Curley’s Wife

How does Steinbeck present the character of Curlers wife in Of Mice and Men? Steinbeck's ‘Of Mice and Men' is a poignant tale which tells of a number of disconnected, isolated characters. Curlers wife epitomises the extreme loneliness of the human condition. Although she only makes a significant appearance three times in the novel, she plays an important part both in terms of plot development and in terms of furthering the readers' understanding of the theme of loneliness and alienation.Steinbeck uses a number of techniques to portray Curlers wife and the resulting character is fairly hard to pin down. Although Steinbeck uses a third person omniscient narrator, it is important to acknowledge that we learn of Curlers wife through a male perspective; the author/ narrator is male, as are all of the other ranch dwellers who comment on and Judge Curlers wife, potentially subtly prejudicing the reader. Curlers wife is known throughout the novel as ‘Curlers wife' and this has a number of effects. Firstly, her lack of personal identity dehumanises her.Every other character, including Crooks, has a name. Curlers wife is consistently identified as her husband's possession. This is a constant reminder as to the main reason that the anch workers cannot talk to her: they are anxious that Curley could take offence at any male engagement with his wife and that, because he is the boss's son, they could lose their Jobs as a result. The name she is referred to by the narrator and by the other characters in the novel could be seen as indication of women's inferior social status in 1930s America.Although in a letter to an actress playing Curlers wife in a stage version of ‘Of Mice and Men', Steinbeck insists he is sympathetic to the only female character, as readers, we have to work hard to feel sympathy towards her. Through the use of the other characters' opinions, the reader is given a biased view of Curlers wife before even meeting her. For example, Candy, wh o is portrayed as a trustworthy, likeable character, tells George that Curleys wife ‘gives Slim the eye', meaning that she flirts with him, and apparently all the other men on the ranch.He finishes his piece of gossip by concluding that she is ‘a tart'. This view is echoed by other men on the ranch later in the novel, and George also decides after their initial brief meeting that Curlers wife is indeed a tramp', ‘poison', Jailbait' and a ‘rat trap'. All of the men's insults suggest that Curleys wife is sexually available to anyone. There is a sense of hypocrisy here given that almost all of the men, including Curley, frequent Susy's place, the local brothel or ‘cathouse'.When Curlers wife first appears in the novel, supposedly looking for Curley (as she always is) in the bunkhouse, the description of her appearance may seem to support Candys opinion of her. Her heavy make-up (full, rouged lips'†¦ fingernails were red'), her overly coiffured hair-st yle which is mentioned every time she appears in the novel, and her choice of clothes and shoes ‘red mules, on the insteps of which were little bouquets of red ostrich feathers') is not only incongruous with the ranch lifestyle, but also could be seen as an attempt to appear seductive.Her body language – ‘leaned back against the door frame so that ner body was thrown torward ‘ – could ce rtainly suggest that sne is physically ottering herself to the men, and her manner of speaking – ‘playfully- could be interpreted as flirtatious. However, it is significant that when she is first introduced, she is referred to as a ‘girl' which suggests that she is young and naive. Indeed, it is implied in the ovel that she is very young. Whit refers to her as the new kid' (although subsequently calls her a ‘100100') and she herself retorts Whatta ya think I am, a kid?In addition, when she tells her story to Lennie, she refers to a recent inci dent which happened when she was fifteen. The other interesting aspect of her first appearance is that the men are alerted to her presence because the rectangle of sunshine in the doorway was cut off. Again, later on, in the barn, Steinbeck uses light in the description of Curleys wife's dead body. The contrast is that in the first scene she locks off natural light and in the final scene, the light was growing soft' casting an almost romantic atmosphere in the barn where Curlers wife lies, seemingly at rest.The second point here, is that Curleys wife is always appearing at doorways – of the bunkhouse or in Crooks' room, but never managing to enter. This may be a metaphor for the fact that she is always an outsider. The only time she enters a male space and seems to make contact is Just before her death. After our first meeting with Curleys wife, it would be easy to agree with the men's sexist view towards her. Steinbeck ontinues to make it difficult for the reader to sympathi se with her in her second scene when she appears at the doorway of Crooks' quarters.Her mannerism may be seen to be somewhat unpleasant and aggressive, ‘They left all the weak ones here'†¦ ‘An' what am I doin' here talking to a bunch of bindle stiffs – a nigger an' a dum-dum and a lousy 01†² sheep – an' likin' it because they ain't nobody else'. However, if we look at her actions, all the time, the only thing she is seeking is human contact. She is extremely lonely and isolated, as she tries to explain to the men: ‘Think I don't like to alk to somebody ever' once in a while? Think I like to stick in that house alla time?Several times she indicates that her marriage is not happy, that Curley is self- obsessed and that he is boastful and violent. Between the lines, Steinbeck is portraying a sad, isolated character who is doomed to be unsuccessful when she reaches out to other human beings because of her position on the ranch. In this scene, we also see what might be described as an extremely nasty side to Curlers wife. When the conversation does not go her way – Candy openly insults her she turns on Crooks, using her one element of power as a white woman over a black man: Well, you keep your place then, Nigger.I could get you strung up on a tree so easy it ain't even funny. Although this threat is abhorrent, perhaps it indicates the level of her frustration with her own position. She is at the bottom of the hierarchy of white people, and her only form of control could be to accuse Crooks of some sort of inappropriate behaviour that would lead to his being put to death. The final time we see Curleys wife is the only time she seems to open up and reveal her vulnerability nd her disappointment with the way her life has turned out. Ironically, even as she is confessing all, ‘l ain't told this to nobody before.Maybe I oughtn't to', her audience, Lennie, is not listening because he is caught up in his own fantasy world. Therefore, although this scene serves to show the poignancy of Curlers wife's character, it also underlines that at no time in the novel does she succeed in making any human contact. When we learn that ‘her words tumbled out in a passion of communication, as though sne hurried betore ner listener could be taken away, it is as though sne as had her story, her identity, bottled up inside her and she is desperate to share her hopes, dreams and disappointments with anyone who might listen.Her background reveals a sad and lonely childhood full of mistrust. We learn that she has a poor relationship with her mother and that she has enjoyed male attention which has probably been superficial and has led to her believing that she could have had a career in the movies'. Curleys wife's naivety is emphasised by the way that she behaves around Lennie. She flits between thinking he is ‘nuts' and encouraging physical contact. She believes that e is ‘Jus' like a big baby, an d although she is aware that he had crushed Curlers hand, shows no caution around him when she offers for him to stroke her hair.This may be because she is so over-excited by the fact that she believes that she has somebodys attention – possibly for the first time since arriving on the ranch – that she does not think beyond the moment. The reader knows that Curlers wife is doomed the minute she says that she likes to stroke her hair because it is soft. There is a poignant irony that it is her offer to Lennie that leads to her death. She is enjoying the attention and perhaps is also lightly motivated by a moment of kindness to let Lennie enjoy the feel of her hair.Ultimately, though, it is her concern with her appearance: You'll muss it up†¦. You stop it now, you'll mess it up' that makes Lennie inadvertently break her neck in a panicked effort to keep her quiet. The image Steinbeck uses to describe the moment of her death dehumanises Curlers wife: ‘her body flopped like a fish'. It is in the final description of her that it seems that we are offered a true account of Curleys wife's true essence: ‘And the meanness and the plannings and the discontent and the ache or attention were all gone from her face.She was very pretty and simple and her face was sweet and young. ‘ This short passage shows that underneath her hardened exterior she was in essence a decent person, which is what Steinbeck refers to in his letter to the actress. The ‘ache for attention' had had the opposite of its desired effect, in fact pushing people away rather than attracting them to her. Furthermore, her dream to be a movie star or iconic figure is echoed in the almost Sleeping Beauty-like description of her: ‘Now her rouged cheeks and reddened lips made her seem alive nd sleeping very lightly.The only time Curleys wife is described in a positive manner is in her death, and even this is quickly negated by Candy placing blame on her for ruini ng their dream: You God damn tramp†¦. Ever'body knowed you'd mess things up†¦ You lousy tart'. In conclusion, Steinbeck uses a number of techniques to create Curlers wife. Some readers may feel sympathy for her, others may share the ranch workers' view of her. For my part, I see her as the epitome of loneliness; her only defence against a sexist environment ironically leads to her further alienation.

