Looking after children

In this task I am going to talk about my PIES and the development of them. I asked my mother to help with my coursework and she told me that what l was like when I was the age of birth to 2 years. When I was the age of 0-3 months, I was learning how to lift my head and my chest as part of my physical development. When I was the age from 0-3 months, I was learning to smiles and I became more expressive and communicate more with my face and body developing as part of my social skills. When I was the age from 0-3 months, I was learning how to dependent on others and imitates some movements and facial expressions as part of my emotional skills. When I was the age from 0-3 months, I was learning how to explore the environment with hands my intellectual skills. When I was the age of 6 months, I was learning how to rolls from my back to tummy and hold something so that I can stand up, so l was learning how to sit up with some support in physical skills. When I was the age of 6 months, I was scared of strangers and I was also afraid when strangers picked or lifted me up so I start to cry in social skills When I was the age of 6 months, I used to cry when my mother leaves for work or shopping emotional development. When I was the age of 6 months, I like to watch adults when they are talking to my parents and try to copy them, this is an intellectual skill. When I was the age of 9 months, I will like to sit alone by my self , I try to picks up some object and try to put in my mouth and I could hold a spoon and bash it about in my plate in physical skill. When I was the age of 9 months, I try to be shy when stranger come to my parent's house and I tried clapping -social and physical skill. When I was the age of 9 months, I get so angry easily because when my parents ask me to eat I start to cry or get angry easily and l like to show fear of making loud noises when my parents ask to stop was I am do in emotional skills. When I was the age of 9 months, I look for a toy that has fallen down from the cupboard in intellectual skill When I was the age of 12 months, I would stand alone and I learn to pull myself up to a stand holding onto furniture-physical skills. When I was the age of 12 months, I used to waves bye -bye to my parents – social skill. When I was the age of 12 months, I like to be close to familiar adults – emotional skill. When I was the age of 12 months, I learn how to saying my first words -intellectual skills. When I was the age of 18 months, I was learn how to walk confidently, uses crayons to scribble -physical skills When I was the age of 18 months, I used to copies domestic tasks and I used play alone but like to be near a family friend -social skill When I was the age of 18 months, I want to do things for my self in emotional skill When I was the age of 18 months, I don't really like fizzy drink for example cola and sprite .if I don't drink it I will walk to the kitchen zinc and pour it away and I will come back for a different drink for example orange and pineapple. After drinking it I put my fingers in the cup and play with the cup intellectual skill. When I was the age of 2 years old, I used to naming parts of the body and I use to put a small table near to the kitchen zinc and stand on it and say that I was to wash my bowls and cups in physical skill When I was the age of 2 years old, I and my mother used to go to church and copy was the pastor it says for amen. When I see my friends crying I also follow them and start to cry too in social skill When I was the age of 2 years old, I become jealous of my friends when their parents has brought them a new bicycle and I begins to show my defiant behaviour in emotional skill When I was the age of 2 years old, I use shape sorter to arrange them in order in a simple size and I learn how to sing a simple rhymes for example halleluiah in intellectual skill.

Backward Design Essay

Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities. Though considerations about what to teach and how to teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow. Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results. It is analogous to travel planning. Our frameworks should provide a set of itineraries deliberately designed to meet cultural goals rather than a purposeless tour of all the major sites in a foreign country. In short, the best designs derive backward from the learnings sought. The appropriateness of this approach becomes clearer when we consider the educational purpose that is the focus of this book: understanding. We cannot say how to teach for understanding or which material and activities to use until we are quite clear about which specific understandings we are after and what such understandings look like in practice. We can best decide, as guides, what â€Å"sites† to have our student â€Å"tourists† visit and what specific â€Å"culture† they should experience in their brief time there only if we are clear about the particular understandings about the culture we want them to take home. Only by having specified the desired results can we focus on the content, methods, and activities most likely to achieve those results. But many teachers begin with and remain focused on textbooks, favored lessons, and time-honored activities—the inputs—rather than deriving those means from what is implied in the desired resultsâ€⠀the output. To put it in an odd way, too many teachers focus on the teaching and not the learning. They spend most of their time thinking, first, about what they will do, what materials they will use, and what they will ask students to do rather than first considering what the learner will need in order to accomplish the learning goals. Consider a typical episode of what might be called content-focused design instead of results-focused design. The teacher might base a lesson on a particular topic (e.g., racial prejudice), select a resource (e.g., To Kill a Mockingbird), choose specific instructional methods based on the resource and topic (e.g., Socratic seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television), and hope thereby to cause learning (and meet a few English/language arts standards). Finally, the teacher might think up a few essay questions and quizzes for assessing student understanding of the book. This approach is so common that we may well be tempted to reply, What could be wrong with such an approach? The short answer lies in the basic questions of purpose: Why are we asking students to read this particular novel—in other words, what learnings will we seek from their having read it? Do the students grasp why and how the purpose should influence their studying? What should students be expected to understand and do upon reading the book, related to our goals beyond the book? Unless we begin our design work with a clear insight into larger purposes—whereby the book is properly thought of as a means to an educational end, not an end unto itself—it is unlikely that all students will understand the book (and their performance obligations). Without being self-conscious of the specific understandings about prejudice we seek, and how reading and discussing the book will help develop such insights, the goal is far too vague: The approach is more â€Å"by hope† than â€Å"by design.† Such an approach ends up unwittingly being one that could be described like this: Throw some content and activities against the wall and hope some of it sticks. Answering the â€Å"why?† and â€Å"so what?† questions that older students always ask (or want to), and doing so in concrete terms as the focus of curriculum planning, is thus the essence of understanding by design. What is difficult for many teachers to see (but easier for students to feel!) is that, without such explicit and transparent priorities, many students find day-to-day work confusing and frustrating. The twin sins of traditional design More generally, weak educational design involves two kinds of purposelessness, visible throughout the educational world from kindergarten through graduate school. We call these the â€Å"twin sins† of traditional design. The error of activity-oriented design might be called â€Å"hands-on without being minds-on†Ã¢â‚¬â€engaging experiences that lead only accidentally, if at all, to insight or achievement. The activities, though fun and interesting, do not lead anywhere intellectually. Such activity-oriented curricula lack an explicit focus on important ideas and appropriate evidence of learning, especially in the minds of the learners. A second form of aimlessness goes by the name of â€Å"coverage,† an approach in which students march through a textbook, page by page (or teachers through lecture notes) in a valiant attempt to traverse all the factual material within a prescribed time. Coverage is thus like a whirlwind tour of Europe, perfectly summarized by the old movie title If It’s Tuesday, This Must Be Belgium, which properly suggests that no overarching goals inform the tour. As a broad generalization, the activity focus is more typical at the elementary and lower middle school levels, whereas coverage is a prevalent secondary school and college problem. No guiding intellectual purpose or clear priorities frame the learning experience. In neither case can students see and answer such questions as these: What’s the point? What’s the big idea here? What does this help us understand or be able to do? To what does this relate? Why should we learn this? Hence, the students try to engage and follow as best they can, hoping that meaning will emerge. The three stages of backward design Stage 1: Identify desired results What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired? In Stage 1 we consider our goals, examine established content standards (national, state, district), and review curriculum expectations. Because typically we have more content than we can reasonably address within the available time, we must make choices. This first stage in the design process calls for clarity about priorities. Stage 2: Determine acceptable evidence How will we know if students have achieved the desired results? What will we accept as evidence of student understanding and proficiency? The backward design orientation suggests that we think about a unit or course in terms of the collected assessment evidence needed to document and validate that the desired learning has been achieved, not simply as content to be covered or as a series of learning activities. This approach encourages teachers and curriculum planners to first â€Å"think like an assessor† before designing specific units and lessons, and thus to consider up front how they will determine if students have attained the desired understandings. Stage 3: Plan learning experiences and instruction With clearly identified results and appropriate evidence of understanding in mind, it is now the time to fully think through the most appropriate instructional activities. Several key questions must be considered at this stage of backward design: What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals? Note that the specifics of instructional planning—choices about teaching methods, sequence of lessons, and resource materials—can be successfully completed only after we identify desired results and assessments and consider what they imply. Teaching is a means to an end. Having a clear goal helps to foc us our planning and guide purposeful action toward the intended results. Conclusion Backward design may be thought of, in other words, as purposeful task analysis: Given a worthy task to be accomplished, how do we best get everyone equipped? Or we might think of it as building a wise itinerary, using a map: Given a destination, what’s the most effective and efficient route? Or we might think of it as planning for coaching: What must learners master if they are to effectively perform? What will count as evidence on the field, not merely in drills, that they really get it and are ready to perform with understanding, knowledge, and skill on their own? How will the learning be designed so that learners’ capacities are developed through use and feedback? This is all quite logical when you come to understand it, but â€Å"backward† from the perspective of much habit and tradition in our field. A major change from common practice occurs as designers must begin to think about assessment before deciding what and how they will teach. Rather than creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropriately assess our standards and goals), backward design calls for us to make our goals or standards specific and concrete, in terms of assessment evidence, as we begin to plan a unit or course. The rubber meets the road with assessment. Three different teachers may all be working toward the same content standards, but if their assessments vary considerably, how are we to know which students have achieved what? Agreement on needed evidence of learning leads to greater curricular coherence and more reliable evaluation by teachers. Equally important is the long-term gain in teacher, student, and parent insight about what does and does not count as evidence of meeting complex standards.

