William Shakespeare :: essays research papers

William Shakespeare was born in 1564, in Stratford, located in the center of England. His dad, John, was a trained glove maker, who was married to Mary Arden. She was the daughter of Robert Arden, who was a farmer in a nearby village of Wilmcote. John was also served on the town council for many years, becoming mayor in 1568. He was also involved in money lending and he traded wool. After 2 tries of having a child, and failed, William was born. He had 5 other siblings, but one of them died in their early life.   Ã‚  Ã‚  Ã‚  Ã‚  Shakespeare was well set in the year 1592. His high reputation was in London. His earliest plays were â€Å"Henry VI†, â€Å"The Two Gentlemen of Verona†, and â€Å"Titus Andronicus†. In 1594, Shakespeare joined other people, creating a new theater company. Having Richard Burbage as lead actor, for almost twenty years they performed two shows a year on average. The plays included â€Å"Hamlet†, â€Å"Othello†, and â€Å"Lear†   Ã‚  Ã‚  Ã‚  Ã‚  In 1597, Shakespeare’s successes lead him into a wealthy state. His massive income let him purchase the biggest home in Stratford. Even though his career was spent in London, he stayed close to his native town. In 1602, he bought 107 acres of land, also in Stratford.   Ã‚  Ã‚  Ã‚  Ã‚  Shakespeare plays were performed only in London, where the buildings were designed specifically for performing plays. Most of the theaters were tall, and circular in shape. They would be open to the sky, and roofs protecting the galleries. The performances took place in the afternoon, where lighting was at its peak performance. All the roles in the plays were male performers. Even the female role’s, were guys. But the audience was always a mix of the sexes.   Ã‚  Ã‚  Ã‚  Ã‚  In 1599, Lord Chamberlain’s company built the Globe Theater. This theater was mainly associated with his plays, and it was on the south bank of the Thames, in the suburb of Southwark. Two of his plays â€Å"Henry V†, and â€Å"Julius Caesar† were performed here from the time it opened to 1613. During a performance of â€Å"Henry VIII†, a fire broke out and destroyed the theater. It was rebuilt the following year.   Ã‚  Ã‚  Ã‚  Ã‚  Some of Shakespeare’s best work came out in the 1600’s. They included â€Å"Hamlet†, â€Å"Cymbeline†, and â€Å"The Tempest†. He died in his Stratford home on April 23rd, 1616; he was fifty-two. He was buried at Holy Trinity Church, where now, his rest of his family rests in peace.   Ã‚  Ã‚  Ã‚  Ã‚  William Shakespeare led an exciting life, becoming one of the most famous play writers of all time.

