Gender Definitions, Racism and Class Theories Essay

Gender Definitions, Racism and Class Theories - Essay Example The essay "Gender Definitions, Racism and Class Theories" talks about the theories by Judith Butler and Bell Hooks which are both challenging popular feminist notions about gender definitions, racism, and class within the folds of feminist ideology. Both types of theories challenge the preset notions of a woman.According to Bell Hooks the "feminist movement", a chiefly white middle and upper-class affair, did not articulate the desires of poor and nonwhite women, thus strengthening sexism, racism, and classism. She hints this is the reason such low numbers of black women participated in the feminist movement in the 1970s (Louis Harris' Virginia Slims poll done in 1972 for Phillip Morris). The call for unity and camaraderie pre-arranged around notions that women constitute a sex class/caste with universal experiences and universal oppression made feminism a structurally unsound theory. Women of color, for the most part, black females, some of whom had been mixed up in the movement fro m its inception, some jointly occupied with women's liberation and black power struggle, called awareness to differences that could not be reconciled by over-romantic evocations of sisterhood. The face of feminism was changed. Bell Hooks states that the correlation of sexism and racism during slavery added to black women having the lowest status and worst circumstances of any group in American society. Hooks points out to the fact that white female reformers were more concerned with white morality than the conditions of black women.

Innovation, Technology Essay Example | Topics and Well Written Essays - 4000 words

Innovation, Technology - Essay Example The objective of this paper is to determine whether technology significantly impacts the core strategies and organization of companies to the extent that it should be considered as the primary means of initiating innovation or development. For the purpose of this study, The validity of the statement will consider in both public as well private enterprises from small to large scale. In the course of the discussion, the research will also determine effective applications of technology, how it is changing markets and industries and the developing challenges for companies with its utilization. The application of technology necessitates a study of the relationship of productivity and technology. The debate on whether productivity paradoxes really do exist has become an issue for analysts and managers once more with the shift towards digitization. Consider the implications of the productivity paradox or the Solow computer paradox that Robert Solow theorized in response to the mechanization of clerical work. According to Solow that, "You can see the computer age everywhere but in the productivity statistics," (Greenan et al, 2002, p. 42). The productivity paradox implies that as technology is introduced to a system, in particular information technology, work productivity decreases (McGovern, 2001). If the paradox is to be accepted as true, then technology contravenes productive strategies. However, Dusharme (2001) points out that these impacts are part of the process of adaptation, similar to competency development learning curves. Furthermore, Suter (2007) points out that many companies have considered alternatives to techno-based strategies because of the cost of implementation as well as discrepancies in information literacy in international markets. In Tubbs and Schulz (2006) study, he concluded that lags in productivity in technology-related initiatives can be attributed to the lack of channels where the technology can be learned or used. Explanations for the decline in productivity pointed out the need for technology to be prevalent before it impacts productivity significantly. Thus, later adaptation to technology creates less vulnerability to productivity paradoxes: the implication is that later access to emerging technologies, with the assumption that there has bee growth in software and applications available, is a more viable choice to ensure productivity. Technology and Business Operations According to there should be a realization that the technology is a tool and the degree of its impact is dependent on other strategies (Womack et al, 1991). The bulk of technology adaptations and strategies have focused on information and communications technologies. Among the benefits that have been seen is the increase in communication and networking capacity technology provides (Insinga & Werle, 2000). For example, the utilization of VOIP (voice over internet protocol) operations has become critical in the management or trafficking PSTN calls locally and internationally as well as mobile communications; IP Multimedia Subsystems (IMS) are providing platforms for the incorporation of internet technologies with business operations; as well facilitated the actual interface of VOIP infrastructure with PSTN; and the rise of network societies, referring to online communities and feedback systems,

American Judicial Structure Essay Example | Topics and Well Written Essays - 500 words

American Judicial Structure - Essay Example Finally, the federal courts are also limited by hierarchal considerations. There are trial courts, designated Federal District Courts, intermediate courts of appeal, and the United States Supreme Court. As one moves up the hierarchy, the federal courts have increasing discretion to hear or to reject cases and controversies. To be sure, the United States Supreme Court actually accepts very few of the cases submitted to it for resolution. The findings and holdings of the courts lower in the hierarchy thus become final and binding. In sum, although the federal courts are empowered to hear and to decide many types of cases there are very real limitations. These limitations, or gaps, are in large part filled by the separate state court systems. 1.2 State Courts State courts are vested with the responsibility of deciding conflicts and controversies under a state's constitution and other laws. There are similarities with the federal system to the extant that state courts are also limited by geographical, subject matter, and hierarchal considerations. The trial courts tend to be divided into courts of limited jurisdiction and general jurisdiction. Local governments tend to create and administer the trial courts of limited jurisdiction whereas states control and administer the trial courts of general jurisdiction. The limited jurisdiction courts are extraordinarily numerous, more than 13,500 in the United States (Neubauer, 2005: 82), and are excluded from the scope of this essay. From the strict point of view of the state, courts are divided into trial courts, appellate courts, and a supreme court. The laws may differ significantly from federal laws to the extant that states may set higher safeguards than those established in the Constitution.. . State courts are vested with the responsibility of deciding conflicts and controversies under a state’s constitution and other laws. There are similarities with the federal system to the extent that state courts are also limited by geographical, subject matter, and hierarchal considerations. The trial courts tend to be divided into courts of limited jurisdiction and general jurisdiction. Local governments tend to create and administer the trial courts of limited jurisdiction whereas states control and administer the trial courts of general jurisdiction. The limited jurisdiction courts are extraordinarily numerous, more than 13,500 in the US, and are excluded from the scope of this essay. From the strict point of view of the state, courts are divided into trial courts, appellate courts, and a supreme court. The laws may differ significantly from federal laws to the extent that states may set higher safeguards than those established in the Constitution or in federal laws. In add ition, federal legislators are empowered to pass federal laws which, in effect, preempt contradictory state laws. This preemption, though sometimes controversial, functions to preserve harmony in the administration of the separate judicial systems. There is, nonetheless, the existence of conflict and it becomes extremely important to draw bright lines separating the two judicial systems. Otherwise, the potential for conflict and court shopping would become a big problem. For the most part, the judicial systems have been kept separate.