Object Oriented Metrics Essay Example | Topics and Well Written Essays - 2500 words

Object Oriented Metrics - Essay Example This paper therefore discloses three perspectives under which Object Oriented metrics can be considered. The first one is the fault analysis by OOM, types and new metrics and finally their functions Based on Object Oriented Metrics there are two types of faulty and these include the type I, type II and type III faults. Type I and II are the ones termed as OO faults and type III ones are the non- OO faults. The type I faults are mostly connected to the Object Oriented (OO) and are normally introduced by features such as Inheritance and Polymorphism. The type I faults therefore can be categorized further into two sub-divisions. These are the Inheritance faults and Polymorphism faults derived from the features introducing the faults (Fenton, 1991). The Inheritance OO fault majority is introduced or occur when derived class modifies data / information member of the base class and this finally changes the behavior of the base class, causing the fault in the long runs modification results into changing the environment of the base class that inform causes faults encountered. Then faults caused are either encountered in the derived class or the base class. Polymorphism fault is another type of object oriented fault encountered on the O... For example when two objects send different bindings to send a service request then the total combination is the product of the findings from the two objects - resulting into different combination binding into the occurrence of a fault called Polymorphism fault. The fault actually occurs when testing is not done in the testing phase (Harrison, 1988). The type II faults are special kinds of OO characterized by object copying, dangling reference and object memory usage faults objects copying fault occur if there is a duplication of the original object or the generation of a reference to the original object. This occurs during the implementation of the method of copying whereby the copying method may be incorrect. Dangling reference fault from the word Dangle meaning hang or swing without anything stopping it. Therefore, Dangling reference fault is experienced when an object say object X tries to reference another object say Y that was destroyed by a third object say object Z. the object memory usage fault on the other hand happens when an object allocates during the run time allocates memory but fails to remove the information when no longer required. Basically, this is how the object oriented memory usage fault occurs (Basil, Bariand and Melo, 1996). The type III faults are also called / referred to as a non - OO faults because they are not related to objects. They are traditional faults therefore are classified under the traditional software (Harrison 1988). After looking at the object oriented faults, it is therefore logical to be able to understand the object Oriented Metrics. These are system softwares that are developed to realize the structure and the

Eco Tourism Case Study Example | Topics and Well Written Essays - 1500 words

Eco Tourism - Case Study Example However, this niche market of the tourism sector has come under scrutiny for the positive and negative implications it presents. We will examine the positive and negative factors of ecotourism by looking at the political, economic, social and technological factors of ecotourism, and how they can increase visitor arrivals. Due to the ambiguous nature of the term 'eco-tourism' and the many meanings it has been assigned, it can sometimes become confusing. The confusion raised by the term needs to be clarified in order to better understand the nature of eco-tourism. A definition must be given to facilitate the understanding of its impacts on the industry. Eco-tourism according to the United Nations Environmental Programme (UNEP, n.d, beginning section, 1) is a developmental tool that can promote the three basic goals of the Convention on Biodiversity as listed below: share the benefits of ecotourism developments equitably with local communities and indigenous people, by obtaining their informed consent and full participation in planning and management of ecotourism businesses. All the literature reviewed for this paper reveal that other definitions have referred to it as nature based, alternative, green, adventure, and agri tourism. The main aim here is not to confuse ecotourism with sustainable tourism, although both are closely linked. Whereas ecotourism is more concerned with economic benefits for the community while maintaining a sound ecosystem, sustainable tourism is more concerned with saving the environment without economic gain. The one common factor in all these definitions is that there is a consensus that eco-tourism is about travel to destinations that are sustaining their natural resources for economic, social, and most importantly, natural benefits. With this definition at hand, a review of the literature reveals some key points of interest. These points address both negative and positive views about the management and positioning of eco-tourism in the industry and the future viability in the global framework. Positive PEST factors of Eco-Tourism Eco-tourism provides several benefits when managed properly. The first of these benefits is Political. Politically, most governments in one way or another have embraced ecotourism. This was encouraged when the area received its' largest boost with the United Nations Environmental Programme (UNEP) declaration of 2002 as the International Year of Eco-tourism. Governments around the world have seen the importance of this niche market and recognized the necessity to support their tourism industry. Citing examples of various government efforts throughout the world Nash (2005) points to the growing involvement of government agencies in promoting and aiding eco-tourism. In England for example

International Strategic Management- Case study (Emirate airline)

International Strategic Management- (Emirate airline) - Case Study Example Some of this training involves diversity, as the business employs more than 150 different nationalities and must deal with a diverse demographic of clients (Matly & Dillon, 2007). Training and development is a key internal resource, in terms of human capital, to provide ongoing customer service and support to fulfill the company’s mission and differentiation tactics toward competitive edge through service. The business has also been able to establish a network of internal capabilities including an ever-growing fleet of planes which allows Emirates the distinction of being the only airline across the globe to offer non-stop flight service to all six continents from a single airline hub (emirates.com, 2009). This requires internal flexibility and expertise in coordinating flight services in a manner which does not project, to the travelling client, delays or inferior scheduling capacity. This is an internal competency which gives Emirates a reputation for being both innovative to meet international client demands and also coordinate on-time arrivals and departures. Much to the dismay of Emirates Airlines, the company’s cash position is quickly deteriorating, due largely to heavy financing of current planes and also the current economic climate which is causing drops in passengers as they cut back on business and personal costs (Kerr, 2009). The business has attempted to diversify its holdings, including new investments in the construction of a hotel and its ongoing dividends being paid to the Dubai government (Kerr). However, the business still maintains a strong cash position of $2.4 (US) billion, giving the business considerable opportunities to further diversify its business holdings and generate more long-term revenue. Therefore, from an internal strategic analysis, Emirates Airlines is well-positioned with positive cash availability to strengthen its ability to expand as deemed

Life between the city and village Essay Example | Topics and Well Written Essays - 250 words

Life between the city and village - Essay Example No wonder many social interactions and new ventures are initiated in the cities (Leuzzi, 1995). However, despite the fact that the village is less advance than the cities in terms of the social amenities and the advance facilities, the cultural identity is real and this is directly correlated to the attitudes and ideologies of the village dwellers (Klinkenborg, 2003). Village dwellers tend to be more welcoming and friendly. In fact the love that runs deep down the villagers makes them consider everyone around them as a brother or a sister. Village lifestyle is also free of pollution and less overcrowded. The air too is fresh and less polluted that why many village dwellers are considered healthier than individuals from the city (Hillyard, 2007). As a conclusion, life may seem very enjoyable in the cities due to the many opportunities and the social amenities available but village life is likewise unique and less stressful, healthier as it is warm and welcoming to

The Biography Of Blue Jeans Essay Example | Topics and Well Written Essays - 1000 words

The Biography Of Blue Jeans - Essay Example The basic motive of this project is to show that the blue jean, which had been widely used by working class individuals as an inexpensive and long-lasting piece of clothing, saw a boom in interest from all classes of society when it began appearing in Hollywood films as the clothing of choice for the era’s biggest heroes, the cowboys. â€Å"Western movies from Hollywood elevated ‘authentic’ cowboys, who were often portrayed wearing the garment, to mythic status. Just as Easterners were beginning to appreciate the tremendous comfort and durability of the new clothing style, World War II forced changes in manufacturing techniques. However, soldiers preferring to wear blue jeans while relaxing overseas helped further change the image of the blue jean from a working class, working style pant to one of relaxation and leisure, as well as of the natural abundance and enviable condition of the American lifestyle. After the war, Hollywood again helped to spread the popula rity of the blue jean by clothing their popular ‘bad boys’ such as James Dean in Rebel Without a Cause and Elvis Presley, in the popular garment, immediately associating it with the rebellious youth. Today blue jeans enjoy an unequaled status among the clothing styles of the world. Blue jeans have become the comfort clothing of the world. Recognized as an art form and enjoying numerous types of treatments from painting, stonewashed, acid dying and fancy stitching, blue jeans have proven themselves to be as versatile as they are long-lasting.

The extent of bankers' awareness, attitude towards social enterprises Dissertation

The extent of bankers' awareness, attitude towards social enterprises business modes and social enterprises' ability to attr - Dissertation Example Major focus is placed on the objectives of the organizations. Social enterprises can be of different types. For example, a social enterprise can take the form of share capital organization, or it may be a non-share capital enterprise that is generally known to be as non-profit corporation, or it may take the form of a cooperative, or it may be built through partnership, or it may take the shape of a sole proprietorship. (Conaty, 2001; Martin and Thompson, 2009; Brooks, 2008) Very often, a social enterprise is created as a profit making independent organization having some particular social values implanted in its business activities. Some times a social enterprise is built in order to generate revenues for financing the activities of a non-profit enterprise, while in some other cases a social enterprise is simply a profit-generating subsidiary of a non-profit corporation. Most of the social enterprises operate at breakeven point or generate quite small level of profits. However, some social enterprises can be quite profitable. Everything depends on the purposes for which the social enterprises are set up. ... Second, Smallbone et al (2001) is of the opinion that the utilization of surpluses generated through their economic activities for fulfilling a social objective is the prime distinguishing characteristic of social enterprise. How social enterprises are financed: A number of literatures have put some focus on the financing of social enterprises (Smallbone et al 2001; Bnak of England, 2003, Conaty, 2001; Westall, 2001). Various studies have tries to identify the source of funds that social enterprises utilize to fulfill their noble objectives. In these studies it has been found that social enterprises generally are not capable of generating sufficient amount of revenues from the sales of goods and services for financing their social or environmental goals. The researchers have suggested that this shortfall in funding is most of time made up with grants. Grants towards social enterprises are generally provided by local, provincial or central government. Smallbone et al (2001) pointed ou t in his study that most of the types of social enterprise need grant support at the time of their initiation and early trading times. However, the level of grant support required generally varies on account of their activities and sizes. Smallbone et al (2001) interviewed 80 entrepreneurs who had set up social enterprises and they found that 39 percent of them obtained grants from European Commission, 49 percent from regional or central administration and 33 percent from the local government. This kind of funding is generally utilized to finance expenditures on capital. Conaty (2001) identified two largest sources of funds to finance expenditure on capital in social enterprises. One of them is

Ladies AdvoCare Organization Term Paper Example | Topics and Well Written Essays - 1000 words

Ladies AdvoCare Organization - Term Paper Example The human mind realizes that it was much better off as a farmer, peasant, labor, and that all the free time and the relaxed atmosphere it now has does nothing but makes his life harder. In such a situation, a capable mind thinks of making most of the resources it has, namely, the technological advancement and the free time that it brings with it. The leaders of this era take up the scientific discoveries and use them to ease the lives of their fellow men in areas that most closely affect the efficiency of the human mind. One such group of today’s leaders is AdvoCare (2012). ...After all, there are hundreds of such franchises which claim the similar benefits may be cheaper rates. How AdvoCare then stands out? Well, it distinguishes itself from others in plenty of ways. First, AdvoCare (2012) is a well-endorsed company. Some of the most eminent sportsmen and award-winning athletes of the country regard it. Not only are these people using and getting benefit out of AdvoCare produ cts but also publicly recommend it to their fans and audiences. AdvoCare’s market is expansive and caters to people from a broad array of professions. some of the fields with notable champions using AdvoCare products are sports such as baseball, basketball, bodybuilding, Football Quarterback Club, football, golf, hockey, mixed martial arts, soccer, motorsports, entertainment and numerous other world-class leaders (AdvoCare, 2012). People like â€Å"World Champion Sprinter, Veronica Campbell, Medal Bobsled Drive, Steven Holcomb, and Crossfit Champion, Mary Beth Litsheim are one of the most prominent endorsers of the company† (AdvoCare, 2012). No other famous company has this much endorsement from these many relevant celebrities who do not only recommend AdvoCare on-screen but are regular users of AdvoCare products off-screen as well. This is the prime reason why AdvoCare has an edge over other competitors. Secondly, scientists whose credibility stays unchallenged design AdvoCare products. The excellent results of AdvoCare products come from the notable professionals from spheres of nutrition, pharmacology, biology, kinesiology, and medicine  working relentlessly to design and manufacture products that best meet the demands of AdvoCare customers.