Global Warming Essay

Large tracts of forests worldwide are now being cleared. Some are already cleared for industrial or agricultural purposes. The remaining trees may not be enough to absorb the carbon dioxide in the atmosphere. The carbon dioxide is used by plants to manufacture food. It is also called a greenhouse gas. This kind of gas retains heat longer compared to other gases. Surface temperature rises as more trees and plants are cut or destroyed. The resulting high surface temperature due to the accumulation of the carbon dioxide is referred to as the greenhouse effect. Carbon dioxide in the atmosphere acts like the glass in a greenhouse. It traps heat from the environment. It causes air temperature to rise. The glass of the greenhouse prevents warm air from escaping (Williams 63-66). The air temperature inside the greenhouse rises as a result. This would lead to global warming. Moreover, global warming pertains to an increase of the temperature of the Earth’s atmosphere and oceans in these present days. During the 20th century, the atmospheric temperature of the earth increased 0. 6  ± 0. 2  °Celsius. The upsurge amounts of carbon dioxide and other greenhouse gases are the major causes of the component of warming. They are produced through the burning of agriculture, fossil fuels and land clearing and may precede to an upsurge in the greenhouse effect. There is an initial assumption that a greenhouse effect possibly takes place because of the Swedish chemist Svante Arrhenius during 1897(Jenner et. al 258). In addition, climate sensitivity denotes to the equilibrium response to upsurge greenhouse gases and different anthropogenic and â€Å"natural climate forcing† (Davidson 325). This will be revealed through observational and model researches. The said sensitivity is generally showed through the temperature response that is anticipated â€Å"from a doubling of CO2 in the atmosphere† (Davidson 325). There is a report in 2001 from the Intergovernmental Panel on Climate Change (IPCC) that evaluates the climate sensitivity between the scales of 1. 5–4. 5  °C. The intents of this paper are to: (1) understand what global warming really is; (2) know about the historical warming of the earth; (3) figure out the causes of the global warming and; (4) find out the expected effects of global warming. II. Background A. What is global warming? Global warming is defined as â€Å"the increase of average world temperatures as a result of what is known as the greenhouse effect† (Bellamy et. al 145). This would mean that it is an intense upsurge of world temperature which is the outcome of so- called greenhouse effect. There are many factors why the world is experiencing global warming. And one of these factors is the human activities like cutting down of trees that are supposedly be the one absorbing the carbon dioxide in the atmosphere. There are gases in the atmosphere that portray as glass in the greenhouse which permits sunlight to warm the surface of the earth but trap the heat when it â€Å"radiates back into space†( Bellamy et. al 157). When the greenhouse gases formed in the atmosphere, the earth starts to get warmth. Nowadays, most countries experienced global warming. It is one the outcomes of people’s irresponsibility because humankind tends to destroy the forest by cutting the old trees and never replaces them. The graph below shows the global temperatures from 1860 to 2000. Moreover, the earth’s surface is warmed by the Sun and radiates heat back into space. Gases such as carbon dioxide, nitrogen oxides, methane and CFCs in the atmosphere trap some of this heat, and warm the lower atmosphere. The atmosphere radiates heat back to Earth. This is called the â€Å"greenhouse effect†, and without it the Earth would be so cold that life could not exist. But many scientist fear that the huge amounts of these â€Å"greenhouse gases† released into the atmosphere by industrial processes and burning fossil fuels are warming the earth so much that they will eventually upset the world’s climate, and cause sea levels to rise. In addition, some scientists predict that the earth’s temperature could rise 3  °C by 2070. After this, the rise will level off and the temperature will stabilize (Bellamy et. al 163). If the Antarctic ice sheet melted, sea levels could rise; threatening low-lying areas such as the US coast. B. The earth’s energy balance. But for the greenhouse effect, life on Earth would not exist. The Sun emits radiation to the Earth. If we could imagine a flat surface at the top of the atmosphere, that radiation is about 340 watts per square meter (340 W/m-2). Just over 100 W/m-2 is reflected out again by atmospheric aerosols and clouds, and the Earth’s surface, leaving some 240 W/m-2 that heat up the surface