Management insight Research Paper Example | Topics and Well Written Essays - 1250 words

The board knowledge - Research Paper Example This brand is for the most part sold in the UK. Blue Charge: this is a caffeinated drink delivered in the United Kingdom. It rivals items, for example, Powerade and Red Bull. It is primarily utilized as a liquor blender by the understudies and British youth culture. The name of the supervisor: Gerald Penser The title of the director: Chief Executive Officer Challenges confronting the Gerald Penser as the CEO of Cott One of the greatest difficulties that face Gerald is guaranteeing that the organization stays important in the soda business, which is commanded by solid contenders, for example, Pepsi and Coca-Cola organizations. This is cited as follows â€Å"Gerald Pencer, a Canadian business visionary who thought of another methodology for going up against these ground-breaking differentiators.† (Gareth and Jennifer 263). Penser has motivation to fear his rivals since they can utilize their colossal spending plans to bring Cott on its own knees. This is cited as follows â€Å" Indeed, in 2010 both these organizations declared an arrangement to repurchase their bottlers at an expense of billions of dollars†¦Ã¢â‚¬  (Gareth and Jennifer 263). Reasons why pencer is confronting these difficulties The way that Coca-cola and Pepsi are house hold names all through the world, and since their brands are firmly dug in the psyches of numerous clients implies that Penser and his group have a difficult assignment of formulating one of a kind systems. Despite the fact that Cott is its own bottler, which encourages them seek after an ease technique, Penser is still given a ton of difficulties since his rivals can make some slight moves rendering their serious system immaterial. For instance, both Coca-cola and Pepsi declared to repurchase their bottlers in 2010, a move that can jeopardize Cott’s seriousness. The most pertinent administrative assignment In request to counter the solid rivalry from Coca-cola and Pepsi, Penser has embraced an all around determi ned key choice. This system is planned for creating â€Å"a great, low-estimated cola, produced and packaged by the Cott Corporation†¦but to sell it as the private-name house brand of significant retail locations, for example, Walmart and grocery store chains, for example, Kroger’s, hence bypassing the bottlers† (Gareth and Jennifer 263). Through this methodology, Penser will guarantee that the results of Cott enterprise are purchased due to they are low cost; in this way, the organization will even now make due in the business that is ruled by two organizations with immense spending plans. This system will make it feasible for Cott to sell its items at low costs since they don't have to spend much on commercials, since such a job is played by the retailers. Since Cott’s contenders have a nearness at each edge of the world, Pencer guarantees that his minimal effort technique is actualized in different nations starting with the most key ones, for example, th e United States. The hypothesis or idea in the section The issues talked about in this part can be depicted by Michael porter’s hypothesis of upper hand. In this hypothesis, procedures that are utilized by organizations to keep up their upper hand are clarified. These procedures can be arranged into three classifications including market division, separation, and cost pioneers. The organizations with high piece of the pie, for example, coca-cola and Pepsi are exceptionally gainful, however those with little piece of the overall industry can play their cards well and make tremendous benefits, also. As indicated by doorman, firms with high m

Shakespeare, William Much Ado About Nothing Compare Movie And Book Es

Shakespeare, William: Much Ado About Nothing Compare Movie and Book A lot of excitement about something that is not important Branagh's Back! Misleading All! A lot of excitement about something that is not important, An enticing Shakespearian play presently acclaimed film, because of the impressive come back to coordinating of Kenneth Branagh. This is just Branagh's second coordinating creation however because of the accomplishments of Henry V, he has deservingly gotten known as an extraordinary executive. The broad wide open of Sicily is the home to Kenneth Branagh's amazing new lighthearted comedy, Much ado about nothing. After coming back from a triumphant fight the top pick cast of Don Pedro (Denzel Washington), Don John (Keanu Reeves) the insidious stepbrother of Don Pedro, Benedict (Kenneth Branagh) and Claudio (Robert Sean Leonard) all stay at the gigantically colossal home of Leonarto (Richard Briers). As the film unfurls do as well two romantic tales that unwinds the promenade subject of double dealing. One of the romantic tales is 'dreadful' genuine and convoluted where the other being generally impossible and exceptionally clever. The charming voice of Beatrice (Emma Thompson) joyously floods the image ideal landscape of the Much Ado About Nothing opening. The shocking starting truly instructs you not to leave your seat, in any event, for popcorn! From the initial scene it is apparent that the cast