Production and Cost Relationships Essay Example | Topics and Well Written Essays - 1500 words

Production and Cost Relationships - Essay Example Profit is measured as the difference between the revenue generated deducted with the costs incurred. Thus, in order to maximize profits, the company could either ensure that it is generating the highest revenue possible by increasing price and quantity demanded or minimize the costs that it incurs (Pindyck and Rubinfeld 2005). This paper will focus on the latter. The following chapters will look at the relationship of average cost, marginal cost, and marginal product in the aim of helping a business organization attain its goal of profit maximization. In the course of its operation, a business organization incurs various costs in order to ensure that products are designed, manufactured, and distributed to customers (Cepeda 2005). In order to understand average total cost, it is best to have a comprehension of what comprises the total cost that a business organization faces. In general, the company is faced with two different costs which make up its total cost namely fixed cost and variable cost (Brue and McConnell 2005). Fixed cost, as the name implies is fixed and does not vary with the level of production. An example of fixed cost is the payment for rent of production plant or retailing store. On the other hand, variable costs are those costs which changes when the quantity of production is changed (Cepeda 2005). Examples of these are the cost of materials and labor which are needed in the production of one unit of a product. The sum of the total fixed cost and the total variable cost is the total cost. Dividing the total cost with the number of quantity produced by the business organization will yield the average total cost (Brue and McConnell 2005). Table 1. Numerical Example for Average Total Cost Quantity Total Fixed Cost Total Variable Cost Total Cost Average Total Cost 50 $600 $1250 $1850 $37 100 $600 $2500 $3100 $31 150 $600 $3750 $4350 $29 200 $600 $5000 $5600 $28 250 $600 $6250 $6850 $27.4 300 $600 $7500 $8100 $27 In order to illustrate fixed cost, it is best to come up with a numerical example. Suppose that a company manufactures figurines and incurs fixed cost as follows in a month: $200 for building rent; $300 for administrative expense; and $100 for utilities. On the hand, it incurs the following variable cost per unit: $10 direct material and $15 direct labor. The company's production capacity is 300 units per month. Table 1 shows the company's variable cost and fixed cost at each level of quantity produced. On the other hand, Figure 1 shows the short run average total cost curve. It should be noted that as the quantity produced is increased, ATC declines because of economies of scale, managerial specialization, and use of more efficient labor. Figure 1. ATC Curve in the Short-run However, in the long run, ATC curve will begin to inflect because of the diseconomies of scale as production expands further (Pindyck and Rubinfeld 2005). Thus, the long run ATC curve will tend to slope downward at first and begin to

Prohibition Era Essay Example for Free

Prohibition Era Essay Prohibition in the United States takes effect on January 17th 1920, this is also known as the 18th amendment. This amendment banned the production, distribution, and sale of alcohol. The majority of the population pushed this law and wanted it to happen, however they did not realize the consequences to come. The prohibition era would be one of the most violent tines in the 20th century. Moonshine is a part of the backwoods culture and prohibition only fuels the fire. With alcohol hard to find moonshiners could charge top dollar for their product. This got more people interested in the production and distribution of illegal liquor because the profit outweighed the risk. The problem with this was rookie moonshiners, because they did not know the safe way, or the safe ingredients to produce moonshine. Also with the increased production brought increased law enforcement. The officers were supposed to destroy any moonshine still they found but were often bribed to look the other way. Another way alcohol was being brought into the U.S. is by boat. Large carrier vessels would stock up in Canada and Jamaica and drop anchor three miles off the coast in international waters, this was called Rum Row. There were over one hundred distribution ships off the coast between Maine and Florida who would sell to any takers. Similar to moonshine the U.S. had to step there game up and beef up the coast guard to catch these rum runners. However the runner’s response to the coast guard was to build bigger and faster boats. Some of these vessels could carry up to two hundred cases of liquor and were equipped with airplane engines. Also some boats could produce a smoke screen and were bullet proof. Then the coast guard did whatever it took to catch the runner’s. They would even open fire on the boat and crew to prevent the shipment from making it to the coast. Most of this illegal alcohol was being sold in private clubs called speakeasies. These clubs had secret rooms and walls to conceal the liquor to fool the police if they were raided. Even with the high risk people were drawn to these clubs because of the thrill of being caught breaking the law. Nevertheless before you could enter into one of these clubs you had to be given the password. But once you were cleared to enter they had all the alcohol you could pay for. Another big player in the Prohibition era was the mobsters. The Bernstein brothers Purple gang and Al Capone’s North Side Gang were the main contenders. They had the public terrorized because they were not afraid to kill anyone, anywhere. The illegal liquor didn’t enter or leave the city without there say so. All of this competition caused a gang war to break out between the Purple gang and the North Side gang. In one massacre the purple gang dressed as police and lined members of the North side gang up against a wall and murdered them. With all of this violence in the U.S. people are fed up with Prohibition law. They realized people are going to drink no matter what the law says. Then to the relief of many Americans on December 5, 1933 President Roosevelt signs the 22nd amendment to revoke prohibition.