Health drinks Essay

In India Consumers behavior towards purchase of food drink products like beverage are changing due to economic and personal factors. Once if we compare last five years the prices of beverage products, it could be noted that there is an increase. The major reasons for the increase in the sales of food drinks are due to the increased consumption level among the customers. On an average an individual would consume these products two to three times in a day. Moreover, the prices were also designed in such a manner by the manufacturers making it possible so that every consumer from different segment based on their demographic and geographical patterns could be able to make the purchase. In effect it influences the consumers at large to opt for non-branded and cheap products that are available in the marketplace. This work was undertaken with an object to identify the pattern of purchase by the consumers, factors that dominate and influence the consumers to purchase the products and lastly the impact of demographic factors on the purchase of health food drinks consumption in the study area. The study clearly shows that demographic factors like gender, place of purchase are largely influence the consumers while they purchase beverage products in the shops. Clanging consumerism is the biggest factor that plays a major role as for as consumers purchase behavior is concern. KEYWORDS Health Food and Soft Drinks, Demographic Factors, Purchase, Beverages, Consumer Behaviour, Corporate, Leverage, Consumerism, Consumption. INTRODUCTION Changing consumer behaviour is the biggest challenge for any corporate beverage companies especially for companies like Tata, ITC etc. This is mainly due factors that influence the consumers while purchasing beverage products. For instance, factors such as offers, discount etc. , often increase the purchase. Health food drink products like beverages (hot and cold) are major items that consumer purchase as they consume beverage products not less than two to three times a day. According to the consumers demographic factors like Gender, Age, Educational Status, Marital Status, Occupation, Domicile, and Shopping Destinations often influence consumers while purchasing health food drink products. SCOPE OF THE STUDY The study aims to find the customer preferences towards health food drink products. It has been carried out for period of 2 months focusing all type of consumers. It was restricted to information regarding the demographic profile of the consumers and questions regarding four P’s of marketing tools. OBJECTIVES OF RESEARCH To understand the overall purchase pattern of the beverages by the consumers. To identify the level of influence various factor dominate the consumers. To have an insight about prepurchase behavior of consumers. To understand the impact of demographic factors of consumers upon purchase beverage products. RESEARCH DESIGN A Research design is process of collection and analysis of data in a manner that aims to combine relevance to the research purpose with economic aspect involved in mind. A Research is purely and simply the framework and a plan for the study that guides the collection and analysis of data. It is a blue print followed in completing a study which contains the steps as: Research is an art of scientific investigation. Research is a process of systemic study. Research is a search of knowledge. Research is an area of investigation which includes collection, analysis and interpretation of data. Research has to proceed systematically in the already planned direction with the help of a number of steps in sequence. To make the research systemized the researcher has to adopt certain methods. The method adopted by the researcher for completing the project is called Research Methodology. DATA COLLECTION METHODOLOGY AND Data refers to information or facts. It is not only refers numerical figures but also include descriptive facts. The method of data collection includes two types for the study, such as primary data and secondary data. PRIMARY DATA COLLECTION METHOD The primary was collected with the help of a structured questionnaire directly from consumers through personal interview. The questionnaire contains questions that suit the objectives of the study. The questions will help to draw the information A Study On Consumers Buying Habits Towards Health Food Drink Products In Salem District Tamilnadu – Mr. P. Arun relating to purchase pattern of beverage products by the consumers. The Primary data was collected with a set of specific objective to assess the current status of variables considered for the study. Primary data is useful and applicable only for a specific time. and previous reports, magazines, sales vouchers etc. DATA ANALYSIS AND INTERPRETATION MULTI-DISCRIMINANT FUNCTION ANALYSIS METHODS OF PRIMARY DATA COLLECTION The performance of buying behaviour varies by the different stages of influence. In the study area out of 106 respondents divided into two groups, one is low level of influencer and high level of influencer. For the purpose of the study 7 variables were selected. Although there are several methods are being used for collecting primary data, questionnaire and interview methods has been employed in this study. SECONDARY DATA Gender Age Educational Status Marital Status Occupation Living Place Place of Shopping It was used mainly to support the primary data. Secondary data was collected from sources such as through books, annual reports, significant, available literatures from organization TABLE No. 1 – SUMMARY TABLE BETWEEN LOW INFLUENCER AND HIGH INFLUENCER GROUPS STEP 1. 2. VARIABLE ENTERED Gender Place of purchase WILK’S LAMBDA 0. 955 0. 909 MINIMUM D2 SIGNIFICANCE 0. 222 0. 471 ** * *. Significant at 1% level, ** Significant at 5% level, TABLE No. 2. – CANONICAL DISCRIMINANT FUNCTION CANONICAL CORRELATION 0. 302 WILKS LAMBDA 0. 909 The canonical correlation is 0. 302 when squared is 0. 091 that is 9. 1% of the variance in the discriminant group can be accounted for by this model, Wilk’s Lambda and chi-square value suggest that D. F. is significant at 1% level. The variables given above are CHISQUARE 9. 711 D. F. SIG 2 Significant at 1% level identified finally by the D. F. A. as the eligible discriminating variables. Based on the selected variables the corresponding D. F. coefficients are calculated. They are given in the following table. TABLE NO. 3: DISCRIMINANT FUNCTION COEFFICIENTS Namex International Journal of Management Research 33 Vol. 2, Issue No. 2, July – December 2012. A Study On Consumers Buying Habits Towards Health Food Drink Products In Salem District Tamilnadu – Mr. P. Arun. VARIABLES COEFFICIENTS 1. 812 0. 777 4. 635 Gender Place of Purchase Constant The equation is: Z = – 4. 635+ 1. 812 (Gender) + 0. 777 (Place of purchase) The discriminating power or the contribution of each variable to the function can sufficiently. For this consider the following table. TABLE No. 4- RELATIVE DISCRIMINATING INDEX FACTORS Gender Place of Purchase GROUP 1 MEAN X1 1. 58 2. 90 GROUP2 MEAN X2 UNSTANDARDIZED DIC. COEFF. (kj) 1. 35 2. 55 1. 812 0. 777 Ij = ABS (Kj) MEAN (Xjo – x ji) 1. 24 0. 29 1. 53 Total Rj = Ij / sum Ij j*100 81. 0 19. 0 100. 0 This reclassification is called predictor group membership. In short, the efficiency of the D. F. is how correctly it predicts the respondents into respective groups. TABLE NO. 5 – CLASSIFICATION RESULTS PREDICTED GROUP MEMBERSHIP ACTUAL GROUP No. OF CASES GROUP I Group 1 (Low Influencer) Group 2 (High Influencer) 20 (64. 5%) 31 (41. 9%) 31 74 GROUP II 11 (35. 5%) 43 (58. 1%) Percent of grouped cases correctly classified: 60. 0%. The above table gives the results of the reclassification. The function, using the variables selected in the analysis classified 60. 0% of the cases correctly in the respective groups. low and high influencer. The following factors significantly discriminate the two influencer groups. They are: Gender (at 5% level) Place of purchase (at 1% level) Discriminate function analysis was applied to the respondents based on the TABLE NO. 6: DEMOGRAPHIC PROFILE OF RESPONDENTS (N=106) ITEM GENDER Male Female MARITAL STATUS Single Married NUMBER Namex International Journal of Management Research PERCENTAGE 61 45 58. 00 42. 00 21 84 19. 88 79. 25 34 Vol. 2, Issue No. 2, July – December 2012. A Study On Consumers Buying Habits Towards Health Food Drink Products In Salem District Tamilnadu – Mr. P. Arun Widow EDUCATIONAL STATUS Elementary School High School Graduate Post Graduate Doctoral Degree OCCUPATION Professional Worker Business Retired Staff House Wife PLACE Salem Omalur Mecheri Mettur Dam Kolathur The Present study is related to consumers’ behaviour on health food drinks in Salem area. In the constituted sample size of 106 respondents it was found there were 61. 33% professionals, 04. 71% workers, 30. 18% businessmen, 0. 94% retired staff and 02. 83% house wife. The distributions of consumers were found to be from locations such as Salem, Omalur, Mecheri, Mettur Dam and Kolathur. From the above table it could be seen that 34. 91 % of consumers were from Kolathur, 31. 33% of consumers were from Mettur 01 0. 94 09 12 23 55 04 08. 49 11. 33 21. 69 51. 89 03. 78 65 05 32 01 03 61. 33 04. 71 30. 18 0. 94 02. 83 25 01 10 33 37 23. 59 09. 44 09. 44 31. 33 34. 91 doctoral. With respect to the occupation of the respondents was concerned, 61. 33% were professional, 30. 18 were business person and remaining 6% were worker, retired staff and house wives. STATISTICAL TOOLS APPLIED The primary data collected through interview schedule from 106 respondents. The statistical tool applied is multi discriminant analyses were used for this study. FINDINGS Dam, 23. 59% of consumers were from Salem City, 9. 44% of consumers were from Mecheri and the remaining 0. 94% of consumers were from Omalur. The gender distributions of consumers in the study, it is noted 58% of the respondents were male and the remaining 42% were female. As for as education qualification of the consumer was concerned, there were 51. 89% post graduate, 21. 69% graduate, 11. 33% high school level, 8. 49% elementary school level and the remaining 3. 78% Namex International Journal of Management Research The study shows the following findings. It’s clearly shows that the below gender and place were significantly differed: Gender (at 5% level) Place of purchase (at 1% level) CONCLUSION The study clearly shows that demographic factors like gender, place 35 Vol. 2, Issue No. 2, July – December 2012. A Study On Consumers Buying Habits Towards Health Food Drink Products In Salem District Tamilnadu – Mr. P. Arun of purchase are largely influence the consumers while they purchase beverage products in the shops. Clanging consumerism is the biggest factor that plays a major role as for as consumers purchase behavior is concern. REFERENCES Ogden CL, Carroll MD, Curtin LR, McDowell MA, Tabak CJ, Flegal KM. Prevalence Of Overweight. And Obesity In The United States, 1999–2004. JAMA. 2006; 295(13):1549–1555. [PubMed] The Surgeon General’s Call to Action to Prevent and Decrease Overweight and Obesity 2001. Rockville, MD: Office of the Surgeon General, Public Health Service, US Dept of Health and Human Services; 2001. Flegal KM, Graubard BI, Williamson DF, Gail MH. Excess deaths associated with underweight, overweight, and obesity. JAMA. 2005; 293(15):1861–1867. [PubMed]. Mokdad AH, Marks JS, Stroup DF, Gerberding JL. Actual causes of death in the United States, 2000. JAMA. 2004; 291(10):1238–1245. [PubMed]. Hedley AA, Ogden CL, Johnson CI, Carroll MD, Curtin LR, Flegal KM. Prevalence of overweight and obesity among US children, adolescents, and adults, 1999– 2002. JAMA. 2004; 291(23):2847–2850. [PubMed]. National Initiative for Children’s Healthcare Quality. Expert Committee recommendations on assessment, prevention, and treatment of child and adolescent overweight and obesity 2007. [Accessed January 27, 2008]. http://www. amaassn. org/ama1/pub/upload/mm/43 3/ped_obesity_recs. pdf. Johnston FE. Health implications of childhood obesity. Ann Intern Med. 1985; 103(6, pt 2):1068– 1072. [PubMed]. Namex International Journal of Management Research Serdula MK, Iver D, Coates RJ, Freedman DS, Williamson DF, Byers T. Do Obese Children Become Obese Adults? A review of the literature. Prev Med. 1993; 22(2):167–177. [PubMed]. Flegal KM, Carroll MD, Kuczmarski RJ, Johnson CL. Overweight And Obesity In The United States: Prevalence And Trends, 1960– 1994. Int. J. Obes. Relat Metab Disord. 1998; 22(1):39–47. [PubMed]. Sellers K, Russo T, Baker I, Dennison B. The Role Of Childcare Providers In The Prevention Of Childhood Overweight. J Early Child Res. 2005; 3(3):227–242. WEBSIGHTS www. yahoo. com. www. google. com. www. hul. co. in. 36 Vol. 2, Issue No. 2, July – December 2012.

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Using insight into historaical, social and cultural context write an Essay

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Prenatal development - Assignment Example The period of prenatal development is interesting because it is the actual manifestation of physical growth from nothingness to a real human. It is amazing how something about the organism changes every month until it turns into a fully matured baby. Teragotens are substances which may result in an abnormality of a fetus. These can be in the form alcohol, caffeine, drugs, diseases and lead, mercury or radiation. While mothers may be exposed to some of these things unintentionally, others have a choice of whether to pay attention to science or their personal beliefs or experiences and continue their usual alcohol or caffeine intake. The most important thing I learned among the five is the general risk factors. This is significant because these factors are very simple things but have a very big impact on the development of a new human being. Nutrition, stress and the mother’s age should be of utmost consideration when planning or having a baby. With this knowledge, I am able to appreciate everything my mother had done to keep herself and me healthy until I was born. Also, I would be able to use this knowledge in building my future family and whenever friends ask me for

Gardasil Vaccine Essay Example | Topics and Well Written Essays - 1250 words

Gardasil Vaccine - Essay Example While one side of the pharmaceutical industry argues and pushes for the drug to become mandatory, there is another side of the industry that asks the world to wait. Merck & Co., a world-class pharmaceutical company that markets various vaccines, is currently marketing the Gardasil vaccine. All its products are tried, tested and accepted in the markets with a lot of confidence. Till now Merck has provided some of the best vaccines to the world. Officials state that with the growing number of cases of cervical cancer, Garadasil would dramatically improve longevity and quality of life for many. The vaccine would not only protect people from the HPV infection, but will also help the 6 million cases affected every year2. The HPV vaccine is designed to protect against strains 6, 11, 16 and 18; which together cause 90% of HPV cases (National Cancer Institute). The company is currently on an awareness program called One less and as per Bev Lybrand, vice president & general manager, HPV Franchise, GARDASIL, Merck Vaccine Division, "The full public health benefit of reducing the burden of cervical cancer and HPV disease may be achieved through broad publ ic awareness and vaccination with GARDASIL, which is the driving force behind One Less." The US Food and Drug Administration (FDA) as of Jun... A vaccine or drug comes for FDA approval after a battery of clinical tests and phases of study. After the approval of Gardasil, Andrew C. von Eschenbach, MD, Acting Commissioner of Food and Drugs was noted to say that, 'This vaccine is a significant advance in the protection of women's health in that it strikes at the infections that are the root cause of many cervical cancers" (June 8, 2006, FDA News). Later in June, the vaccine was approved for usage on children as young as nine years old (Advisory Committee on Immunization Practices3). Cons The National Vaccine Information Center (NVIC) formed by the parents of vaccine-injured children is a leading critic of vaccines made compulsory for all people across ages. It also seriously considers the lack of research and fundamental principles that often organizations overlook. The NVIC has called upon the ACIP of CDC to inform them to refuse the universal application of Gardasil. As per them, Merck's clinical trials have not proved the vaccine to be safe for young girls. While the drug has been approved for usage in children from nine years onwards, statistics show that only a small pool of 250 pre teens were tested with Garadasil. NVIC president Barbara Loe Fisher, even went on to say that, "Merck and the FDA have not been completely honest with the people about the pre-licensure clinical trials." Many religious conservatives also do not agree with making the vaccine mandatory as they feel that it may encourage unsafe sex. Health freedom organizations are a growing force today and have been formulated to fight the political power that pharmaceutical companies leverage to sell their products in the market. Many of these organizations question the importance and viability of the vaccine which