getting a charge out of a happy cookout lunch are somewhat affluent. The fantastic costuming, huge English-style gardens, extravagant dress veils and the rich privileged people with an excessive amount of time on their hands start to delude each other probably openings. The trickiness starts at the covered ball commending the sheltered return of the officers. The costuming for the ball is excessive and baffling with the individuals taking cover behind their covers. The ball is an incredible accomplishment for Claudio what's more, Hero (Kate Beckinsdale), for after the charming of Hero by Don Pedro on Claudio's benefit the two youthful sweethearts are at last together. The mind of Beatrice and Benedict meet at the ball likewise where Beatrice portrays to a officer (Benedict wearing his cover) that he is close to Pedro's buffoon a typical bonehead. The brisk tongued Beatrice and Benedict are both effortlessly deluded into accepting that the two have affections for each other. Everything necessary to delude the two is somewhat 'unintentional' catching, composed by the other cast individuals. The lighting darken as Don John moves into the image to address Leonarto. >From the second that Don John answers in a quieted, detestable voice it is fitting and evident that he is underhanded. Keanu Reeves' job is incredibly persuading as he depicts the sixteenth centaury reprobate. Much ado about nothing would not be finished without this extraordinary presentation. The Happy consummation not at all like some other Shakespearian stories (Romeo and Juliet) gives the watcher a feeling of equity and bliss. With the cheerful completion exceptionally proper in this story it truly adds to the last perfect work of art. A more troubled closure would not be suitable in this happy film. The splendid coordinating by Kenneth Branagh is appeared in this Epic story of double dealing in the manner that William Shakespear would have needed it. I rate A lot of excitement about something that is not important Four and a half stars. Ryan B

Domestic Violence Danger Assessment Quiz

Domestic Violence Danger Assessment Quiz Relationships Violence and Abuse Print Domestic Violence Danger Assessment Quiz Determining Your Risk of Death by an Intimate Partner By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on April 19, 2019 Tom Merton / Getty Images More in Relationships Violence and Abuse Spouses & Partners LGBTQ If youre in an abusive relationship that has turned violent, you may be in more danger than you realize. Domestic violence can escalate quickly and it often turns deadly with little warning. In fact, according to statistics from the Centers for Disease Control and Prevention (CDC), around half of female homicide deaths in the U.S. are committed by a current or former intimate partner each year.?? When youre in an abusive relationship, it can be difficult to see the danger youre in. As time passes, the abuse can become your new normal, and your ability to make clear decisions can become clouded. This is when outside help is needed. The Danger Assessment Tool Fortunately, there are tools that can help. Jacquelyn C. Campbell, Ph.D., a noted researcher with the Johns Hopkins University School of Nursing, first developed the Danger Assessment (DA) tool in 1986 to help victims of abuse identify when their lives are in danger from an intimate partner. Dr. Campbell has continued to develop and refine the assessment tool to its recent fifth version. The DA-5 is shorter, for use in healthcare settings like emergency rooms and urgent-care centers, with an item specifically on strangulation, a dangerous and potentially lethal tactic commonly used in intimate partner violence.?? All versions of this powerful, predictive tool incorporate extensive statistical research by Campbell, who has authored or co-authored more than 230 publications and seven books on domestic violence and the outcomes of domestic abuse. How the Tool Was Developed Campbells research into violent relationships helped establish how certain behaviors, patterns, and social demographics can increase or decrease the risk of fatality in an abusive relationship. Referred to as predictors of death, these factors can establish the threat risk irrespective of whether the abusive partner has ever been jailed or charged with a crime. Campbells tool has been used for over three decades by law enforcement officials, healthcare professionals, and domestic violence advocates to identify and assist domestic violence victims who are at the highest level of danger. A shortened version called the Lethality Assessment (LA) tool has been developed for use by police officers responding to domestic violence calls. Women at risk are typically referred to nearby advocates trained in the danger assessment.?? How to Take a Danger Assessment The DA is divided into two parts: a calendar assessment and a 20-question quiz. Each serves a specific purpose: The calendar tool helps assess the severity and frequency of physical abuse during the past year. The woman is asked to mark the approximate date of an incident and to rank the severity on a scale of one to five. This portion of the DA was designed to raise the consciousness of