The Effectiveness Of Facebook Marketing

The Effectiveness Of Facebook Marketing Abstract This research proposal focuses on the effectiveness of Facebook marketing. The success of Facebook has not escaped the specialists attention, but there is a clear absence of quantitative research because there has been huge debate within the marketing community that is influencing consumer behaviour and brand perception, so, this study will help to support the debate. Many brands and small businesses have already entered the Facebook platform and due to the economic remunerations of this platform, brands with a truncated marketing budget can be lured to join the race. The purpose of this research is to, with a quantitative approach; determine whether Facebook is an effective marketing standard. An experiment will be accompanied where a sample of participants will be exposed to a selection of fictive fan pages on Facebook during one weeks time. After experimentation process and surveying fans I will be able to demonstrate the fact of considering a Facebook an effective marketing tool for businesses. 2. Introduction Facebook is a very famous social networking website which was launched in the second month of the year 2004. Seemingly, it has been studied that almost one out of 14 people in this world is a Facebook user. Facebook has become an unbeatable phenomenon by its fastest growing number of users and user friendly platform. By the time it has started, Facebook has approximately more than 500 million users. Each user is connected to an average of 140 friends which shows if a company persuades a single person to post something about their business or brand they are having the potential of reaching 140 or more. There are more than 25 billion content shared like pictures, posts and links and over 170 million things to interact with, includes pages, events, applications, games and groups (Facebook web-page, press information, 2010). Facebooks early achievements attracted investors and marketing companies to nurture their businesses with the help of its growing number of users. Many national and international companies are using the help of Facebook to market and advertise their business in order to fascinate more clients (Retrieved from: http://en.wikipedia.org/wiki/Facebook). Facebook marketing is becoming talk of the business town. Facebooks enormous user power helped multinational and national companies to build number of clients and sales of their products and services in a very short period of time. The advertiser is no longer the person in a company that decides how, when, where and whom to communicate. Nowadays it is the customer that decides which company and what information to take part of (Meadows-Klue, 2007). Facebook is thus an attractive marketing channel to reach younger consumers, and particularly interesting for new companies that do not have extensive marketing budget. As a researcher, I would like to explore more on the effectiveness of Facebook marketing. So, this research mainly focuses on the effectiveness of Facebooks marketing. 3. Problem Facebook is a young contender in communication platform and there are not many studies or researches regarding its effectiveness as a means of marketing. Deceptively, there are very few guidelines concerning what role fan pages should play in a business marketing strategy and how the brand should communicate with consumers through such a medium. The absence of scientific studies does not however reflect a lack of interest amongst advertisers and the number of businesses starting their own fan page is constantly increasing. Lately, there has also been a debate concerning the effectiveness of a creative approach versus a selling approach to marketing. This debate has been supported by extensive research and according to several studies a creative approach is to be preferred (Colliander, Erlandson and Modig, 2010). However, these results have yet to be tested on Facebook platform. The problem question that will be used to perform the research is is Facebook marketing an effective? The main purpose for this research is to investigate whether start-up companies shall use a Facebook fan page in order to enhance perceptions of brand associations and improve traditional key advertisement indicators amongst consumers. The study will also determine whether an advertiser shall adopt a creative approach rather than a strictly selling approach on Facebook. We address this study to start-up companies targeting young students. 4. Proposed Literature Review 4.1. Facebook-ing for business According to author of this article Facebook is everywhere these days, and it isnt going away. A recent report stated that 10% of total time spent on the internet is on Facebook, and it would be stupid for local businesses not to take advantage of the opportunity accessible by Facebook. Jared Todd (author) also represented some primer for business looking to reach out to customers through Facebook Invite customers, but dont be pushy: Invite customers to join the page but never push them otherwise they will get irritated. Publish your Facebook Page on Website, Twitter, or any other social networking website Run Facebook Only Promotions: Run promotions which are only accessible through Facebook. Facebook for Business: This is the process where a company can promote its products with the use of Facebook. (Retrieved from: http://whizkidkonnect.com/) The main reason why I chose this article, because of authors straight forward approach in describing benefits of Facebook, he also shows the main possible ways to get the attention of the customers. This article represents all the possible ways which make Facebook an effective marketing tool. 4.2. Viral Marketing Groups are one of the simplest ways to perform viral marketing on Facebook. It is as easy as if somebody is relaxing on a couch. It starts when members starts joining a group after that they can invite any person or a friend on Facebook by using a very unique feature called the built in Invite feature. If your members are interested and would like to join about your group, it can grow really fast. Additionally, the group name will usually appear on your members personal profile pages until they leave the group. Many people view groups as Bumper Stickers. Because profile pages are exceedingly trafficked, these links can engender a lot of clicks to a group page. (Justin Smith, 2007) (Retrieved from http://www.insidefacebook.com/2007/12/09/inside-facebook-marketing-bible-24-ways-to-market-your-brand-company-product-or-service-in-facebook/, http://www.facebook.com/pages/Viral-marketing-tips/92274993058) Viral marketing is a part of internet marketing. The source here mainly states the meaning of viral marketing which is also known as word-of-mouth marketing. All these information is essential for a best conclusion on the research topic. There are certain parts of Facebook page that results to viral marketing such as its application that connects people with each other instantly, its fan page feature, invitation process i.e. inviting your Facebook fans or Friends for an event or gathering. This information is vital for knowing the effectiveness of Facebook marketing. (Bhavya George, Social Maximizer, 2010) (Retrieved from: http://sem-group.net/search-engine-optimization-blog/social-media/viral-marketing-on-facebook-7-points-you-just-cannot-neglect/) 4.3. Vancouver Business: Success story One success story which is about an entrepreneur who worked hard to develop a successful and profitable e-business is Sandy Stevens of Sandys Home-style Baking Company. Being healthy to channel her love of baking and sweets into a viable career, Stevens has experienced a great deal of success over the short time her e-business has been running. Based in Vancouver, Canada, Stevens was unaware of using marketing tactics that are provided online, but due to his friend encouragement she learnt all the possible to ways to market her company products through web. She done her own web designing and she also created a link with newspapers with the help of search engines like Yahoo! and Google. Now her business is blooming because of her effort and believing in online marketing and advertising (Retrieved from: http://www.biz2success.com/2010/06/anyone-can-do-it-small-e-business-success-stories/). This is a good example of how getting customers in an efficient and effective way. In terms of expenses, she spent a small portion of her money to create a platform where people can get information easily. This article will help to strengthen the topic as it demonstrates the success rate of promoting products and services through internet marketing. Facebook is a part of internet, thus, this article is essential to find out the speed of growth in business by using Facebook as a marketing tool. 4.4. Critique and Analyze The most vivacious part of this research is to provide a theory or a model that proves the effectiveness of Facebook marketing. Therefore, these are some literatures which are essential for researching on effectiveness level of Facebook marketing. In the first article, the author is primarily focused on the way to get attention of online customers and the rest of the articles are all about active Facebook users signals innovativeness of brand. It covers branding, Approach and style of a product or service that is being marketed by the company. Branding a product through web is an opportunity for those businesses who would like to increase to increase their brand value (Steven Holzner, 2009). Furthermore, it elucidates on viral marketing and its practices; it also shows how it is essential for local businesses. Lastly, it articulates on the success stories of some business that adapted internet marketing as their marketing tool (Chris Treadaway, Mari Smith, Facebook Company, 2010). Ov erall, all the research articles are deliberated to be resourceful for the research. 5. Proposed Methodology 5.1. Methodology There has been quite a buzz about social media currently, and of how it is giving the consumer increasingly more power while rapidly changing the real face of marketing. I found myself very captivated by this sensation, but was soon to realize that this open-ended belief in the influence of social media lacked some very fundamental quantitative research. I decided to fill this breach and found a great source of inspiration reading Kocken Skoghagen (2009). They had conducted quantitative research, analyzing whether Twitter was a valid marketing platform and how it should be used. With the conviction that there are many similarities between Twitter and Facebook I decided to perform an equivalent study on Facebook. Inspired by Kocken Skoghagen (2009) a deductive approach is to be applied in the research. The study is of underlying character, being that the objective is to find a connection between the acquaintance of a brand on Facebook and certain effects on consumer comportment and discernment of brand associations. A quantitative study will be held by simulating a realistic environment which I believe to obtain more general results. Respondents will be given four specific brands (i.e. fan pages) to follow on Facebook during one week and were thereafter will be asked to answer a survey. I chose to follow this experiment design despite the difficulties attached with involving a rather big test-group into a relatively time-consuming study. Our choice was greatly influenced by the fact that Kocken Skoghagen (2009) had used a similar design, which had already been proved to be successful. Moreover, I am hoping that by using a similar design as Kocken Skoghagen (2009), I will open up for an int eresting comparison between Facebook and Twitter as marketing channels. The experiment will be started by ideating four fictive brands, thus ensuring that none of the respondents would be familiar with them, and creating all the necessary fan pages. Status updtaes will be prepared and would be posted during the study. The participants will be divided into four groups. Each respondent will be given four fan pages (i.e. one for each brand) in order to follow and asked to create one friend list consisting of all fan pages he/she will be assigned. The friend list is a necessary deterrent in order to simulate a news feed (i.e. one of the sections of Faceobok) and make sure that all status updates I will like the respondents to perceive will be noticed. After the experiment, a survey will be distributed to all participants through the Facebook-mail. The participants will be given one week to answer the survey before they will get disregarded from the study. This will help to reduce the time period in order to pass between the experiment and the survey as that could have biased the study. The survey was created with the survey-tool provided by the website of Survey Monkey (www.surveymonkey.com). An exact same survey will be given to all the respondents, covering all the four brands examined. Most of the questions will be standard where respondents will be asked to determine how well they agreed with some given assertions, similar to those asked by Kocken and Skoghagen (2009). 5.2. Participants Since the study would require some involvement from the participants I realized that it would be challenging to influence people to participate unless if I have any kind of personal relationship with them. That is the reason why I decided to recruit participants to my study amongst own social networks. Nevertheless, being part of the target group I will be to involving a sample that is relatively representative with regards to the aims of the study. The target of this study is to gather almost 300 people who are interested in participating to this study. The respondents of this study will be 20 to 30 years of age. Most of the participants will be asked to become fan of selected fan pages. After this process I will be giving out a survey to all the fans. Questions in the survey will be concerning the effectiveness of Facebook marketing. 5.3. Ethical Issues All the sources and references are open and accessible through the web except information gathered directly from the company itself is not accessible. According to them any information from the company is confidential and cannot be used in any research without their permission. So I decided to send them a letter that will authorize me to gather appropriate information directly from their website. Other issue is the sample that will be collected within the same network (i.e. students of Vancouver) and this may have inhibited reliability of the scores. (Retrieved from) http://news.bbc.co.uk/2/hi/programmes/click_online/7375772.stm). 6. Project Work Plan and Deliverables Tasks to be performed Dates Time Required Final Research proposal and submit for clearance 3-11 November 2010 One week Typing 22-30 November 2010 One week Pre-test study 5-15 December 2010 Three weeks Collect Data 16th December 2010 1st march 2011 Ten weeks Process Data and make preliminary interpretation End of each month of data collection Five weeks Analyze and write report 2-30 March 2011 Two weeks Publish and discuss work findings 6-25 April 2011 Two weeks Final Thesis and submission 26th April 2011 15th May 2011 Three weeks 7. References Colliander, J. Erlandsson, S. Modig, E. (2010), Speed or Distance, Manuscript, Stockholm School of Economics; Cote, J. Chris Treadaway, Mari Smith, Facebook (Firm) (2010). Facebook marketing: an hour a day, Indianapolis: Wiley Publishing. Steven Holzner (2009). Facebook marketing : leverage social media to grow your business, Chicago: Que Publishing. Creswell, J.W. (2003). Research design. Qualitative, quantitative and mixed methods approach. Thousand Oaks, CA: Sage. Meadows-Klue (2007), Falling in Love 2.0: Relationship marketing for the Facebook generation, Journal of Direct, Data and Digital Marketing Practice, Vol. 9, Issue 3, p. 245-250; Facebook web-page, press information, http://www.facebook.com/press/info.php?statistics, 15 May 2010 http://www.facebook.com http://www.clickrmedia.com/services/social-media-marketing/facebook http://en.wikipedia.org/wiki/Facebook http://en.wikipedia.org/wiki/Criticism_of_Facebook. http://whizkidkonnect.com/ http://arc.hhs.se/download.aspx?MediumId=947 http://netbrands.net/ http://www.insidefacebook.com/2007/12/09/inside-facebook-marketing-bible-24-ways-to-market-your-brand-company-product-or-service-in-facebook/ http://www.facebook.com/pages/Viral-marketing-tips/92274993058 http://www.biz2success.com/2010/06/anyone-can-do-it-small-e-business-success-stories/ http://sem-group.net/search-engine-optimization-blog/social-media/viral-marketing-on-facebook-7-points-you-just-cannot-neglect/ http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html http://hbr.org/2010/03/one-cafe-chains-facebook-experiment/ar/1 http://www.sagepub.com/upm-data/10982_Chapter_4.pdf Social & Ethical Issues of Information Systems Facebook from Marielle C http://www.churchofcustomer.com/2009/10/facebook-fan-pages-are-the-future.html http://news.smh.com.au/breaking-news-technology/paypal-to-become-a-way-to-pay-for-facebook-ads-20100219-oj88.html

