Task Two Cathy Ann Wilson-Bates Western Governors

Task Two Cathy Ann Wilson-Bates Western Governors University EVIDENCE-BASED PRACTICE & APPLIED NURSING RESEARCH EBP 1 Brenda Luther, PhD, RN January 25, 2012 Task Two Introduction: What I have learned about working with children in a chronic healthcare setting like dialysis is that they are resilient beings with the propensity for rapid changes in their medical condition. Children almost always surprise me in their unique description of symptoms and pain. Depending on their age, they may not be able to describe the symptoms they feel or tell me â€Å"where it hurts†.A simple ear ache may be described as a â€Å"drum in my ear† or may be observed with non verbal cues like tugging on the ear. Acute Otitis Media is seen quite often during the cold and flu season. Recent clinical guidelines suggest waiting twenty four to seventy two hours before beginning antibiotic therapy. Parents of children with symptoms of otitis media are accustomed to receiving a prescription for ant ibiotics before they leave the medical office. Adults as well are preconditioned for the little white slip of paper from their physician. You can read also Coronary Artery Disease Nursing Care PlanWaiting twenty four to seventy two hours to evaluate the need for antibiotics will definitely reduce the over-prescription of antibiotics as well as their efficacy. The waiting and watching of several days may seem like an eternity to a parent caring for a sick and crying child. Educating parents during routine visits to the physician office about the risks of over-prescribing antibiotics will help when the physician needs to discuss the possibility of waiting and evaluating before prescribing antibiotics.Providing a list of comfort measures parents can follow may help relieve the anxiety they have in caring for a sick child. Any comfort measure taken to reduce crying is helpful to the parent of a sick child, but mostly to the child. The following table and paragraphs will share the results of how one group of nurses at an outpatient clinic used clinical evidence to manage this situation. Source |Type of Resource |Source appr opriate or |Type of Research | | |general information, |inappropriate |primary research evidence, | | |filtered, or unfiltered | |evidence summary, evidence-based | | | | |guideline, or none of these | |American Academy of Pediatrics and American Academy of|Filtered |Appropriate |Evidence-based guideline | |Family Physicians. Clinical practice guideline: | | | | |Diagnosis and management of acute otitis media. | | | |Causative pathogens, antibiotic resistance and |Unfiltered |Appropriate |Evidence-based guideline | |therapeutic considerations in acute otitis media. | | | | |Pediatric Infectious Disease Journal. | | | | |Ear, nose, and Throat, Current pediatric diagnosis and|General |Inappropriate |None of these | |treatment. | | | | |Treatment of acute otitis media in an era of |Filtered |Appropriate |Evidence –based guideline | |increasing microbial resistance.Pediatric Infectious| | | | |Disease Journal | | | | |Results from interviews with parents who have brought |Unfilte red |Appropriate |Primary research evidence | |their children into the clinic for acute otitis media. | | | | | | | | | Subcommittee on Management of Acute Otitis Media. (2004). American Academy of Pediatrics and American Academy of Family Physicians. Clinical Practice Guidelines: Diagnosis and Manegment of Acute Otitis Media. American Academy of Pediatrics , Vol. 13 No 5 1451-1465. This article is an evidence-based clinical guideline. It is a systematic review making it a filtered resource which is very appropriate for this situation. The article describes the current, (as of 2004) recommendations for the diagnosis and management of Acute Otitis Media (Subcommittee on Management of Acute Otitis Media, 2004). These guidelines show several different ways to treat acute otitis media depending on the symptoms of the child. It states that sometimes waiting to give antibiotics is good and sometimes waiting to give antibiotics is not good. This article is appropriate and provides clarity on the topic. Block, S. L. (1997).Causative pathogens, antibiotic resistance and therapeutic considerations in acute otitis media. The Pediatric Infectious disease Journal , Volume 16 (4) pp 449-456. This article discusses antibiotic resistance and describes the bacterial pathogens which are responsible for infections causing acute otitis media. This article is appropriate. It contains a comparison of studies performed based on the different types of bacteria which cause acute otitis media. It stresses the importance of identifying the bacteria causing the infection before giving antibiotics so that number one the bacteria can be eradicated and other bacteria will not become resistant (Block, 1997).PE Kelley, N. F. (2006). Ear, Nose and. In M. L. W. W. Hay, Current Pediatric Diagnoisis and Treatment (pp. 459-492). Lang. This textbook source contains general information on the ear, nose and throat. There is much more information here regarding basic anatomy and physiology as well as characteristics of the ear nose and throat. The information regarding otitis media is basic and not an appropriate source of research in this situation for three reasons. Number one, the information is very basic, number two, it does not give any up to date information on how to treat this type of infection, and number three there is too much non-relevant information.McCracken, G. H. (1998). Treatment of acute otitis media in an era of increasing microbial resistance. The Pediatric Infectious Disease Journal , Volume 17(6) pp576-579. This article is a review of the known etiologies that may cause acute otitis media. The article gives up to date information on therapeutic approaches when selecting an appropriate antibiotic therapy. We don’t practice â€Å"cookie cutter† medicine. The same prescription is not always right for all patients or all communities where some bacteria’s may be more prevalent than others (McCracken, 1998). This is appropriate information f or this group of people or community. media, P. o. (n. d. ).Interviews. (C. nurses, Interviewer) This set of interviews is simply raw data. General information can however provide great insight as to what is happening out in the community. For example, this information might shed light on the fact that if the parents are willing to hold off on antibiotics for example, would they be more likely to follow up and come back into the clinic when asked? The reaction of parents is dependent upon other several basic factors like finances, a belief system and possibly the ability to obtain transportation. Knowing how the community is going to respond to their choice may have a great effect on the decisions they make.When evaluating the findings of these sources cumulatively, one must first determine the causative pathogens infecting patients in this given community with acute otitis media. After pathogen determination we can determine which antibiotics may be most useful in eradicating the g iven bacteria. Careful selection of antibiotic therapy will reduce the propensity for antibiotic resistance. Watchful waiting may be a good thing from the perspective of increasing microbial resistance however we must always evaluate patients on their individual needs or on a patient by patient case. One size doesn’t always fit all. Patient education is the key to keeping the public informed of current practice.Physicians and Nurses need to be consistent in the lesson plan shared with patients and remain true to our scope of practice. Communication is essential between the physician, nurse and other multidisciplinary team members in order to provide the best care. There are many considerations in assessing if patients are able to withstand the waiting and evaluation period. Low income families are one example of how the waiting and watching method might not work. Parents may have to take time off work to come to clinic with a sick child. They might struggle finding money for the additional return trip to the clinic and may risk losing their job if they take more time off work.Many low income families may have already waited before seeking help thus creating their own watchful waiting period. They also may not be able to afford antibiotics and as a result may not give the full dose if symptoms have subsided. The perception is that they will save the medication for the next time symptoms arise. Confidentiality might be an issue in smaller communities. People tend to be concerned about neighbors and co-workers and some may not care to share their experience with others. This may be an issue for parents who don’t share custody as in the case of divorce. It is a greater issue when parents or partners don’t share the same fundamental values, especially those related to healthcare. Conclusion:Watchful waiting like the nurses in this clinic are looking at may be useful for some of the patients, but not all. Again, a one size fits all philosophy is not always appropriate in healthcare. Tools like algorithms may be helpful in determining the appropriateness for watching and waiting versus immediate action as determined by physical findings and social circumstances like parental adherence for follow up and ability to afford treatment. Whatever course you choose, watchful waiting or immediate antibiotics the best practice remains a plan of care based on the individual needs of our patients. References Block, S. L. (1997). Causative pathogens, antibiotic resistance and therapeutic considerations in acute otitis media.The Pediatric Infectious disease Journal , Volume 16 (4) pp 449-456. McCracken, G. H. (1998). Treatment of acute otitis media in an era of increasing microbial resistance. The Pediatric Infectious Disease Journal , Volume 17(6) pp576-579. media, P. o. (n. d. ). Interviews. (C. nurses, Interviewer) PE Kelley, N. F. (2006). Ear, Nose and. In M. L. W. W. Hay, Current Pediatric Diagnoisis and Treatment (pp. 459-492). Lan g. Subcommittee on Management of Acute Otitis Media. (2004). American Academy of Pediatrics and American Academy of Family Physicians. Clinical Practice Guidelines: Diagnosis and Manegment of Acute Otitis Media. American Academy of Pediatrics , Vol. 113 No 5 1451-1465.

Generals Die in Bed †Plot Essay

When he thought war contained glory and glamour, he finds himself wrong when his comrades start to die, beginning with Brown. A while later, he is emotionally affected when he kills a German with his bayonet. His emotional status worsens when another of his friend dies. The narrator then goes on leave for 10 days in England, where a prostitute makes him forget about the war. When he comes back, an attempt to raid the Germans takes place where the rest of his friends, except Broadbent dies. The general tells the new team that the Germans sank a hospital ship, and organizes another raid, this time to kill everyone. The narrator has wounded his foot, and discover that Broadbent was mortally wounded too. Broadbent’s leg is hanging by a string of flesh, but then dies by blood loss. Then the war is over. The recruits are told that the general lied, the Germans didn’t sink a hospital ship. It was a ship filled with weapons. He then realizes war is basically a chess game for the generals, and the soldiers are just young boys, listening to the orders, with meaningless ideals Wikipedia