a woman who may be in denial about the abuse.The 20-question quiz is a weighted system in which a woman is asked to respond with simple yes or no answers. Some of the risk factors include past death threats, the partner’s employment status, and the partner’s access to a gun. You can download the Danger Assessment for free or print it out?? in the language of your choosing. There are also versions available for same-sex female relationships and immigrant women.?? A confidential account can be registered to update or review the Danger Assessment when needed.?? What the Assessment Can Tell You While the calendar portion is used to either track abuse or provide a more clear portrait of the history of abuse, the quiz portion is designed to determine your risk here and now. Based on the results of the quiz, your risk level will be  established as follows: You are in extreme danger if you answered yes to 18 or more questions.You are in severe danger if you answered yes to 14 to 17 questions.You are at increased danger if you answered yes to eight to 13 questions. Based on the results, you can choose to contact an advocate or counselor to find ways to reduce your risk or to seek support or shelter by contacting the National Domestic Violence Hotline at (800) 799-7233 or TTY (800) 787-3224.??

How to Make a Real Rainbow Rose

Have you seen a rainbow rose? Its a real rose, grown to produce petals in rainbow colors. The colors are so vivid, you may think pictures of the roses are digitally enhanced, but the flowers really are that bright! So, you may be wondering how the colors are made and whether the rose bushes that produce these flowers always bloom in vibrant colors. Heres how it works and how you can make a rainbow rose yourself. How Real Rainbow Roses Work The rainbow rose was developed by  Peter van de Werken, the owner of a Dutch flower company. While special roses are used, the plants are not bred to produce rich colors. Actually, the rose bush would ordinarily produce white roses, but the stems of the flowers are injected over time with dyes so that petals form in bright single colors. If the flower isnt treated as it is growing, the blooms are white, not ​rainbow. While the rainbow is a special version of the technique, other color patterns are also possible. Its not a science trick you can achieve quite so well with your home rose bush, at least not without a lot of experimentation and expense, because most pigment molecules are either too large to migrate into the petals or else too toxic for the rose to flower. Special proprietary organic dyes said to be made from plant extracts are used to color the roses. Making Rainbow Roses at Home While you cant duplicate the exact effect, you can get a lighter version of a rainbow using a white rose and food coloring.  The rainbow effect is much easier to achieve with white or light-colored flowers that arent as woody as a rose. Good examples to try at home include carnations and daisies. If it has to be a rose, you can do the same project, but expect it to take longer. Start with a white rose. Its best if it is a rosebud because the effect relies on capillary action, transpiration, and diffusion in the flower, which takes some time.Trim the stem of the rose so that it is not extremely long. It takes more time for the color to travel up a longer stem.Carefully split the base of the stem into three sections. Make the cuts lengthwise up the stem 1-3 inches. Why three sections? The cut stem is fragile and likely to break if you cut it into more parts. You can use color science to achieve the full rainbow using three colors—red, blue, yellow or yellow, cyan, magenta—depending on what dyes you have available.Carefully bend the cut sections slightly away from each other. Now, one way to apply the dyes would be to bend the stems into three contains (e.g., shot glasses), each containing a single color of dye and a bit of water, but this is hard to accomplish without breaking the stems. An easier method is to use 3 small plastic baggies, 3 rubb er bands, and one tall glass to hold the flower upright.Into each bag, add a small amount of water and several (10-20) drops of one color of dye. Ease a section of the stem into the bag so that it is immersed in the dyed water, and secure the bag around the stem with a rubber band. Repeat the process with the other two bags and colors. Stand the flower in a glass. Check to make sure each stem section is immersed in the liquid since the flower needs water to live.You may start to see color in the petals as quickly as half an hour, but expect to let the rose soak up dye overnight or possibly for a couple of days. The petals will be the three colors, plus the mixed colors, for petals receiving water from two parts of the stem at once. This way, youll get the whole rainbow.Once the flower is colored, you can trim off the cut section of stem and keep it in fresh water or a homemade flower food solution. Helpful Tips Flowers take up warm water more quickly than cold water.Keep the rose away from light and heat, since these can cause it to wilt and die too quickly.If you want to try injecting flowers with natural colors, learn about natural pigments you can use.