Commercial Exploitation Of Intellectual Property Rights

Commercial Exploitation Of Intellectual Property Rights Nowadays, businesses need to be aware that the value of their enterprises is not based only on physical assets but also on intangible assets, and intellectual property (IP) is the key to protect the value of those assets. It has been estimated that in most technology companies, intangible assets form over 60% of their business value (Shirmon, 2006). The most recognised intellectual property protection is brand, while businesses protect their brands to enhance their value. But in the increasingly competitive environment, the success of many businesses is now based on innovation and new technology. There are four major types of IP including patent, copyright, trademark and trade secret. In general, IP is all about ideas skilfully expressed resulting in innovation and creative works (David, 2009). Innovation in technology is characterised by a process that produces a variety of goods that differ in quality and performances (Cornish, Llewelyin and Aplin, 2010). Ernfried (2003) describes the development of most technologies as an evolutionary rather than a revolutionary process (Suzanne, 2004). It can be identified as a process of creative destruction, in which new technology evolve on the ruins of their technological predecessors. In the essay, I will discuss how each IP could arise by using Psylock invention and in section two I will point out the Commercial Exploitation of IP and some criticism of Intellectual property rights (IPRs). Show me how you type, and I will tell you who you are, this is the concept of Psylock. The company Psylock develops and markets information technology solutions helping businesses to improve security on IT applications. The concept is based on keystroke biometrics technology and has been tested and certified by TÃÅ"V SÃÅ"D for functionality, data security and privacy (Psylock, 2010). Keystroke biometrics technology deals with dynamic characteristics of a persons keystroke behaviour. The system collects numerous individual characteristics such as left or right-handedness, typical typing error, the use of shift keys, dexterity, and assesses these on a person specific basis. In general, Psylock technology is a process of authorisation individuals based on their typing pattern. Applications of Psylock range from e-commerce and online banking to security for computer systems and are available for private users and enterprises (Psylock, 2010). Intellectual Property Application Patent The primary goal of the patent system is to stimulate innovation and commercialisation of technology advances. It provides economic incentives to inventors by granting them monopoly rights for a limited period, normally 20 years (David, 2008). Basically, invention patent is the most valuable and to competitors, potentially the most dangerous of all intellectual property, as it prevent all others from including any form of the invention in their products and services (Alexander, 2008). Any new machines used to manufacture Psylock products and the technology itself can be protectable with patents. A patent may be secured for the United Kingdom either through the British Office (UKIPO) or the European Patent Office (EPO), established under the European Patent Convention 1973 (EPC). Additionally patent can be register internationally through the World Intellectual Property Organisation (WIPO). An international registration could take around 41 months (WIPO, 2010). According to the Patent Act 1997, Psylock invention must meet four basic requirements in order to be granted. It must be novel. The present law requires a patented invention to be new (must not have been done before in a way that was available to the public) and may not have been disclosed in any way to the public. In other words, Psylock technology must not previously used or described in any single publication. It must involve an inventive step and non-obvious. In the EPC and the Patent Act 1997, an inventive step is considered to be present if the invention has something which is seen as an invention by an official examiner who is skilled in that subject area. It must be capable of industrial application. In other words, an invention can only be granted which can be made or used in some kind of industry, such as manufacturing, agriculture and any other commercial enterprise. In order to pass this proviso, Psylock technology also must offer some positive benefits to society. It must not fall within any of the categories of subject-matter. This category arose in 1998 when the Court of Appeal for the Federal Circuit clarified the status of business method patents (Cornish, Llewelyin and Aplin, 2010). Most company hires a registered patent attorney or agent to file their patent application. To file a provisional patent application (PPA), Psylock have to pay a filing fee including search fee and examination fee. Cost can run from 1,500 to 3,000 £ not including annual maintenance fee (APO, 2003). Copyright Copyright aims to protect artistic and literary works, such as books, photographs and phonograms. Different from patent, it gives right holders the exclusive right to copy, reproduce, distribute, perform or display their works; and copyright are not granted or issued by a federal agency, instead rights are created as soon as the work is produced (Garima and Avih, 2002). This right is much narrower than a patent, because copyright only protects expression. Copyright law also protects computer programs, user interface, and in some situation design features of manufactured products (David, 2009). Psylocks operating software uses to implement computer system with the technology and the instruction manual could be copyright protected. Under the law, protection of computer programs shall last at a minimum for fifty years, and shall include exclusive rights to rent the programs (Eland, 2008). Software protections affect openness of standards and interfaces, which could be important componen ts of Psylock competitive strategy in the IT industry. Courts have recognised a defence to a charge of copyright infringement since the 1840s, and its codified in the Copyright Act of 1976 (Eland, 2008). However, Psylock must still register their worked with the government before filing suit for infringement. If infringement occurs, Psylock can seek actual damages based on the higher of own lost of profits (Alexander, 2008). Trademarks Trademarks provide protection to the owner of the mark by ensuring the exclusive right to use it to indentify goods or services. It primarily deals with names, logo, slogan and colour, smell, virtually anything that is used to identify the source of the product distinguishes it from competitors (Garima and Avih, 2002). Trademarks are very useful in combination with inventions. For example, Psylocks logo and slogan could be trademarked. It will be a mark that clearly distinguishes Psylock products from those of his competitors, as it will be instantly recognisable by their customers. Basically, a trademark could provide brand-name recognition to products and a patent provide a tool to enforce a monopoly on its utilitarian function (Muzahidul, 2009). Since trademark right last indefinitely as long as it is been used in commerce, it can be a powerful tool of extending a monopoly, initially created by a patent (David, 2009). Trade secret Trade secret protects any confidential formula, or a piece of information which gives its holder a competitive advantage as long as it remains secret. It can include any formula, pattern, device, or compilation of information that is used in business (Suzanne, 2004). Different from patent, trade secret need not be essentially new, novel, or unique and have an unlimited life time (David, 2008). As a result, Psylock could keep source programs as a secret. Unlike all other forms of IP, trade secret allows Psylock to suppress knowledge. Nevertheless, the law encourages the sharing and sale of secrets (Eland, 2008). The court will look at several factors in determining whether information is a trade secret, including the secret holders effort to protect secrecy of the information, how widely the information is known within and outside the holders organisation and whether information provides a commercial, competitive advantage over others (David, 2008). For example, Psylock can share the secret with potential buyers under a nondisclosure agreement (Suzanne, 2004). In general, if any employees without Psylocks permission disclose or sell that trade secret to someone else, then Psylock is entitle to bring an action in court for misappropriation. Commercial Exploitation of IP Instead of commercialising the new invention by the company itself, Psylock may consider taking other ways of exploiting its Intellectual Property Rights (IPRs). IPRs may be assigned, whereby the ownership in the whole or part of the right is transferred, or licences may be granted. One option is to use IP as a security for loan. Ownership of the IP, including all the exclusive rights in the IP, can be transferred to another owner for a price (Catherine, 2009). For example, in 1996, Enid Blytons copyright was sold for  £13 Million. One potential problem with selling IPRs is that Psylock will lose the ability to control how the IP is used and developed and hence, Psylock will be unable to prevent the IP from being exploited in a manner prejudicial to the interests of its stakeholders (Donald, 2010). However, parties are free to impose conditions in assignments as to reassignment in the event of certain circumstances (Catherine, 2009). As Psylock is selling security software, he can also enter into a non-exlusive licensing agreement with other IT companies in order to commericalise the invention. Licences dont transfer ownership of the IPRs and can restrict commercialisation geographically (Darrel, 2005). In general, commercialising partners will pay a royalty, fee, or dividend in return for the right to use the IP. Commercialisation may assist Psylock economic growth and can generate profit, but risks could arise from the process of commercialisation and failure to pursue commercialisation. Criticism of IP It is debatable whether IP is necessary to encourage the production of inventions. Hettinger argues that this is built on a contradiction, namely that in order to promote the development of ideas, it is necessary to reduce peoples freedom of using them. (Stephan, 2001). Simons (2006) argues that there would be more innovation, if there were no patent law because more money for research and development would be available if it were not being spent on patents and lawsuits (Brain, 2008). It is possible that companies would have an even greater incentive to innovate if they couldnt rely on a twenty year monopoly. As mention before the idea behind patents is to give the inventor exclusive rights for a limited of period to make, use or sell the invention. But there are some cases in which patents have been used to suppress innovation (Stephanie, 2001). Some companies may take out a patent, or buy someone elses patent, in order to inhibit rivals from entering the market. For example, in 1875, the US company ATT collected patents in order to ensure its monopoly on telephones. The result is that the introduction of radio was retarded for some 20 years (Brain, 2008). Charlie (2008) argues many opponents of IPRs typically support only contractual arrangements to protect ideas and innovation. Assume for example, Psylock creates a Security manual for enterprises and sell it to Company A1 and A2, with a contractual condition that each Company is obligated not to reproduce or sell a copy of the manual to a third party. Under the contract law, any buyers become liable to Psylock, if he breaches these provisions. But the advocates of the contractual approach to IP are mistaken if they believe that private contract can be used to recreate the same type of protection afforded by modern IPRs (Stephan, 2001). Patent and copyright are good against all third parties, regardless of their consent to a contract. Steven(2008) argues a contract, by contrast, binds only parties to the contract not third parties as it is like private law between individuals (Stephan, 2001). Thus if company A relates to third parties the plot of the purchase manual, these third parti es are not bound, by the original contractual obligation between Psylock and company A (Stephan, 2001). Intellectual property rights are key elements needed for companies to gain competitive advantage in their marketplace. The benefits of IPRs are multifaceted as they can assist the business in its marketing, product development, raising financial resources and expanding the existing business through licensing and franchising. However, IPR protection is purely economic. IPR laws are generally inappropriate for defending the rights of local communities. There is a conflict between intangible works and free expression and exchange of ideas. For an enterprise like Psylock, it must have a system that can minimise the opportunity cost of this trade off. A system whereby the company is secured in the knowledge that all IP are protected without infringing on someone elses IPRs. Words Count 1999

Genus: Intelligent Design Essay -- Evolution Science Biology Essays

Genus: Intelligent Design The Intelligent Design Movement has gained monumental strength within the last half-decade. It promotes a purely scientific criticism to Darwin’s theories of natural selection and evolution with absolutely no religious bias—or so it claims. Unlike previous movements for the advancement of religious ideas, the Intelligent Design community is comprised of Ph.D.s in natural and physical sciences and is gaining its most popular following in large universities. There are an increasing number of scientific organizations advocating Intelligent Design as a contrasting theory to evolutionary naturalism. Evolution itself is not being challenged, however, only its basis in â€Å"chance and necessity.† But can the Intelligent Design Movement be given actual scientific credit, or is it just the latest mutation of religious doctrine? The idea of an intelligent Designer side-by-side with evolution is not a new one. Dating back to 1889, educated people like Asa Gray were endorsing natural selection with the aid of an almighty creator. His theory revolved around the separation of necessity and design.[1] He defines necessity as the factors in our environment that cause humans to evolve—hunting for food, reproducing, competing against other species. He wrote that if â€Å"you take away struggle, then take away necessity you therefore only have forms in their design phase.† At time equal to zero, God intelligently designed the world to fit a certain pattern. At this instant, the human form (and all others) is in its design state as God made it. Natural selection only takes place after that initial creation, but does not take away from the fact that intelligent design occurred. The new... ...liam. Natural Theology. London: J. Faulder, 1809. (full online text) http://www.hti.umich.edu/cgi/p/pd-modeng/pd-modeng-idx?type=HTML&rgn=TEI.2&byte=53049319 Polkinghorne, John. Belief in God in an Age of Science. New Haven: Yale University Press, 1998. Runyan, John. â€Å"Intermediate Stages: A Problem for Evolutionary Gradualism.† Intelligent Design URC, 2002. http://www.idurc.org/jrunyan_intermediatestages.shtml [1] Darwiniana, 1889. [2] Access Research Network. [3] Belief in God in an Age of Science, 1998. [4] Darwin’s Black Box, 1996. [5] The Evolution of Complexity, 1988. [6] â€Å"Intermediate Stages: A Problem for Evolutionary Gradualism,† 2002. [7] Finding Darwin’s God, 1999. [8] Climbing Mount Improbable, 1996. [9] â€Å"Molecular Machines—Experimental Support for the Design Inference,† 1994. [10] Finding Darwin’s God, 1999.