The importance of early formal education Essay Example for Free

The importance of early formal education Essay Abstract: Informed by, and primarily rooted in research, developmentally appropriate practice is central to optimizing children’s learning and development in early childhood educational settings CITATION Nat09 \l 1033 (NAEYC, 2009). The use of developmentally appropriate practice (DAP) involves teaching in a way that understands development in the classroom individually, and as a whole CITATION Liz13 \l 1033 (Taylor, 2013). When considering the role of the early childhood educator, the creation of adaptive and accommodating teaching methods is crucial to building a supportive and dynamic environment for learning. In building such an environment, educators may use the guiding framework of DAP to ensure that their classroom not only reinforces an advantageous atmosphere that is developmentally appropriate at every level, but also actively encourages continuous positive growth for everyone in the learning community. This position statement reaffirms the benefits of DAP in an early childhood setting by examining its guidelines, the needs and characteristics of young children, the many factors influencing a child’s learning and development, creating an environment that meets these needs, family and community involvement,  and understanding the benefits and uses of assessment. Developmentally Appropriate Practice In order to highlight its benefit as an infrastructure to early childhood education, one must first understand developmentally appropriate practice itself. Key to understanding DAP is the understanding that it is informed by our knowledge of development through theory, literature, and research, confirming that it is an evidence based practice CITATION Nat09 \p 10 \l 1033 (NAEYC, 2009, p. 10). The essence of DAP, however, relies on conscious and constant intentionality, â€Å"in the  knowledge that practitioners consider when they are making decisions, and in their always aiming for goals that are both challenging and achievable for children† (9). This wealth of knowledge required of early childhood educators includes extensive understanding of development, but is shaped by one’s knowledge of each child as an individual, their needs and abilities, and the social and cultural contexts from which they come (9,10). This careful intention and forging of relationships fosters an overall enthusiasm for learning by creating an environment for each individual child in  which they are uniquely known, understood, and respected. The National Association for the Education of Young Children’s publication of their position statement in the mid 1980’s was highly influential in the widespread recognition of DAP CITATION Sue10 \p 70 \l 1033 (Bredekamp, 2010, p. 70). DAP is defined as a practice that promotes the optimal learning and development of young children, of which is grounded in research regarding both child development as well as what is required of effective education in early childhood settings (16). In the interest of this definition, developmentally appropriate practice outlines five significant  guidelines for addressing the decisions made by early childhood educators: creating a community of learners, teaching to enhance development and learning, planning curriculum to achieve important goals, assessing children’s development and learning, and establishing reciprocal relationships with families CITATION Nat09 \l 1033 (NAEYC, 2009). Criticism, however, has emerged in response to NAEYC’s position statements over the years, questioning whether the recommended practices retain equal relevance when applied to diverse groups of students CITATION Sue10 \p 71 \l 1033 (Bredekamp, 2010, p.71). In actuality, the significance of this statement is countered in the very definition of this statement, and is even directly addressed in the most recent publication of NAEYC’s position statement on DAP. â€Å"Because the United States children’s learning opportunities often differ sharply with family income 1 / 4 and education, ethnicity, and language background, sizable achievement gaps exist [and have been identified] between demographic groups† CITATION NAE09 \l 1033 (NAEYC, 2009). For this reason, a strong need for the narrowing of these gaps has been clearly emphasized, explaining that  educators and programs must therefore â€Å"provide even more extended, enriched, and intensive learning experiences† for children who’s learning opportunities have been disadvantaged by such disparities CITATION NAE09 \l 1033 (NAEYC, 2009). Characteristics and Needs of Children In order to enable children to reach challenging and achievable goals, understanding that all domains of a child’s development are interrelated is imperative. In this, children do not divide their experiences, but contrarily their learning and development evolves as one great culmination of all experience CITATION Liz13 \l 1033 (Taylor, 2013). Not only are all areas of development and learning important; similarly, they are the result of the interaction between the sequential and varying maturation of the child and their growing experience CITATION Nat09 \l 1033 (NAEYC, 2009). The inseparable nature of all developmental domains: physical, social, emotional, and cognitive, illustrate the relative needs of each child at the different stages of their development. Every child is different, and while development may be predicted in a sequential progression, it does vary and cannot be completely limited to what we consider more exact periods of development. The generally accepted periods of development, however, refer to infancy