History of jazz Essay

Jazz is a form of American music which began in the 20th century though it has some of the elements of songs which had evolved in the late 19th century. It originated from the African Americans who were living in the southern parts of United States. Jazz is a combination of African and European traditions of music. Jazz developed mainly due to the cultural experiences which were being experienced by the African American as a result of slavery. Jazz is believed to have originated from the slave songs which the African Americans used to sing while working on the plantations. Music marked an important part of the lives of the African Americans and greatly influenced the American music industry to this day. The rhythms of ragtime were expressions of perseverance and the passion for the African Americans or the slaves to get freedom. During this period, also blues had been introduced which were songs that reflected the tribulations and trials of slavery live. Cultural experiences that the African Americans went through formed the themes of most of the songs . A brief history of African music In the African culture, music is highly esteemed and forms part of the daily life of a native African. The rhythm used in African songs and the pitch makes the African language sophisticated especially for accurate translation by non Africans. Music in African culture since time immemorial was and is still widely used in ceremonies and celebrations. Songs are sung by clapping, dancing and singing natural responses. Most of the African songs are call and response songs and this is done on varying degrees thus resulting to hetrophonic results. Unlike in western music which is characterized by complexity and polyrhythm and also polymeters, African music often evokes response of physical movement and at times calling for conscious response altering. Africans adopted the European 2 and 4 bar format beats which led to the evolution of syncopation. This syncopation made the audiences to clap their hands, dance and even tap their feet with such emotion which had not been experienced before in American music. The African music transformed the American music industry to this day . Roots of jazz music In the wake of 16th century, Europeans were using African slaves as laborers as well as their servants. Europeans had settled in the western hemisphere where they were setting up shops. They had also settled in the south and central parts of America as well as the northern parts which were commonly referred as new word (today’s United States). Slaves were mostly situated at the Caribbean where they got exposure to the music styles of the European music and also the western instruments which were being used in those areas. The culture of South Americans also influenced greatly the African slaves who were spending most of their time in the islands waiting to be bought and taken to the Caribbean islands . During the 16th century, slave trade had not reached the northern parts of America but in 1610, the first group of slaves was taken to North America through New Orleans ports. In Orleans, the slaves were taken to the southern plantations while some of the wealthy Orleans purchased some of the slaves. In south Orleans, Christianity had taken root with Catholic Church being dominant. This gave the slaves exposure to the Christian activities and immediately a chord was formed between the slaves and the church. This was mainly influenced by the similarities which existed between the African ritual and the Catholic Church practices. It is also believed that the call and response known as the Gregorian chants used by the catholic church also contributed greatly to the form of music that developed among the African slaves. Exposure to the western music and their instruments and also the Catholic Church practices and the experiences the slaves were undergoing in the foreign land led to the evolution of a homogenized cultural music. The songs were used by the African slaves to ease the pain they were going through while in slavery . Slaves also used music to tell stories of their ordeals, to celebrate and also as a means of looking for relief in God. The resulting culturization of the slave music formed the basis for their songs of the already settled Americans which they marked as their â€Å"own new music†. Work songs, spiritual songs and hollers became the starting point of gospel music which was mainly extracted from the New Testament. Story telling blues were also formulated during this period and these are believed to be the roots of the jazz music. The blues consisted of soulful flatted notes and a syncopated rhythm which evolved to be the ragtime music. This form of music was becoming popular mostly in America during the period. The freeing of slaves after the civil war led to public awareness of the existence of blues as well as jazz music which had the origin of the African slaves thus a black culture. However, before this time, slaves who were living in New Orleans used to meet at Congo square where they used to do and dance to music and also to compete musically. The band which won the weekly competition was given sponsorship to an establishment which was organized by the black musicians. These bands formed the initial origin of jazz in the northern America. Due to their influence in New Orleans, the black musicians were offered jobs in whore houses in story Ville which ensured they obtained a living in this place . Though after the civil war most of the African slaves were freed and allowed limited access to education, finding a decent job was difficult since the rate of discrimination was still very high. New Orleans provided a working environment for the musicians which could be termed as being â€Å"supportive† which made this place to become the hot spot for music such as blues and jazz. Increasing awareness of this forms of music also formed the center for the â€Å"American† music especially in the United States. During this period, cheap pianos were being sold thus the black musicians had access to them mostly in the whore house especially in New Orleans. The pianos helped in providing rhythmic and also harmonic basis for bands to perform spontaneously for their clients. A single musician could also sing using the piano thus increasing the popularity of African jazz and blues. Solo artists were performing for the saloons and also bordellos . The first recognized and accepted form of jazz style to be performed in the United States was done by the small black marching bands which were from New Orleans which was later branded the Dixieland. This jazz style was used in funeral marches. This music was based on the western music beat structure which was mixed with traditional marching using brass brand instruments. The black musicians then broke into solos which were improvised around a theme which was melodic and this was done simultaneously. Joyous celebrations then followed the burial as they celebrated the new life of the deceased. The improvised polytonality belonging to the native Africans was widely recognized in the structures of the population of the whites in the United States. During this festival or burial march, coronet, trombone, trumpet, drums and clarinet instruments were being used. Another instrument which was used was the banjo which the Americans had adopted from the instruments of native Africans. As such, almost all of the American music was rooted or has its originality from the Africans who were mostly slaves. African culture provided a rich music background which was easily and quickly adapted by the Americans. Jazz was one of the most predominant forms of music which the population of the United States imitated from the Native Africans . Despite the wide acceptance of jazz in New Orleans, it was not regarded as legitimate music especially by the music industry in Chicago and New York among other parts in the United States. During the 19th century and early 20th century, the center for fine arts in United States was located in New York and it was supporting only the highly educated and widely traveled musicians. This â€Å"high society† usually considered musicians and artists from Europeans music school. However, during the civil war era, black influence in the music industry started to creep slowly to the entertainment scene in New York. This was aided by the formation of minstrel show elements like the vaudeville and others. Ragtime was introduced in the United States which combined the blue tones and syncopation utilization but it was resisted. The â€Å"polite† society highly resisted this form of music terming it to be vulgar, suggestive and filthy. It was refereed to as African belly dance and was dismissed as the edition of orgies from Africa. These people also viewed it as a sex dance thus increasing their resistance and they advocated for its banishment from a society which was â€Å"polite† . During this period, most of the blacks were migrating to New York City thus increasing the influence of ragtime and dance hall music and the shows as well. A recording industry was also introduced in this city where most of the black musicians were migrating to record their songs. This place was later named Harlem and it opened the stage which led to an upheaval in the music industry of New York as well as the whole world. This formed a major historic part of the music industry in the United States and the origin of jazz music in New York City and the larger United States. In some parts of the east coast, jazz and blues were not recognized as being legitimate despite its influence in New Orleans. This place like the New York was inhabited by the high society people of the east coast. A group of whites citing the name original Dixieland jazz band recorded the first jazz in New York in the year 1917. Being white, the band tried to commercialize the viability of jazz music and in so doing; they visited Europe with their new format of Dixieland. This group is today credited for the spread of jazz to most parts of the world. However, despite their visit to Europe in 1917, jazz music had entered Europe in 1914 through black musicians. Europeans were less discriminatory on racial basis and were paying the black musicians better than in the United States. The black migration to Europe led to the establishment of the â€Å"hot club† which was located in Paris. African musicians thus contributed greatly to the history and evolution of music industry in Europe as well as in Americas . In 1924, jazz was presented to the high society of New York during a contest. The performance of the jazz band was stunning to the American people although it was criticized by one of the personality known as Martin Williams who was highly respected and a jazz critic. This performance made jazz to be more accepted in America broadly than during the first attempt. The era of post First World War led to high migration of most black musicians to Mississippi from the South and they went up to Chicago. This led to Chicago becoming a jazz’s and blues center in United States in the 1920’s. The south side of Chicago was mostly occupied by blacks some of them musicians who had migrated form south. During this time, the whites who were living in the northern parts of Chicago learned about jazz sounds thus there was competition between the northern white jazz musicians and the southern side black musicians. This competition was usually supportive and friendly. These musicians were also given exposure through the advent of commercial radio and a recording industry. Afro American influence had also been made valid thus giving the musicians a wider scope for their careers. However, there was a segregation system in the United States which was unfair to the blacks. Despite this segregation system, the music of the blacks and the whites reduced the boundaries which had existed before and this ultimately led to the development of Chicago blue scenes in the 1930’s. This also led to development of urban blues in some parts of the United States. Jazz music which was originally from the African slaves and the later migration to various parts of the United States helped in the establishment and growth of the music industry in this country as well as the whole world . Conclusion African music had a great influence and it formed the foundation of most of the Americas music. Slavery and the later migration were some of the major factors which contributed to the development and the spread of jazz music as well as other forms of music like blues. The rich African culture and music background combined with their experiences while in slavery as well as the influence of western culture and their instruments gave rise to the introduction of jazz music which has continued to be one of the most sought music. Apart from the influence that African Americans had on the American music, this music also changed the entire music industry in America and in most parts of the world. Introduction of jazz music and other African styles led to a complete overhaul in the music industry in America and also in Europe. Furthermore, jazz music helped in bridging the gap between the blacks and the white especially in Chicago. African American music has played a major role in the music industry in the United States and is credited as being the root of most of the music styles in this country.

Small business managment Essay Example | Topics and Well Written Essays - 250 words

Small business managment - Essay Example These problems are all caused by having unmotivated employees who will jump, at any chance, to leave the company. In addition, the major fact that supports this is the high employee turnover rate (Robertson 316). Solutions include the downsizing of staff to reduce company expenses, closing down irrelevant divisions that are not performing well, consolidating positions and restructuring the staff (Robertson 316). All the above stated solutions are all solutions that can save a company at the edge of closure, but the best solution is that which includes increasing the motivation of the workers since they are the simple factors that can make or break a company. (Robertson 317) The C.E.O of Intermatic Inc. Miller proved beyond a reasonable doubt that a company may employ many tactics to save itself from failure, but the only best solution is to make the employees happy and comfortable and that will lead to success, and profitability of the

Analysis three macroeconomic factors in the UK and how do they affect Essay

Analysis three macroeconomic factors in the UK and how do they affect the profitability of Sainsbury company - Essay Example It can be stated that the GDP growth will positively impact towards improving the profitability of Sainsbury’s. GDP also positively impacts upon public spending which is a crucial aspect for a retail organisation such as Sainsbury’s as it can enable them to garner more profit. Though, slower growth of GDP can create unemployment, which can in turn affect Sainsbury’s profitability as new recruitment can be stopped by the organisation along with investing in any new purchases until the economy gets better (Economy Watch, 2009). Interest Rate and Inflation Rate UK interest rate in March’ 2011 had been registered at 0.5% which is a record low (BBC, 2011). In February 2011, inflation rate of UK rose to 4.4% (BBC, 2011). Interest rate has a major impact on time value of money. Changes in case of inflation rate generally result in alterations in the interest rate. These two factors are the key decision making factors for making any investment decision since these factors have a straight impact upon the ‘investment yield’. In case of the UK, the record low interest rate will support the investment on shares. Rising interest rates slows down the inflation.