being independent Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Graduating and getting out on your own is a difficult step to make. There are a lot of things that you have to take into perspective. The choices that you make when you get out of highschool believe it or not are crucial and life altering. Decisions that you have to make are ones like what you want your career to be, where you want to live, and a big decision is buying a house. In making these decisions you have to do a lot of research and things to be prepared. I did a lot of research in hopes of finding a career that I would like and three things that I could see myself doing was owning my own spa ($100,000 yearly salary), managing a spa($60,000 yearly salary), or being an Esthetician. After thinking long and hard about it however, I decided I would like to be en Esthetician. An Esthetician is a person who gives care to skin in a non-medical way. An Esthetician makes a decent amount of money which is important to have if I want to be able to afford a house.   Ã‚  Ã‚  Ã‚  Ã‚  Being an Esthetician would be fun because I enjoy working with people and I am good at working with them. I am also good with my hands which is necessary in my job Making other people feel better about themselves makes me feel better about myself. One set back in that job however would have to be foot fungus. Feet aren?t my favorite thing on the human body especially with any kind of fungus on them. Going into a job that has a high paying salary often requires experience or schooling. I would have to take classes and work hard to get my license so that it is easier for me to find a job. To become an Esthetician it is only required to have at least 17 weeks of classes which would cost under $1,000.00 and at the end of the classes I would graduate with my license in esthetics. I looked at job offers and have came to the conclusion that if I was an Esthetician I would make an estimated amount of $50,000.00 a year. That salary however can vary depending on your qualit ies and experience.   Ã‚  Ã‚  Ã‚  Ã‚  I plan on living in Long Beach, California and the reason being is I have always had the desire to live near the beach. Living far away I would have to take into consideration transportation. Being on my own requires you to be financially stable. So I figured out that if I had a 2002 Jeep Gand Cherokee La... ... in Long Beach which is a wealthy town. So the price of my house is very reasonable for the area I am going to be living in. It could be cheaper to take out a 20 year loan and pay $100 a month more which would cover the interest but with my salary it is better for me to take a 30 year loan.   Ã‚  Ã‚  Ã‚  Ã‚  I asked myself two questions at the beginning of this project, one being what if I run out of equity on my home with a reverse mortgage? I found that answer on www.google.com and it said that you can?t run out of money and they can not force you to move out of your home. Another question was, when I am old if I have to go to a nursing home what will happen to my house? That answer was also found on www.google.com and it was that if you are moved out for a year or longer then my home can be sold. All of these things and more have to be considered before you even buy a house. So researching and taking your time thinking about every detail is extremely important. You want to be able to afford what you have and still have money to save or spend at your discretion. I hope that one day this bit of research gives me some backing for when I actually do move out on my own.

Greek Education v.s Roman Education Essay -- essays research papers f

Similarities and Differences: Ancient Greece vs. Ancient Rome   Ã‚  Ã‚  Ã‚  Ã‚  Many qualities of the Ancient Roman civilization were undoubtedly borrowed from their predecessors of the Greek culture (Bonner 1). Roman education, however, is only a reflection of the Greek education system. Ancient Roman education tactics differ from the education methods used by Ancient Greek instruction. Nevertheless, these two different approaches contain many similarities. Although the Romans made an effort to reproduce the style of education maintained by the Greeks, their attempts failed; however Rome managed to adopt many principles of Greek education in the process. This is made apparent by comparing and contrasting Greek and Roman education methods as well as the explanation of the worldly problems and expectations each culture was facing during this era. It was not until Rome conquered the small Greek society, Tarentum, in 272 B.C. that they could see the importance of being intellectuals (Dobson 92). This contact with Greek culture allowed Romans to employ the Greek values of education that could be observed within this small culture (Dobson 92).   Ã‚  Ã‚  Ã‚  Ã‚  Prior to the creation of state maintained schools and academies in Greece, higher education was mainly reserved for the elite persons of a community (Handbook: Greece 253). Training for these citizens consisted of instruction in the areas of music, poetry, numeracy, and religious ritual (Handbook: Greece 253). Unlike the Greeks, Roman education was practically nonexistent before the development of official school systems in the Roman culture (Dobson 91). By law, early Roman education required that the father be the only schoolmaster of his son (Dobson 94). The mother would teach children basic principles until age seven (Avi-Yonah 176). Afterward, the father was in charge of the upbringing of his child (Avi-Yonah 176). Aside from teaching basic reading, writing, and arithmetic, the primary subject of instruction consisted almost entirely of battle tactics and farming procedures (Avi-Yonah 176). Ancient Greece developed the idea of school systems around mid seventh century B.C., one century after writing was introduced (Handbook: Greece 253), however, it was not until the Hellenistic age that these schools were founded or maintained by the city (Devambez 404). Before the Hell... ...p;  The basic techniques of study for these two cultures were fundamentally similar. i.  Ã‚  Ã‚  Ã‚  Ã‚  Roman children were often split into age groups for teaching, just as the Greeks had done during Hellenistic times. ii.  Ã‚  Ã‚  Ã‚  Ã‚  Music also played a role in Roman curriculum, although it was not as highly esteemed as in the Greek schools. V.  Ã‚  Ã‚  Ã‚  Ã‚  Continued education was significantly dissimilar in Greece than in Rome. A.  Ã‚  Ã‚  Ã‚  Ã‚  Most Romans that wished to continue their education were sent to Greek academies for further study, or would hire a specialist. B.  Ã‚  Ã‚  Ã‚  Ã‚  Greek academies were prevalent during Roman existence. i.  Ã‚  Ã‚  Ã‚  Ã‚  Plato’s Academy was one of the well- known Greek academies that existed sometime around 387 B.C. ii.  Ã‚  Ã‚  Ã‚  Ã‚  Aristotle’s Lyceum was another research establichment that was founded after Plato’s Academy and taught using different principles than most. VI.  Ã‚  Ã‚  Ã‚  Ã‚  Although many Romans intended to Hellenize Roman education, the attempts were failed.   Ã‚  Ã‚  Ã‚  Ã‚  

Help Stop Bullying Essay

An 11 year old Massachusetts boy, Carl Joseph Walker-Hoover, hung himself April 6, 2009 because he was being taunted daily for being gay. The mother begged the school to address the problem, but nothing was ever done about it and now a woman is left son less. That was at least the fourth suicide of a middle-school aged child linked to bullying that year. Most harassment and bullying go unreported. Children are being bullied each and every day, but the question is what should be done to stop it? Each and every day a child is being teased or picked on because of the way they look, act, dress, or because of what they believe in. Children should not have to be tortured just because they are not like everyone else. Children should be able to come to school and enjoy themselves and not worry about being picked on. A child that is being bullied can have many problems such as low self esteem and low self confidence which could lead them to suicide. Also, children that are bullied may start doing poorly in school or maybe even drop out because they do not feel safe at school. Bullying really needs to be stooped because it can leave a child physically, emotionally, and mentally scarred for the rest of their lives. Some schools say that there is very little that they can do about bullying because a lot of bullying starts off of school property. â€Å"Much of today’s bullying originates online, school officials said, with the growing use of social networking websites and cell phones has led to new ways to intimidate and tease. But because cyber bullying usually happens off-campus school administrators have little recourse† (Nissley 2010). I do not agree with the school district when they say that there is little they can do. Even though, it may start online, it continues or become worse at the school. With that being said, they need to try and do more so it can stop all together no matter where it starts. The solution that they think will help stop bullying is if the educate student about it more. Like Nissley (2010) stated, â€Å"In a model that has been mirrored by other school districts across the state, Abington Heights has been working on educating students as early as kindergarten about bullying and their responsibility to report it when they see it (p. 1). I think that it is good to educate the students about bullying and reporting it, but what is that really going to do? As we all know a lot of students will not tell because they will be too afraid. Or if they do tell they will be little done about it and they will continue to get bullied. So, their solution would not be effective at all. â€Å"Safe to learn: Embedding anti-bullying work in schools is the overarching anti-bullying guidance for schools and was launched in 2007† (teacherNet, 2009, p. 2). It seems that everyone thinks that the solution to stop bullying is just to educate students about it. I think that it is good that they are trying to educate students about the issue, but we all know that it is going to take more than that to stop bullying. It does not matter how much information you provide the students with about bullying, it still is not going to do anything. People have been trying to stop bullying by just telling students it is not the right thing to do for years and nothing has changed. As you see, they tried this solution in 2007 and now in 2010 the same problem is still going on. You can make students take classes every day about bullying and there will still be children getting bullied. Principals and administrators need to punish students by making use of more suspensions and require mandatory parent meetings for those who are bullying others. If the bullying continues, it must be dealt with strongly. And, both the child and parent should be held responsible for it. Until people start taking actions of this nature, bullying will forever be a problem. I think that the only way to stop bullying is to actually make a law against it. In Massachusetts, they have passed a bill for anti-bullying. I think that is wonderful because now that the law is involved I am sure bullying will be cut down because the kids would not to have to deal with the harsh consequences. â€Å"The bill would prohibit bullying at schools and clamp down on so-called cyber bullying by prohibiting the use of e-mails, text messages, internet postings, and other electronic means to create hostile school environment† (Gay & Lesbians, 2010, p. 16). I also believe that it is good that they are requiring the school principals to report to the bullying to the police, if they believe criminal charges should be pursued. Maybe now if the students know that they could possibly go to jail they would stop bullying. It is great that somebody has passed a bill and takes this issue seriously because this has been going on for too long and it is time for it to stop. Lately there have been many other cities discussing and making laws about bullying. In New Jersey, they have also passed a bill regarding bullying. â€Å"A law against bullying in schools which advocates call the nation’s toughest because it requires schools to develop anti-harassment programs, was approved Monday in New Jersey† (Mulvihill, 2010, pg. ). I believe that this is what the schools need in order for bullying to stop. It may take a while for the schools to get all the policies and programs in the public schools, but it will be worth it. This law will hopefully prevent any more suicides from happening due to children being bullied. Maybe it should have been stricter laws a long time ago and a lot of bullying could have bee n stopped. The state of New Jersey has already passed the law for anti-bullying shows how it will cut down on a lot of bullying. There was already an anti-bullying law in 2002, but it was not required that schools set up anti-bullying programs. The new bill is claimed to be one of the toughest anti-bullying bill that there is. They are going all out the way to make sure students will not get bullied. They are even making teachers get training to help to bulling. Like Julie Bolcer (2010) stated, ‘’ The measure would required training for most public school employees on how to spot bulling and mandate that all districts from ‘school safety teams’ review complaints, reported The Star – Ledger . Superintendent would have to report incidents of buying to the state board of education, which would grade schools and districts on their efforts to combat it ‘’ (pg. 1). I think that it is to stop bulling because this is a very serious problem. But now that there are such harsh laws against it, I know the rates will go down a lot. Bullying is something that has been around for ages, but no one has ever seemed to find the right solution for it. Many say there is not a lot that can be done to stop bulling because it starts off school property; I totally isagree with that. While you have others that think that just by telling students about will stop it, which we all know will not. I feel that the only way bulling will ever stop is if they give harsh punishments and let the bullies know that is not a joke. Even though, there have been many attempts to stop bulling, I think that they have finally found a solution which is by making a tough anti-bulling law. If a child wants to bully someone then they should deal with the law and suffer the consequences.

