakespeares Tragedies. Readings on The Trage dies. Ed. Clarice Swisher. San Diego Greenhaven Press, 1996. Excerpted from Shakespeares Women. N.p. n.p., 1981. Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http//www.chemicool.com/Shakespeare/hamlet/full.html Ward & Trent, et al. The Cambridge History of English and American Literature. New York G.P. Putnams Sons, 190721 New York Bartleby.com, 2000 http//www.bartleby.com/215/0816.html Wilkie, Brian and James Hurt. Shakespeare. Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York Macmillan Publishing Co., 1992.

Hitler Essays -- essays research papers

HitlerThe year was 1929, the Great Depression had hit hard all over the world.People were losing their jobs, and their track of life was ever-changing drasticallyright before their eyes the community needed money fast. They needed to rebuildtheir lives and get back on their feet again, economicalally, politically, andsocially. They needed a route out of this slump fast, and Hitler was there for therescue. In 1933, Germany was facing a high unemployment level, leaving people tofend for themselves on the streets, Hitler took advantage of the peoples lowmoral and make them big promises of the dawn of a new era for Germany.     The social classes lost their meanings. The middle-class was ruined bythe Depression they were stripped of their livelihoods. The Nazis promisedthem the one thing that were urgently in need of to survive BreadThe Nazis promised to give the farmers repossession of their land.Hitler had a way of persuading people to do what he wants. He knew what thepeople wanted and how to make them deal that they were actually going to getit. Hitler was given a chance to go into power despite the doubts of he abilityto rule from the Communists and Socialist parties. Unfortunately the some(prenominal)parties were wrong, he was voted into power , in March and was elected without aparliament. Hitler proclaimed a "New Germany." He believed that German culturewas to be kept solid. His way of purifying their race was to burn booksAmericans, Jew, and Non-Germans. The philosophy was that if you unmake theideas in the books, you destroy the peoples ability to hold and be aware of anyother beliefs than what they are told. The people of Germany were not exposed toany ideas that contradicted the beliefs of Hitler. Hitler believed and wascorrect, that if you destroy and reason for someone to disagree with you, youlimit the persons knowledge which limits them from deciding whats right andwrong.     Hitler had a way o f captivating his audience, he made promises to hispeople that made them feel strong, proud, and gave them a sense of salvation. Hegave them something for which to look forward to. Hitler loved to speak to alarge group of people. They were interpreted by his presence and enchanted by thewords he spoke and the emotion he generated through the crowd. His audiencewould stand there d... ... Hitler attempted to destroy any oneor thing that rose against him. September 1, 1939, Germany attacked Poland, andon the third of that month, Great Britains Prime Minister declared war withGermany.     Hitler was a promising man when it came to planning and organizingpeople, he had a power to make people follow him blindly with out any question.He fueled the people with dreams and goals of economic and social growth.Unfortunately he had talents but used them immorally. The world might have beena better place if Hitlers skills were used to manage relief line for thepeople strugg ling due to the depression. Hitler was able to rise to powerbecause he focused on the weak and offered them something that they could havenever dreamed of. Hitler was allowed to grow so efficiently because he faced noopposition, because of an intimidation factor over his neighboring nations theyfeared defeat and did not want to their people in the line of peril untilabsolutely necessary. The European nation might have thought that if they leaveHitler alone or give him what he wants he would leave them alone. That lethargic location almost destroyed the free world.