Trade Analysis between Brazil and the USA Term Paper

Trade Analysis between Brazil and the USA - Term Paper Example creation of Southern Common Market and participated in the formation of the G-20 as a coalition to represent developing countries in the World trade organization negotiations. Brazil works bi-laterally with the U.S due to her influence in the trade groups. She also co-chairs the Free Trade Area of the Americas (FTAA) negotiations as with the U.S. Indeed for the two countries, closer ties serve advantageously both economically and politically. There is mutual benefit when there are good trade relations and the partners have stable political governance. Political stability of any country greatly determines the economic performance of the country. This is evident from the economic recession experienced by the two countries during the Word War II. Economic ties in the U.S and Brazil are much dependent on the two-way trade that is far much empowered by the World Trade Organization. Additional resources and economic growth are the direct benefits realized by the countries in relation to ex port-import trade relations (Schott, 2003, p 2). US recorded the highest imports from and exports to Brazil in the year 1997. However, a sharp decline was noted in 2002 due to the financial crisis experienced in Brazil. A contrast was sited as US imports from Brazil rose in 2002 than in 1997. Bilateral trade between U.S and Brazil has grown rapidly since 1992. The US had commendable trade surplus with Brazil between 1990’s and 2002 when she recorded a drastic merchandise trade deficit with Brazil. United States’ basic exports comprise of industrial manufactured goods such as electric machinery, air crafts and computers. On the other hand, she relies on imports from Brazil that comprise of steel, iron, footwear and mineral fuels. Approximately about 70% of United States’ exports to... In Brazil and the United States, closer ties majorly brought about by the trade relations serve both for economic and political reasons. The two countries have common objectives in trade. Opening markets is beneficial to both boosting innovation and competition. They both have a role to play in order to deepen their trade relations especially bilateral. The success of trade negotiation in WTO and in the hemisphere largely depends on them. An increment in trade and investment in both countries will lead to boosted employment and income. This would also lead to greater cooperation politically, culturally and economically in the hemisphere. Brazil and the U.S both share a role to play in order to deepen their bilateral relations. They have a challenge to ensure better results for their citizen and entire trading block partners (Schott, 2003, p22- 23). Free trade is an essential emerging aspect in these countries’ trade. However, Brazil is still a way off to understanding the benefits associated to the trade and thus is yet to open up her boundaries for the trade. Countries adopt trade policies at will and this explains the difference in trade liberalization between the United States and Brazil. Bilateral and regional trade agreements have put the United States at an advantage in trade relation to Brazil. Prospects are good over future trade relations going with the current signing of trade agreements to enhance mutual trade. It is also crucial that these two countries maintains and develops the already established trade partnership for the well being of the two economies.

Sales promotion portfolio Research Paper Example | Topics and Well Written Essays - 2500 words

Sales promotion portfolio - Research Paper Example Currently there are around 700 restaurants of Pizza Hut in UK with more than 154 stores of Pizza Hut owned by the franchisees (PizzaHut, 2011). The sales promotion helps the organization to change the perception of the customers towards their buying decision by offering them different incentives, which they are able to get eventually. This is the reason why Pizza Hut uses different sales promotion techniques because the company understands the significance of sampling and making a product trial during the marketing campaigns. The sales promotion strategies help Pizza Hut to increase its market share because these promotions entice the customers to switch their brand loyalty towards Pizza Hut. Another advantage that Pizza Hut gets with these promotional tools is the immediate result, which other IMC tools are not able to produce for the company (Pride et al., 2006). Sales Promotion Sales promotion can be defined as the activities which are planned by the organizations in order to impr ove the quality of the products or services and build a positive attitude of the customers towards their products or services (Bose, 2004). ... Since sales promotion influence the behavior of the customers, therefore Pizza Hut can analyze this theory in order to understand and change the behavior of the customers towards the deals and offers it is offering to the customers (Bose, 2004). Tools of Sales Promotion In order to understand the dynamics of sales promotional tools, it is important for the organizations to understand that these tools are different from other marketing and promotional methods, because these tools provide precise advantages for encouraging the customers to buy the product or services (Sagar, 1998). As compared to the sales promotions tools, other promotional techniques are used to attract the customers with help of an event or a program and they are not always designed for the direct purchase. Some of the most commonly used sales promotion tools are: Discounts and Coupons Free Samples Direct Mail Rebates Demonstrations Exhibits Point of Purchase Display Money Back Offers Mystery Rewards Branded Magnets and Pen Contests Gifts (Sagar, 1998) Promotional Strategies Used by Pizza Hut UK Pizza Hut uses different promotional tools for the increase share in the market, increase frequent buying, increase volume of sales and convince the customers for buying the product. The promotional mix of Pizza Hut consists of â€Å"Personal Selling, Advertising and Sales Promotion†. Since Pizza Hut uses Pull Strategy to fulfill its global objective, therefore many promotional tools are needed to implement this strategy successfully. The ‘Healthy Eating’ campaign is used to increase the awareness level of the customers, change their attitude towards pizza, motivate them to get involved in the product, and reduce risk for the product.

Marx Assignment Example | Topics and Well Written Essays - 500 words

Marx - Assignment Example Like Hegel, therefore, Marx dialectical materialism perceives human progress as an upward spiral process that begins with a single concept (the thesis), which always arouses its very opposite (an antithesis). The interaction of the two, Marx argues, creates some form of tension (synthesis); a kind of stage where the ideas presented in the above two scenarios are refined with the incorporation of elements from either side, resulting into a new concept [new thesis], which is literally more advanced than the original concept [thesis]. Simply stated, Marxist dialectics sees human progress as a conflict directed process, always in a state of constant development/motion, leading to superior levels of interactive mechanisms. An inverted form of Hegels dialectic, Marx explains that the key to changes witnessed in history is not in the operative mechanics of the human mind, but in the material life guided by the system of production; that the very ideas of the mind are but consciously shaped by the material life, for people must produce the necessities of life before engaging in anything else such as politics. In other words, the superstructure of human life rests on the economic relations within the society, and that capitalism, like any other economic system that has been in existence, is only but a transitional force towards a more superior economic system. Capitalist societies, according to Marx theory, have two major social classes: the propertied, which he describes as the Bourgeoisie – owning the means of production and the propertyless , which he describes as the proletariat—owning little or no property and working for wages. The two classes, Marx argues, are dependent upon each other in that while the former need the latter to provide their labor in the production of goods and services from which they derive their profits, the latter depend much on the on former for their income in order to survive. The relationship, is however, based upon

Sexual offender registration laws Term Paper Example | Topics and Well Written Essays - 2250 words

Sexual offender registration laws - Term Paper Example The paper tells that the origins of Megan's Law can be traced from parents/guardians right to know if a dangerous sexual predator moves into their neighborhood and to protect communities from sexual offenders. Megan was kidnapped, raped and murdered by a dangerous sexual offender living in their neighborhood. Her parents circulated a petition demanding immediate legislative action. The petition amassed over 400,000 signatures, and the law was passed in 89 days. In accordance with Megan's Law, federally known as The Jacob Wetterling Act in 1994, amended in 1998 with Section 115 of the General Provisions of Title I of the Departments of Commerce, Justice and State, the Judiciary, and Related Agencies Appropriations Act (CJSA) provide that states are required to register sex offenders and perform community notification. However, each state differs in terms of how it administers the information/methods of registrations. Lavenson notes that bill stipulates sex offenders to be prohibited f rom living within 1,000 feet of a school, day care center, church, and anywhere where children are known to congregate, including parks, playgrounds, and bus stops and therefore, is not a practical solution. Under Georgia law, sec 5, revised paragraph 10, of sexual offenders; classification; change and enact provisions, sex crimes include: child sexual abuse, child molestation, aggravated child molestation, to entice children for indecent reasons, to sexually exploit children, transports a child to a location in order to molest the child., Sexual exploitation of a child downloading pornographic material of persons under the age of 18, child pornography, sexual battery, aggravated sodomy, rape and even kidnapping of a minor.(5) http://www.legis.ga.gov/Legislation/20092010/106632.pdf Regulations regarding sexual offender registration The Georgia Bureau of Investigation (GBI) is responsible for registration of sexual offenders in accordance with O.C.G.A.  §Ã‚  42-1-12. Sec 20(a) prov ides that a sexual offender is an individual  who has been convicted of a criminal offense against a minor or any dangerous sexual offense under the laws of another state or territory, under the laws of the United States, Uniform Code of Military Justice, or in a tribal court of a criminal offense against a minor or a dangerous sexual offense. The term sexual offender is a broad term, with sexual predator being used to describe a more severe physical or repeat sexual offense (Travis, Jeremy). Sexually dangerous predator is defined in sec 21(a) as a person who was designated as a sexually dangerous predator between July 1, 1996, and June 30, 2006; or a person who is determined by the Sexual Offender Registration Review Board to be at risk of perpetrating any future dangerous sexual