Compare and contrast Orwell and Atwoods presentation Essay Example for Free

Compare and contrast Orwell and Atwoods presentation Essay Both Atwood and Orwells novels are based in a dystopian societies, a society of a negative and undesirable nature. The novels both alert us to the economic, political and social affects this dystopia has on a society and the characters. In both books there is an immediate contrast between the living standards of both characters and their immediate surroundings. In Gilliard, Offred is living in a clean, simple white room, A chair, a table, a lamp. Using ellipsis and a simple asyndetic list, Atwood has represented the room through language. In Oceania however Winston is living in filth, a swirl of gritty dust Orwell appeals to the senses here for us to understand how he lives. These living conditions are in very stark contrast even though they live in societies that restrict them; their restrictions are in different ways. Winston does not have a clean living space and Offred has nothing to do in hers, the in-depth description of her room immediately shows us how bored she is already. As Offred is sent to Gilliard to produce a child for the commander and his wife, she is not allowed to have simple things like cigarettes, or even caffeine, I looked at the cigarette with longing. For me, like liquor and coffee, cigarettes re forbidden. In the dystopian society of Gilliard, desirable pleasures and possibly addictions, like smoking, are forbidden to the handmaids. However, Winston is able to smoke freely in his society, yet he is still placed under restriction by the fact these luxury items are under ration, The new ration did not start till tomorrow and he had only four cigarettes left. These restrictions along with the strangling way of life for both societies result in Offred considering rebelling and Winston actually rebelling. However, the consequences mean that for Offred she, cant take the risk. The oppression of her society means that she has no voice and cannot say or ask what she wants to. She has no way of communicating with the other handmaids nor discussing the predicament she is in, something which we see could possibly drive her mad. In Oceania, Winston has already rebelled and keeps a diary, To mark the paper was the decisive act. He is taking a huge risk here; if the thought police were to catch him doing this he would face death. He was already dead His own thoughts against the government are wrong. In both Offred and Winstons societies, language has been a way of oppressing them, but in different ways. In Gilliard, Offred isnt able to speak as she wishes; she is often left saying things which is deemed as the expected response. How I used to despise such talk. Now I long for it. Offred does not actually seem to have a truthful or even a full length conversation with anyone up to this point in the novel; she depends upon the trivial conversation to keep her sane. On the other hand in Oceania, there is a whole new language called newspeak. This language was to make any thought crime or alternative thinking impossible by removing any words or possible constructs which describe the ideas of freedom, rebellion and so on. In both novels dystopian society has moulded and warped the views of many young people. This is especially emphasised in Oceania where the children of the Parsons are willing to submit anyone to the thought police as long as they can rise through the ranks, possibly even their own parents. Their children are described as, like tiger cubs which will soon grow up into man-eaters. This simile shows us how a vicious society has turned these children into; they have no family or moral values, only those to please their government. Slightly less prominent is the role of the guards in the Oceania; they are young men working for the government and eager to do their job well, The young ones are often the most dangerous This incident leads to read about a woman being shot by the guards but she was innocent, even the innocents in society suffer which we will see later on. These submissive youths also have no idea of the past, a subject that leads for Winston and Offred to both suffer, but for different reasons. Offred we have so far learned through the stream of consciousness technique often finds herself thinking about her past and the people in it. However, we do not know as of yet who these people are, especially Luke. The past for her is not a nostalgic memory, Such freedom now seems almost weightless. It just reminds her of how she used to be and how she is now. Winston on the other hand can barely remember his past; he can remember vague visions of his mother, father and sister, He must, he thought, have been ten or eleven years old when his mother disappeared. He does not know where his family went and probably never will. This suffering extends throughout both novels, under the regimes which are in place; everyone in society suffers, whether they know it or not, not only the main characters, and this may be the most prominent theme of dystopian societies. Everyone is oppressed or brainwashed under this change in rule and culture, no one in neither 1984 or The Handmaids Tale is truly happy. In conclusion, Gilliard and Oceania have so far presented many problems being dystopian societies. They oppress those living in them; take away rights, individuality and freedom. Not only political but social restrictions have been emphasised in the two novels and most importantly how the characters are affected.

To Think for Yourself Essay Example for Free

To Think for Yourself Essay Henry David Thoreaus, Walden, is a novel focused completely around the idea of self-reliance. In the novel, Thoreau goes even more in depth into this idea, focusing a passage on the specific idea of experiencing your life solely for yourself, not through the ideas or beliefs of anyone else. He states, No way of thinking or doing, however ancient, can be trusted without proof(1616). He fully believes that a person cannot live their life based on hear say. He believes that if you have not seen or experienced something yourself to prove that it is indeed true, you are living your life based on false pretenses missing out on not only some of the greatest aspects of life, but of forming your own self. Seeing this overpowering influence of the media and others in todays society on me, as Thoreau would, this is a belief my mother has instilled in me since the day I was born. She has always told me, If you didnt see it, hear it, taste it, smell it, or feel it for yourself, then you have no idea if it is true. Overcoming the large influence of our elders, as well as the media in this generation, means stepping out against the norm and experiencing life on our own terms, in order to learn just how much more the world has to offer than someone elses beliefs. Thoreau persuades his readers by providing us with several examples of times he has proven his belief to be true. He uses this example to mock a common belief of his towns people when he states, What everybody echoes or in silence passes by as true to-day may turn out to be falsehood to-morrow,  mere smoke of opinion, which some had trusted for a cloud that would sprinkle fertilizing rain on their fields (1616). Thoreau could not have chosen a better way to define other peoples opinions than as a mere smoke of opinion because that is exactly what it is. There is clearly no such thing as a fertilizing rain, but if Thoreau did not have the untrustworthy stance he had, he would have believed this fantasy just as everyone else did. Everyone in life, especially our elders, is going to have a different opinion on just about everything there is to have an opinion on. However, what they say to be true from their time may not be true today. Thoreau provides us with the example of the elders of his time not being smart enough to find fuel, while fuel had already become the largest source of heat for his time because someone decided to go against the norm and try it (1616). Therefore this was once again a statement easily proven false with a little effort. In Thoreaus passage, it is nearly impossible to ignore his brute stance on only trusting your own experiences and opinions over any one elses. He gives an even better example why he believes this so passionately when he states, One farmer says to me, You cannot live on vegetable food solely, for it furnishes nothing to make bones with; and so he religiously devotes a part of his day to supplying his system with the raw materials of bones; walking all the while he talks behind his oxen, which, with vegetable made bones, jerk him and his lumbering plow along in spite of every obstacle. (1616). In this quote, Thoreau even uses a sense of humor effectively proving his point, as well as showing his readers it is not just elders that are not to be trusted, it is everyone. He is clearly mocking this man, for the man blatantly contradicts himself by not even realizing the animal he is using for such hard labor, survives off of nothing but vegetables. Thoreau proves the valuable point; how can a person trust what people tell them when it is this easily proven wrong? He wants us to see this is only a few of the many things that others could swear to be true, only to be proved false by a little thought from a different perspective or experience. Reading this passage and seeing Thoreaus passionate belief has brought many prevalent concerns about todays society to mind. Being influenced by what others tell you to be true, based of off their beliefs, is still as big of an issue today as Thoreau believed it to be in this passage. There is not one person alive, whether it was in ancient history or today, that has not been persuaded in some way to follow a certain crowd or believe a certain thing just because it is the popular belief or simply what that individual believes to be true. Not only one of the greatest influences, but at times one of the greatest issues on society, will always be the media. All it takes is one meager talk show host to make a statement, whether about a celebrity, government official, or religion, for the entire world to believe it to be true, proof or no proof. It is a shame how many magazines or television shows support their business by selling magazines or episodes implying or hinting at something to be true even if it isnt. A prime example of this is the US Weekly, People, Ok!, Cosmopolitan, etc. magazines, that exists solely based on gossip and popular trends, yet this is what most of the world, especially young adults, choose to read for entertainment or advise. The phrase, All it takes is one rumor, true or not is prevalent now more than ever. People today do not take the time Thoreau is saying is necessary to find out if something is really true or not. A lot of the time, they simply just do not even care. That one rumor is all they need to hear for it to spread like wildfire. Not only can this ruin the victim of the rumors life, it alters the way the believers look at life. How are people supposed to think for themselves and develop their own identity when the world is telling them exactly whom they should be and what they should believe, no questions asked? All it takes is a little courage and a small amount of time to go against the norm to see if something is true in your opinion or just in everyone elses. As Thoreau says, What old people say you cannot do, you try and find that you can (1616). In his time, there was no overpowering media as there is today so I am referring to his old people as our media today and I know from many experiences, in the grand scheme of things, it is completely worth it to find out that you can. In conclusion, Thoreaus unwavering outlook on the need to prove what others have to say to be true before blindly trusting them is still very necessary today, if not more. There are going to be times when listening to others is the better judgment, especially in the case of safety, however, relying solely on others to tell you how to live your life or view others based on gossip is a different story. If you constantly follow what others tell you to do and not to do, you will never develop your own sense of the world and the people in it through your own mistakes and perspective. You will merely be walking through life in someone elses shoes. Works Cited Thoreau, Henry David. Walden. _The Anthology of American Literature, Vol. 1_. Ed. George McMichael. 10th ed. New York: Pearson, 2011. 1193-1310. Print.