Biases in History Text - Free Essay Example

Sample details Pages: 10 Words: 2942 Downloads: 2 Date added: 2019/10/10 Did you like this example? Introduction For a long time, textbooks used in high schools in the United States have shown many differences in the contented which is as a result of political pressure and influences. The detectives in the information have thus affected learning in middle or high schools because at time it is very hard for learners to utilize contents of the textbooks. This paper will in different perceptions assess the information contained America middle and high school history textbooks and more precisely those used in the state of Georgia. Don’t waste time! Our writers will create an original "Biases in History Text" essay for you Create order The paper will entirely aim to dispose to the textbook users any probable instances of biasness in the books in matters of marginalizing certain groups, racism and social political issues. Analysis of fairness portrayed in the texts is the critical tool used in assessing levels of biasness in these history textbooks. Hence, there should be a manner in which the information in the texts has to be covered. History books used in Georgia have failed to use the approach where there is consistence of covering content. Middle and high school textbooks in America have portrayed some forms of racial discrimination. Furthermore, they have demonstrated to the learners that the history of black people is of less significance compared to that of whites’ people. Africa-Americans’ bias in history textbooks in America is evident in by omissions of black people culture in those texts. In fact, the history textbooks train students that Africans and all black people can only be used to give examples in specific topics including slave trade. Students in the state of Georgia disrespect black Americans because they have the perception from the history textbooks they read that blacks in America did not contribute anything significant in building the history of America. This paper highlights the biasness in the history textbooks in Georgia. To get more elaborate explanation this paper, a book titled a panorama of Georgia can be used as the main reference point. Additionally, the paper utilizes a variety of both history and economics textbook used in the states of Georgia and also different collections of sources are used to make the analysis. Literature review The books and sources used in this paper have reveled facts of racial biasness. It is evident that the history textbooks in the states of Georgia not only omit the content of black Americans but also the information about the American Indians who had significant contribution in the developments of the history in the state of Georgia. The history textbooks in America portray black Americans and Africans has contributors of slavery especially throughout the twentieth century (Mitchell, 2013). The textbooks have portrayed the whites as superior to the blacks by highlighting the unity by the Americans which makes them firm hence superiority. History textbooks which are believed to originate from the states of Georgia suggest that the American culture is exclusively based on the white culture. Thus, exempting those does not have any affiliation to white culture. Prejudice towards other races who are not whites in the states of Georgia is done in an uncharacteristic way which needs keen observation and caution to figure out. For example, biasness towards America Indians is done indirectly although there are consistent patters evident in the bias. The texts discussing the Indians America culture is biased because the whites are considered victors in conquests against Indians Americans (Woyshner Bohan, 2012). These textbooks also portray American inhabitants as of unsound mind. They emphasize on brutal actions that saw the removal of the Indians Americans from the states of Georgia. The terms used in the textbooks to describe the whites clearly show bias where Americans are considered superior and minority are demeaned. The terms used to refer to whites in most of textbooks rooted to Georgia include explorers, conquerors, scholars and wealthy (Romanowski, 2009). The use of such words was made to make it known that the whites dominate in America and also show the contrast in the way of life of whites, the American Indians and black Americans. The history textbooks of America also subject other minority groups such as the native America who were confronted with the same impediment. The texts show that the way of life of America natives was unintelligent and could not be admired by anyone (Woyshner Bohan, 2012). Both the Native Americans and Africans Americans are exemplified to have less concern to learning while the white are portrayed to be intelligent. Likewise, they are considered to have motives and drive to seek knowledge, learn more and generate new ideas and innovations. The book has been pointed out the best in provision of American history on marginalization of African Americans and American Indians. For example, it clearly