Rationality, Educated Opinion and Peace Essay Example for Free

Rationality, Educated Opinion and Peace Essay Abstract: This paper addresses the relevance of interwar thought to the building of peace through examining the ideas of three important writers of the period: Edward Hallett Carr, Norman Angell and Alfred Zimmern. The role of public opinion was under much query in the politics of the period they wrote in, and crucial to this issue are the questions as to whether the public mind is rational and capable of reason. These writers are concerned with the influence of public opinion and believe that through educating the public mind, the possibility of peace can be increased. Drawing from their ideas, this paper thus postulates that peace is a product of rationality and there is possibility of progress through education. The birth of international relations as a separate discipline was founded against the context of the interwar years, which brought about important consequences for the subsequent development of the interwar years. The tensions prior to and the subsequent devastation of the Great War forced intellectuals of the early twentieth century to seek explanations for the causes of war and to postulate measures by which another catastrophe could be prevented. The general psyche of the people exerted an influence on the direction of international studies. As David Long points out, the academic study of international affairs during this period of time possessed a normative though not necessarily utopian interest in the avoidance of war1. Such a trend is manifested in the trust deed of the Wilson Chair of International Politics (one of the first few schools of the discipline), which states that international politics is the political science in its application to international relations with special reference to the best means of promoting peace between nations.2 Woodrow Wilson, being a leading statesman at the time, presents one of the possible avenues for peace. He consciously and deliberately tied issues of foreign policy to domestic politics, giving rise to what will come to be known as the democratic peace thesis. Wilson advocates the belief that popular participation, public life and opportunity for all [will be] the guarantee of peace. Wilson believed that diplomacy and foreign policy must be taken with regard to public opinion and the public being rational would prefer peace to war.3 The crucial premise here is that public opinion matters in a democratic political system. The assumption further made is that the political leaders are sensitive to public opinion and will be susceptible to their demands. The issue of public opinion gives rise to another set of issues, and one of the foremost in this period, is the skepticism that the basic assumption of a rational public rejecting war is true. Is the public rational? Is war a rational choice? The political definition of rationality is the ability of the public to discern the options open to them, and to adopt the best option to achieve their prioritized goals. The Great War cast doubts as to whether public is necessarily aware of what their options and goals are, much less their ability to choose the best option to fit their preferred purpose. As historian A. J. P. Taylor argues that the intellectual backlash against the dehumanizing war made the interwar years an age of intellectual and artistic activity, where intellectuals from various fields of study question the power of man to reason.4 The devastation of war brings queries, particularly from the idealists, as to whether war can be a rational choice. Even if the assumption holds true, there is still the question as to whether public opinion has any weight on policy formulation. Given this particular context, this paper questions the foundations of Wilsonian politics. This paper will thus postulate on the influence of public opinion and the impact of rationality on the maintenance of peace by drawing from the ideas of three important writers of this period: Edward Hallett Carr, Norman Angell and Alfred Zimmern. This paper will first introduce the positions of all three writers. It will then examine the fundamental assumption shared by all three writers with respect to public opinion, before expounding on their arguments on the rationality of the public and why the issue matters. The paper will then look into the possibilities of peace, and how the three concur on the issue of education. Due to source constraints, this paper will draw on secondary references to the works of the three writers, where the primary sources are not available. Carr, Angell and Zimmern Peter Wilson in Thinkers of the Twenty Years Crisis introduces Carrs book as a work which not only set the tone for subsequent discussion of inter-war thought, but also substantially shaped postwar attitudes towards it.5 The premise for The Twenty Years Crisis is the critique of inter-war idealism, which Carr terms utopian6. Carr dismisses the utopians as being unable to understand political reality and sets up a dichotomy that supposes utopia: reality= free will: determinism= theory: practice= morality: power =universal: relative= intellectual: bureaucrat= Left: Right 7 The dichotomy presented by Carr undermines interwar idealism, and leads, in part, to the rejection of the practical value of these theories. This dichotomy shapes subsequent debate and is consequentially identified as the polarity of realism and idealism, which will dominate international studies for the next few decades. In order to posit queries of the dichotomy, it is first necessary to expound on the assumptions that are conventionally made of either school. Brian C. Schmidt summarises the assumptions of idealism as follows : a pervasive faith in reason and rationalism, a belief in the infallibility of public opinion, the view that war was irrational, that the best way to end conflict was through education, international law, and world government, and, finally, a belief that the essential harmony of interests existed, which translated into the international doctrine of war-does-not-pay8. Superficially, both Norman Angell and Alfred Zimmern adopt such assumptions in their writings. Significantly, both Angell and Zimmern share the same devotion to one key tenet: the possibility of progress through educating public opinion and conditioning human behaviour. Their devotion to the tenet became stronger later into their careers, especially after the Second World War. The realist school of thought as represented by Carr, refutes the idealist assumptions. In particular, the realists argue that the concept of power is central to international affairs. Carr adopts Thomas Hobbes argument on human nature and advances the argument that the state as a rational actor will choose to maximize its capacity for power in order to secure its survival. He argues that public opinion, even when informed, is not necessarily pacifist and that thought can be mould by political purposes. Through defining his position by rejecting and critiquing the idealists assumptions, Carrs realist position is thus seen as the diametric opposite of the idealists. It is then necessary to redress both the ideas of Carr and the much-maligned interwar idealists, among whom are Zimmern and Angell. The choice of juxtaposing Angell and Zimmern with Carr in this paper is conscious. Both Zimmern and Angell are among the few utopians whom Carr explicitly criticizes in The Twenty Years Crisis. Andreas Osiander points out that Zimmern is still widely regarded as what Oslon and Groom have called the consummate idealist9, and is thus identifiable with the idealist school of thought. Yet Zimmern, as Paul Rich and Peter Wilson suggest, is considerably less adverse to Carrs ideas than his idealist colleagues.10 Angell, on the other hand, is one of the fiercest adversaries to The Twenty Years Crisis, but J. D. Miller raises the argument that Angell should be regarded less as an idealist than a far sighted realist because of his acute awareness of the issues of political reality11. The interplay of their ideas then calls to question the validity of a clear dich otomy. In essence then, this paper seek to question if the positions of these writers on the assumptions raised by Schmidt are as concrete as they appear to be. In other words, this paper examines the complexities of Carr, Angell and Zimmerns ideas on the applicability of public opinion, rationality and possibilities of peace. On closer examination, this paper argues that despite the differences, the three share a fundamental similarity: the belief in progress. The dichotomy between the realists and idealists is permeable, and in their postulation of the long term, the arguments of Carr, Angell and Zimmern coincide. Public Opinion First and foremost, the underlying assumption that Carr, Angell and Zimmern adopt is that public opinion matters, even though their understanding of public opinion differs. Zimmern argues that [p]ublic opinion is the lifeblood of a civilized community but unfortunately, the majority of the peoples is guided by caprice of ignorance, passion or greed, and the other devils if unreason.12 The title of Carrs inaugural speech at the University College of Wales, Public Opinion as a Safeguard of Peace says much. Carr argues that public opinion can exert tremendous influence over a foreign policy issue that it feels sufficiently strongly about, using the case of the public rejection of the Hoare-Laval plan to build his case. He states that, No nation, and least of all a democracy, can wage war unless it has the support of an overwhelming majority of its people13. The implication of such a statement in light of guarding the peace is that insofar as the public is not in favour of war, a state and particularly a democratic state will not and cannot adopt war as a policy instrument. Angells Nobel Lecture, Peace and the Public Mind, adopts the same position, except that he argues public opinion, being misinformed and disastrously erroneous can lead to war. 14 Interestingly both Angell and Carr argue that public opinion is easily manipulated. Carr devotes a section to Power over opinion in The Twenty Years Crisis, suggesting that the greater proportion of public becoming conscious or involved in politics relates to the importance that the ruling elite place on propaganda as an instrument of power. The influence of propaganda rests on the premise he sets earlier in the book that the crucial contribution of realism is the idea that thought is relative to purpose. 15 For instance, nationalism, as a form of ideology, could be seen as a means by which the public can be persuaded to go to war. Similarly, Angell contends that a small militant minority is capable of appealing to the majority towards a policy that may not be in the majoritys best interests.16 Rationality Having established that public opinion has a role to play, we then move on to the crucial questions: is the public rational, and is war a rational choice? On both issues, there are significant differences between Carr and the idealists, arising from the difference in the way they interpret and infer from past and current events. Reason and rationality give rise to different outcomes for Carr and the idealists. An important observation is that Carr places more faith in reason and rationality than do the others, contrary to our earlier presupposition that it is the idealists who have a pervasive faith in reason and rationalism. A proper definition of what is meant by rational behaviour has yet to be provided as a premise for argument. To proceed, we adopt James Mills argument for the rational public opinion quoted in Carr as a guide to what rational behaviour entails: Every man possessed of reason is accustomed to weigh evidence and to be guided and determined by its preponderance. When various conclusions are, with their evidence presented with equal care and with equal skill, there is a moral certainty, though some few maybe misguided, that greatest number will judge right, and the greatest force of evidence, whatever it is, will produce the greatest impression. 