An Analysis Of The Financial Situation Marketing Essay

An Analysis Of The Financial Situation Marketing Essay Upon the successful completion of ACCAs fundamental level, I met the eligibility criteria of BSc Honours Programme, offered by Oxford Brookes University in partnership with ACCA for ACCA students. I had to select a topic from a vast variety of more than twenty topics to embark upon. After short listing them one by one, I decided to choose Topic 8 The business and financial performance of an organisation over a three year period for my research project. There were several reasons for choosing this particular topic. Apart from my personal interest, I wanted to apply my academic learning into a real world scenario as studying F7, Financial Reporting in the fundamental level of ACCA and P2, Corporate Reporting in the Professional Level, gave me high conceptual grip of financial analysis. It would also prove helpful to me in the future as I have a strong desire to invest into Plcs through the stock exchange once I start my career as an Investment Banker. I wanted to analyze on an organisation that operated in a highly competitive environment so that I would be able to compare its results with a competitor to see the financial and operational performance and the relation to the proposed strategy. This would also help make the report more interesting for the readers. Increasing trend in fashion, new clothing brands being introduced and the rapidly changing style sense of people, brought me to the conclusion to select an organization in the clothing retail industry. After researching on a few of the leading brands in the clothing industry of UK, I decided to analyse the financial performance of Next Plc and to compare it with Marks and Spencers. United Kingdom Clothing Market: In 1992, the United Kingdom clothing market emerged from the recession of the late 1980à ¢Ã¢â€š ¬Ã‚ ²s and has continued to benefit from the renaissance of High Street spending throughout the 1990à ¢Ã¢â€š ¬Ã‚ ²s. In late 1996, early 1997, the clothing retail industry showed signs of being boosted by the continued growth in personal spending, aided most recently by the payments consumers received from the building society conversion. In order to prevent economic overheating, the United Kingdom government and its major financial institutions were keen to dampen consumer spending. This occurred with the Bank of Englandà ¢Ã¢â€š ¬Ã‚ ²s decision to raise interest rates. The introduction of new entrants into the clothing market and their, expansion, growth and diversification of outlets both in the chain and independent sector at all ends of the market i.e high, mid, and low were also important factors in the development of the United Kingdom clothing industry. Furthermore the retailers, revolutionized and thought to introduce new ways to sell their products. One of the popular methods was via the mail-order catalogues. This has now been super seeded by the arrival of television and Internet-based clothing outlets. There are in excess of 25,000 clothes retailing businesses in the United Kingdom, with a combined outlet total of 45,500 outlets. 1.2 Company Profile The Next retail chain was launched in February 1982 and the first store opened with an exclusive coordinated collection of stylish clothes, shoes and accessories for women. Collections for men, children and the home quickly followed. Next clothes are styled by the in-house design team to offer consistency of style, quality and value for money with a contemporary fashion edge. (Next Plc, Business Overview, The Next Brand [online]) Next Plc is a brand name in the United Kingdom clothing market for stylish, trendy men and women between 20 and 40 years of age. Menswear, womenswear, childrenswear and babywear is part ot the expansion into all the sectors of the clothing market under the NEXT brand label. Today Next Plc employees over 30,000 people and operates from more than 500 stores in the UK and Eire and over 170 franchise stores overseas, including Europe, Asia and Middle East. This makes Next Plc, one of the biggest High Street retailers in the United Kingdom. Over the last few years several larger format stores have opened across the UK and, in October 2005, Next opened the anchor store at the Manchester Arndale Centre with a store in excess of 80,000 square feet. Next Plc mainly operates through 5 basic divisions: Next Retail operates the high street shops through more than 330 stores covering the UK and Ireland; Next Directory is the mail order division which also contain the e-commerce platform; Next Overseas operates retail outlets in the United States, Asia, Europe, and the Middle East through franchise agreements; The company also provides home shopping and financial services, that make up the other 2 divisions: Ventura runs the financial services division by providing customer services management to clients wishing to outsource their customer contact administration and fulfilment activities Other activities include telecommunications software services and property management. For the first time in August 1985, Next launched its interiors range of soft furnishings for the home. Following the success of this diversification and the introduction of Next directory and home shopping, later in 1993, Next Plc announced its brand strategy, of One Brand Two Ways of Shopping, bringing together the common ranges across both retail and home shopping formats. 1.3 AIMS AND OBJECTIVES OF THE REPORT The primary aim of this report is to evaluate the business and financial performance of Next plc between, the three years ended, from 28th January 2006 to 24th January 2009. The main focus of this report can be summarized into: To understand Next Plcs Business Strategy; and how it has facilitated Next Plc to achieve success. To analyze and present financial information in a manner which will enable to evaluate the overall financial performance of Next Plc from the year-ended 28/01/2006 to 24/01/2009. To analyze the nature of clothing retail industry and the competitive environment in which Next Plc operates, and the affects it had on the company. 1.4 Executive Summary Exciting,beautifully designed,excellent quality clothing and homeware;presented in collections that reflect the aspirations and means of our customers (Annual Report 06) Next Plcs aim is to provide its customers with good quality clothing at a reasonable price. According to Michael Porter, in terms of Porters Generic Strategies this would be more of a stuck in the middle position, as it is competing with the market cost leaders as well as product differentiators. However, the success of Next Plc has shown that it has successfully operated in such a mid-market position and has done very well to implement its strategy. The overall business strategy has been successful. Despite an ongoing programme of expansion over the last few years, the company has continued to increase profits, besides the decline in 2009 due to the unstable economy of United Kingdom. It has been forced to close only four outlets due to poor performance over the past years. The above chart shows a steady increase of 32.3% during the years 2004 to2008. This followed brand-strengthening strategies and a new perspective in overseas development. During the three fiscal years ended, the performance of the group can be summarised as follows; Turnover increased by 7.17% Profit before tax increased by 10.91% Earnings per share incresed by 32.41% Dividends increased by 25% Overall the figures are not much high, but they look promising and have shown a steady improvement over the years except in 2009 when the figures declined steeply. The group has set a target to increase its sales turnover in the years to come and increse its earnings per share, that is one of the most important financial objective. Uncertain economic outlook, rising tax rates and weakinig pound against euro and dollar may act as barriers to this target, but it is highly probable that it will be achieved, by better and efficicient stock, margins, costs, including overhead and administration cost controls. 2 INFORMATION GATHERING 2.1 Sources used and their reasons 2.1.1 Primary Research Primary research is the research in which the researcher collects original data directly about the product, market and organization by whatever means appropriate to answer the research questions i.e it is specificially related to a particular Research Project. It is data that did not exist before. Due to the availability of sufficient information from secondary sources, I felt that there was no need of primary data. Hence, most of my work is based on secondary sources. 2.1.2 Secondary research I used two main sources for the secondary research. Library I went through various books in the College library. I used BPP study text Success in your research and analysis project which gave me an initial outline, approach, and structuring for the project. Studying the Bsc Oxford Brookes Information Pack gave me the essential information on how to go about the project. The study texts published for ACCA examinations provided me with an array of analytical tools to use in achieving the aims of this report. Electronic research I mainly relied on the Internet to formulate this report, as there was vast information available on the internet, needed for this report. The various databases and search engines to collect the information I needed for the report were: Next Plcs website was the most important and authentic source of information. It provided me with the annual reports, company profile, its history and all the other information I needed for this report which includes the audited financial statements aswell. The website also had an archive of company news which gave me a hindsight of the more immediate matters faced by the company. Competitor websites (for the same reasons) Reuters website (http://stocks.us.reuters.com), this provided me with the financial statements of Sainsburys and Tesco for the past five years along with ratios of both companies and the industry averages for the current period. London Stock Exchange website, providing details of historic share performance and relevant industry and competitor news Using internet search engines (Google, and Wikipedia) to gather information related to Next Plcs and the UK clothing retail industry. Other business related databases used to obtain relevant industry and competitor news are: Financial Times (www.ft.com) Accountancy age (www.accountancyage.com) Business Week (www.businessweek.com) BBC (www.bbc.co.uk) 2.2 Methods Used Information gathering is a critical and crutial phase, as the whole of the research is based on the information gathered, so it should be done in an organized and systematic way. Information access has become simpler with extensive details and volume available online and offline therefore a plan has to be made beforehand to be able to extract the relevant and accurate material in order to form a well-structured and organized report, which is easy to understand to the users of the report. Main method I used to collect the information was to use the GOOGLE search engine. By just entering a few key words in the search bar it provided me with the links of numerious different websites, that contained loads of information, which was both relevant and irrelevant for this report,. So I went through all the information and chose the one that was relevant and necesaary to formulate this report. I wanted to have the relevant material in hand before I actually started the report writing process. I started my research way before I actually started to write the report, so as I used to browse different websites, I bookmarked the web pages which had the relevant articles so that I would not have any problems referencing the information if I had chosen to quote it in my report. I printed the Financial Statements of Next Plc that I downloaded from its website and had also imported it into MS Excel to perform the ratio analysis on. 3 ANALYSIS 3.1 PORTERS GENERIC STRATEGIES Next Plcs aim is to concentrate on the design, quality and value of the product, together with excellent customer service and deliver. ( John Barton, Chairman Next Plc, Annual Report 2009) Michael Porter identified three generic strategies (See Appendix A) by which organizations gain competitive advantage. Porter argued that to be successful an organization should select and implement one of the strategies, i.e. either cost-leadership or differentiation. According to Porters viewpoint Next Plc would be a classic stuck in the middle whereby it is trying to compete with the Industry Cost Leaders, Primark etc. as well as the Product Differentiators, House Of Fraser However, the overall success of Next Plc has proved quite the opposite and there exists another viewpoint that a single generic strategy is not always best because within the same product customers often seek multi-dimensional satisfactions such as a combination of quality, style, convenience, and price. Next Plc seeks to provide its customers with fair price products without compromising on their quality and has been successfully operated in such a mid-market position. When interpreted narrowly as referring to the appeal of a product to its target buyers, the proposition that firms should not be stuck in the middle should not be taken to imply that companies must be down-market or up-market, but nothing in-between. Such a view is belied by the evident success of companies such as Next Plc, which earn substantial economic rents in a mid-market position. PIMS (Profit impact of marketing strategy) data and other evidence shows, however, that intermediate positions are indeed profitable and are successfully exploited by many firms. (Michael Cronshaw, Evan Davis and John Kay (1994), pp. 19-33) 3.2 SWOT ANALYSIS Next Plc STRENGTHS Brand Name Niche strategy WEAKNESSES E-Commerce Concentrated market OPPORTUNITIES Expand into EU Marketing Opportunity THREATS Competitor price war Economy Strengths BRAND NAME Next Plc uses its own label Next to sell its products. Customers of Next associate themselves with the Next label. As they use their own brand it is easier for them to react on customers wishes and to adapt them very quickly keeping control over the quality management. NICHE STARTEGY Next Plc adapts a niche strategy and its main target group is between the ages of 20-40. This strategy has worked quite well over the past years and it has emerged as one of the strengths of Next Plc, designing adult fashion wear for the people between 20-40. While some of its competitors have problems to satisfy this segment, NEXT managed it very well in the past, selling their stylish products at reasonable prices. WEAKNESSES E-COMMERCE Although Next Plc introduced its online shopping in 1999 and the entire collection is available to shop from on the internet, but Next Plc does not invest a significant amount on e-commerce as its competitors do. Debenhams for example invest approximately GBP 5m on internet technology while on the other hand Marks Spencer spend around GBP 50m on e-commerce and digital TV. Trend of internet shopping is increasing rapidly; therefore Next Plc should reconsider their