describes the way America Indians were assimilated to Americans in that they had to consider banning their cultural believes and ideologies. They then had to consider adopting the American way of life so as to be allowed to continue living as American citizens and enjoy their full rights (Davidson Lytle, 1981). The book gives a clear description of the forceful eviction of those American Indians who did not comply. It goes ahead to give a similar story regarding American Africans. Some pictures of individuals who remained rigid with their ideologies, both the African American and Indian Americans have been preserved in this book. The book also displays the photos of people from these tow origins who had fully accepted assimilation and were allowed to remain American citizens. The book Georgia in American Society has also been pointed out biased by Woyshner and Bohan (2012) who in their discussion show pictures of individuals from these three diverse origins. They also give exactly three pictures of chiefs in which one of the chiefs had been fully incorporated to the American way appears posing in the manner of the other Americans (Mitchell, 2013). All these books, however, do not seem to educate that the American native culture still exist but seem against the notion. The authors seem to impart to the students the superiority or the notion that American native culture still exist is no longer necessary. Across all schools in the United States, the various economic textbooks have also played a very significant role in the shaping the curricular. An example is the Modern Secondary Economics Textbooks And Ideological Bias, by Bruce Romanish which is believed to have played a very significant role in the modification of the curriculum for all American secondary schools. It is save among the various secondary school teachers on its relevance to provide the teacher other best to impart to the students the knowledge on the biasness ideology contained in high school (Paxton, 1999). It is, however, very significant to note that the content of the text is biased in that it presents a single perspective from the topic can be approached. As it is usually wholly true, economics normally comprise certain ideologies which are almost presenting a steep competition with some significant contradictions that instigates divergent perceptions amongst individuals since they can never be perceived similarly. The books seem to dominate some particular biased ideology to high school economic learning centrally to the ideologies of the other origins other than the United States (Woyshner Bohan, 2012). This affiliation to economic theories is explicitly biased towards the other cultures and races as portrayed by the various other economic books. This is contrary to the economic learning assertion that the relating theories should not be socially or politically biased but embraces the prevailing interaction of the social cultures in the specified society. It is therefore significant for the learners and the writers to exemplify impartiality of other ideologies apart from those that they are bone with or have adopted. It is significant in the study of economics to concisely consider that the students should be provided with the relevant knowledge which is objective and does not seek to instill cultural, social, political or religious oriented ideologies to the readers (Davidson Lytle, 1981). The textbooks should explicitly explain all the concepts and theories in a non-biased and objective business like language which is applicable in curbing the impending global economics. This book again gives an evidence of culture and social bias in a rude manner â€Å"where economics education predisposes pupils to accept one set of values or doctrines in preference to another set† (Theory and Research in Social Education 1983, p.5). According to Jean Anyon, texts based on economics may be subject to criticism for bias if they leave out certain facts or alternatively, because some of their emphasis are hard to comprehend. Over the years in the American middle school and high schools, history textbooks were used in teaching. After research analysis conducted it was proved that most of the history text books were biased. The different ideologies and theories contained in the books are written based on the Americans thoughts and opinions ignoring other parties’ ideologies. The biasness involved is well displayed in Michael romanowski’s book. EXCLUDING ETHICAL ISSUES FROM U.S HISTORY TEXTBOOK: 911 AND THE WAR ON TERROR. According to Romanowski, most of the textbooks he analyzed based on the attack dated September 11th in the United States did not address the attackers’ motive (Romanowski, 2009). Most of the textbooks emphasized on Osama bin laden and were trying to conclude that the attack had been predetermined. In addition, the books defined Osama bin laden as an extremist Muslim leader under the Al-Qaida group. In most of the books, he analyzed the overall terrorist issue was not discussed as a global problem (Paxton, 1999). Most of the literature contained in the books was linking terrorism with Muslims. In addition the textbooks used in the middle and high classes were attributed to hatred since the associated the Islamic faith with terrorism. After further analysis Romanowaski found out that some of the literature contained in the books was focused on the theory that Osama bin laden came from a wealthy Saudi Arabian family. The books further claimed that bin laden went to Afghanistan to fight the soviet invasion (Romanowski, 2009). Osama bin laden is also accused of forming the Islamic revolution by claiming that for the revolution to be a success America had to be destroyed. All the history books analyzed were not distinguishing the Islamic faith from terrorism (Billington, 2016).  