17 Whereas Carr believes that the public, being self-interested, is capable of defining their goals and seeking the best possible means to achieve toward that end, he rejects Mills definition of rational behaviour. Mills definition is in turn based on the ideas espoused by Jeremy Betham who assumes that the ideal option is the greatest good to the greatest number. Carr argues that public opinion comes from the masses, who are for large part, neither enlightened nor educated and thus the greatest number need not necessarily judge right. He argues that Betham and Mills assumption that self-interest can be sacrificed for the sake of the greatest good to the collective is based on some kind of intuition of what is right and cannot be demonstrated by rational argument.18 Carr suggests, instead, that rational necessarily demands a consciousness and the ability to adjust to the balance of power existing in international affairs, which serves as a constraint on the options available. The discerning public thus does not only take into account what is right, but also what is most practical in catering to self-interest. Carr then adopts an argument that is parallel to Thomas Hobbes. Hobbes, in Leviathan, states the fundamental law of nature as: it is a precept, or general rule of reason that every man, ought to endeavour peace, as far as he has hope of obtaining it; and when he cannot obtain it, that he may seek, and use all helps, and advantages of war Carr comments, to the same effect, that although war is undesirable, it is not possible to impose an absolute judgement that war is always and unconditionally wrong. The implication of Hobbes and Carrs argument is that the public being rational favours peace. However, when the public believes that they have more to gain from war, or more to lose from not going to war, war becomes a rational and logical solution. Historically, Carrs argument seems to find sufficient basis in the outbreak of World War I. One of the reasons contributing to the war was the increase in bellicosity, arising from rationalization of cost and benefit or cooperation and non-cooperation. Prior to the Great War, the perceived cost of non-cooperation19 had decreased. The perception was influenced by beliefs that any war would be short, a consequence of a highly exaggerated faith in the efficacy of offensive military strategies and tactics20 and by the system of alliances. The perception was further coloured by nationalism. Secondly the perceived gains of non-cooperation had increased. The general belief was that expansionism and offensive foreign policy was perceived to be too high, due to the general suspicion of the intentions of the other states. Given these perceptions then prevalent, European states saw it to their advantage to go to war, and in fact to initiate the war so as to reap the greatest advantage of the gr ound. This international game theory exemplifies in part the rational process that Carr espoused. The idealists depart greatly from Carr. Angell and Zimmern accept that Mills definition is greatly desired but finds it incongruent with political reality. Reus-Smit, in his essay The Strange Death of Liberal Theory, argues that the conflict between morality and political reality is seen by Angell as a divide between reason and unreason. He argues that, If the former prevailed, there was some hope of a reconciliation between morality, defined as the well-being of all and reality, which in [Angells] favoured area was the incompatibility of warfare and such well-being.21 However, within the historical context, Angell believes that unreason prevailed. Angell believes that the public mind is often irrational, because it is too easily persuaded; it does not possess sufficient information, nor the ability to process vast amounts of information when it is available and it lacks the skill to seek evidence for the various conclusions, as Mill points out, i.e., it cannot see the likely results of actions. 22 The public mind cannot compute cost-benefit-analysis, which is central to rationalization. Angell accounts for this irrationality of the public mind, stating that it arises from the failure to apply to our international relationships knowledge which is of practically universal possession23 In Angells opinion then, it is not for the lack of intellectual capacity on the part of the public that lead to the irrational behaviour, but the inability to apply knowledge. Resting on his idea of the irrational public, Angell expounds on the war and why the publics choice to go to war is actually irrational. In his aptly named book, The Great Illusion, he puts forth a convincing argument on the futility of war on grounds of rationality and economic considerations. Angell argues that the perceived benefits of war under modern circumstances, are reduced, as victors can no longer expect to benefit as much from the spoils of war. The change is largely because goods and spoils are no longer portable (such as gold, silver, slaves, precious stones) as they had before. Goods and services are non-physical such as currency, shares, and fixed assets, and are thus not transferable wealth. As such, if states act purely in their self-interest, given the expectation not to gain from war, states would be unlikely to pursue war.24 Angell considers this line of reasoning to be simplistic and easily applicable to the conduct of international relations. Yet as the advent of World War I proves, the public is incapable of applying such rationale to political practice. Angell argues that the pervading reasons behind war, then, are irrational. Not only does war not serve to the benefit of the state concerned, better alternatives of action could be sought such as building economic relations, social interaction. Such connections can be used in persuading, as opposed to coercing, other states into behaving in the manner that is beneficial to the state concerned. Thus the argument adopted is that war is irrational, i.e. not the best-laid option, and man being irrational and susceptible to external influences, chooses to use war as a policy instrument. Andreas Osiander points out that unlike what Carr implies, Zimmern, like Angell, was very far from seeing public opinion as necessarily a force for peace.25 Like Angell, he believes that the conflicts in the international arena, giving rise to war are resultant of intellectual, and not political failure.26 However, if Carr is to be believed, Zimmern can, in fact, be seen as being more extreme than Angell. Carr states in The Twenty Years Crisis that Zimmern is inclined towards the hypothesis that If mankind in its international relations has signally failed to achieve the rational good, it must have been too stupid to understand that good. Carrs statement is not altogether justified. Although Zimmern does point out that the impediment to overcoming the obstacle towards peace is that man are beings of conservative temper and limited intelligence27, what he implies is that man is reluctant to adjust to present realities brought by modernity. As a result of the inherent resistance towar ds change, mans mental capacity does not adapt to the fact that previous ways of managing international relations are no longer applicable. Consequentially, public opinion cannot be trusted to be rational. Zimmern subscribes to John Stuart Mills argument of the tyranny of the majority. He argues that the ruling elite, that is, the politicians in positions of power tend to be capable of rationalization. However this intellectual minority in government is consumed by the irrational public: for statesmen, however wise and far sighted, are limited in their policies by the public opinion and parliaments to which they are responsible.28 Angell concurs on this issue. J. D. Miller, drawing from Angells comments, argues that Angell too feared the impact upon politicians of an unreasoning crowd mind, and doubted the capacity of politicians to resist it. Both Angell and Zimmern, then, prefer that the intellectual minority be given the ability and power to lead the rest of the populace, so as to govern rational foreign policies. In this regard, Carr again differs. Whereas Carr does agree that the intellectual minority has a role to play in leading public opinion,29 he believes that the intellectual minority is however, sadly, out of touch with reality. He argues his case by drawing on the difference between intellectuals perceptions of the League of Nations with those of the man on the street. The intellectuals, who tend to be idealists by his definition, strive to secure and maintain peace via means of treaties, covenants and legal codifications. The general public, however, is more concerned with the practice of international affairs (as opposed to the theory.) Going by Carrs understanding of rational behaviour to be taking into account what is right and also what is most practical in application, the intellectual minority is in pra ctice less rational than the public. Change and the possibility of progress As it is, there seems to be a great divide between Carr and his two contemporaries with regards to whether man is rational. However, central to their arguments is the shared belief that history is a directional process, that is, there is the idea of constant change. Carr argues that war occurs because of the conservative reluctance to allow change to the status quo and the way to peace is to provide means of peaceful change.30 Angell and Zimmern suggest that war occurs because man has yet to come to terms with change, and that the mentality and psyche of the populace has not kept in line with international developments. As Zimmern states, the statesmen and the peoples have not adjusted their minds to the new realities31. The central concern with the issue of change harkens to a broader issue on which the three writers concur: the possibility of progress. The interwar context is one of pessimism. The first decade had been one of recovery and rehabilitation from the shock of the Great War and the second decade of mounting tensions and escalation to an even more disastrous war. The context in which these writers write in, therefore, begets the question of whether man can move away from destruction of war, and by what means. The three writers agree that the current situation calls for change, as present movements and measures to maintain peace are insufficient and inadequate, and are reasonably optimistic that such change can be effected. Carr notes even in 1936 that, the cause of peace has made tremendous stride during the past fifteen years and shows his preference towards progressive history, arguing that a sense of change as a progressive factor in history, and belief in reason as our guide for the understanding of its complexities are crucial to the current world. Angell is of the same mind when he questions the unchangeability of human nature and argues that just as cannibalism and slavery can be systematically reduced in our society, so too can the warlike nature of man and states32. Zimmern, even when decrying the decline of international standards (which he defined as rules of behaviour) at a meeting at Chatham House in 1937 argues that the process of change allowing for peaceful coexistence was already taking place.33 The ultimate aim of change is the maintenance of peace, which is assumed to be the preferred good, through the avoidance of war. The question that is then posited is, by what means? Carr, Angell and Zimmern propose different measures but the one pertinent to the prior argument on public opinion and rationality is their faith in education. Due to their fundamental belief that public opinion matters, it is logical to argue that if the public mind, as Angell would call it, could be trained and conditioned to favour peaceful change, then the chances of states going to war would be minimized. Angell quotes in his The Great Illusion that Not the facts, but mens opinions about the facts is what matters, and making a parallel with the abolishment of witch hunts, he comments that just as in the matter of burning witches a change of behaviour was the outcome of a change of opinion in a same way a change in the political conduct of can only come about as a result of a change of thought34. The w ay to peace then is to shape mans perceptions about war. Given this understanding, the most basic and possibly most efficient way of bringing about this conditioned public is through education. However in his address given to Chatham House in 1931, Angell claims that the current education system does not adequately prepare the individual to make intelligent and informed inferences from the facts presented to him. He believes that the reason behind this lack in the system is that education tends to follow a tradition whereby an older generation influences and instruct the younger through a process of socialization.35 Unfortunately this tradition means that values and ideas that are taught are often unable to catch up with present realities. The educational system had also focused on provision of information, without equipping the individual with means to discern the motivations, the causation analysis, the implications et cetera behind the piece of information. According to him, We have thought too much of the facts and too little of their meaning. 