IT strategy and invest more into e-commerce to stay in the competition. CONCENTRATED MARKET Next operates in a highly competitive retail clothing market, therefore there is concentration of similar type of clothing manufactures, e.g. Marks Spencer, Arcadia. This can damage Next, if competitors gain the market share or if consumers change their habits and Next does not adapt to these changes quickly. OPPORTUNITIES EXPAND INTO EU More than 90% of the revenue generated by Next Plc is within the UK under the brand names of Next Retail and Next Directory. However there is an opportunity to increase the revenue and sales by expanding its operation into EU countries. Next Plc has already its operations in mainland China, Hong Kong, Romania, Sri Lanka, India, Turkey but if it expands into EU it can diversify the risk of the concentration of UK retail market and the strength of Great Britain Pound over Euro, which currently is not that high due to the recession but in future this can be a good source of income. MARKETING OPPORTUNITY Next plc is already running a groundbreaking mail order operation Next Directory, which was launched in 1988 with a hardback, creating the blueprint for catalogue retailing. It is ranked number one among the High Street names that offer mail order clothing. This is an effective marketing techniques added by Next Directory, i.e. the online shopping service for its targeted age group 20-40 as they have little time to do their shopping. This could be a great opportunity for Next to increase its market share. THREATS COMPETITOR PRICE WAR The UK clothing retail industry is a highly competitive industry. Next Plc has over the past few years managed to compete very well and occasionally offering sale and promotions as well. However if cost-leaders retaliate this, it may have serious consequences as the business strategy of Next Plc is different to the cost-leaders, such as Primark, and it may not be able to compete with them in this area. Also indulging in a price war would mean that the quality of its products may have to be compromised. ECONOMY Due to the recent credit crunch, UK economy generally is facing a downturn. This has affected many industrys including retail. This is one of the main reason for the downfall in the revenue of Next Plc in 2009. The other worrying factor is the weakning of pound, this affects adversly to Next Plc due to its international suppliers. According to the analysts, UK economy will improve in 2010, and bringing back the sales for Next Plc. PEST Analysis Political: A stable and sound political environment is the basis for long-term decisions. The United Kingdom, as a Member State of the European Union, fulfils this prerequisite. The government has to act within a definite political framework to achieve the conditions of the European Union and this guarantees Next Plc a higher scope of economic actions. Another advantage of the European Union is the open transfer of goods. This makes it easier for Next Plc to sell their products in the different European countries. There are no trade barriers that aggravate sales. Economic United Kingdom had a stable economy in the last few years but since 2008, it is experiencing one of the worst recession in the history. This has affected almost all of the businesses in the United Kingdom. Due to this, Pound has become weaker than Euro and Dollar. This can be alarming for Next Plc, as these two are the main purchasing currencies oof the group. Secondly, due to this, foreign investments have become expensive for the group and it may become a hurdle for the group in order to expand overseas. The group now, can not exploit the favourable economic conditions of United Kingdom, when the Pound was exceedingly stong in the past few years where the group expanded its operaions the most. Social: The social structure has changed dramatically over the last few years. People are eager to find more convinent way to shop e.g internet shopping and shopping from home, due to the busy life and lack of time to go and shop from the retail stores. Nexts target customers are in the range of 20 to 40. People in this age group are much busier than rest and prefer to shop online, due to their interest in technology. In order to retain this customer age group, Next Plc must need to understand the needs of people and respond immediately. This will also result in customer satisfaction and an increase in market share for the group if it tends to satisfy its customers . Techinlogical: The age of Internet and the reception of new media reveal a lot of potential opportunities for Next Plc to boost profits Therefore the group relies heavily on its sub-brand Next Directory, through which customers can shop online, conveniently from home or through a mail order catalogue and the products are delivered the next day. Using this method the group can react instantly to changes in behaviours of its customers. 3.4 FINANCIAL PERFORMANCE The activities of the company in recent years have resulted in an exceptional financial performance. 3.4.1 SALES REVENUE The sales revenue of the group increased reasonablly well in the two years 2006-2008. Revenue incresed from  £ 3106.20m to  £ 3283.80m during the year ended 27th January 2007 resulting in an increase of 5.71% and in the year ended 28th January 2008, revenue further increased by 1.37% showing a consistant performance. This was achieved by roburst performance of Next Directory, and an effective cost control system. These are good results in a period of economic slowdown and are a reflection of the efforts we have made in building and improving the Next brand. (John Barton, Chairman Next Plc, Annual Report 2008) In 2009 the revenue of the group fell by 1.73% from  £ 3329.10M in 2008 to  £ 3271.50M in 2009. It was a tough year for the group, mainly because of the unstable economic conditions of UK as a whole, which began by the end of 2008 and still continues to worsen. Another reason for the decline in the turnover was the weakening of Great Britain Pound against dollar and euro, which are the main purchasing currencies of the group. But still the group did well to survive in these conditions and the management was pretty much optimistic about the financial conditions of the country. 3.4.2 PROFITABLITY RATIOS Gross Profit Margin The gross profit margin changed a little over the three years, this is because of the highly effective and efficient cost management of Next Plc. Revenue has increased over the years but the cost of sales hasnt changed much, proving that the group is cutting down its cost to save its customers from higher prices. In 2009, even under the tense economic conditions, the group has managed to decrease its cost of sales by 0.7% from  £2380m in 2008 to  £ 2,363m in 2009. This became possible due to the effective supplier management and good buying terms with its suppliers, even though pound got weaker against dollar and euro, which are the two main purchasing currencies of the group and higher tax rates, Next Plc aimed at reducing its costs rather than charging its customers with higher prices. Their response has been excellent,working hard with our suppliers to protect our customers from unaffordable price increases and our own margins, as far as possible. ( John Barton, Chairman Next Plc, Annual Report 2009) Marks and Spencers G.P margin was 38.6%% in 2008 and this decreased to 37.2% in 2009. This shows that the economic conditions were affecting everyone. But still GP margin of Marks and Spencers is better than Next. This is due to the increased amount of revenue generated by Marks and Spencers over the years from 2007 to 2009, in contrast with Next Plc. Net Profit Margin In 2008 net profit increased by 0.68% from 15.45% in 2007 to 16.13% in 2008. This was mailny due to the increase in revenue and effective management of overhead costs. In 2009, net profit declined by 9.3% from 16.13% in 2008 to 14.62% in 2009. Along with the weak economic environment and the decline in sales, another reason for this decline was the 39.9% increase in the overhead costs since 2008. This increase in the cost was due to the overseas expansion of the operations and the investment to strenghthen the Next brand. We are also extending the Next Brand into new overseas markets where we believe there are opportunities to build profitable businesses. If this is successful it will bring new sources of growth over the longer term. (John Barton, Chairman Next Plc, Annual Report 2008) Our goal has been to put a little of the magic back into the Next Brand through our product ranges, marketing and shopfit (Simon Wolfson, CEO Next Plc, Annual Report 2008) In contrast to this, the Net Profit Margin of Marks and Spencers is quite low as compared to Next Plc. It showed a varied trend over the three year period, being 10.9% in 2007, increasing to 11.8% by the year ended March 2008. In 2009, net profit declined by 22.16% from 11.8% in 2008 to 9.6% in 2009. Marks and Spencers incurs a very high cost on its admin, selling and general expenses amouting to almost  £2400m on average every year where as, Next Plc incurs just  £ 345m a year. Return on Capital Employed The return on capital employed (ROCE) assesses profits with the amount of funds (capital) employed to make the profits. This increased from 49.77% in 2007 to -53.27% in 2008. This represents an increase of 3.5%. But due to the economic unstability, the group could not maintain its high ROCE over the years and it declined by 9.85% from 53.27% in 2008 to 43.42% in 2009. On the other hand Marks and Spencers ROCE in 2008 increased by 0.44% to 22.37%. In 2009, it declined by 9.75% to 12.62%. This difference shows that Next is managing its resources much better, despite the fact that the revenue generated by Next Plc is approximately 37% lower than Marks and Spencers. The reason for a low ROCE for Marks and Spencers is the high overhead costs. It must control its costs in order to generate a higher return and free up additional extra capital invested. 3.4.3 LIQUIDITY RATIOS Current Ratio: This is a measure of the adequacy of companys current assets to meet short-term liabilities as they fall due, i.e its a basic liqiudity ratio. A ratio between 1 and 2 thought to be a standard level of liquidity. Next Plcs current ratio was 1.33, 1.11 and 1.50 in 2007, 2008 and 2009 respectively. This shows a healthy situation of the group as it has more current assests than its current liabiliteis as the ratio is greater than 1, therefore there does not seem to be any alarming situation for the group. If we compare the ratio of 1.50 in 2009, with the industry average of 1.93, it is very reasonable for the group but it can be improved by more efficient working capital management. Comparing the ratio to Marks and Specers, it was 0.52,0.59,0.60 respectively in 2007,2008 and 2009. This is because Marks and Spencers have a relatively high amount of current liabilities than Next Plcs, almost 30% more in year 2009. Quick Ratio: This differs from current ratio as it eliminates inventory from current assets providing a more useful position of the company to settle its immediate liabilities. Norms for quick ratios range from 0.7 to 1. Quick ratio of less than this is seen as a signal of illequidity. However, the trend of the ratio over time and comparison with the sector average are the most important indicator, as they are with current ratio aswell. Next Plcs quick ratio has been 0.82, 0.54, 0.93 for 2007 2008 and 2009 respectively. The ratio had a sharp decline in 2008 because of the  £242.7m short term debt raised by the company during the year in order to expand internationally. In 2009, the ratio was 0.93 which is quite good as compared to the industry average of 1.35. In comparison Marks and Spencers quick ratio was 0.22, 0.25, 0.30 in 2007, 2008 and 2009. This is quite alraming for the company as compraed to Next or the industry average, as it is very low. This is maily due to the high amount of debt finance invested in the group. This can be an alrming situation for the group as it can lead to illiquidity. This trend shows that Next Plcs in a better liquidity position and it may not face any problem settling short-term debts, whereas there may be pressure on Markss and Spencers suppliers. It indicates that Next Plc is making better use of its working capital. 3.4.4 GEARING RATIOS Capital Gearing Ratio: This indicates the extent to debt finance involved in a business. Next Plcs gearing ratio changed from 74.26% in 2007 to 111.22% in 2008 and 81.5% in 2009, whereas Marks and Spencers gearing ratio was 50.71% , 58.9%, 59.3% in 2007 2008 and 2009 respectively. In 2008, gearing ratio crossed over a 100% for Next Plc because of high level of debt taken by the group in order to finance the expansion and it exceeded the level of equity present in the group. We continued to invest in the Next Brand, spending  £39m refitting stores, maintaining advertising spend and improving the quality and design of our clothing and Home ranges (Simon Wolfson, CEO Next Plc, Annual Report 2008) Interest cover: The interest coverage ratio indicates the extent of which earnings are available to meet interest payments. An interest cover ratio of more than 3 times is considered safe as even if profits are reduced to half the company will still be able to meet its financing costs. Next Plcs had a very high interest cover of 15.37 in 2007. It then decreased to 12.38 and 9.74 in 2008 and 2009. On the other hand, the interest cover of Marks and Spencers showed a varied trend. It increased to 10.15 from 9.14 in 2008 and then decline by 51.6% to 5.24 times in 2009. Interest covere declined for both the companies in 2009. This was mailny due to the financial crisis the economy of UK is going through, but still it is much more than the safety margin i.e 3 times, therefore both the companies are in the position to settle their financial obligations. 3.5 INVESTOR OUTLOOK The earnings per share measures how much profit after tax is made for each individual share. (EPS) has been quite high for the group despite of the fall in the revenue in the 2009. The EPS of the group was 127.4p and it increased by 15.4% from 146.1p in 2007 to a record high of 168.7p in 2008. In 2009, EPS fell to 156p due to the fall in revenue. The continued use of surplus capital to buy back shares has again enabled us to deliver superior growth in earnings per share, our main financial objective ( John Barton, Chairman, Next Plc, Annual Report 08) The dividend per share of Next Plc was 44p and it then increased by 12.24% from 49p in 2007 to 55p in 2008. The group managed to maintain the same dividend per share of 55p in 2009, which is covered 2.8 times by earnings. Marks and Spencers EPS was 39.1p in 2007 and increased to 49.2p in 2008 before declining to 32.3p in 2009. The dividends per share were 18.3p, 22.5p, 17.8p in 2007,2008 and 2009 respectively. Despite having a very high EPS, the dividend payout ratio of Next Plc is much lower than Marks and Spencers. It was 33.5%, 32.6%, 35.2% in 2007,2008 and 2009 while the ratio of Marks and Spencers was 46.8%, 45.7%, 55.2% in 2007,2008 and 2009. This shows that Next Plc retains much of its profit as compared to Marks and Spencers. This can turn out to