The articles further elaborates Osama bin laden’s perspective on what entails the Islamic faith. The analysis by Romanowaski proved that the books outlined that Osama’s views of the outside world were centered on his Islamic ideologies. Generally if the aforementioned articles are read by middle school or high school students, they are likely to influence their way of thinking. In addition they will generally portray Islamic religion as a terrorist religion to the readers. Other texts analyzed include articles by Nash in the book American Odyssey which according to Romanowaski can be very influential if read by students. The literature in the book argues that most of the Middle East nations were not happy with the United States support to Israel. In addition, Nash argues that the Islamic nations were opposed to the western culture since to them it was contradicting with the Islamic values (FitzGerald, 1980).  After fighting the war in Afghanistan, the Middle East nations gained confidence according to Nash. This confidence led to the ideology that it was also possible to eradicate the western culture. Since the United States was one of the super powers it became the ideal target. According to Nash these were the reasons which led to the attack dated September 11th in America. Generally, Romanowaski defines the above sentiments as a case of bias (Lovorn, 2017). The content in the textbooks truly undermines the Islamic faith. In addition, the ideologies imposed on the readers of the text books are that Islamic faith is linked to the terrorism during that historical time. The information Nash’s literature basically outlines how America views the Middle East countries. The conflicting ideologies in the books are most likely to cause hatred between the nations. Another case of bias is disclosed in the reporting of the Taliban war in Afghanistan. Many history books used by middle and high school students define the war as a defeat of the Taliban by Americans. In addition the literature in the textbooks defines the defeat as the end of the Taliban five year rule (Romanowski, 1996). The article further praises the Americans for defeating the Taliban. This is a true case of political bias since the articles ignore the role of soldiers and civilians during the war who were injured. In addition the articles major on the American defeat but ignore the state of the Afghanistan nation after the war. Hence the authors generally mislead the historic textbook readers by trying to outline that the Taliban war was an easy task for Americans. The great depression: A textbook case of problems with based on American history written by Steven l. miller and Stephen A. Rose displays another case of bias in history texts. The articles in the book basically majo r on the great depressing on Americas economy (Miller Rose, 1983). The economic challenges as defined by the book ranged from income inequality to excess production. The history text involves bias since it majors on one element out of sixteen. According to the books, the economic challenge was caused by the failure on part of the Federal Reserve. In addition, the book also creates to readers the ideology that the economic challenge was also as a result of government failure. Most of the American banks according to miller and rose had confidence in the Federal Reserve as a strong financial institution. Notably, only a few of the numerous expectations on the part of Federal Reserve System were realized. Consequently, the failure had far-reaching implications including joblessness, misery just to mention but a few. The year 1931 came along with some hope of a picking economy clearly signaling a comeback and possibly restoring Americans’ economic lives. Unfortunately, another wave of shocks and panics resurfaced across the economy (Davidson Lytle, 1981). Since it is only the Federal Reserve System that was tasked to counter their effects, the previously noted defaults again culminated into another failure in rectifying the situation. Due to the repeated shrink, Brownlee 1979 as cited by Miller and Rose (1983) noted that Britain chose to pull out of the gold standard. Arguably, this escalated the already worsened situation of the banking institutions. In an effort to find a solution, the Federal Reserve System was once again tasked to chart a way forward for the banking industr y. In this regard, the