extending from birth- 2years, early childhood as 2-5 years, and middle and late childhood as 5-11 years of age. Cephalocaudal pattern of growth characterizes physical development in infancy, where growth occurs from the head down, resulting in control of the head before the legs CITATION Joh11 \p 107 \l 1033 (Santrock, 2011, p. 107). Motor development then originates from the center of the body and moves outward, where coordination of the trunk and arms precede the hands and fingers CITATION Mot10 \l 1033 (Flinders University, 2010). Beginning as gross and graduating to fine motor development, reach and grasp are achieved in infancy. Crawling and walking also occur during infancy, typically between 5-17 months CITATION Mot10 \l 1033 (Flinders University, 2010). Motor abilities develop rapidly in early childhood in which walking leads to running and jumping, the ability to climb develops, and hand-eye coordination progresses with the growing ability to cross midline CITATION Joh11 \l 1033 (Santrock, 2011). By mid to late childhood myelination of the nervous system results in manipulation skills relative to that of an adults (153). Cognitive development can be simplified into three stages: sensorimotor, preoperational, and concrete operational. Infants in the sensorimotor stage coordinate an understanding of the world through sensory experiences, eventually leading to the beginnings of symbolic thought (174). During the preoperational stage, children’s ability to think symbolically expands as they begin to use words and images to represent their interpretation of the world (180). Their interpretation, however, is strongly influenced by egocentrism and centration (174). By mid to late childhood, the concrete operational stage emerges. From 6-7 years and on children exhibit the ability to perform concrete operations in their capacity to logically reason regarding concrete events, and use classification and seriation to organize objects (174). The maturation of self-understanding explains the complexities of social and emotional development in children. â€Å"Children are not just given a self by their parents or culture; rather, they construct themselves†(324). As they grow, their cognitive representation of the self, or self-understanding, changes (324). Self-recognition is the key indicator of self-understanding in infancy, and initially appears around three months of age (324). The ability to establish a positive recognition of oneself sets the stage for establishing relationships with others, as well as the eventual positive regulation and understanding of emotions. In conjunction with verbal communication, children are able to descriptively distinguish themselves, typically using abilities or accomplishments, active and physical descriptions, or unrealistic overestimations to define themselves (326-7). For example, a 4-year-old may describe himself or herself by saying â€Å"I know how to count† or â€Å"I have blonde hair and he has  brown hair† (325). Social comparison and self-description grow in complexity in mid to late 2 / 4 childhood, and include more realistic identifications of the self. With increased aptitude for perspective, children compare themselves with others, and use social and psychological traits to refer to themselves. For instance, a 7-year-old may say, â€Å"I am smart, and I can ride a bike as good as my sister† (326). Creating Learning Environments Providing an environment that is rich and diverse in intellectual and sensory experiences supports an effective and developmentally appropriate curriculum. The careful and informed intention of teachers is also reflected in learning environments that meet and challenge the needs of each individual child as well as the classroom as a whole. Infants and toddlers require a stimulating and dynamic sensory environment as they begin to establish themselves through the physical exploration of the world around them. As infants and toddlers begin to crawl, they need easily accessible opportunities to manipulate and observe their environment. Placing mirrors at ground level, and providing reachable and interesting toys and pictures, encourage development. The establishment of trust and autonomy is also central to infantile development; therefore, building responsive relationships between child and teacher should be emphasized as well as providing a safe and natural environment in support of the child CITATION Tri09 \l 1033 (Trister amp; Bickart, 2009). Interactively reading to infants and toddlers is vital to establishing a relationship with language and begins a visual familiarity with script CITATION Liz13 \l 1033 (Taylor, 2013). Centering on initiative, 3 to 5-year-olds need an interactive environment that offers them many  choices, and allows them to grow in their decision-making abilities CITATION Tri09 \l 1033 (Trister amp; Bickart, 2009). Language skills during these years expand enormously, as do fine and gross motor abilities; meaning, the â€Å"richer and more interesting the environment, the more opportunities there are for children to learn† (1). The learning environment should reflect the very physically and socially active nature of 3 to 5-year-olds and should allow for spacious areas for high-level group play, as well as individual playtime. It is especially important to recognize that â€Å"the physical  environment is the vehicle through which children learn† and therefore should be changed periodically to inspire new experiences (1). During the years of mid to late childhood, autonomy becomes a source of power for children as they demonstrate self-direction and pride in accomplishment (1). The creation