Movement Education Essay -- Education

â€Å"Movement is as natural and essential to young children’s lives as loving care, rest and nutrition. Movement provides children with an outlet for expression, creativity, and discovery. Through movement, children learn about themselves, their environment, and others. Movement is a stimulus for physical growth and development. The joy of movement is a child’s expression of an emotional need fulfilled.† (Curtis) The movement education teaching model, its historical development, its concepts and core activities will be discussed in this essay. Furthermore, the general objectives of movement education, the detailed objectives within physical education programs and the applicable teaching methods will be outlined and explained. The history of movement education goes as far back as the 1800s. Many people articulated ideas and theories about movement. Three of the most influential people are Francois Delsarte, Liselott Diem, and Rudolph von Laban. Laban is considered by most the true pioneer of movement education. (Karen Weiller Abels) In the early 1900s Laban identified the four cornerstones of movement: weight, space, time, and flow. In the late 70s and early 80s, Stanley, Logsdon and his colleagues distinguished the four major movement concepts, based on Labans discoveries. Stanley, Logsdon and his colleagues classified body, space, effort, and relationship. Parallel to the discovery of the movement concepts, new trends and new teaching models emerged in physical education programs. Movement education faded from the physical education programs because other teaching models became popular and because movement education is an extremely complex teaching model. Today, movement education has returned a nd has planted it... ...sical Education, Recreation and Dance. Movement Education for preschool children. Reston: AAHPERD, 1980. Print. Curtis, Sandra R. The joy of movement in early childhood. New York: Teachers College Press, 1982. Print. George Graham, Shirley Ann Holt/Hale, Melissa Parker. Children Moving, A Reflective Approach to Teaching Physical Education. Vol. 8th Edition. New York: McGraw-Hill Companies, Inc., 2012. Text. 28 March 2012. Jennifer Wall, Nancy Murray. Children & Movement, Physical Education in the Elementary School. Dubuque: WCB Brown & Benchmark, 1990. Print. Karen Weiller Abels, Jennifer M. Bridges. Teaching Movement Education, Foundation for Active Lifestyles. Human Kinetics, 2010. Print. 16 March 2012. Robert P. Pangrazi, Victor P. Dauer. Movement in Early Childhood and Primary Education. Minneapolis: Burgess Publishing Company, 1981. Print. 16 March 2012.

Galactosemia :: essays research papers

Galactosemia   Ã‚  Ã‚  Ã‚  Ã‚  Galactosemia is a genetically inherited metabolic disorder. This disorder leaves the disabled with a partial or complete lack of the enzyme Galactose – 1 – Phosphate Uridyl Transferase (GALT). This enzyme is found in the bloodstream and it is used for breaking down the sugar galactose. This disorder comes in two different variations. Though there is more than one type, it is still rare, having only 1 in 80,000 births being affected by the disorder.   Ã‚  Ã‚  Ã‚  Ã‚  Classic Galactosemia is the first and more common form of the disorder. This is the form when the affected has a complete loss of the enzyme. Both parents must contribute a galactosemic gene for a child to receive this very deadly form of the disorder. Because the body has none of the enzyme needed to turn galactose into glucose an accumulation occurs that is like a poison and is highly fatal. Classic Galactosemia is treatable through a strict diet of absolutely no lactose or galactose. Some common foods containing these are dairy products, legumes, breast milk, and many other foods. A test for galactosemia is done at the time of birth with other tests. If left untreated 75% of infants will die. Some effects of having classic galactosemia include: an enlarged liver, kidney failure, cataract, and brain damage.   Ã‚  Ã‚  Ã‚  Ã‚  Duarte Galactosemia is the second form. This form is when there is only a partial loss of the enzyme. The activity is usually 25%-50% that of a normal child. A child can get this form of galactosemia by inheriting a classic galactosemia gene from one parent and a duarte gene from the other. Much like classic galactosemia, duarte is found through a test done soon after birth. A strict diet is not needed for this form of the disorder. Instead a diet, it is recommended that lactose be slowly introduced untill normal consumption is accepted by the body. Because the affected can still process the foods, just not as well as a fully functional body.   Ã‚  Ã‚  Ã‚  Ã‚  A person with no galactosemia receives two normal genes for production of the GALT enzyme in the bloodstream. This persons genotype is N/N and they have normal fully functioning enzyme activity. A carrier of classic galactosemia inheriets one affected gene and one non, this persons genotype is G/N. This person has less than normal enzyme activity, but nothing that requires a diet or medical treatment. A classic galactosemic has two classic galactosemia genes.

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Rudyard Kipling Required literature: Brodey K. , Malgaretti F. Focus on English and American Literature. M. , 2003. Pp. 191-197. Supplementary literature: ?. ?. . . ?. , , 2007. . 230-243. 1. English short-story writer, novelist and poet Kipling was the first Englishman to receive the Nobel Prize for Literature (1907). l His most popular works include â€Å"The Jungle Book† (1894) and the â€Å"Just So Stories† (1902), both children classics though they have attracted adult audiences also.He tried his hand at many sorts of genres: he was a dialect poet, folklorist, adventure novelist, writer of books for children. His books are valuable source of information not only about the 19th century, but about men in general. Born in India in 1865, Kipling was sent to England at the age of six, there to undergo eleven years of formal Victorian education. He returned to India in 1882, and for the next seven years worked as a reporter & soon turned to fiction writing. Speak about Kipling’s biography and its influence upon the creative works by the author. 2.Kipling never wrote by impulse – he had a doctrine and it sounds like â€Å"Art for Morality’s Sake†. He created the fantastic world of his own, very much rooted in reality. Speak about â€Å"Jungle Book† being a mixture of romanticism and realism. 3. Kipling became nationalist saying that English nation is the only that could bring the world to prosperity, to educate all people. But he does not speak about the English only but about the whole of mankind. And he shows some conditions under which a human being can become a man in his poem â€Å"If†. Prove that the author addresses the whole mankind in this poem. . One of his chief works – â€Å"Barrack-Room Ballad† – is a collection of poetry, about the experience of military service in India and other parts of the British Empire. It contains the most famous of Kipling’s dialect poems. There are two sections in this book. What do these two sections comprise? 5. â€Å"The Ballad of East and West† depicts the differences present between the east and west even though uniformity in human nature subsists around the world. In this ballad Kipling also displays his ability to create lifelike characters through â€Å"Kamal† and â€Å"The Colonel’s Son†.Through the use of imagery and witty verse he makes both of these fictional characters come alive. What is the most famous quotation from this ballad and why does it cause misinterpretation? 6. His novel â€Å"Kim† is generally regarded as his best novel. The story, set in India, depicts the adventures of an orphaned son of a sergeant in an Irish regiment. Kim is European, not an India, and he is not a Maugly because his system of values is a mixture of that of European and that of Indian, full of truth and superstitions. Judge the merits of the book. Speak about the philosophy of the book.