system initiated a policy framework restricting open market buying and shooting the discount rates upwards; this was termed the absolute opposite of the expectations of many and led to another failure (FitzGerald, 1980). These repeated failures by the Federal Reserve System attracted heavy criticism from economic experts of the time. Brownlee 1979 noted a concluding statement adopted by a majority of them that ‘certainly money policy was not the only cause of the severity and persistence of depressed conditions between 1929 and 1933, but just as certainly, it was a sufficient cause’ (FitzGerald, 1980). Miller and Rose’s admission that according to their own review of at least sixteen of the history books on this matter, the actions of FRS were hardly highlighted by such books was a clear bias on their part. The statement was fundamentally insensitive of the numerous economic challenges bestowed upon the ordinary citizens by the ignorant actions of the Federal Reserve System at the time. In the entirety of their work, Miller and Rose purportedly identified only one incidence they could link the Federal Reserve System to the economic recession of the time as noted by Davidson and Ly tle’s (1981). In her article on the Washington Post, Valerie Strauss (2014) illustrated how critical investigations are done by the human rights activist groups in the united states laid bare blatant inconsistencies on the parts of U.S and History textbooks, American government books, Religion in World textbooks and the infamous World Geography books. In her work, she sought to prove why these institutional textbooks did not meet the threshold capacity to outdo the application of the then newly imposed set of American social studies textbooks (Blumberg, 2015). The social studies textbooks were compiled from original articles that had a varied academic orientation. Some of these textbooks were clearly racist; advancing mischievous agendas against the black race in the United States, a further section of the books was evidently a critic of the Christian religion (Strauss, 2014). Failure of the Economic and the Geography textbooks to notice the serious flaws of the American Capitalism Ideology by pointing at its faults topped up on the challenges of these American history textbooks. The textbooks were notably unable to commit some level of attention to a substantive section of the American people primarily the Natives. Additionally, the books were used to teach biased knowledge regarding the culture of the Native American population to the Middle and High school students. Most of these history textbooks as well were to blame for failing to acknowledge the existence and originality of the LGBT American community and their groups (Tobin Ybarra, 2008). Arguably, a majority of these books dedicated negligible efforts towards tracing the circumstances that led to the formation of the LGBT groups and ensuring an extension of equal civic rights to this section of the American people. David Sadker (n.d) acknowledges that in spite of the ban and continued criticism directed to the U.S history books on grounds of race and religious biases, they to date form an important section of the teaching materials in the country among the Middle and High School levels and even at college levels of education (Sadker, 2017).

Political and social changes in Rome as a result of the wars Free Essays

The most obvious were the increased role of the senate, the influx of wealth that arrived in Rome and the introduction of Hellenize. It is believed that these changes were not just the beginnings of the downfall of the republic, but of the entire Roman Empire. Indeed, Assault, writing in the first century BC states that although â€Å"every land and sea lay open to her. We will write a custom essay sample on Political and social changes in Rome as a result of the wars or any similar topic only for you Order Now It was then that fortune turned unkind and confounded all her enterprises. The senate was already a powerful body in Romeos government, these events, forever greatly increased its power. Constitutionally, the senate was an advisory body; the Alex Horniness, passed in 287, gave the power to make decisions to the Continuum Plebes. In practice, however, the senate was the governing body of Rome and It ruled unchallenged throughout the second century. This power was obtained through Its successful control over Romeos wars of expansion. In fact, the crisis caused by the Second Punic War helped the senate’s rise to power more than any other single factor. The senate consisted of ex-magistrates who had an enormous amount of experience in government. These senators took control of Rome and showed real leadership, particularly after Canaan. They provided loans, slaves for the army and food and arms, thus ending the war successfully and increasing their prestige. The Influence the senate held over the magistrates was another factor In their Increased power. Even though Roman magistrates were not obliged to seek or follow the senate’s advice, they would usually submit all important issues