36 Thus the socialization/education of an individual does not adequately provide him with the skill to make rational choices. Given his premise that war is irrational under any circumstances lest in defence and a rational public will therefore reject war, the skill deficiency means that man may choose to go to war due to their lack of understanding, unless the educational system can be changed. Beyond the suggestion that education shifts its focus from its informational purpose towards equipping successive generations with the skill to possess information, Angell does not however provide for how education can be otherwise structured. Zimmern elaborates on his ideal educational system in his book Learning and Leadership, which is not only designed to impart the skill of discerning information but also specifically equipped to teach students about international life. Particularly, he believes that practical experience through interaction with people from other nations will allow students to imbibe the habit of cooperation and harmonious living37. Zimmern believes that once people are given more exposure to the international arena, they will be able to understand foreigners and foreign influences better and become more acutely aware of the idea of universal brotherhood. This basic premise being established, man will be more able to understand the actions of others, less inclined to take preemptive action and to go to war. The assumption of such an argument is that people are less inclined to advocate war against a party that they share an understanding with. Education is thus seen as an instrument which can build commonality among peoples, as well as a means by which the public can be trained to be rational. In The Twenty Years Crisis, Carr argues for the application of reason to understanding current situations and political reality; in his later work What is History he extends the role of reason to the capacity to reform: The primary function of reason, as applied to man in society, is no longer merely to investigate, but to transform; and this heightened consciousness of the power of men to improve the management of his social, economic and political affairs by the application of rational processes seems to me one of the major aspects of the twentieth century. 38 The core assumptions here are that reason leads to progress and progress is necessarily an improvement. Remembering the key concern of the study of international relations in the interwar period, a foremost improvement of the human condition is the eradication of war. As do Angell and Zimmern, Carr believes that education was to be the tool by which such improvement can come about. However, unlike Zimmern and Angell who believe that the public has to be thought how to make rational choices in the first place, Carr believes that education can be used to shape the way the public thinks about their choices. Carr notes then that education policy must be shaped: Educators at all levels are nowadays more and more consciously concerned to make their contribution to the shaping of society in a particular mould, and to inculcate in the rising generation the attitudes, loyalties and opinions appropriate to that type of society: educational policy is an integral part of any rationally planned social policy.39 It is then assumed, that rationally, a society will be prefer not to resort to war in a conflict of interest, and a means by which this can be ensured is to design an educational system which, in the context of the interwar years, should imbue in them the moral norm that peaceful change is the preferred means of achieving policy objectives. To put it more plainly, Carrs ideal is using education to persuade man against the doctrine of power, providing a basis whereby a compromise between morality and power can be reached and peaceful change achieved. In his contention that thought is relative to purpose, Carr postulates that mass opinion can directed and in fact mass-produced via universal popular education. It is imperative to note that by popular education, Carr has included the mass media.( Carr does not, however differentiate between education and propaganda in The Twenty Years Crisis though in What is History, he associates education with rationality and the growing consciousness from below as well as from above of the role which reason can play40). The application of reason and rationality therefore means that education can be used to persuade mankind against war. Instead of making an argument that war is irrational, educators can influence the public into making a conscious choice not to use war as a policy instrument. As Carr states, I regard as of immense importance and promise the gradual extension of the area of the worlds surface within which war has been effectively been placed under the ban, such that war is actually unthinkable41. What becomes interesting is how closely Carr mirrors the utopians he derides. Peter Wilson, in his attempt to understand what Carr means by utopian, lists the various characteristics that Carr associates with the term. According to his analysis, all of these characteristics are progressive ideas; and it might be therefore be concluded that the core characteristic of interwar idealism is belief in conscious, progressive change. On this basis, Carr does not seem to be any much different, which recalls Reus-Smits observation quoted earlier in this paper that Carr is himself not a consummate realist. It is also possible to put forth an argument that Carrs argument against utopianism was never meant to be an outright and unconditional rejection of the interwar theories. Conclusion Whether or not these three writers think the public mind is rational depends largely on whether they believe war can be a rational choice, and yet regardless of their perspectives on these two issues, they believe that progress towards avoidance of war can be ensured through changing human behaviour. Education policies thus become important, as they can shape the perceptions of the public and thus affect their choices, which is in turn reflected in the chosen foreign policy. However there is a point to note based on this argument set. All three writers are writing within a democratic framework and tradition, where by definition, requires that public opinion matters. Yet, public opinion is less likely to make an impact in an authoritarian state, and even in democratic states, there is the consideration of public apathy, the leaders gambling and taking risks by not going according to public opinion, et cetera. These complications bring us back to the consideration of Wilsonian politics. Woodrow Wilson professes that his aim is to make the world safe for democracy, and that democracy will bring peace. His tendency has been to look at the building and maintenance of peace from a top down approach, where the political structure and political ideological apparatus are enforced. In other words, he looks to providing a mechanism which will allow the rational public to prevent the tendencies of the militant minority from dragging the state to war. However, from the ideas of Carr, Angell and Zimmern, such a mechanism would not function effectively against war unless the public mind can be first conditioned through a fitting educational system emphasizing co-operation and peace. 1 David Long, Conclusion: Interwar idealism, liberal internationalism and contemporary international theory. Thinkers of the Twenty Years Crisis: Inter-war idealism reassessed. p. 303, pp. 306-307. 2 Quoted in E. H. Carrs inaugural speech in the University College of Wales. Public Opinion as a Safeguard of Peace International Affairs (Royal Institute of International Affairs 1931-1939). Vol. 15. No. 6. (Nov- Dec 1936), p. 846. 3 Mortimer Chambers, et al. The Western Experience Vol C: The Modern Era. pp. 892-893 4 A. J. P. Taylor, From Sarajevo to Potsdam. London: Thames Hudson: 1966 pp. 103-106 5 Peter Wilson. Introduction: The Twenty Years Crisis and the Category of Idealism in International Relations. David Long Peter Wilson. (ed.) Thinkers of the Twenty Years Crisis: Inter-war idealism reassessed. Oxford: Oxford University Press: 1995. p.1 6 Carrs term utopians is generally taken to refer to the idealists, though he does not clearly define who he considers to be utopians. 7 Wilson, Introduction, p. 12. Wilson adapted the equation from Hedley Bull, The Twenty Crisis Thirty Years On, International Journal, Issue 24, Vol. 4 (1969), p. 627-8. E. H. Carr, The Twenty Years Crisis: 1919-1939. New York: Harper: (1946) 1964. pp. 11-21. 8 Brian C. Schmidt. Lessons from the Past: reassessing the Interwar Disciplinary History of International Relations. International Studies Quarterly (1998) 42. p 452 9 Andreas Osiander, Rereading Early Twentieth Century IR theory: Idealism Revisited, International Studies Quarterly, Vol. 42, No. 3 (Sep.,1998). p. 417 10 Paul Rich, Alfred Zimmerns Catious Idealism: the League of Nations, International Education, and the Commonwealth. Thinkers of the Twenty Years Crisis: Inter-war idealism reassessed. p.88; Peter Wilson, Carr and his Early Crtics: responses to the Twenty Years Crisis. Michael Cox (ed). E. H. Carr: A critical appraisal. New York: Palgrave: 2000. p. 167. 11 J. D. Miller. Norman Angell and Rationality in International Relations. Thinkers of the Twenty Years Crisis: Inter-war idealism reassessed. pp. 116, 119. 12 Alfred Zimmern, Learning and Leadership: a study of the needs and possibilities of international intellectual co-operation. London: Oxford University Press: 1928. p. 10; p. 82. 13 Carr, Public Opinion as a Safeguard of Peace pp. 857-858. 14 Norman Angell, Peace and the Public Mind. June 12, 1935. http://www.nobel.se/cgi-bin/print. March 24, 2004. 15 E. H. Carr, The Twenty Years Crisis. pp. 132-133; pp. 67-75 16 Norman Angell Peace and the Public Mind. para. 19 17 quoted in E. H. Carr, The Twenty Years Crisis. p 24. 18 Ibid. p. 26; p. 41 19 The line of reasoning here is tied to the idea of an international game theory, which due to practical constraints cannot be covered here. The argument is made in line with Robert Jervis theory on international behaviour in his Cooperation Under Security Dilemma World Politics. Vol. 30, No. 2 (Jan, 1978), pp.167-214. 20 Stephen van Evera, Why co-operation failed in 1914. World Politics, Vol. 38. No. 1 (Oct, 1985). p. 81 21 Christian Reus-Smit, The Strange Death of Liberal International Theory. European Journal of International Law. Vol. 12. No. 3. pp. 578-9. 22 J. D. Miller. Norman Angell and the Futility of War: Peace and the public mind. London: Macmillian: 1986. pp/ 124-125. 23 Norman Angell. Peace and the Public mind. para. 17 24 Norman Angell. Europes Optical Illusion. London: Simpkin, Marshall, Hamilton, Kent , 1909(?)24-40; The Great Illusion:A study of the relation of military power to national advantage. London: William Heinemann 1913. pp. 26-40. 25 Andreas Osiander, Rereading Early Twentieth Century IR theory p. 417 26 Alfred Zimmern, Learning and Leadership. p. 11. 27 Alfred Zimmern, The Problem with Collective Security (ed) Q. Wright. Neutrality and Collective Security. Chicago: University of Chicago Press: 1936. p. 8. 28 Ibid. 29 E. H. Carr, Public Opinion as a Safeguard of Peace. p. 854. 30 E. H. Carr. The Twenty Years Crisis. pp. 208-223 31 Alfred Zimmern Learning and Leadership. p. 22 32 Norman Angell, The Great Illusion. 1913. pp. 200-221. 33 Alfred Zimmern, The Decline of International StandardsInternational Affiars (Royal Institute of International Affairs 1931-1939). Vol 17. No. 1 (Jan.-Feb. 1938), p. 21. 34 Norman Angell, The Great Illusion. P. 327 35 Norman Angell, Popular Education and International Affairs International Affairs (Royal Institute of International affairs 1931-1939) Vol. 11, No. 3 (May 1932), p. 323 36 Ibid, p 335-338, 338 37 Alfred Zimmern Learning and Leadership. p. 26-60 38 E. H. Carr. What is History? New York , St. Martins Press , 1961 p 190 39 Ibid. 40 Ibid p. 195. Propaganda is associated with the emotive and not with reason. 41 E. H. Carr. Public Opinion as a Safeguard of Peace. p. 861.