Learning Diversity Essay

After studying this chapter, you should be able to: 1. De? ne cultural diversity; 2. Describe the role of culture in shaping similarities and di? erences among individuals; 3. Recognise race and ethnicity as an element of micro cultural diversity; 4. Explain the educational implications of di? erences in students’ learning style; 5. Distinguish types of cognitive style; 6. Relategender di? erences and socio-economic status to individual di? erences issues; and 7. Describe teacher’s strategies in embracing diversity. Individual Differences 7 171i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 171 INTRODUCTION As teachers, we must be aware of about students’individual differences such as differences in culture, ethnicity, intelligent, languages, learning styles, etc. It is because it may enhance students’understanding or limit their opportunity to learn from the school environment. These factors should be taken into consideration when we plan teaching and learning process in the classroom. We begin by discussing the de? nition of cultural diversity and other factors that contribute to students’diversity. Next, we examine the differences of learning styles and cognitive  styles among students. This is followed by the explanation of gender differences that in? uence the students’ performance. In the ? nal section of this chapter, we will discuss how teachers can cope with the individual differences effectively in the teaching and learning process. INDIVIDUAL DIFFERENCES l CHAPTER 7 172 â€Å"†¦Characteristics of an individual’s society, or of some subgroups within this society. It includes values, beliefs, notions about acceptable and unacceptable behaviour, and other socially constructed ideas that members of the culture are taught are â€Å"true†. † (1994 in Tan 3003). â€Å"†¦Those human characteristics that have both the potential to either enrich or limit a student’s capacity to learn from the school environment. † Henson & Eller (1999, p121) â€Å" Individual differences are the variations we observe among members of any group in a particular characteristic, such as temperament, energy level, friendship patterns and parent-child attachment. † Borich & Tombari (1997, p29) 7. 1 CULTURAL DIVERSITY 7. 1. 1 De? nition of Cultural Diversity According to Garcia, Culture refers to: Henson & Eller (1999, p121) posit that the term diversity mean: Whereas Borich & Tombari (1997. p29) posit that: 173i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 173 â€Å"Group membership can include racial identi? cation, but regardless of race, it can vary further in term of assumptions, values, language, religion, behaviour, and symbols. † (O’conor, 1988 in Tan 2003). Figure 7. 1: Various races in Malaysia. In Malaysia we have different races such as the Malays, Chinese, Indians and others as illustrated in Figure 7. 1. Each of the races has their own culture. Culture is a broad and encopassing concept. Even though we equate culture with race or ethnic identity, the truth is that within racial or ethnic groups there can  be cultural variations. In short, culture governs how we think and feel, how we behave and how we live, and it is born largely of socialization. We often recognize national culture such as Malays, Chinese, Indians and others. We share Malaysian citizenship. So, differences in culture pertaining to Malaysia also mean differences in ethnicity and race. 7. 1. 2 The Role of Culture in Shaping Similarities and Di? erences Among Individuals Culture has impact on our student’s socialization. Some elements of culture including religion, foods, holidays and celebrations, dress, history and traditions, and art and  music. Cultural diversity also can manifest in our views of the life cycle, decorum and discipline, health and hygiene (Example: Explanations of illness and death), values, work and play, and time and space. All could be elements of a shared national culture or of additional family cultures. Each element shapes our students through socialization within their families, later through teacher, peers and environment. INDIVIDUAL DIFFERENCES l CHAPTER 7 174 We need to keep in mind that our students’ membership in cultural groups signi? cantly in? uences their lives both inside and outside of school. Therefore, we have to consider cultural diversities because honouring cultural diversities enhances classroom teaching and learning. As teachers, we have to understand these cultural diversities and try to accommodate to these differences. We have to honour other people’s beliefs and values because they have their rationale and that contributes to a harmonious society and peaceful nation. These have to start in school where the students are aware of their differences and teacher instil within them the espirit de core (spirit to live together peacefully), tolerance towards others, empathy and pro social behaviour. 175i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 175 To answer that question, Tan (2003), recognizes three ways in addressing cultural differences as illustrated in Figure 7. 2: Now let us examine all these approaches. (a) Assimilation Theory According to the assimilation theory, all students must conform to the rules of the Anglo- American group culture, regardless of their family culture or the rules of other groups to which they belong. â€Å"Anglo† culture is superior to all others, differences are threatening and rejected. Figure 7. 2: Three ways in addressing cultural differences INDIVIDUAL DIFFERENCES l CHAPTER 7. 176 (b) Amalgamation Theory According to Davidson & Phelan: Cultural differences are ignored. Through the years, many of us have been comforted by the melting pot view of our society’s institutions. But, it too has encouraged the loss of individual identity. (c) Cultural Pluralism According to Davidson & Phelan: Diversity is not feared or criticized or ignored. It is valued, even celebrated. An effective teacher holds this view of diversity and incorporates beliefs about multicultural education. Multicultural education is education in which a range of cultural perspectives is presented to students. â€Å"The amalgamation theory is the â€Å"melting pot† approach in which elements of individual cultures are blended to become a â€Å"new†, synthesized American culture. † (Davidson & Phelan, 1993) â€Å" In â€Å"cultural pluralism†, we are encouraged to take multicultural view, in which we attempt to address the elements of both shared national culture and individual and/or family culture together. † (Davidson & Phelan, 1993) 1. What is cultural diversity? Give few examples of cultural diversity in your answer. 2. Think of ways in which teacher can accommodate to the cultural diversity among students. 177i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 177 7. 2 RACES AND ETHINICITY DIVERSITY Race and ethnicity are factors contribute to students’diversity. Through race and ethnicity, we will be able to trace the students’root and cultural make up. Through this awareness then we can be fair in our treatment to all students in the classroom. As Ladson-Billings (1994) notes: â€Å"The notion of equity as sameness only makes sense when all students are exactly the same†. Ladson-Billings (1994) In reality we are different in race, ethnicity, culture and ways of life. Therefore we should take advantage of these differences by learning other languages, about food and dances. Students would respect teachers who know about their students’languages other than their own because it enhances their knowledge about the students and make their communiaction with the students easier. In Malaysia, we have di? erent race that are Malays, Chinese, Indians, Eurasian and others. Within the races, we have sub-groups or ethnicity. Examples of the sub-groups or ethnicity are listed in table 7. 1. Table 7. 1: Races and it sub-groups or ethnicity in Malaysia. Race Malays Chinese Sub-groups or ethnicity ? †¢? Javanese? Malays? †¢? Bugis? Malays †¢? Kelantanese Malays †¢? Johorean? Malays †¢? Malaccan? Malays? etc. Chinese come from many parts of China which contribute to ethnic di? erences such as: ? †¢? Hokkien ? †¢? Cantonese ? †¢? Hailam? and? etc. INDIVIDUAL DIFFERENCES l CHAPTER 7 178 7. 3 LINGUISTIC DIVERSITY Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language andball students must pass the subject at the Sijil Pelajaran Malaysia level or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. Indians ? †¢? Tamil? Nadu ? †¢? Hindustani ? †¢? Benggali ? †¢? Pakistani ? †¢? Bangla? (Bangladesh)? ? †¢? Bangla? (Sri? Lanka)? and? etc.? These races and ethnicities also contribute to language differences. 1. What are race and ethnicity diversity? Give few examples of race and ethnicity in Malaysia. 2. Can you understand other race or ethnic language? List out the advantages for teachers if they know their student languages. Figure 7. 3: Two suggested ways in addressing language diversity by Tan(2003) 179i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 179 Let us examine those approaches. (a) Facilitating English Enhancing the mastering of the English language among students can help overcome the problem of communication with others in the school and outside the school. Teaching English to all students is regarded as a tool for cultural understanding and communication among students. We can emphasize comprehension in our classroom. If you can understand the student and the student can understand you, then achievement can continue. Increased student achievement should be our overall instructional goal, regardless of linguistic diversity issues. (b) â€Å"Immersion† and Transitional Method Traditionally, we believed â€Å"immersion† approach was the best way to move children to standard language usage. In this approach, from the beginning till the end, the instructor uses only the language to be learned. It becomes, then, a â€Å"sink or swim† proposition. †¢ Some children swim, they thrive under these conditions; they learn the language with few problems. †¢ Other students, however, sink; they do not learn the language and suffer inside and outside of class. Similarly, linguistically diverse students can sink or swim in language learning. Conversely, teacher may use transitional or balance bilingual strategies for adding standard language as a shared communicative tool are being examined. These approaches start with the language the student brings into the classroom and build on family and cultural language to promote standard language usage. Read on an example case below: Several? years? ago,? a? Massachusetts? teacher,? Gary? Simpkins,? attempted? to? move? his African-American students toward standard American English usage by developing? an? approach? called? â€Å"Bridge†? (Shells,? 1976).? He? used? transitional? strategies? whereby? the? students? learn? English? at rst? in? their? language-Black? English in reading, writing and oral communication. Midway through, he taught partly? Black? English? and? partly? standard? American? English.? By? the? end? of? the? instructional period, he taught all in standard American English but still aloud  student? to? use? Black-English? for? less? formal? communication. The implementation of approach above yielded â€Å"promising† results. 1. What is linguistic diversity? 2. Explain how teacher can help the students overcome language differences. INDIVIDUAL DIFFERENCES l CHAPTER 7 180 7. 4 LEARNING STYLE OR COGNITIVE STYLE DIVERSITY 7. 4. 1 De? nition of Learning Style and Cognitive Style Kagan is one of the earliest psychologists who introduced the re? ective and impulsive cognitive style. Later, Witkin and Coodenough(1977) founded the concept of ? eld- independent and dependent cognitive style(Borich & Tombari, 1997). Another earliest psychologist, Massick proposed the concept of cognitive style. According to Massick: â€Å"Cognitive style is stable attitudes preferences or habitual strategies determining a person’s typical modes of perceiving, remembering, thinking and problem solving. † Messick (1976, p5) Later, there are various de? nitions for learning style or cognitive style by psychologists, depending on their views and perspectives as shown in Table 7. 2. Table 7. 2: Various de? nitions of Learning Style and Cognitive Style by psychologists. Tan et. al. (2003) Psychologist De? nition of Learning Style and Cognitive Style Henson and Eller (1999, p505). â€Å"Learning? styles? are? biological? and? socialized? di? erences? or? preferences for how students learn. Where as cognitive style is students’most comfortable, consistent, and expedient ways of perceiving? and? making? sense? of? information. † Tan et. al. (2003) ? â€Å"Learning? style? is? how? elements? from? basic? stimuli? in? the? current? and past environment a? ect an individual’s ability to absorb and retain information. † Henson and Eller (1999, p505) †¢? In? this? de? nition,? Tan? stressed? the? in? uence? of? biological? and? socialization? in? moulding? students’? learning? style. †¢? Henson? and? Eller? stress? on? basic? stimuli?that? a? ect? individual’s? learning style. 181i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 181 Woolfolk (2004, p603), Sternberg (1997) ? â€Å"Learning? preferences? is? preferred? ways? of? studying? or? learn- ing,? such? as? using? pictures? instead? of? text,? working? with? other? people versus alone, learning in structured or unstructured situation, and so on. Whereas a cognitive style is di? erent ways? of? perceiving? and? organizing? information. † Woolfolk ? â€Å"Learning? and? thinking? styles? are? not? abilities,? but? rather? preferred ways of using one’s abilities. † (Santrock, 2008, p132). †¢? Woolfolk? proposed? that? learning? styles?as? characteristic? approaches to learning and studying. †¢? She? also? equates? learning? styles? and? learning? preferences. †¢? According? to? Sternberg,? intelligence? refers? to? ability. †¢? Individual? vary? so? much? in? thinking? and? learning? style,? ? literally? hundreds? of? learning? and? thinking? styles? have? been? proposed by educators and psychologist. So from these de? nitions, we ? nd overlapping views on learning styles and cognitive styles. We can conclude that: Learning style and cognitive style cover many domains such as physical, psychological, audio, visual, kinaesthetic, etc. INDIVIDUAL DIFFERENCES l CHAPTER 7. 182 7. 4. 2 Types of Learning Styles According to Butler, there are few types of learning styles(Butler, 1989 in Tan, 2003) such as explained below. (a) Psychological/Affective styles †¢ One of the instruments to assess individual’s learning style for this type of learning style is Myers-Briggs Type Indicator (MBTI). †¢ This instrument will reveal how a student feel about him/herself and how self-esteem developed is linked to learning. (b) Physiological Styles †¢ There are few instruments in this category such as: – Honey and Munford Learning Styles Inventory, – Kolb Learning style inventory, – Modality Preferences Inventory, etc. †¢ These instruments show individual of her/his consistent ways to facilitate learning through the use of the senses or environmental stimuli. †¢ These instruments also show hemispheric specialisation (i. e. right or left brain), auditory, visual, kinaesthetic, olfactory preferences or preferences for environmental conditions. (c) Cognitive Styles †¢ Students may utilize cognitive styles such as ? eld-dependent or independent, impulsive or re? ective, whole or serial, etc. †¢ These instruments measure consistent ways of responding and using stimuli in the environment, how things are perceived and make sense, the most comfortable, expedientnand pleasurable way to process information. 