of stations, corners, or individual learning environments within the classroom provide space for this feeling of independence. Establishing friendships is very important to 6 to 8-year-olds, meaning that the environment should also include opportunities for high-level small group play. Across the  developmental board, however, a child needs to be able to see themselves in their environment as well as in their learning experiences. Interests of all children should be catered to by the learning environment as well as challenged by it. Displaying pictures of students, their work or accomplishments, and what intrigues them promotes positive development of the self, and creates enthusiasm for learning. Assessment Dynamic, constant, and ongoing assessment is key in early childhood education, and should barely look or behave like assessment at all CITATION Liz13 \l 1033 (Taylor, 2013). The power of  observation and assessment lies in their ability to tap into some of the purest and uninhibited forms of interaction children exhibit. â€Å"Play is the expression of who a child is in every way†, and therefore should be closely and individually observed in order to better understand exactly where children are developing, their strengths, what challenges them, and their unique interests CITATION Liz13 \l 1033 (Taylor, 2013). Educators must asses major childhood growth and developmental domains, expected outcomes, and unique patterns of development in order to provide scaffolding experiences  that value each individual child as well as the learning community CITATION Liz13 \l 1033 (Taylor, 2013). Maintaining portfolios for each child in a class tracks progress, as well as paints a better picture of development and learning for that child. Portfolios should be reviewed with the child and their families, contain notes and observations regarding the child in all domains, and should hold 3 / 4 examples of accomplishments made by the child reflected over time. Influences on Learning It is nearly impossible to identify every aspect of influence on a child’s learning. Among the  multitude of ways learning is influenced, the role of the teacher is paramount, along with the impact of peers, family, and culture. Parents are extremely powerful in their influence on their child’s sentiment towards learning and being a part of a community of learners. Encouragement and support from parents communicates the importance of their development, as well as fosters desire to learn and be a part of their greater community. Parents can demonstrate a loving care for their children’s continued achievement by doing something as simple as reading to them every night. By  making this simple commitment to their child, parents promote a positive attitude towards this sort of intellectual engagement, as well as strengthen a caring relationship with their child. Not only is learning made important by this, but so too is the importance of investing quality time together reinforced. Involving Families and the Community Families, culture, and communities that children come from directly impact their value and understanding of how one behaves, demonstrates respect, and appreciates CITATION Liz13 \l 1033 (Taylor, 2013). Building reciprocal partnerships with parents and families establishes â€Å"mutual  respect, cooperation, shared responsibility† necessary in moving toward the achievement of shared goals CITATION Nat09 \p 23 \l 1033 (NAEYC, 2009, p. 23). Meeting the family where they are and where they come from, relationships are established through ongoing trust and commitment to one another. Families should be invited into the classroom community, supported, and encouraged in their involvement. Keeping families informed via newsletters, inviting them into the classroom, providing conferences, and even making home visits are all ways in which a caring community of learners is built CITATION Liz13 \l 1033 (Taylor, 2013). Conclusion The benefits of using developmentally appropriate practice in early childhood education are exemplified in its specific intention to meet and challenge the developmental needs of each individual child, as well as the entire class. By discussing the characteristics and needs of children, their progressive development across all domains, the ways in which their learning environment reflects and meets those needs, the importance and benefits of assessment, influences on learning, and the importance of family and community involvement, one can see how DAP holistically  approaches early childhood education. Works Cited BIBLIOGRAPHY Bredekamp, S. (2010). Effective Practices in Early Childhood Education: Building a Foundation . Online . Flinders University. (2010, Feb 6). Motor Development. Retrieved from ehlt. flinders. edu. au: http://ehlt. flinders. edu. au/education/DLiT/2000/Motor%20Dev/start. htm NAEYC. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. (C. Copple, amp; S. Bredekamp, Eds. ) Retrieved from National Association for the Education of Young Children: www. naeyc. org NAEYC. (2009). Key Messages of the Position Statement. (C. Copple, amp; S. Bredekamp, Eds. ) Retrieved from National Association for the Education of Young Children: www. naeyc. org Santrock, J. (2011). Child Development (13th ed. ). New York : McGraw-Hill . Taylor, L. (2013, November ). Developmentally Appropriate Practice . (E. 3. Lecture, Interviewer) Trister, D. , amp; Bickart, T. (2009). How Curriculum Frameworks Respond to Developmental Stages: Birth through Age 8. Retrieved December 2013, from ECAP Collaborative : http://ecap. crc. illinois. edu/pubs/katzsym/dodge. html POWERED BY TCPDF (WWW. TCPDF. ORG).