Collegial and Formal Type of Leadership

Collegial and Formal Type of Leadership This assignment consists of two parts. In the first part, the models of collegial and formal type of leadership are considered and compared to the head teachers role to which the author is familiar within the educational system of Cyprus. The head teachers role will be analysed both leadership styles. In the second part, the author concentrates on the assumptions made about the school organization and its values with the collegial and formal types of leadership. The assignment ends with a conclusion based on the authors understanding of leadership that emerges from a consideration of both theory and practice in relation to these two models. Part 1 According to Pashiardis (1995) the educational system in Cyprus has a bureaucratic structure and school principals are constantly trying to satisfy the bureaucrats rather than the needs of students and parents. Everything must be done in a pre-determined manner, which hardly leaves any space for errors or gives leeway for deviation from the mainstream. This is the main reason why the formal model of leadership is being chosen. Most of the elements of management fit into the bureaucratic structure of the Cypriot educational system. On the other hand, within the collegial model of leadership the governing body of each school is free to set additional aims and objectives that would not only benefit the school community but also the quality of the education offered. Collegial Model of Management According to Bush (1995) and his collegial model, the aims emerge from a participative process whereby staff reach an agreement based on common values. The leader in a collegial model believes that school staff should always be a team in order to be effective and that everyone should be involved in all activities concerning the school practices. In this case, all teachers should have a common vision, set a mission and be aware of their role to ensure the success of the academic enterprise. The elements of Collegial Model are the processes by which goals are determined by the nature of decision process and the leadership style. The collegial model is based on agreement goals among the members of an organization and presents lateral structures and all members have the right to participate in the decision process. As Kaily P. (2010) wrote specific problems can be addressed by different committees which are appointed at the beginning of the school year. These committees consist of teachers according to their abilities and expertise. They undertake to address and solve problems that arise during the school year such as student discipline by formulating a code of conduct, violence at school- prevention and treatment, development activities for motivation in learning, learning difficulties and workarounds (Kaily P. E849 Web Activity 1, 2 November 2010). Furthermore, Palli C. (2010) there is a shared leadership and a collective sense of responsibility among the staff at her sc hool. At the beginning of the school year there was a delegation of roles and responsibilities. Also the teachers had the opportunity to select the committees they wanted to be members according to their interests (Palli C. E849 Web Activity 1, 3 November 2010). The most positive aspect of the Collegial Model is the fact that goals have already been agreed, resulting to the possibility for the participant staff to concentrate and to achieve the goals set. Everybodys ambitions, expertise and capabilities are taken into consideration and used in a way that promotes the welfare of the school unit. As Bennett has argued, knowledge is an important power resource. Sharing knowledge in a collaborative way requires a high degree of mutual trust and consensus (Study Guide p. 37). Formal Model of Management Looking into Bush (1995) the formal models of management aver that objectives are set at the institutional level. Goals are determined by senior staff and the support of other teachers is taken for granted. Therefore, the activities of schools are evaluated in the light of these official purposes. Furthermore, the organizational structure is regarded as objective reality. Individuals hold defined positions in the organization and working relationships are assumed to be strongly influenced by these official positions. Formal models treat structures as hierarchical with decision-making as a top-down process (Study Guide p. 32). In contrast to collegiality, the characteristics of  the formal management models  according to Bush (2003) heads have  authority because of their positions  and are  accountable  for what they do to their sponsor they use any  rational  way to achieve goalsâ‚ ¬Ã‚ ¦Ã‚  fits a lot to the Cypriot Educational System. Not only do public schools but also private ones have debt-reduction management programmes and everything must be centralized and economies of scale must be made. One is asked to annually report in advance how many students are registered for the following academic year that the number of teachers is reduced to the minimum to save resources. In bureaucracy, efficiency, discipline, control, reliability  is more important (Weber 1989, p.312). Promotion is on the basis of seniority  (Bush 2003) more like a typical formal bureaucratic Cypriot school. However, after a long waiting at the age of 40-55 one finally leave from the low-paying Cypriot private sc hool and is employed by a highly-benefiting Cypriot public school. When he/she gets employed at public school, will only find out just a few days before the school year starts, revealing bureaucracy which is neither efficient nor reliable. Part 2 According to Bush and Derek (2003) leadership may be understood as influence but this notion is neutral in that it does not explain or recommend what goals or actions should be sought through this process. However, certain alternative constructs of leadership focus on the need for leadership to be grounded in firm personal and professional values (Bush and Derek, 2003, p.4). Wasserberg (1999) also claims that the primary role of any leader is the unification of people around key values (Wasserberg, 1999, p.158). Furthermore, according to Gross (1985) values are generated externally to the individual rather than being internal, personal creations. However individuals play crucial role in establishing particular values with environments in which they live and work (Study Guide, p. 47). Bush (1998; 2003) also links leadership to values or purpose while management relates to implementation or technical issues (Bush, 1998, 2003, p.4) Collegial model is interpinned by integrative and motivating values. Integrative values are those that serve to draw individuals into collectivity and motivating values are those that shape individual and collective perceptions of needs and interests (Study Guide, p. 46). The implication of these values for leadership role in the educational system in Cyprus could justified since head teachers usually encourage the staff to take part in any decision-making procedure. In this way agrees for certain values the schools. Thus personal opinions (teachers, parents students) are acceptable by others, differences and disagreements are shown in a democratic form. In addition, collaboration is promoted by head teachers. Every teacher, parent, student has its personal needs and interests. Head teachers try to help all members in personal and professional difficulties and offer ways in order for everyone to have a role in the school. Moreover, head teachers promote trust and confidence among all members, make constructive comments and encourage staff to participate in educational seminars and other educational programs. The formal leadership model combines mostly regulatory and directive values which seek to control the behaviour of individuals and groups. The equal opportunities and race relations legislation is enacted in many developed countries. Such values are an important part of the policy process both nationally and within organizations. Whether we accept or reject someone elses value system is not the same as denying that it is a value which shapes their actions (Study Guide p.46). This is one of the three different kinds of Grosss classified values which influence different facets of the school.   Although the ministry of Education and Culture directs schools on how to operate, each school may develop its own principles and values according to its particular needs and aims. Under the guidance of the Head Teacher certain values have been defined for my schools culture like: Equal opportunities for all children as an expression of fundamental human rights, the development of students socia l skills, democratic dialogue in case of conflicts among the children, the multi-dimensional improvement of childrens personality, the importance of interaction with the external environment (parents), and the practice of multiple intelligences. All the above societal values are articulated within the school serve to draw individuals into a formality. The way that my school is managed promotes collaboration and reduces conflict between staff. The head teacher supports the efforts of his teachers and motivates them to share and generate the schools values. He helps teachers cope with the difficulties encountered and promotes respect, democracy, honesty and trust. He encourages teachers to take part in educational seminars and provides equal opportunities for participation in decision making trying to follow democratic values. Individuals play a crucial role in establishing particular values within the environments in which they live and work. Values are manifested in the actions people take, including the things that they say and the language they use (Study Guide, 47).   According to Sergiovanni (2000), how we resolve a problem relates to the extent to which our decision making is dominated by the values of our life world and our system world. As he interprets, system world should be interdependent with life world (the essence o f values and beliefs) Conclusion In conclusion it can be seen that there has to be a leadership style which will incorporate practices from both styles of leadership and which promote the development of the school through the participation and involvement of all the staff members. A head teachers role is to make the vision and the mission of the school known to his/her staff in order for the teachers with the right knowledge and ability to be involved in the decision making. References Bush T 2003. Theories of Educational Management, 3rd edn. London: Sage. Bush T. And Derek G., (2003), School Leadership: Concepts and Evidence, Full report Spring 2003 E849 Leading and Managing for Effective Education, Study Guide, (2003), The Open University. Kaily P. E849 Web Activity 1, 2 November 2010 Palli C., E849 Web Activity 1, 3 November 2010 Pashiardis, P. (1995), Cyprus principals and the universalities of effective leadership, International Studies in Educational Administration, Vol. 23 No. 1, pp. 16-26. Bush, T. (1998) The National Professional Qualification for Headship: the key to effective school leadership?, School Leadership and Management, 18(3) 321-34. Sergiovanni 2000, Effective Educational Leadership, O.U., Sage Wasserberg, M. (1999), Creating the vision and making it happen, in Tomlinson, H., Gunter, H. and Smith, P. (Eds.), Living Headship: Voices, Values and Vision, London, Paul Chapman. Webb, R. and Vulliamy, G. (1996), The changing role of the primary head teacher, Educational Management and Administration, 24 (3), 301-15.