to the senate before showing them to the assemblies. The senators would have been able to keep a tight control on the actions of the magistrates even if they didn’t volunteer heir plans. The senate could find another magistrate to veto any unsatisfactory motion they put forward. The Alex Villa Annalist was passed in 181 as a check on any over-ambitious magistrate, It gave the senate the power to control the actions of consuls and procrastinates such as Gossip Africans who ruled unchallenged in Spain for 10 years. The influx of wealth that arrived in Rome led to the deterioration of traditional values. The booty and riches from the successful wars against Hannibal and Macedonia allowed the upper classes to spend lavishly on food, houses, works of art and other expensive goods. This led to a gradual decline In morals as their wealth led to increased greed and laziness. The upper classes â€Å"treated their wealth as a mere plaything† according to Assault. There were attempts from the conservative faction of the senate, specifically from Coat the Elder, to limit the extravagance of the ruling classes. The laws they put in place were, however, very difficult to enforce and, unsurprisingly, quite unpopular. An example of this is the Poplar law which was passed In 215. It attempted to restrict the amount of Jewelry and expensive clothing o the civilized society he expected of Rome, especially during one of the most taxing wars in Romeos history. As the nobles of Rome competed for popularity among the masses, they poured more and more money into the public games. This is another example of the deterioration of the moss moratorium as the new events became more violent and brutal, this had an adverse affect on the character of those who watched them. The money that flowed into Rome as a result of these wars was therefore a huge factor in the deterioration of the traditional Roman way of life. The wars with Greece exposed the Romans to the cultural influences of the Hellenic world. Perhaps the most important outcome of the wars of expansion was the introduction of Hellenize to Rome, the extent to which the Romans were affected by the Greeks is shown in the writing of Horace who states that â€Å"captive Greece had captivated her barbarous conqueror†. Greek culture influenced many things about Roman daily life but the most predominant aspects were religion and education and the reaction to those changes was twofold. Plutarch says that many upper class citizens were happy to see their sons educated in Greek culture and religion, two of these philistines were Gossip Africans and Flamingos. The conservatives, such as Coat, were worried that the ambitions of the younger generations were tainted by Greek learning and that their new ideas would undermine the existing customs in Rome. The result was a widespread blend of traditional Roman values and the new Hellenic ideas which produced a Graces-Roman society. The wars of expansion were a massive event in shaping the political and social structure of Rome. This is shown through the increase in the power of the senate, the influx of wealth that flowed into Rome and the introduction of Hellenize to Roman society. How to cite Political and social changes in Rome as a result of the wars, Papers

Merchandising Operation of Woolworths †Free Samples to Students

Question: Discuss about the Merchandising Operation of Woolworths. Answer: Introduction: Getting placed in Woolworths has helped me to integrate my studies in my chosen field. My responsibilities in the company included looking after the safety of food and products, handling cash and filling orders. My professor has taught in the class about order filling and other such tasks which I can implement in my workplace. It was not at all difficult for me to manage the product orders at Woolworths because I have done a practical activity in my class regarding this. I was trained about how to handle cash by my professor which helped me manage the task of billing at Woolworths. Prior teachings and training on several job roles has helped me to undertake any kind of tasks without thinking a bit. Woolworths does not compromise at all when it comes to food quality and safety management. This is their major area of concern and they do not want to hamper their reputation in any way. I was assigned with the most important task of the company and my classroom teaching helped me to be su ccessful in this part too. There was an assignment on the food value and safety which gave me the insight about how things are likely to be. Thus, the lessons learnt at class about managing work orders, cash and product values were beneficial and advantageous in the workplace. My placement in Woolworths helped me implementing my theoretical knowledge into practice. This will also be helpful for my future aspect in the chosen field. Reference Devin, B. and Richards, C., 2016. Food waste, power, and corporate social responsibility management in the Australian food supply chain.Journal of Business Ethics, pp.1-12. Humayun, S.H., 2016. Merchandising operation of Woolworths Global Sourcing.