7. 4. 3 Measurement of Learning Styles and Cognitive Styles Since students’ preferred styles of learning in? uence their achievements and teachers’ learning styles in? uence their instructional choices, it is suggested that teacher and students take the test we describe below. (a) Modality Preference Inventory Through this inventory, teacher and students can classify their learning styles such as auditory, visual or kinaesthetic. To assess an individual’s learning style, he/she has to respond to the questions shown in Figure 7. 4. 183i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 183 Learning Styles. Modality Preference Inventory Read each statement and select the appropriate number response as it applies to you. Often (3) Sometimes (2) Seldom/Never (1) Visual Modality †¢? I? remember? information? better? if? I? write? it? down. †¢? Looking? at? the? person? helps? keep? me? focused. †¢? I? need? a? quiet? space? to? get? my? work? done. †¢? When? I? take? a? test,? I? can? see? the? textbook? page? in? my? head. †¢? I? need? to? write? down? directions,? not? just? take? them? verbally. †¢? Music? or? background? noise? distracts? my? attention? from? the? task? at? hand. †¢? I? don’t? always? get? the? meaning? of? a? joke. †¢? I? doodle? and? draw? pictures? on? the? margins? of? my? notebook? pages. †¢? I? react? very? strongly? to? colors. †¢? Total Auditory Modality ? †¢? My? papers? and? notebooks? always? seem? messy. ? †¢? When? I? read,? I? need? to? use? my? index nger? to? track? my? place? on the line. ? †¢? I? do? not? follow? written? directions? well. ? †¢? If? I? hear? something,? I? will? remember? it. ? †¢? Writing? has? always? been? di? cult? for? me. ? †¢? I? often? misread? words? from? the? text? (eg,? them? for? then) ? †¢? I? would? rather? listen? and? learn? than? read? and? learn. ? †¢? I’m? not? very? good? at? interpreting? an?individual’s? body? language. ? †¢? Pages? with? small? print? or? poor? quality? copies? are? di? cult? for? me to read. ? †¢? My? eyes? tire? quickly,? even? though? my? vision? check-up? is? always ?ne. ? †¢? Total Kinesthetic Modality †¢? I? start? a? project? before? reading? the? directions. †¢? I? hate? to? sit? at? a? desk? for? long? periods? of? time. †¢? I? prefer? to? see? something? done? and? then? to? do? it? myself. †¢? I? use? the? trial? and? error? approach? to? problem-solving. †¢? I? like? to? read? my? textbook? while? riding? an? exercise? bike. †¢? I? take? frequent? study? breaks. †¢? I? have? di? culty? giving? step-by-step? instructions. †¢? I? enjoy? sports? and? do? well? at? several? di? erent? types? of? sports. †¢? I? use? my? hands? when? describing? things. †¢? I? have? to? rewrite? or? type? my? class? notes? to? reinforce? the? material. †¢? Total Total the score for each section. A score of 21 points or more in a modality indicates a strength in that area. The? highest? of? the? 3? scores? indicates? the? most? e? cient? method? of? information? intake.? The? second? highest? score indicates the modality which boosts the primary strength. Figure 7. 4:Example of questions should be responded by students to measure their learning styles. INDIVIDUAL DIFFERENCES l CHAPTER 7 184 (b) Field-Dependent and Independent Teacher or student may utilize Field-Dependent or Independent Cognitive Style in percep- tion or information processing. Field-Independent learners perceive items as more or less separate from the surrounding ? eld. They are interested in concept for their own sake. They have self-de? ned goals and function successfully in self-structured situations and impersonal learning environments. For ? eld-dependent learners, their mode of learning is strongly in? uenced by the prevailing context or setting. They are more aware of their surroundings as they learn. These learners value practical information. They can memorize human faces and social facts such as best friend’s birth date more easily than ? eld- independent learners. Garger and Guild(1987) have summarized the characteristics of ? eld-independent and ?eld-dependent learners. These are illustrated in Table 7. 3. From this table it is clear that, at least in the extremes, the two styles are very different. Table 7. 3 Characteristics of Field-Dependent and Independent learners. Perceives globally. Perceives analytically. FIELD-DEPENDENT FIELD-INDEPENDENT Makes broad general distinctions among concepts, sees relationships. Learns material with social content best. Requires externally de? ned goals and reinforcements. Makes speci? c concept distinctions, little overlap. Learns social material only as an intentional task. Has self-de? ned goals and reinforcements. Experiences in a global fashion, adheres to structures as given. Social orientation. Attends best to material relevant to own experience. Needs organization provided. Experiences in an articulate fashion, imposes structures of restrictions. Impersonal orientation. Interested in new concepts for their own sake. Can self-structure situations. Learning Styles- Dependence and Independence Descriptions. 185i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 185 More a? ected by criticism. Less a? ected by criticism. Uses spectator approach for concept attainment. Uses hypothesis-testing approach to attain concepts. Teacher and students can assess their cognitive style using Embedded Figures Test (EFT) or Group Embedded Figures Test(GEFT). In this test, they have to recognize geometry ?gure, which are embedded in the picture or in the background. Those who can recognize the ? gure faster than the others are learners with the ? eld-independent style and those who take longer than a few seconds or cannot ? nd the ? gure at all, can be classi? ed as ? eld- dependent learners. Figure 7. 5 illustrates an example of Embedded Figures Test (EFT). Recognize? the? geometry gure,? which? are? embedded? in? the? designs? picture.? INDIVIDUAL DIFFERENCES l CHAPTER 7 186 Answer: Figure 7. 5: An example of Embedded Figure Test (EFT) If you are a ? eld-independent teacher, you may be comfortable giving lectures and empha- sizing cognition. You may prefer offering corrective feedback, using negative feedback as warranted, and you may use grades and personal goal charts motivationally. If you are a ? eld-dependent teacher, you may prefer interaction and conversation with your  students. You may rely less on corrective feedback and little on negative evaluations. You also like to establish a warm and personal environment and prefer to motivate through external reward such as verbal praise. Many educational psychologist views that if the teacher cognitive style match with the student cognitive style, students? will? bene? t? most? and? vice? versa.? Student? learn? best when there is congruence between their preferred teaching style. Unfortunately, most teachers ignore student’s? cognitive? style? because? it? takes? longer? time? for? them to prepare lesson plan and devices or activities to  ful? l their needs. 1. What is cognitive style and learning style? 2. Give a few examples of learning or cognitive styles. 187i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 187 7. 5 GENDER DIFFERENCES Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language  and all students must pass the subject at the Sijil Pelajaran Malaysialevel or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. In Asian society, being a girl or a boy has signi? cant impact. The people usually adore boys than girls. It’s because most Asian country are rice bowl or dependent on agriculture where the man are more utilizable in manual jobs than ladies. But they forget, in terms of resilience and patience, the women are the winners! Now, let us examine gender-related student differences in several ways and explore their implications for teaching. Are you resent being a girl? You don’t have to. Accept things as it is. (a) Developmental rates According? to? Egan? and? Kauchak: â€Å"Di? erences exist in boys’ and girls’ developmental rates. Girls develop faster with? di? erences? in? verbal? and? motor? skills? appearing? at? an? early? age.? Boys?and? girls? are? di? erent in other areas as well, and these di? erences appear as early as the preschool years. Girls tend to play with dolls and other girls and to gravitate toward activities such as? make-believe? and? dress-up.? Boys? play? with? blocks,? cars,? dinosaurs,? and? other? boys. † (Egan and Kauchak, 1997). INDIVIDUAL DIFFERENCES l CHAPTER 7 188 We? can? observe? society? and? family,? school? and? work? place? treat? girls and boys di? erently. In the family, they are treated di? erently from the day they were born. †¢? Baby? girls? are? given? pink? blankets,? are? called? cute? and? handled? delicately. †¢? Baby? boys? are? dressed? in? blue,? are? regarded? as? handsome,? and are seen as tougher, better coordinated, and hardier. Di? erences in treatment continue in later years. In high school, girls? become? cheerleaders? for? the? boys,? who? become? basketball? or? football players. (b) Family treatment (c) Expectation for school success (d) Academic area These di? erences also include expectation for school success. Parents? probably? communicate? di? erent? expectations? for? their? sons and daughters. Researchers have found that: Research on gender e? ects founded di? erences in boys and girls in di? erent academic areas. According? to? Maccoby? and? Jacklin, â€Å"Parents’? gender-stereotyped? attitudes? toward? girls’? ability? in? math,? adversely? in? uence? their? daughters’? achievement? in? math? and their attitudes toward it. † (Nagy-Jacklin, 1989 in Egan & Kauchak, 1997) â€Å"Boys? did? better? in? math? and? on? visual? and? spatial? tasks,? example? tasks? in? geometry.? Girls? did? better? in? on? verbal? skills? such? as? in? languages. † (Maccoby & Jacklin, 1974) 189i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 189 Boys? and? girls? also? received? di? erent? treatment? in? school.? Both? male? and? female? teacher? treat? boys? and? girls? di?erently. They? interact? with? the? boys? more? often? and? ask? them? more? questions,? and? those? questions? are? more? conceptual? and abstract. (e) Treatment in school Gender stereotyping also in? uences career decisions. According to Kochenberger-Stroeher: Signi? cantly, when children choose non-traditional roles for males or females, their choices are based on personal experience. â€Å"Di? erences in students’ view of gender-appropriate careers appear as early as kindergarten. † (Kochenberger-Stroeher, 1994) ? â€Å"One? of? the? most? powerful? factors? in? uencing? school? performance? is? socio-economic? status? (SES),?the? combination? of? parents’? income,? occupations,? and? level? of? education.? SES? consistently? predicts? intelligence? and? achievement? test? scores,? grades,? truancy? and dropout and suspension rates. † (Ballantine, 1989 in Egan & Kauchak, 1997) 1. Why teacher treat boys and girls differently? 2. Give few examples of different treatment to boys and girls. 3. Think of ways in which teacher can accommodate to gender differences. 7. 6 DIFFERENCES IN SOCIO? ECONOMIC STATUS According to Ballantine; INDIVIDUAL DIFFERENCES l CHAPTER 7 190 Many? families? lack? in? proper? nourishment,? and? adequate? medical? care.? Poverty? also? in? uences? the? quality? of? home-life,? unstable? work? conditions? increased? economic? problems? that? lead to parental frustration, anger and depression. These pressures? can? lead? to? family? scattered,? marital? con? ict? and? nurturing homes. The impact of SES is also transmitted through parental attitudes and values where their attitudes and values are different. Example is in interaction pattern. †¢ Low SES parents are more likely to â€Å"tell,† rather than explain. †¢ High SES parents, in contrast, talk more with their children, explain ideas and the cause of events, and encourage independent thinking. Walbergs observed that: â€Å"High SES parents are more likely to ask â€Å"wh† questions (who, when, where, why) promoting language development, provide strong foundation for reading and vocabulary development. † (Walberg, 1991) 191i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 191 The educational aspirations parents have for their children are probably the most powerful variables a? ecting achievement.? Parents? who? expect? their? children? to? graduate? from high school and to attend college have children who do well than parents who have low aspirations. These expecta- tions are communicated through dialogue betweenparents and children.? Low? SES? parents? in? contrast,? allow? their? children? to? â€Å"drift† into classes and often got loss in the shu? e and failed in their lives. The differences between low and high SES families also re? ect the emphasis placed on student’s autonomy and responsibility. High-SES parents emphasize self-direction, self- control, and individual responsibility while low-SES parents, in contrast, place greater emphasis on conformity and obedience. 1. What is meant by parents’ SES differences? 2. Give few examples impact of SES on student’s aspirations, attitudes and values. 3. Think of ways in which teacher can accommodate to SES bdifferences. 7. 7 WAYS IN EMBRACING DIVERSITIES To be a good teacher, you should know the ways to embracing diversities among your students. Below are the discussions on how to handle your student’s diversities in the gender differences, cultural, race and ethnicity, learning style, socio–economy and linguistic differences. (a) Gender differences It is not easy to eliminate gender differences in the class, but to make teacher cautious and not gender bias, Figure 7. 6 shows some recommendations warrant that need to be considered. Avoid stereotypical language. (Example: â€Å"Okay, guys lets get work†) Provide equal opportunities for males and females. (Example: club membership). INDIVIDUAL DIFFERENCES l CHAPTER 7 192 In eliminating race and ethnicity, we move toward moulding one Malaysian nation with the same identity and characteristics such as same language and same spirit. One of the ways to unite Malaysians is through education system where all races study in the same school, same college and same university. All Malay- sian? know? and? appreciate? the? same? food? like? nasi lemak, roti canai, the tarik, tosay,mee teow, mee suah and etc. In coping with students with learning styles diversity, teacher  may use multi-approach in instruction such as cooperative learning which is suitable for ? eld-dependent students and doing experiment and also suitable for ? Eld-independent students. During instruction, teacher may use diagram and charts which is suitable for visual learner, using records and video tapes? which? is? suitable? for? auditory? learners? and? utilize? hands-on experience such as experimenting for tactile learners. Reduce or oust gender-typed activities. (Example: Girls have to cook, boys wash the car). Figure 7. 6: Some recommendations warrant that need to be consider to eliminate gender  differences in the class. (b) Cultural diversity In eliminating cultural diversity, teacher may utilize assimilation, amalgamation or cultural pluralism approach. In Malaysia we are encouraged to utilize cultural pluralism approach. (c) Race and ethnicity (d) Learning styles diversity 193i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 193 Teacher have to help students from poor family to excel by motivating them to learn, give extra-class to help them catch up? with? the? other? students,? maybe? organizing? charity? work? to? earn? money? that? can? be? donated? to? the? poor? students.? Later,? teacher? can? also?