The Tempest and Antigone Essay -- Comparative, Shakespeare, Sophocles

In William Shakespeare’s The Tempest and in Sophocles’ Antigone, both authors explore and illustrate the differences between â€Å"human law† and â€Å"higher law†. The two authors have different opinions about those laws. In The Tempest, Prospero uses his magic to manipulate various characters, and he often uses his magic to follow the plot of the story by his own way. Prospero uses his magic for total control over the people on the island where he lives. In Antigone, Creon, the King of Thebes, uses his title to manipulate others that kills Haemon and Antigone. Though the ending is more tragic in Creon’s control than in Prospero’s, by the end of Creon’s manipulation, the Greek Gods destroys Thebes. Regardless of the differences between the plays, both have different views of â€Å"human law† and â€Å"higher law†. Through the character and the setting development of the story in both plays, it is obvious that Shakespeare favors â€Å"human law† and Sophocles favors â€Å"higher law†. In Shakespeare’s The Tempest, the focus throughout the story is on the â€Å"human law† as Prospero is seen as a manipulator. Near the beginning of the play, Prospero enslaves Caliban, and he obeys Prospero all the time when Prospero orders him to do so. After Prospero gives instructions what to do, Caliban says in an aside that, â€Å"[He] must obey. [Prospero’s] art is of such power/ It would control [his] dam’s god, Setebos, / And make a vassal of [Setebos]† (Shakespeare I.ii.448-450). When Prospero threatens Caliban that he, â€Å"would control [Caliban’s] dam’s god, Setebos† (Shakespeare I.ii.449), making Prospero more powerful than the gods. Prospero’s actions prove that he is the top of the Great Chain of Being. Thus, Shakespeare use of indirect characterization demonstrates to the au... ... In Shakespeare’s The Tempest and in Sophocles Antigone, the text compares itself whether if the belief is toward â€Å"human law† or â€Å"higher law†. Prospero, in The Tempest, is a person who did control others and proves the point that no gods rule. However, Creon, in Antigone, also did control others yet, in that time, the Gods did rule and they did make the lives in Thebes destructive when one breaks their laws. Comparing the two plays, the authors did write in two different periods with different beliefs. The ancient belief is the setting where the â€Å"higher law† is in effect when Antigone is in place. Moreover, in colonialism, there is a different belief, which the â€Å"human law† is in order when The Tempest is in place. Whereabouts, the authors seem to favor different laws depending either of how the authors make their stories or in what kind of setting is taken place.

Animal Imagery in King Lear Essay

Animal Imagery in King Lear A common misconception during the Elizabethan Era is that humans are superior to animals. Fudge shows this by stating: â€Å"where there is a fear of the collapse of difference, there is also an urgent need to reiterate human superiority† (Fudge 2). Throughout King Lear, Shakespeare challenges this boundary that has been desperately enforced by humans for so many years. The strict distinction between humans and animals is trivialized as Shakespeare continuously alludes to the relationships between his characters, animals, and other species. With this being said, the audience is able to see how the play King Lear, exposes a number of Shakespeare’s interesting literary choices. One that is used frequently within the play is animal imagery, where the characteristics of specific individuals relate to the qualities associated with a particular animal. Through the use of a dragon, serpent, and bird, Shakespeare utilizes animal imagery to relate common understandings and representations of animals to highlight both the characters’ true qualities and their relevance through a feminist lens. The juxtaposition of human and animal in King Lear is effective in establishing the idea that humans and animals are not as dissimilar as many believe, and in fact possess many of the same underlying qualities. The image of a dragon is used by Shakespeare to portray King Lear’s emotions. Although dragons are traditionally mythological creatures, their possessive qualities and explosive personality are traits that humans also possess. For example, Lear refers to himself as a dragon when he states, â€Å"come not between the dragon and his wrath† (1. . 126). At this point in the play, it is evident that Lear possesses qualities of a dragon as he is very easily enraged, and views himself as a very powerful and important person. He becomes enraged at the fact that his prized possession or treasure, Cordelia, is being put in jeopardy by her response. Lear and a dragon both show how the concept of change can make one become very vulnerable. Although Lear’s inflexible personality causes him to banish Cordelia, the thought of losing his favourite daughter will become everlasting in his mind. Both a dragon and Lear have become so accustomed to their roles of protecting, that the idea of change may cause them to lash out. Furthermore, Lear shows how he feels superior to everyone below him in the hierarchy. His actions reveal that he sees himself as untouchable and is willing to pose threats to anyone he may feel uncomfortable or intimidated by. Even though Kent is giving Lear priceless advice, Lear’s current state of vulnerability causes him to usher threats and make idiotic decisions. Lear’s comments out of anger and his comparison to being a dragon shows how males have ultimate authority over women, and are able to speak their minds without consequences. In addition, men can be distinguished as the dominant gender since Lear parallel’s a dragon’s characteristics of being a very powerful creature and leader. Although Lear is willing to divide his kingdom up, he does not suggest that he is willing to give up any of his power. Lear still wants to remain as a leading figure and have full authority over everyone. There is no mention of a Queen being present, or the balance of power shifting to anyone else other than Lear. Therefore it is evident that Shakespeare uses animal imagery to show Lear’s fiery personality and male authority. Traditionally, snakes are seen as predatory animals that are feared by almost everyone. Being related to a snake is not normally a positive comparison, thus, one must commit a significantly evil action to be called one. The first reference to a snake is when Lear is ranting about Goneril to Regan. He states, â€Å"[Goneril] struck me with her tounge/ most serpant-like, upon the very heart† (2. 4. 