of the Earth (Carwardine 76-77) . The system must be in balance—energy â€Å"in† must equal energy â€Å"out†Ã¢â‚¬â€so the Earth needs to re-radiate this amount back into the atmosphere. But the amount actually re-radiated depends on the Earth’s surface temperature: the hotter the surface is the more it will emit radiation. The outgoing radiation takes the form of â€Å"long wave† infrared thermal radiation. If the system balanced â€Å"naturally†, then the Earth’s surface would have a temperature of about –19 ° C (-66 ° F) since at this temperature 240 W/m-2 would be emitted (Carwardine 98). Obviously, something else must be happening because at such low average temperatures life would not exist. The Earth’s surface is very much warmer than this â€Å"natural† level (around 15 ° C/59 ° F) and hence far more radiation is emitted than the 240 W/m-2. What happens is that a lot of the Earth’s re-radiation bounces back to the Earth’s surface because it gets absorbed mainly by water vapor and carbon dioxide (CO2) in the atmosphere. Water vapor, CO2, and a few other minor gases act like a â€Å"blanket†. The balance is secured as follows: Incoming solar radiation: + 340 W m-2 Reflected from clouds, the Earth’s surface, etc. : – 100 W m-2 Net incoming radiation absorbed by the Earth = + 240 W m-2 Outgoing radiation: – 420 W m-2 Greenhouse effect: + 180 W m-2 Net outgoing (thermal) radiation = – 240 W m-2 The way the system balances, then, is that the Earth’s surface warms up compared to what would happen if the Earth was not surrounded by a blanket of greenhouse gases. C. The anthropogenic greenhouse effects. The greenhouse effect refers to the way in which gases in the Earth’s atmosphere warm the Earth like the glass roof of a greenhouse—by letting sunlight in but keeping the reflected heat energy trapped inside (Johnston 550). These naturally occurring gases, notably carbon dioxide and water vapor, are called greenhouse gases. III. Discussion A. Historical warming of the earth During 1860-1900, global temperatures on seas and on lands had experienced great upsurge of temperature by 0. 75  °C as recorded in the instrument temperature record. Beginning in 1979, the land temperatures had doubled which was the same as the ocean temperatures. And in that year, the temperatures below the troposphere had upsurge between 0. 12 and 0. 22  °C every 10 years as recoded in the satellite temperature measurements. It was believed before that world temperature was stable two thousand years in the past 1850 with the assumption that temperature was stable maybe because of the regional wavering like the Little Ice Age or Medieval Warm Period (â€Å"Temperature record of the past 1000 years†. Wikipedia, the free encyclopedia). The graph below illustrates the reconstructions of Northern Hemisphere temperatures for the last 1000 years as stated to several older articles. B. Causes of the global warming There many causes why global warming is happening at present. These causes are generally or mostly based on man’s conduct. The causes why there is global warming because of the release of carbon dioxide from power plants, emitted cars, trucks, airplanes, buildings, methane, nitrous oxide, deforestation, city gridlock and carbon in atmosphere and ocean . C. Effects of global warming The great effects of global warming to our environment and for humankind are plentiful and wide-ranging. The major effect of global warming is the upsurge global average temperature. It also leads to â€Å"rising sea levels, altered patterns of agriculture, increased extreme weather events, and the expansion of the range of tropical diseases† (Johnston 554). The anticipated climate changes are also one of the effects of global warming. Not only that, it also affects the weather condition. IV. Conclusion Global warming has great effects to our environment especially to humankind. Global warming has many factors why it is occurring. One of these reasons is deforestation. Deforestation makes our environment warmth because of the remaining small amount of trees that are unable to absorb the large amount of carbon dioxide in the atmosphere and because of this; carbon dioxide traps the heat in the environment that causes the temperature to rise because it stops warm air to escape. References: 1. Bellamy, D. and Gifford, J. 1999. Wilderness Britain? a Greenprint for the Future. Sparkford: Oxford Illustrated. Popular work by leading biologist and environmental campaigner. 2. Carwardine, M. 2002. The WWF Environment Handbook. London: Macdonald Optima. Attractively illustrated handbook for the general reader. 3. Davidson, J. 2000. How Green is your City? Pioneering Approaches to Environmental Action. London: Bedford Square Press. Guide to community action for urban renewal.