Internal and External Influences on LOreal

Internal and External Influences on LOreal Globalisation is the system of interaction among the countries in the world in order to develop the global economy, through integration of economics and societies all over the world by involving technological, economic, political, and cultural exchanges which made possible largely by advances in communication, transportation, and infrastructure, (source: http://hubpages.com). A business firm which want to or operates in global environment needs to be aware that there so many to face in that business environment (internal and external), because the firm will operates across more than one country and across different social and culture issues, political and legal systems, economic system and technology. Stakeholders interest like community, politicians, other competitors, suppliers, employees, shareholders, will be more demanding across wider global business enviroment where the global firm will get involve in the business, and this will be more challenging to the firm. The product which a business company will offer to the market needs to be global products that will achieve competence against other competitors who operates in global business too. Task one The Analysis of primary internal and external influences to LOreal. Globalisation. There several primary influences to company like Loreal to go global like as follows bellow. Goverment drivers, like favorable trade policies, compatible technical standards, and common marketing regulations. Competitive drivers, like high import of goods, interdependence of countries, competitors from different countries, and globalisation competitors. Market drivers, influences by having global channels, transferable marketing, common customer needs, and global customers. Cost drivers, like low transportation costs, global scale economies, need for technology, steep experience curve, difference in country costs and high product development costs. According to casestudy shows number of influences to LOreal as subjected. In internal influence were about to build the organisation structure which can be global administration and cope with the external global environment by stabilising their available resources so they can be competent to gain the capability to compete against other competitors globally. They been able to build up the organisation strengths through carefully plans strategy of acquring other cosmetics companies so they can spread up their wings in the international markets by using strong and potential brands in their new and existing global markets ,which some of the brands were Loreal origin brands like lancome and other adopted brands like Matrix, Maybelline, Kiehls, SoftSheen-carson, Shu Uemura, Redken. Also moving business strategy from domestic strategy to international strategy that will enable the company to compete in global environment, The marketing failure during 1953 after entering U.S market through t he company formed licensee Cosmair Inc. to distribute LOreal products(pg3 on the case study) this made the corporate management of LOreal to structure their corporate plans from failure to success, But management did able to consider company redisign to gain key success through designing good distribution channels, flaxible management development of internal structure and culture so they can cope with outside business environment to maintain stability, example LOreal managent under Dalle able to take the company to public(1963), sold off the companys soap unit and also did able to respond in political issues of state control of frances top companies(pg3 on case study). The current organisational structure were doing well in terms of achieving goals in case study it shows they had good reputation and market share in france and also in europe even though they were selling their products to customers in premium price. Organisation were recruiting skilled and talented staffs who can able to run up the company to successful point in future time without looking location of individual, example Lindsay Owen Jones who was CEO british born(case study pg 4). Good allocation of resources to invest in foreign markets enables LOreal to gain other oppotunities apart from U.S market. Example Loreal management after bought the brand of Helena Rubinstein was best opportunity to go extra miles to gain other markets which are outside of U.S like Europe,Japan and Asia and brand has very good market awereness to its customers. Through acquisation Loreal company were able to access available resources from other company like distribution channels, skilled staffs. Because of global marketing environment Lindsay Owen Jones the CEO of LOreal he started to redisgn the corporate strategy so the company can able to cope with the international geographical environment of where will operates, below here shows the Strategic Choices of company can use four basic strategies to enter and compete when decide to operate in international market like follows:- Pressure for Local GLOBAL STRATEGY TRANSNATIONAL STRATEGY INTERNATIONAL STRATEGY MULTI-DOMESTIC STRATEGY High Cost pressure Low Low Pressure for local High Transnational Strategy. This strategy firms must exploit experience curve cost economies and location economies, transfer distinctive competencies within the firm and pay attention for pressures for localisation. To do this their need to be flows of knowledge from the parent to subsidiaries, flow from foreign subsidiaries to the home country, and from foreign subsidiaries to foreign subsidiaries, a process that known as global learning. The approach of transnationals is not appropriate in all situations, nor is it without costs. Where demands for local responsiveness are low, a global strategy may still be the most appropriate . The coordination and management challenges of a transnational also create higher cost and benifits than with one of the more traditional strategies. A transinational strategy makes sense when a firm faces high pressure for cost reductions, high pressures for local responsiveness, and where there are significant opportunities for leveraging valuable skills within a multinationals glo bal network of operation. In some ways companys that pursue a transnational strategy are trying to simultaneously achieve cost and differentiation advantages. As attractive as this may sound, the strategy is not easy to pursue. Pressure for local responsiveness and cost reductions place conflicting demand on a firm, being locally responsive raises costs. Global Strategy. Firms that pursue a global strategy focus on increasing profitability by reaping the cost reductions that come from experience curves effects and location economies. That can be called a company pursuing low cost strategy. The production, marketing and research and development activities of firms pursuing a global strategy are concentrated in a few favorable locations. Global firms tend not to customise their product offering and marketing strategy to local conditions because customisation raises cost, it involves shorter production runs and the duplications of functions. Multidomestic Strategy Compay pursue this strategy orient themselves toward achieving maximum local responsiveness. The key distinguish feature of multidomestic firms is that they extensively customise both their product offering and their marketing strategy to match different national conditions. Consistent with this they also tend to establish a complete set of value creation activities. International Strategy In this strategy company try to create value by transferring valuable skills and products to foreign markets where indigenous competitors lack those skills and products. Most international firms have created value by transferring differentiated product offerings developed at home to new markets overseas. Analysis of how globalisation influences policies and decision making in LOreal. LOreal able to increase acquisation to maintain market share against other competitors so the company can stay into its business. Value creation were made into LOreal products by renovate those brands they were so strong in the market and had very good perception to its customers because if there is more value in the product that means there is value and trust between two parties, firm and customer. Because of globalisation LOreal did able to design the Organisation structure which will fit on the global environment the firm is facing. Barlett and Goshal outline a range of organisation structures developed by multinationals to meet these global challenges, Like as follows below. Global Co-ordination Low High International Divisions Global Products Companies International Subsidiaries Transinational Corporational Low Local Independence And Responsiveness High International Divisions The structure is appropriate where there is little requirement for global coordination and little need to tailor products to local requirements. Global Product Companies The need for greater global integration has seen many multinationals moving towards global product structures with product divisions integrating activities on a world wide basis from component supply, through manufacturing to research and development. This structure creates many opportunities to achieve cost efficiencies and transfer resources that are dependent upon sophisticated planning and control systems. However the pressures to respond to local needs seem to be increasing in many global markets. In case study page 10, CEO Owen Jones said that Loreal to be truly global company they need to promote around the world American brands because that was other great alternative in the beauty industry and also they didnt accept only local brands, by trying to put all LOreal brand everywhere by selling United states to Americans, Japanese, Chinese and Italian elegance to the Japanese, French beauty to Africans, and also Japanese chic to Brazillians. International Subsidiaries Many organisations are structured around international subsidiaries that respond more closely to the needs of the local market, often at the expense of control from the centre and a uniform organisational structure. However, whilst this structure has been appropriate in the past, as global competition becomes more intense, there may now be a need to look at greater global integration. Transnational Corporations The increasing pressures of global competition upon companies to both globally co-ordinate activities and respond to local needs has led to the emergence of the transnational organisation . The traditional multinational structures are seen to be converging upon a new organisational structure that depends upon an integrated network of interdependent resources. Also LOreal company according to case studies shows the numbers of responds to change the products offering to its customers through understanding their customers and the life styles they have. By using Ansoff four strategic options, he claimed that in marketing we can only ever be talking about products and markets, and that these can only be old, or existing, and new, or potential. Below is a figure shows Ansoff Matrix model in strategic choice. Products Present New Market Penetration LOW RISK Product Development MEDIUM RISK Market Development MEDIUM RISK Diversification HIGH RISK Exist Markets New source: abe manual Market penetration On this strategy present product and present market will be appropriate when a market is growing and not yet saturated, example Loreal company when was marketing in France market before decide to go abroad market. By attracting non users of the product, or purchasing rate of existing customers. The strategy can be implemented through increasing activity on one or more of the mix elements. Example aggressive promotion, pricing, using more intensive distribution. Product development. The strategy deals with New product at existing market, an organisation develops a new product to sell at its existing market. Sometimes can be simply the product refinement, could be change of taste or packaging. Product development is most prevalent when branding exists. Promotional aspects will be emphasise the added qualities of the new product and link it specifically to the security of and confidence in the brand. This strategy builds up customer loyalty and the benefits to be gained by purchase and other mix elements like distribution may remain unchanged. Market Development On this strategy is about the company sells the existing product at new market, is often found when a regional business wishes to expand or if new markets are emerging because of changes in consumer habits. It can also occur when a new use has been discovered for an existing product. Implentention of this strategy involves appealing to markets sectors not currently catered for and many mean a repositioning of products, new distribution methods or channels. Diversification This strategy is where new product will be sold in the new markets sometimes introduced so that the firm will not become too dependent on its existing strategic business units (SBUs), this is kind of insurance for future of the company incase of any disaster that would happen due to drastic environmental changes in future where the company is operating it business. This can be considered as means of growth and expansion of power to against competitors. The new product can me totally innovated which has never been seen in the marketplace, or the product is new to the firm but has already been the in the marketplace. Diversification can be Horizontal integration acquisation of another organisation which has a desired features, the firm that is acquired mighty use similar production methods, its distribution channels may highly effective and prove advantageous or has got great capacity. Or Vertical Integration where involves acquisition of some other enterprises in the chain of distribu tion between manufacturer and customer,can be forward towards customer or backwards towards the source of materials. Other diversification also can be Conglomeration where moves a company away from the its existing product market situation into an entirely new area in order to satisfy a primary objective. Critical evaluation of the effectiveness of LOreal response to globalisation. Due to global environment has its complexity and uncertainties, LOreal did able to respond through building organsation which will cope with changes in business environment by competing with other firms operating in the same beauty industry, LOreal was selling a products (e.g Lancome in cosmetics and LOreal professional in hair care) which targeting in high income customers by selling their products in high price, which limited the company to expand into international markets. Also their brands where only potential in Europe and not USA and the price strategy they were using were not accessible. This made LOreal management to review their marketing strategies into global level. LOreal had market entry strategy in USA market, first was licensee to cosmair to supply Loreal products after the strategy didnt perfom better, then Loreal management did apply another strategy which was acquisition strategy. There are different entry strategy to foreign markets a business company can use, ent ry strategy can be Turnkey project, Exporting, Franchising, Licensing or Joint ventures. Licensing agreement is at arrangement where by a licensor grants the rights intangible properry to another entity (the licensee) for a specified period, and in return the licensor receives a royalty fee from the licensee. Intangible property includes patents, inventions, formulas, Trademarks, processes and designs. Acquisation is about one firm buys another firm. Hamills model, Motives for acquisation are economic motives, strategic motives, finance motive and behavioral and managerial motive. Economic motives can be synergy in value chain,economies of scale, improved efficiency, purchase of managerial skills and unique resources. Strategic motives this can aslo be diversification,competitive by gaining market control or remove competitors or both, buy rather than build market share, or instant growth. Behavioral and managerial motives also this can be increasing management utility and sales growth, personal goals of senior managers, separation of ownership from control. Financial motives is about Financial engineering,Valuation gap theory and increasing shareholder value. In Addition of popular American brands such as Maybelline, Redken, Matrix, SoftSheen-Carson, and Ralph Lauren Fragrances to its portfolio of french brands, LOreal had created an international brand portfolio for consumers with a wide range of incomes and tastes in 140 countries. Because the market in France and part of Europe maybe were seems to be saturated, and LOreal perhaps was facing a bit competition from rival companies in france and other part of Europe made it to seek other new attractive market which was USA market to extend its market share and increase the revenue. By using Boston Consultancy Group Matrix(BCG) theory based on Market share and Market growth rate of the Small Business Units(SBUs). Boston Consultancy Group Matrix. STARS QUESTION MARKS CASH COWS DOGS High Market growth Low Relative Market Share Source: abe manual. Question Mark Are products which have low market share and are in high growth markets. The product has not yet reached a dominant position in the market. Although it may be generating funds, it still requires a lot of investment for development and the company must decide if they to keep investing. Star If Question marks succeed they become stars, leaders in high growth markets. Stars are the providers of tomorrow and the company with no stars should worry. On the figure above shows two star products, one which has the leading share in its market and one which has only slightly more share than its leading competitor. Efforts should be made to increase the share of the second product in order to secure its future profitability, particularly as the market has a very high growth rate this could be where future earnings lie. Also this stage may involve investment in promotion and distribution incase of competition, and Star can also produce revenue and use resources which may lead to break even. Cash Cow When market growth reaches a stable level, Stars become cash cows providing they hold a leading share of the market. If they lose any market share to the competition they will slip into either being a marginal Question Mark or at very worse,a Dog or sometimes if a firm continued to support other categories and neglegeted its cash cow then its could eventually become a dog. Cash Cows produce good revenue, do not require high investment and often mean the economies of scale can be gained. The money earned from cash cows should be used to invest into other products. Dog Dogs have a weak market share in low growth or stable markets. These products can often take up more time than they are worth. They usually produce low profits and very often incur losses. They will always consume cash, even if it is just in the time taken to manage them. Can be dropped by firm but is not wise to do immediately because they might still poduce profit and can also be used retention to customers. LOreal responded by creating competitive advantage against other competitors in beauty industry. Michael Porter Generic Strategy explained how the company can gain competitive advantage through differentiation, differentiation focus, cost leadership, and cost focus. LOreal management were able to differentiate their products through product divisions ( Consumer, Professional and Luxury products division). Also Loreal used cost leadership and cost focus, by created products range according to consumer classes, by selling them with different range of price, based on ethinic life styles from white to black people. Also Porter Value Chain Analysis can be useful here to determine the response of Loreal beauty company to globalisation, Primary activities. Inbound logistics, dealing with storing, receiving and distributing the inputs to the product or service. Material handling, controlling stock and transport. Operations, concern of transform different inputs into final products or service, assembly and testing. Research and development, concerning about gathering useful information from the market like competitors in that market,customers, developing new product or lowering the cost of production ( LOreal, Research and development activities allowed the firm to reduce production costs). In the case study (pg11), Its says LOreal had strong commitment to research and development that many insiders considered to be among the firms most distinctive values and a comparative advantage over competitors. Through research and development they did able to discover the new hair Fructis shampoo product made from fruit sugar called fructose. Production can be creation of goods or services, example Fructis shampoo. Out bound logistics through local distribution channels which the company had control with it, acquisation enabled LOreal management to gain competence in distributing products to consumers. The Marketing and sales provide the means whereby consumers/users are made aware of the product or service and are able to purchase, Loreal provided product mix, enough advertising to their customers so the can be aware of their products offering to the market. Service, service includes all those activities which enhance or maintain the value product or service, such as training, installation, repair and spares. Support Activities in the value chain give inputs that allow the primary activities to occur, can materials management, human resource management by dealing with recruiting, training, development and rewarding people within the organisation, example in the case study Loreal hire people early in their careers and educate them so that they can become the future leaders of the company (i.e LOreal CEO, Lindsay Owen Jones and Kiehls president, Philip Clough). Information systems, and company infrastructure this can be the structure of organisation, control stystems and culture of the firm. Demonstration of some areas for improvement in the response of LOreal. LOreal as beauty company needs some area for improvement like as follows; There is need for Loreal to creat another range of products which will be different from cosmetics products through diversification, example house hold products or clothing, so can able to maintain the strong position in the market and gain more revenue. Because the Loreal profit seems to be low compare to other competitors, even though is leading company there is slightly difference in revenue and even in market share too. The price of Loreal products seems to be a bit expensive to developing countries in Africa and Asia where majority people are in very low income which the cant afford to buy the Loreal products only medium and high income people can afford to but them, compare with other competitors like Procter and Gamble or Uniliver which their products in area like Asia and Africa are quite cheap most people can afford them. Example Loreal did sue Bellure company for selling smelled perfume like a luxury Loreal perfume (htt://www.newlawjournal.co.uk), this shows that the Loreal products are potential in market but are more expensive which other company getting advantage by coping the products and selling them in cheap price. There is needs of improvement also in distribution channels so can allow easy accessibility of products to their customers, example Kielhls products part like Africa there is no kiehls store, like Asia which there is good ermerging market opportunities there only very few stores. Social resposibility according to book of Corporate Communication by Cornelissen pointed as corporate social responsibility is about the recognition of the need for business to deliver the wider societal value beyond shareholder and market alone (pg44). Loreal management doesnot gives information in how they are connected to their suppliers who supply the materials for fructis shampoo which made from fruit juice, but how the fruits are growing and there is any environmental concern that the major question, because probably this could be another source of environmental degradation. According to The Telegraph article Jan 30, 2008, Loreal was sued for using Shark oil to make cosmetics which they did stop to use to make major products but still their using shark oil to make lipstic brand type called Shu Uemura, which actually for Loreal needs to use other source of raw material like vegetable oil than Shark oil which this destroys natural resources in the environment. Loreal also through advertisiment by using female models this can be misleading to women because most women will respond to advert that there is beautiful model on it by thinking that they will be the same as like the model on the advert, source (http//loreal.exteen.com), this should be improved by selling only cosmetics generally than selecting small number of beatiful model women who can attract majority women in the world to buy products.