Case Study: Online Bookings

The day is not vey far when the Indian travellers can criss-cross the globe with just a few clicks. Taking e-commerce and information technology services a step further, the Indian trevel industry is composing itself to usher in the era of e-ticketing. On-line booking involves pursuing of available information on travel websites and then making a rservation. However , if you are not the kind who prefers a particular airline, then you can check out travel sites, which collate flights details of all airlines, and are the apt place to book or bid for air tickets. Travel portals, such as , travelguru. com,arzoo. com,yatra. om,indiatimes. com,rediff. com,makemytrip. com,and cleartrip. com, would provide you all details of flights along with their fares in an ascending order, i. e the lowest priced ticket is featured first,on web page. The number of consumers who book travel tickets online is growig,but a switch from offline environment to online environment creates cetain doubts in the mi nds of consumers. Such doubts have been termed as perceived risks in literature. Also, the internet revolution has brought about significant changes in market transparency, defined as the availability and accessibility of information to market participants.For example , air travellers can use online travel agencies to browse through hundreds of travel offers to their destination, compared to typically few offers from a traditional travel agent or airline prior to the internet era. Genarally, market transperency seems to benefit consumers because they are able to better discern the product that best fits their needs at a better price. However, there still is a large percentage of population who get teir tickets booked through the traditional queing system. The advent of e-ticket booking over the past couple of years has led to the mushrooming of online travel agencies. hese online service providers have in fact come up with a wide variety of sevices for faster and more convenient mod e of ticket booking.They offer a host of services starting from booking something as mundane as a train or flight ticket to something as exotic as a holiday. They offer various packages which have the entire itenery for the proposed holiday. They even offer a convenient pick-up and drop services. With such a range of services being offered at your fingertips, expectations are that more and more number of travellers would start using such easy, fast and

Coursework on ‘Othello’