Literature and imagination Essay

In â€Å"Critical Approaches to Literature†, David Daiches has said that the imagination, in its primary manifestation, is â€Å"the great ordering principle†, an agency which enables us both â€Å"to discriminate and to order, to separate and to synthesize, and thus makes perception possible†, for without it, we would have only a collection of meaningless sensory data. Literary theory and poetry materialize concurrently, for poets have a strong tendency to form opinions about their craft and to use these opinions as part of the message of their poems. Imagination is undoubtedly inherent in literature, the prime component in any work of art, but this view has been a cause of debate since the dawn of literature and criticism. As with most dissentions and philosophy regarding literature and its attendant features, the first records of this debate are to be found in the germinal works of Aristotle and Plato. Writing at a time when the poet was venerated for his work, and the philosopher persecuted for his, it is but natural that Plato would react negatively towards poetry. He regarded it as being fundamentally unsound and his view of imagination was much the same, since the imagination is the wellspring from which poetry arises. Imagination was inspirational and emotional, and he did not agree or identify with it for he did not find it logical. Aristotle, on the other hand, acknowledged that art represented reality, and that imagination was an important element of the structuring and creating of art. Horace, while admitting that poets utilized â€Å"fiction and often mingled facts with fancy†, put forth a synthesis of Aristotle and Plato’s views. According to him, the end function of poetry is to please and instruct, â€Å"†¦ a mixture of pleasure and profit appeals to every reader†¦ † and hence, imagination took on a fairly central position. John Dryden, a Seventeenth Century liberal and neo- classical critic, acknowledged imagination as â€Å"inspiration breath’d into man by God. † Increasingly we observe that, as it is investigated down the ages, the primary human faculty of imagination becomes inseparable from poetry- Dryden acknowledged both the didactic and aesthetic nature of poetry. The term ‘Fancy†, so commonly used, was coined by him. Pope, in accordance to the vigorous structural formalism of the Augustans, declares that imagination was â€Å"native†, but that it should be kept under control, for there was a necessity for decorum. In the Nineteenth Century, the issue of imagination became one of utmost significance, mostly due to the theorizing of Wordsworth, and more significantly, of Coleridge. While imagination, as a primary and unique faculty of the human psyche and consciousness, was never debated, both poets managed to convey its indisputable significance in poetry. In the Seventeenth Century, the writer became of soul importance- the readers reacted to the experience of emotion with delight. This ‘delight’, the Romantics stressed, was the prime objective of their poetry, but was not achieved by mechanical application of rules, but by the strength of the imagination. An early and somewhat haphazard attempt on the part of Wordsworth to discriminate between ‘imagination’ (â€Å"Impressive effects out of simple elements†), and ‘fancy’ (â€Å"Pleasure and surprise†¦ excited by sudden varieties of situation and accumulated imagery†), appears in â€Å"The Thorn†. In earlier discussions, both of these had been in most part used synonymously to denote a faculty of the mind which is distinguished from ‘reason’ and ‘judgement’, and which receives ‘images’ from the senses and records them into new combinations. He stresses that ‘imagination’, and not ‘fancy’, should be used to refer to the creative or poetic principle. The distinction between imagination and fancy was a key element in Coleridge’s theory of poetry, as well as in the general theory of the mental processes. This laconic differentiation is the core of his exposition on â€Å"the nature and genesis of the imagination. † M. H. Abrams, in â€Å"The Mirror and the Lamp†, points out that, â€Å"As in his philosophy, so in his criticism, Coleridge roots his theory in the constitution and activity of the creative mind. † The memory, for Coleridge, is â€Å"mechanical†, and fancy â€Å"passive†, which acts only â€Å"by a sort of juxtaposition†. The imagination, on the other hand, â€Å"recreates†, its elements by a process to which Coleridge sometimes applies terms borrowed from the physical and chemical unions- it is a â€Å"synthetic†, a â€Å"permeative† and