169-170). In a traditional fight, a snake is almost powerless; however, it is known that by being smart and deceptive, snakes can be victorious in battle. Goneril shows this by flattering her father’s ego in order to obtain his riches. Once she takes her father’s wealth, she orders him to get rid of his knights, and ultimately kicks him out, with nowhere to go. Goneril’s cunning ability allows her to destroy her father, while benefiting herself. These villainous actions that she commits come as a surprise to Lear because he is blind to the fact that he is being cheated and robbed of his possessions from the second he offered the division of his kingdom. Just like a snake, the element of surprise is utilized by Goneril to catch her father off guard and thus, diminish his power without any consequences. Furthermore, this shows how greed and wealth can cause humans to make rash decisions, and therefore be compared to poisonous beasts. As the play comes to an end, one can see how the quote becomes very ironic as Goneril decides to poison her sister. Therefore not only does she possess the same mentality as a snake, she also follows through with her actions physically by the use of poison. Through a feminist lens, one could say that men are quick to blame women for their actions and mistakes. Lear is too busy feeling sorry for himself to realize that he was the cause of his own sadness and destruction. However, instead of acknowledging this fact, he immediately refers to his daughter as a snake. The representation of women as snakes shows the imbalance of power in society. In order for women to make their own decisions, they must be sly and quiet about them because they have no right to speak their minds in front of men. Therefore, instead of stating their own opinion, they must comply with the needs and wants of the men around them. Even if they have an excellent idea, it will most likely be opposed by men simply because women are viewed as being less capable or credible. With this being said, Shakespeare uses the image of snake to highlight the many evil and manipulative qualities that humans possess. Shakespeare utilizes the image of a bird to reflect both positive and negative attributes within his characters. Unlike most animals, birds are able to express both predatory and peaceful instincts. Towards the end of the play, the reference of a bird is seen in a positive way, as it represents the renewal of life and freedom. This is present when Lear states, â€Å"we two alone will sing like birds in a cage† (5. 3. 10). The quote emphasizes irony as both Lear and Cordelia are literally in prison like a bird in a cage. Despite the fact that they are captive, and about to lose their lives, their overall happiness is restored because they are together once again. After the climax of the play causes extreme pain and agony for both characters, being together with the one whom they can trust and care for is the best possible reward, regardless of the setting. Now that Lear and Cordelia are free from the evil sisters, they can live happily for the rest of their lives. This in turn causes them to sing like birds, or in other words, express their true happiness. This is a very controversial moment in the play, as it is the moment when Lear finally brings good-spirits to the tragedy that has taken place. Now that he is free of his arrogance and illusions, he is able to see the true love of Cordelia. The use of a caged bird describes Cordelia’s character perfectly. Throughout the play, she is expected to play the traditional role of a woman, which is to look pretty and â€Å"sing† charmingly. This suggests that women are expected to act only in the way that their male authorities desire. However, although Cordelia has done nothing wrong and has continued to be a loyal wife and daughter, she still ends up dead as a result of her sisters actions. Just like a caged bird, women are forced to live through the terms of their owners. Therefore, even though they have the ability to be free, they are obligated to listen to whatever their owners want. Also, this shows how men view themselves as providers, and the advantage of this is they recognize that majority of women would not be able to cope by themselves in a male dominated society. On the contrary, Shakespeare uses the image of a bird to show their more predatory and savage-like behaviours. These birds contradict the traditional image of a bird as they are very dangerous and aggressive. Throughout the play there are multiple references to these birds such as, â€Å"the hedge-sparrow fed the cuckoo so long,/ that it’s had it head bit off by it young† (1. 4. 203-204). The fool states this to Lear because he is aware of the evil actions that both Goneril and Regan are committing. Both daughters are raised by Lear therefore they know all his weaknesses and are able to take advantage of them. Also, once they are able to realize that their father is becoming old and weak, they take this opportunity to rid him of his power very quickly. The next examples of predatory birds in the play are once again used to make reference to the two evil daughters. However, this time Lear calls Goneril a â€Å"detested kite† (1. 4. 254), and states that both of them are â€Å"pelican daughters† (3. 4. 74). Lear now realizes that he has been deceived by his daughters and that his power has been stripped from him. These two references are also ironic, as these two birds are known to eat the flesh of decaying corpses. In many ways Lear represents a decaying corpse, as he is becoming old and powerless; therefore he can be easily taken advantage off. Thus, the image of birds throughout the play is critical because it allows Shakespeare to portray the positive and negative attributes in his characters. Throughout history, the disparity between animals and humans is unclear. However, Shakespeare effortlessly brings light to this subject as he is able to indirectly reveal the personalities of his characters by making connections to the qualities of particular animals. This literary method is known as animal imagery, and the characteristics that both humans and animals share allow one to conclude that they are very much similar in the way they act. In King Lear, a dragon, serpent, and bird emphasize animal imagery as they reflect common understandings that can be related to the actions of the characters in the play. Through a feminist analysis of the characters, it is evident that the Elizabethan Era was dominated by male egos. Therefore, one can see the importance of animal imagery as it not only shows the similarities of humans and animals, but allows Shakespeare to be comprehended on another level.