A tragic event is a disastrous and dreadful event. A tragedy is usually when someone is killed. A hero is usually a man who is courageous and displays noble qualities; he is perceived by people to be very muscular and strong. So a tragic hero is a person who is an exceptional person, but has a fatal flaw. This is normally exposed and then twisted by the villain. To the audience he is amazing, and so when he is killed it is a tragedy for the audience as the world has lost such an outstanding person, the hero then can no longer contribute to society. In this play the tragic hero is Othello. He is a tragic hero as he as achieved a lot. He is an outsider, and also is not very young; in addition he is not white, but black. Even though he is all of this he still becomes a general and attracts a very beautiful seventeen year old girl. But he has a flaw; this is his jealousy. This flaw is twisted and exploited by the villain of the play, Iago. As the play goes on we see how jealousy corrupts the mind of Othello, resulting in his death. In this play there are many different themes shaped and formed. These are jealousy, men and women and race and colour. The main theme represented in this play, is jealousy. There are three main types of jealousy in this play they are professional, sexual and racial. Professional jealousy is portrayed by Iago in this play as he is jealous of Michael Cassio. This is because he was promoted to lieutenant by Othello and Iago was not. Iago calls Michael Cassio a ‘great arithmetician' he shows that he is jealous of Cassio as he is doing better than him even though he is also a outsider. He may have become Othello's lieutenant as he, like Othello, is an outsider. When Iago says ‘A fellow almost damned in a fair wife' he is showing that he is sexually jealous of Cassio as he is more sexually attractive than him and many women like him. This makes Iago feel more hate and jealousy for Cassio. When Iago is talking to Brabantio he says ‘An old black ram is tupping your white ewe' this is showing that Iago is racially jealous of Othello. Therefore this shows that Iago is jealous that Othello has married a beautiful and noble, young girl. All of these various types of jealousy felt by Iago in the play lead to terrible tragedies. The opening scene creates a build up of atmosphere with political and social aspects. The scene begins at night in Venice. Venice was infamous for political intrigue. There were many Machiavellian characters around. It was known to be an amoral place, where the people could not be trusted as they where cunning and sly. The scene is set at night where dark and underhand deeds are covered up, and not seen by the light of day. It begins with two characters, Roderigo and Iago, disputing. Roderigo is fervent to possess Desdemona, with the help of Iago. They talk about another character who has been appointed by the council, general of the Venetian army. We learn that he is a Moor and an outsider. Also we find out that one Michael Cassio is the lieutenant, a position which Iago craves. Othello in this scene is not referred to by name, and we soon learn that he is hated by Roderigo and Iago. All of this talk about Othello makes the audience anxious to find out about him and meet this quite exceptional person. This causes a mood and atmosphere of curiosity and dramatic tension. In the first scene of ‘Othello' Iago is introduced. This scene is very important as it lays the foundations for the tragedies which develop later in the play. As he is introduced he has a big impact on the audience. He is portrayed in the first scene to be a person who is in control of what he does, and someone who has control over others, and seems to be someone who is ambitious. Iago is brought into the first scene talking to Roderigo. Roderigo begins the dialogue with Iago. In his few opening lines he says ‘Iago, who hast had my purse as if the strings were thine, shouldst know of this. This shows that Roderigo does not trust Iago about him being able to procure Desdemona, from Othello for him. Also this shows the audience that Iago's services can be bought with money, revealing that he is mercenary. Furthermore the name Iago sounds Spanish, so to the Stuart audience this would show instantly that he was a malevolent character, as at this time to England the Spanish people were enemies. Following Roderigo's few words, Iago replies with a blasphemous ‘sblood' meaning God's blood. This shows his derision for Christ and for Christian values. This single word would have shocked and surprised the Stuart audience, who were religious. Iago asserts his hate towards the ‘Moor' Othello. He says in great detail about Othello ‘off-capped to him; I am worth no worse a place. But he, as loving his own pride and purposes, evades them with a bombast circumstance, horribly stuffed with epithets of war. ‘ Here he is telling Roderigo how he despises Othello for not letting him become a lieutenant, instead passing him over for ‘one Michael Cassio, a Florentine. Iago then calls Cassio ‘a great arithmetician' this is Iago being sarcastic; he is implying that Michael Cassio has no experience or idea of war. Iago speaks on talking about Michael Cassio by insulting where he is from, saying that he is a ‘Florentine'. He is saying that Cassio the Florentine knows nothing of war. This displays Iago of being racially prejudiced to foreigners and outsiders. This is the same for Othello; there may be a reason to why Cassio was chosen over Iago as Cassio and Othello are both outsiders. Iago comments on Cassio, of being ‘a fellow almost damned in a fair wife. This reveals that he may be sexually jealous of Cassio, as many women are attracted to him. Iago continues on, to again insult Cassio even more saying ‘that never set a squadron in the field, nor the division of a battle knows more than a spinster, unless the bookish theoric. ‘ This shows that he may be upset about being passed over for promotion, and his abhorrence for Cassio. I believe from what I have seen from what Iago says about Cassio, he may feel intellectually inferior to Cassio as he says ‘as masterly as he is' screening that Iago may feel he has been challenged by someone better and more academic than him. This is the audience's first sign of professional jealousy. Iago then finally ends this speech with a sardonic phrase of ‘his moorship' this is a derogatory connotation, which is a play on the phrase ‘his worship. ‘ Iago proves to Roderigo just how much he hates Othello, by insulting him and by slandering Cassio. With all of this hatred Iago has he causes the demotion of Cassio, the murder of Desdemona, the suicide of Othello and the downfall of himself. Our visions of Othello are all shaped by what Iago says in his dialogue with Roderigo. The audience may become doubtful of what Iago says as his views are amoral. There are important lines from this long speech revealing Iago's real character. But the main theme of this speech is how he hates Othello, and his lack of true loyalty and integrity. Moreover he tells Roderigo his plan and how it will affect him; Roderigo follows Iago foolishly not seeing that he is being used because of his desire to possess Desdemona. This speech also shows how Iago is able to ingeniously manipulate people. He begins to say ‘I follow him to serve my turn upon him' this is basically showing how is only serving Othello to help himself and using it for his advantage. This shows that Iago is ambitious as he knows what he wants, and does anything to get it. Also he is disloyal and self-serving as he is just getting what he wants out of his actions, and is betraying his so called friend Othello. In addition he is cunning and sly getting exactly what he wants, by deceiving people. He says an important line which is ‘heaven is my judge, not I for love and duty' this shows that Iago is not interested in love and does not really care about it. He has no concept of love. This leads to the later point of his attitude towards women in general. He also says the blasphemous phrase of ‘I am not what I am' this shows that he is going against God's words of ‘I am what I am. ‘ This shows that he once again is disrespectful of Christian values and of Christ. But this line could also be showing that Iago may have a layer to his character, which is unseen by other people. We can see that what Roderigo says is an echo of how Iago speaks, especially about Othello. We witness Roderigo say a racist comment about Othello, ‘the thick-lips owe. ‘ This is a phrase which is mirrored from the way Iago addresses Othello. Iago is manipulating people to become like him, evil. Iago feels he needs to instigate his plan and tells Roderigo to ‘rouse Brabantio, make after him, poison his delight, proclaim him in the streets. ‘ This shows that Iago delights in causing trouble and enjoys stage managing chaos. Roderigo is polite and kind in talking to the senator, getting them nowhere so it is Iago's crude and disgusting descriptions of ‘an old black ram, is tupping your white ewe' which make Brabantio irate. The animal imagery here is representing the sexual connection between Desdemona the noble women with the ‘Moor' general Othello. This sexual reference is then linked with the suggestion of Cassio being ‘a fellow almost damned in a fair wife,' and with his job to help match up Roderigo and Desdemona. This shows that Iago thinks of women to be objects, and disregards love. He is unable to understand love, or the relationships between men and women. We can see from this scene that Iago is able to control and manipulate people to his own advantage. From this scene altogether we see that Iago is a cynical malcontent. He is malicious in his acts and crude with his language, he is able to manipulate people for his own needs, and exaggerates situations to his own advantage. We see how he despises men who wear their hearts on their sleeves, and who don't look out for their own interests. He likes people, who are self-serving, and people who do evil deeds for money, people who are untrustworthy and who pretend to be honest. His speeches in these scenes are energetic and shocking to many audiences, they are full of egotistical disgust. Furthermore Iago has an underhand way of being absent when actions which he has instigated come to head. Iago is a compelling and sophisticated villain. In this play there are two main scenes where Iago puts his Machiavellian plans in to operation. Iago's plans are malicious; he puts his plans into action in act 2 scene 3, and in act 3 scene 3. In act 2 scene 3 all of Iago's tactics and ideas become reality. Upon arrival in Cyprus Iago persuades Cassio to have a drink by saying ‘come, lieutenant, I have a stoup of wine. ‘ Cassio keeps on refusing Iago's offers, as he has ‘very poor and unhappy brains for drinking. ‘ But Cassio is not able to resist it, and takes some wine, causing him to become ‘full of quarrel and offence. ‘ Iago perceives this as his chance to instigate his plan. Continuing to manipulate Roderigo effortlessly, he makes him start off a quarrel and a brawl with Cassio. Cassio gets wound up by Roderigo, as Roderigo gives witty remarks like ‘beat me? ‘ These comments from Roderigo and the fact that he is drunk cause Cassio to get aggravated, and therefore fight. Othello gets alerted by the brawl, and finds Montano and Cassio fighting. Montano is hurt, ‘zounds I bleed still. ‘ Othello asks ‘honest Iago' to find out what happened. This is dramatic irony as Othello thinks that Iago is an honest person, whereas the audience knows that he is not, that he is crude and evil. This puts the audience in the position of knowing more than the characters, increasing tension. Othello dismisses Cassio from his position, and he is demoted, just as Iago wanted. As Cassio is dismissed, Iago gets the chance to take his place, and get access to Othello so he can poison and corrupt his mind with his words. Iago speaks and acts in this scene as if he always has someone else's interests at heart. He enjoys presenting himself in the best possible light. In this scene as Othello is being informed on the brawl by Iago, Iago acts as if he wants to help Cassio, he says to Othello ‘I had rather have this tongue cut from my mouth than it should do offence to Michael Cassio. This is all part of Iago's plan to make himself look trustworthy and loyal, towards Othello. He here seems to be reluctant to accuse Cassio. This is not only to make Iago look loyal, but also to make Othello see how disgracefully his lieutenant has acted. Othello likes to here the direct truth, even though he appreciates the false ‘protection' of Cassio, given by Iago. We see Iago's ingenious and spiteful ideas when he decides to use Desdemona, who is innocent, and who he has no quarrel with, to ‘enmesh them all. ‘ We see how pleased he is in his speech, that he has the intelligence and power to turn Desdemona's ‘virtue into pitch. As before we see how Iago dislikes honesty and innocence. Even Iago's wife Emilia, is fooled in thinking that Iago wants to help Michael Cassio. Iago's only loyalty is to himself. Iago's imagery is crude, he will convince Othello that all the meetings that Iago and Desdemona are having, is an affair. He is planting the seeds of jealousy into Othello's mind. He tries to convince him that his wife wants Cassio, and that she will ‘undo her credit with the Moor. Ã¢â‚¬Ë œ In this scene Iago disrupts Othello's wedding night, and Iago turns Othello against the people he trusted and loved. Act 3 scene 3 is the pivotal scene where Iago puts his Machiavellian plans into operation. Iago wants Othello to perceive that Cassio is having an affair with Cassio. Iago in this scene once again is pretending to be friends with Cassio. Iago knows exactly how Othello operates, and so he knows how to get inside his head. Iago tries to avoid answering Othello's questions directly. He does this as he knows this builds up suspicion in Othello's mind. He also often imitates Othello's questions as he Othello says ‘is he honest. ‘ Subsequently Iago avoids the question and says ‘honest my lord! This is another technique that Iago uses to raise suspicion from ‘Othello. Iago when talking to Othello about Desdemona repeatedly reminds him how she had deceitfully behaved, and the painful reminder that he is an outsider. Iago tells Othello that she could have made other ‘natural' choices. Iago keeps angering Othello by manipulating and poisoning his mind. Iago tells Othello ‘look to your wife; observe her well with Cassio; where your eyes thus, not jealous nor secure. ‘ He essentially tells Othello to see his wife neutrally, and not to get angry when looking upon her with Cassio. Another way that Iago tries to persuade Othello is by saying ‘she did deceive her father, and when she seem'd to shake and fear your looks. ‘ Iago here tries to show Othello that she is not loyal and noble, as she already deceived her father by marrying him, because of what she wanted. So Iago is questioning Othello, on what is stopping her from doing it again. Iago pretends to care about Othello as he says ‘trust me I fear it has. I hope you will consider what is spoke comes from my love. ‘ He is telling Othello that he has his best interests at heart. After Iago knows that the poison he gave to Othello through words has held, and once Othello has become vengeful, he knows he must take the role of being a noble and loyal friend. There is irony here as Othello is seeking to kill Cassio; he is carrying out Iago's revenge for him. WE find out from this scene that Othello is weak and insecure, as the emotion of love that he has for Desdemona loses against Iago's crude language. Othello left alone he wonders ‘Why did I marry? ‘ This shows that he already knows that his wife is false. He begins to speak of ‘the curse of marriage. ‘ Although he resists Iago's version of Desdemona, it is the fake story of Cassio having a dream about her which breaks him. He returns angry much more angry with his words, but still does not know what to believe ‘I think my wife be honest, and think she is not. ‘ But we see from the crude images conjuring in his mind, and the violence of his speech that Iago is winning. He speaks violently of ‘poison, or fire, or suffocating streams. ‘ He curses ‘death and damnation' and says ferociously ‘I'll tear her all to pieces. We see here that Iago has fully corrupted his mind, and Othello like Roderigo is beginning to talk with crude and malicious language, just like Iago. Iago's plans in act 3 scene 3 are successful, as he is able to demote Cassio from his position. Iago is able to successfully play a number of roles, and is able to adapt his tone and style to suit any occasion. In this scene Iago acts apparently loyal, and as if he has everybody else's interests at heart. He presents himself as a noble friend to Cassio, and in the best possible light. From discrediting Cassio, Iago is able to get close to Othello. This then means that he is able to corrupt and poison Othello's mind, with his crude words. The demotion weakens Othello's position, and gives Iago a great advantage to put his wicked plan into operation. As Iago gains access to Othello's mind from Cassio, he is able to use his skills in manipulation, to make Othello see things that are not actually happening. He makes Othello perceive that Cassio is having an affair with Desdemona, and that she is being unfaithful towards him. Also he makes Othello demote Cassio because of a brawl, which Roderigo initiated. These events, which are stage managed by Iago all lead to the tragic denouement, Othello and Desdemona's deaths. The way he acts in this scene is similar to the way he acts in act 1 scene, as he pretends to have Roderigo's interests at heart in act 1 scene 1, and in act 2 scene 3 he acts as if he has Cassio's interests at heart. In both scenes he appears to be loyal to his friends, when he is actually fooling everyone and is only loyal to himself. Also in both of these scenes he is always manipulating people, just to see the downfall of Othello. Part of Iago's success in act 2 scene 3 lies in the fact that he tells all of his victims exactly what they want to hear, or he uses arguments which would make his victims think like him, in a crude malicious manner. Act 3 scene 3 is the pivotal point in the play because Othello is convinced of his wife's corruption; Othello makes a sacred oath never to change his mind about her or to soften his feelings towards her until he acts out a violent revenge. At this point, Othello is fixed in his course, and the disastrous ending of the play is unavoidable. Othello swears to Iago that he will kill Desdemona and Cassio. Just as the play replaces the security of peace with the anxiety of domestic strife, Othello replaces the security of his marriage with the hateful paranoia of an alliance with Iago. Iago is the one who causes Othello's downfall, as he sows the seeds of suspicion in his mind. Iago's methods in this scene are more subtle. He pretends to be reluctant to speak. Desdemona keeps irritating Othello, by asking when he will reinstate Cassio. This angers Othello as; he is already suspicious of Cassio having an affair with Desdemona. Iago persistently acts as if he is protecting Cassio. Othello becomes more and more suspicious from what Iago tells him, and Iago uses ‘key' words which get to Othello, for example ‘think' and ‘honest. ‘ We can see how Iago falsely protects Cassio as he says, ‘I think Cassio's an honest man. ‘ Iago is protecting Cassio and not telling Othello the direct truth. This causes Othello to feel more suspicious of Cassio. Iago tells Othello about how Cassio and Desdemona have secretly been meeting, and so when Othello perceives it himself he becomes infuriated. Othello gives the secret of his downfall to Iago. This is Othello's flaw. Othello says ‘when I love thee not, chaos is come again. ‘ The significance is that if Othello stops loving Desdemona he will disintegrate, and crumble to pieces. Iago now has something to act on, and can exploit this feeling, to ‘poison' and destroy Othello. Iago's final words in this scene chillingly mock the language of love and marriage: ‘I am your own forever. ‘ Iago is a malicious, malevolent and crude person. He is able to manipulate, and twist people's feelings to his own advantage. He is brilliant at stage managing events, and is capable of hoodwinking others to believe he is honest. When Iago speaks in his soliloquies he is boastful and dismissive. Iago is a very untrustworthy character, as we have seen from how he has fooled everyone to trust him. Iago is a complex character, only himself and the audience knows what he is really like. In this play we see how Iago is able to put his skills of manipulation into act. Many believe he may have a homosexual side and tries to replace Desdemona, but this is only some views as his relationship with Othello is very complicated. Iago is highly intellectual socially. In this play he is the bringer off death and pain upon many characters, he is like the grim reaper. Iago is partly responsible for bringing death to Othello, but it is not all his fault. It is true that he used his skills to manipulate people, and his ability to ‘poison' and corrupt people's minds to bring Othello's downfall, but it is also the faults of the people he manipulated, for being weak minded. Roderigo, who was firstly manipulated, followed Iago as his drive and passion to possess Desdemona got in the way. Cassio's flaw was that he only became manipulated as he believed Iago was his true friend, and that he was there to help him, he was also too trusting. Desdemona also had a fatal flaw, which was that she could be deceitful; also she loved and trusted Othello to a great extent. Finally Iago's greatest achievement was convincing and manipulating Othello. Othello has the most significant fatal flaw; he had a high amount of jealousy. Iago was able to exploit all of these weaknesses. But the biggest was Othello's which all lead to the catastrophic deaths of Othello and his Desdemona.