a â€Å"blending, fusing power†. The imagination is â€Å"essentially vital†; it â€Å"generates and produces a form of its own. † Fancy is thus a perfunctory process which receives the elementary images- the â€Å"fixities and definites† which it receives from the senses, and without altering the parts, reassembles them into a different spatial and temporal order form that in which they were originally perceived. The imagination creates rather than reassembles by dissolving the fixities and definites, and unifying them into a new whole. The faculty of imagination â€Å"generates and produces a form of its own† while its rules are â€Å"the very powers of growth and production. † It assimilates and synthesises the most disparate elements into an organic whole- a newly generated unity, constituted by a living interdependence of parts whose identity cannot survive their removal from the whole. Fancy can be taken to mean surface decorations of new combinations of memories and perceptions, while imagination involved a combination of elements in the cauldron of the poet’s mind, with imagination acting as a base of sorts more than anything else, which results in the creation of a new work. Coleridge further distinguishes between the Primary and Secondary imagination. If the process of creation is conceived as being essentially and perpetually the bringing of order out of chaos, then the Primary imagination is essentially creative and â€Å"a repetition in the finite mind of the eternal act of creation in the finite I AM. † This could be explained by reducing imagination to a single image, or a train of thought, in one’s mind- this quality, being inherent in every conscious, human being (that is, in evolutionary terms, the ability of foresight and being able to think around a situation), and Coleridge has recognized this as constituting the Primary imagination. The Secondary imagination is the conscious human use of this power. When we employ our Primary imagination in the act of perception, we are not doing so with our conscious will, but are exercising the basic faculty of our awareness of ourselves and the external world; the Secondary imagination is more conscious and less elemental, but it does not differ in kind from the primary. In imagination, elements in an environment that strike the creator’s sensibility are blended and fused into a new whole- the poet has to merge reason and emotion, restraint and spontaneity, the abstract and the concrete, etc. The entire exercise is a â€Å"reconciliation of opposites†, (precisely why it is a conscious one), emphasizing the dialectical character of creativity. The action can be reduced to three basic phases: thesis, antithesis and synthesis, but this process is inexplicable, as is imagination, and particular to the poet himself. The resultant exposition can never be stripped down to its original elements. To exemplify this, Coleridge uses the analogy of the transformation of a seed into a plant to explain this theory. Once the seed has been planted, and grows into a plant, it is impossible to reduce the plant to singular elements like the seed, the water, the air, the soil, etc. It is a whole- an organic unit. In the same manner- a creation of the imagination has an inherent organic unity- it cannot be reduced to any of its contributory elements. This is the dialectical character of creativity that involves synthesis- the result of this blend and fusion is a whole. Coleridge stressed that imagination makes â€Å"new perception possible†. If indeed a work springs out of imagination, it holds the ability to penetrate the experience of its genesis and reveal the essence of the object. This echoes Aristotle’s view that poetry or art penetrates through the idea of an object and brings to the surface not the particular, but the universal in the particular, the essence. In a writer’s imagination, thus, the experience is unifying or coadunative- what Coleridge calls â€Å"Esemplastic†- it is moulded into an expression by the imagination. Literature thus becomes a piece of actuality subjected to the laws of imagination. Most critics after Coleridge tended to make fancy simply that faculty that produces a lesser, lighter, or more humorous kind of poetry, and to make imagination the faculty that produces a higher, more serious, and more passionate poetry. However, the mark of Coleridge’s theories is undoubtedly present in each of these. As he himself has stated: â€Å"I laboured at a solid foundation, in the component faculties of the human mind itself and their comparative dignity and importance. â€Å"