Case Study on RELE-Rouen: Language Immersion in Normandy Essay

Executive Summary Maxime is the co-founder of RELE-Rouen, a franchise language school under RELE at Rouen, France. The business took a downturn during the economic crisis from 2009 to 2011 and it has been losing money for three consecutive years. The franchise contract with RELE is due for renewal in two month. At this time, Maxime is presented with three options: 1. Renew franchise contract with RELE 2. Switch to OILT programs 3. Sell the building to EFEL This report first explored the constrains that Maxime faces in this decision making process. And then the three options are analyzed and compared in details by using a set of criteria, including financial return, franchise models comparison, and other business strategy related considerations, i.e. customers, company, distribution channels and market outlook. The people perspective in this decision making process is also being examined. Based on the findings, RELE-Roune will face another year of loss if RELE does not allow Maxime and Beatrice to run their weekend programs anymore in 2012. OILT is only more profitable if they can sell at a much higher quantity than they do now. And the 1.5m offer from EFEL is much below the valuation of the building and their business. Therefore, it is vitally important that Maxime first determine RELE’s willingness to grant Roune more freedom in program offering in the future. If RELE refuses to, Maxime and Beatrice has to choose between OILT and selling at a loss to EFEL. Maxime and Beatrice should also look for an OILT franchisee that is in a similar geographical location, i.e. a rural area in close proximity to a metropolitan city, to understand their marketing strategy and the new company identity in order to estimate their required initial investment and future business potential if they are to switch to  OILT. Constraint RELE’s centrally controlled sales activities and program offerings are largely the reason why Maxime and Beatrice can do very little to revive their business in times of crisis. It will continue to be a constrain in their future with RELE. Maxime and Beatrice’s financial situation can also restrict their decision-making. The current asset RELE-Rouen held as of 31 December 2011 is just enough to cover its current liability. Any new investment can create a considerably cash flow problem for the company. Maxime has already guaranteed a loan of â‚ ¬800,000 personally. It can be difficult for them to source for new loan or cash investment given the uncertainty of their business future. The building, which Maxime and Beatrice used to run RELE-Rouen, is jointly owned by the five siblings. It is a family heritage. Any decision made related to the use of this building will have to be in all siblings’ best interest. Criteria The three options are being evaluated based on the following criteria: Economics, Business Strategy and People. Economics This section details the financial analysis of the three options1. For RELE, three business scenarios are constructed and evaluated. An estimate of financial returns from OILT, assuming the same level of sales, is also calculated and compared with RELE’s. Lastly, an estimate for the valuation of the building and business provides an insight to EFEL’s offer. Option 1 – Renew franchise contract with RELE Scenario 1: RELE-Rouen offers only weekday programs. It is deduced from the case that Fabienne, the CEO, chose not to object to RELE-Rouen’s new weekend program because of the understanding that time was difficult. When the economy starts to recover, Fabienne may not allow this program to be offered anymore. It is estimated that RELE-Rouen will face a loss of close to â‚ ¬82,000. Scenario 2: RELE-Rouen continues its current offerings. Based on their own estimation, RELE-Rouen will have a profit of close to â‚ ¬30,000. Scenario 3: RELE-Rouen is allowed to offer both four-weekend and English program. This is the best-case scenario for RELE-Rouen. It is not clear why  RELE rejected Maxime and Beatrice’s proposal to offer English program in 2011. One of the possible reasons can be that RELE wanted to avoid new investment in selling to a new segment during crisis while their main focus was to maintain profitability of their own center. It is reasonable to assume that Maxime and Beatrice have a stronger bargaining power now given the fact that they have been approached by OILT and the economy will recover more in 2012. It is estimated that RELE-Rouen will take a profit of close to â‚ ¬91,000. From the calculation, it is clear to see that the profitability of RELE-Rouen is directly affected by the types of programs they can offer. If RELE put a stop to their weekend program, they will have another year of loss. Option 2 – Switch to OILT programs It is assumed that they will be offering both French and English classes during weekday and weekend with OILT. But without a clear understanding of the new targeted market, it is difficult to estimate a sales number. In this calculation, instead of looking at the profit based on an assumed number of sales, the profitability of the OILT programs is evaluated using the same level of sales as proposed in Scenario 3 with RELE. The comparison of the profitability can reveal the different franchise fee structure and its impact on profitability. It is also expected that certain amount of initial investments is required when switching to OILT. But at this stage, there is not sufficient information yet. The calculation simply assumed a similar cost structure as RELE, and did not include any additional investment. Based on the calculation, they will face a loss of close to â‚ ¬36,000. Compare this calculation with Scenario 3 at RELE, it can be concluded that by selling the same amount of classes, the RELE model is more profitable. Another calculation