Adult Education Study Simulators

The understanding of educational theory improves the quality of teaching taking place in schools. Indeed, according to Podeschi and Pearson (2003, p. 89), continued exposure to diverse educational theories help instructors to apply best practices in day-to-day teaching activities.Further, instructors are more likely to apply a different teaching method, which helps in understanding what works best with different students and lessons. The resulting system is mutually beneficial among educational stakeholders: teachers improve on respective professionalism, students receive high quality education, and school administration becomes more efficient in executing duties and responsibilities.Instructional processes being used by this researcher will definitely be improved upon reading the chapter. Most importantly, the understanding of factors influencing instruction delivery among adult students would results to change in strategies.This instructor will therefore embark on understanding spe cific factors before developing strategies to be applied. The strategy of involving adult students in the development of individuals’ academic goals will also get incorporated in the new instructional processes. The newly improved procedures will be implemented and consequently get evaluated regularly.In order to understand the participation rate in the local population, a group of ten adults were randomly selected and asked various questions regarding their propensity to participate. Four of the selected adults are active participants in adult education, whereas the rest (six) said they would like to participate but lack time.Those currently undergoing adult education do so through weekend classes as well as summer school. The adults were more inclined to attend group classes instead of studying privately.Participants of organized adult education are better positioned to succeed compared to individuals on self-directed learning, considering professionalism involved in adult educational systems (Knowles, 1999, p. 213). Organized education benefits from various teachers with wider experience and knowledge to guide adults in attaining respective academic goals.Participants in organized classes further get opportunities to share with each other, which enhances the understanding of concepts taught in classes. On the other hand, adults on self-directed learning have the advantage of concentrating on subjects and concepts of interest, which lacks in organized reaching.This instructor’s recruitment of adult education will be influenced by what has been learnt in the chapter. The new understanding on individuals more likely to participate in adult education will especially be of help. The instructor will embark on the process as recruiting adult students from both groups—those who are more likely to enroll and succeed and those with difficulties.Both groups will further get mixed in all the classes and educational activities. Mixed classes are, ac cording to Moos and Tricket (2004, p. 117) better placed to motivate struggling adult students to succeed academically. This will also help in the process of reducing chances of me drop out from the struggling students. Most importantly, the instructor will ensure encouraging students from either group to interact more in class activities.The instructor will further work closely with individual students with the intention of establishing a working rapport. This way, students would feel free to express their hardships to the instructor and therefore increase chances of resolving issues before reaching crisis level.Knowing adult students’ cognitive and learning styles are a must for teachers involved in the sector. Indeed, it is only through such knowledge that teachers can successfully help students achieve respective academic goals. Having such understanding helps teachers to come up with strategies that improve students’ ability to grasp concepts taught in their class es.Fort instance, understanding that some students learn better by just listening to lectures and others through visual aids, teachers are more likely to combine strategies. This would mean running lectures in combination with lecture notes for those who learn better through reading and PowerPoint slides for those in need of visual aids. Such approach leaves all students with better understanding.Though there exists little data relating to motivating general public in taking part in adult education, it is with no doubt that improving awareness would improve enrollment rates.This instructor will therefore embark on improving awareness of adult education courses within the locality, which would be achieved in collaboration with relevant departments. In addition to improving awareness, diversity in student’ body would be enhanced at various levels, which would leave participants stronger in their academic endeavors.There exist some differences between youth and adult students, e specially regarding needs and preferences. Adult students are more likely to prefer the traditional lecture notes instructions delivery, whereas the youth would prefer aggressive usage of information technology (Knowles, 1999, p. 72).To the youths, sitting down and consequently taking lecture notes sounds tedious—significant portion prefer having lectures delivered through IT, especially the Internet, where they can access at afterwards and regularly. On the other hand, adults are less inclined to rely on information technology, because they lack, or have little of the required technical skills.The first step in designing class instructions for adult students is to request them to share goals they would like to achieve. This instructor would arrange for a meeting with individual students and consequently collect views and concerns that would be incorporated in the instructions. Instructor will thus understand each student needs that will be considered in curriculum developmen t process.The traditional lectures, which most adult students are comfortable with, would become the primary teaching method. However, the instructor will embark on incorporating information technology throughout the process. The use of technology will also provide adult students to learn about the modern methods and thus overcome the digital divide barrier separating them from youth students.Wild Wide Web, PowerPoint presentations, and email communication between teachers and students will be used widely. All lecture and learning material will be posted on class website, where students can refer at their own convenience. As discussed above, the instructor will arrange for private meeting time with individual students.These meetings will be used to gage students’ comfort in using information technology—problems in using the system would be dealt with accordingly. In addition, the meetings would be used to understand whether the goals set in advance have been achieved. Students will therefore get a chance to get the much-needed counsel.The same processes can be applied with regard to youth education, given that they are in need of much support. Youth students are more likely to lack self-control and discipline that are required in academics. It is important for teachers in lower and upper academic levels to embark on improving this much-needed discipline in their students.This will serve them well in latter years, especially when they participate in adult education. The long run beneficiaries of improved understanding of education theories would therefore include stakeholders from all walks of life: teachers would become more efficient in their professions, whereas students benefit from high quality teaching methods.References Knowles, M. (1999). Pedagogy versus Andragogy. New York: Routledge.Moos, P. & Trickett, E. (2004). Classroom Environment. Palo Alto: CPP.Pearson, E. & Podeschi, R.   (2003). Humanism & Individualism in Adult Education. Adu lt-Education Quarterly. Vol. 50 (3): 39-55.   