is done to prove the hypotheses that the OILT model is more profitable selling by quantity. By increasing the number of classes sold by 10% (which is still within their current capacity, therefore the same fixed cost applied), the profit almost doubled. Option 3 – Sell the building to EFEL The valuation of the building and the valuation of the business is, in total, around â‚ ¬2.6m. Details of the calculation can be found in Exhibit 3. Based on the calculation for the three options, it can be concluded that the â‚ ¬1.5m offered by EFEL is definitely not an attractive offer. Even if Maxime and Beatrice do not want to continue with their business, they should negotiate another deal with EFEL. Business Strategy Franchise model Since RELE’s only customer base is executive and it is assumed that the weekday programs are mainly sponsored by corporate, maintaining long-term corporate relationships would be RELE’s primary marketing focus. It also gives RELE reasons to centrally control their marketing effort because it is costly both in terms of time and money to build and maintain relationships with corporations and any mishandling of this relationship can adversely affect RELE’s image. The advantage of a centrally controlled sales operation reduces the franchisee’s cost in business development. The disadvantage is, RELE may not have the local knowledge to develop marketing strategy specific to the franchisees’ region and during economy downturn, franchisees have little to no freedom to recoup demand on their own. OILT on the other hand, is targeting at the mass individual consumers. It hardly controls any aspects of its franchisees’ operations. It also means that franchisees will have to decide every aspect of their growth strategy themselves. Customer As discussed earlier, RELE program is for executives while OILT program is for all adults, especially international tourists. A company’s customer base determines the identify of a company. If Maxime and Beatrice want to take up the OILT program, they may have to offer different type of food, different methods of teaching, different ways to promote their programs, different incentives to attract repeat customers and may be even different styles of decorations in the building. Company Maxime is a CEO of their family business apart from running RELE-Rouen with Beatrice. Even though they have been offering the RELE programs for 9 years now but because of the franchise policy, they have only been engaged in academic, administrative and hospitality related operations. Also due to the single type of customers, i.e. executives, they may not have the knowledge and skills in managing mass market. The professors working at RELE-Rouen  have an average age of 52. They may not adapt to new teaching methods of using multimedia very quickly. Competition Currently RELE-Rouen is enjoying a relatively low competition in the region. But OILT and EFEL are targeting at the same type of customers and both of them are interested in entering the region. If Maxime and Beatrice are to take up franchisee from OILT, EFEL is a competitor. Channels According to the financial estimate for the OILT model, it was concluded that in order to make a better profit, they have to sell a better quantity than they have now. Beatrice has little experience in sales and OILT franchise model requires an international sales coverage. OILT offers 10,000 international agents. Choosing the right agents and exploring alternative sales channel would directly determine the success of their business with OILT. Paco Valls, the OILT franchisee in Barcelona may not be a good reference to forecast Rouen’s business potential because of their different geographical location. In Barcelona, Paco Valls has direct access to both a large pool of tourists and the local residents, which Rouen does not provide. Market outlook As the economy starts to recover, Maxime and Beatrice should start to see a pick up in demand both in corporate spending and tourism. The potential of growth of the market also makes EFEL’s 1.5mn look less attractive. If Maxime and Beatrice is to switch to OILT, it is a good time to make the investment as well so that their new business will be up and running when the demand is back in full swing. People Maxime is 62 years old and will retire in 3 years. He may not want to engage in a new adventure and would prefer a stable income from a stable business. Beatrice’s only source of income is from their language school. And further losses can adversely affect her financial security. Their other siblings and the three teachers who have been working with them for close to a decade will also be affected if they decided to sell the school and the building. Synthesis After examining the three options Maxime has, it can be concluded that they will face another year of loss if RELE does not allow them to run their weekend program anymore. OILT is only more profitable if they can sell at a much higher quantity than they have now. And the 1.5m offer from EFEL is much below the valuation of the building and their business. Action Plan In view of the various potential and risks in their current business and their future alternatives, Maxime have to get an understanding with RELE if they can continue with their weekend programs in 2012 as soon as he can and if possible, he should make sure the contract reflects this provision. Maxime should also start negotiating with RELE on allowing them to offer English courses. At the same time, Maxime and Beatrice should also start doing market research in order to better understand the potential demand for OILT model in Rouen, such as the amount of tourists in the region, they can also look for OILT franchisees that are in similar geographical locations and learn from their experience and also help them estimate their financial future with OILT.