Account for Amartya Sen's Approach to Development as Freedom Essay

Account for Amartya Sen's Approach to Development as Freedom - Essay Example This essay stresses that the connection between development and freedom has been subject to many debates. This is because while some people view freedom as a great partner to progress, while others believe that individual freedom leads to adversity and slows down development. Let us begin by looking at the definitions of both terms. Development is defined by Lawn as â€Å"an evolutionary process involving the qualitative improvement in the human condition over time". Freedom on the other hand is â€Å"the possibility for choosing what is good lying immanent within the plurality of alternatives which appear more or less good†. This paper makes a conclusion that Sen has observed that freedom is not mainly the primary end of development, but rather the main means. There are wide varieties of freedoms and all are remarkably linked through various mechanisms. These freedoms range from political freedoms, which help to promote economic security and provide social opportunities to other forms of freedom. Freedom links economic prosperity and development and can be strengthened by other freedoms. When freedom opportunities prevail, individuals can easily shape their destiny and the end result is prevalence in the free and sustainable agency. Individuals can easily shape their destiny in the presence of adequate social opportunities. For this reason, Sen’s work is applied by economists worldwide. It also holds no threat since it is humane in nature.

Marketing McDonald's in India Essay Example | Topics and Well Written Essays - 5000 words

Marketing McDonald's in India - Essay Example Ltd. Ever since its launch; there has been significant amount of internal and external threats that have been faced by the brand on a regular basis. The SWOT Analysis Strengths: The brand McDonalds presents the American culture in the customized Indian menus, which is a huge take home for Indian consumers. The big and established brand name of McDonald’s has become a part of the lifestyle of today’s India, and youngsters in the age group of 18 -25 finds it as an enriching and satisfying experience while satisfying their taste buds. Low priced meals for the lunch and dinner time have helped the brand to attract young consumers in the McDonalds outlets, who try to cover up their eating habits with their limited pocket money based finances (ICMR n.d., p.7-8).. The menu is highly customized in nature in order to cater to the taste and preferences of Indian consumers (ICMR n.d., p.6-7). Highly segmented division of food menus for catering to both vegetarian and non vegetaria n consumers (ICMR n.d., p.7). Provides value for money products for single items and bundled product offerings for multiple items, thereby giving the customers a very effective pricing advantage that fits into their consumption styles and patterns (ICMR n.d., p.7). Weakness With the rise in fuel costs, offering flat prices for home delivery just at the rate of Rs.10 may actually reduce the profit margin for the brand in the long run. Due to tremendous popularity of the brand, there has been a significant amount of opportunity cost involved with the failure to entertain customers. Failure to entertain customers due to non availability of space in the outlets may lead customers to switch to other brands like KFC, Dominos etc. Opportunities From the time period of 1995, when McDonalds fast entered into Indian market through joint venture collaboration, an average person used to eat out only 3-4 times a month. But there has been a significant change in the consumer behaviour as of recen t times. As of today, more and more individuals prefer to eat out on a more regular basis with average spending ranging from Rs 100 – 150 (ICMR n.d., p.15). The rise of nuclear families in India has also popularized the concept of eating out and also increasing the number of footfalls at the quick service outlets like McDonalds (ICMR n.d., p.14). Threats In order to keep up with competitors of global repute like KFC, Taco Bell, Domino’s and Pizza Hut who aiming to gain an increase in market share in India by opening new outlets all over India at a very aggressive pace, it is increasingly necessary for McDonalds to get into a hyper expansion mode and fund the expansion into small town areas and regional locations by venturing into Tier II and Tier III cities (ICMR n.d., p.14-15). For developing and sustaining with the expansion process, it is

Victor Davis Hanson's The Civic Education America Needs Essay

Victor Davis Hanson's The Civic Education America Needs - Essay Example He further argues that among the factors, which hinder civic education, is the presence of scholar uncertainty where they have no national pride, thus making them lose the element of social cohesion (Forment 451). The scholars in turn join college without self-assurance, hence vulnerable to all fallacies about the American practice. Victor also has his argument on the catastrophic changes in the privileged society, especially from the universities, which have trickled down to the schools. He puts that civic education in this schools has declined over the last thirty years. He says that the ideas from the elites of these universities are characterized as being anti-moral to civic education. He further asserts that the ideas of multiculturalism, dictatorial, intellectual, and ethical relativism disseminated from the top universities through the fourth estate and politicians, greatly undermine the civic education program. Victor further argues that multiculturalism, allowed to the etiqu ette of the underclass, changed the conduct of the youthful people (Forment 452). He believes that to counteract this elite culture from undermining the process of civic education, there is need to cultivate and re-visit the common values and national story of America. Furthermore, Victor Davies argues that the conceit of the Enlightenment, which threatens to eliminate the available, shared pathologies, is a cause of concern in promoting the civic education in America. The segregation and undermining of women plays a key role in disheartenment of efforts to foster the civic education in America. He puts forward that civility, which to many is merely convection, has to become a tool for liberation of the people (Nelles 264). He observes that civility was an oppressive phenomenon of the 1950s, an era punctuated by subdued sexual issues like inhumane treatment of women, minorities and the young people. These were to remind the women that they were the weaker sex and they had no place i n the society. The treatment, according to Victor also wanted to show the youth that they were tacit. It comes evident when the learners of age 20 claim that they owe nothing in terms of morals to the older generation. They further claim that the old generation need to get astute thoughts from them, which to Victor undermines the role of civic education (Forment 454). Victor argues that gone are the days when a person took concern of the greater humanity, other than the individualistic nature. He advocates for a kind of†citizenship†education where one is guided by the values and not obligated by attachments. Victor further proposes that the American system of education should embrace the idea of â€Å"citizenship,† which will cultivate an individual guided by rights and the broader humanity. This, to Victor can bring up students who are responsible and guided by morals (Nelles 265). Through this, teachers will be able to correct students who mess up and also enabl e students to learn the values, which will promote civic education in the primary schools. On the other end, this will not be fruitful in implementing, especially when the teachers and parents fail to lead as examples to the kids. in addition, teachers may lack the moral and intellectual authority and end up behaving like their learners in their behavior (Nelles 266). The idea of the â€Å"citizenship,† also promotes teamwork especially in sports. This teamwork enhances