Preschool Observation Essay

My preschool observation was completed at Chula Vista Presbyterian Preschool located at 940 Hilltop Drive, Chula Vista, Ca 91911. The classroom consisted of eight children between the ages of three and five. When I walked into the preschool classroom the children had just arrive at school. The student we’re hanging up their bags, saying goodbye to their parent and finding activity to play with before the day would officially begin. Some of the children we’re putting puzzles together, cutting fun shapes on the small table for Halloween and two cute little girls are playing bubbles in a tub near the cubbies with a rug underneath. The classroom environment seemed to stimulate learning due to the abundance of activities available to the children’s. During the morning playtime the children were given the opportunity to explore many different things, like the Dramatic play area – grocery set up, the Art area where children can paint, draw and colors, and putting puzzles together. The physical classroom environment had artwork done by the children on the walls as decoration. There were also fence with pumpkin and scarecrow decoration on the wall to brighten up the wall. The decoration did not appear to be too distracting, which promotes and enables a stimulating learning environment. The classroom is pretty much large that we’re arrange in sectional areas; next to the cubbies is the Reading corner, the area is carpeted where 6 small pillows, two small rocking chair and one regular chair are arranged facing a chair for teaching. There is a book stand where children can pick books. The Math area consist of pictures numbers and puzzle games and shapes. There is also the Letter corner where pictures and corresponding letter shows. Dramatic play which is set up as grocery where boxes of cereals’, eggs, canned good items were on display. There is also a cash register and shopping baskets available. The Children’s corner shows pictures and name of students, calendars, schedules and announcement and also the star student. All tables and chai rs have the size fit to small children, shelves was arranged to separate sectional areas from the other. There is a long table by the cubbies that served as dining table for the children. Half of the ceiling has some colorful little pumpkin decoration. The bathroom is located to the other classroom adjacent to the room I observed. there is a small paper towel dispenser and trash can near  the cubbies. The teacher kept to herself for the most part while the children busy playing at the beginning of the day. Because of the small class size she was able to see what everyone was doing without walking around the room. The assistant teacher is on the table helping two children glued the scare crow on the big paper for decoration. There were no disciplinary action needed because the children were well behaved except for occasional reminders of the use of classroom voice when the kids got too excited singing along with the music being played. After forty five minutes of children’s own playtime, the teacher rang the bill for circle time. But before that, she asks all the children to clean up and keep an eye for everybody if they do their task. I noticed that all children we’re doing their part, even if they don’t play on the grocery area they put away all the scattered items, which makes me believe that the teachers values the space she is given and wants her students to know that cleaning up toys and other activities when they are done playing is important. During the circle time, children we’re sitting crisscross on a carpeted section, the teacher start singing a happy song where the children sing too when the teacher mentioned the name of the child the child will stand and dance. It’s like doing the attendance in a fun way where all children participated. After the song, teacher and children’s prayed together. They say thanks for that day being together with friends and teachers, for their parents and ask for safety. After that, the children were ushered to the next room we’re bathrooms are located. The teachers help the children potty and wash their hands before they go the table for snacks. A long table for eight was on the middle of the classroom, the assistant teacher prepares gold fish, 3 carrot sticks and raisins for their snacks. She also put a juice in a small plastic container with a handle where the kids pour their juice by themselves. The teachers is watching closely and reminding the children to pour half only and save some for their friends, I think they are instilling the values of sharing. After the snacks, the children throw their napkins and push their chair back to the table and goes straight to the Math area. The children were sitting crisscrossed again facing a small blackboard; the teacher is sitting on the right side. They were learning the letter â€Å"F† and each student were asked what word starts with letter â€Å"F†. All the children, answered correctly although some of them was helped by their classmates,  which was reprimanded by the teacher and tell them to give other the chance to think and give their answers. When they were done sounding the words they were given a cut out frog paper with a numbers on it and was told that when they hear their number they will jump on the pond (middle) and leave the frog. The children start singing the speckles frog song and each child jumps in the pond when their number was called. It was so much fun watching them and I was thinking that they are committed to provide a play-based, developmentally appropriate program that guides each child through the process of learning self-regulation. When the song ended, children were lined up and ask to put their bumper up to get ready to play in the playground. They went out the same door to get in; playground is located on the opposite side of the building. The children walked on the lined pathway. Before they cross the street, the teacher points to both sides of the street and ask if it safe to cross. When children look at both side and saw no cars coming they unanimously answered â€Å"yes†. The playground is consist of big slides, a tire swing, small basketball area, a monkey bars, a small play house, the table bucket on the sand area where children can play water on it. There is a carpeted shaded area too where children can read books, or play some puzzles or board games. There is also table with some art crafts. Shelves full of toys were aligned with the shoe box. I saw a medicine cabinet too on the far right side of the shelves. I stayed on the chair by the medicine cabinet; this would not attract children attentions or block their way. Both the teacher and assistant teacher were outside to watch the kids, making sure they don ’t hurt themselves or hurt each other. They constantly reminding and approaching the children when they see inappropriate used of toys and equipment’s. The children who were playing too rough were ask to stop if not they will ask to find different games to play. The teacher also participates in playing pretend on the big slides as their pirate ship and some kids play the role of pirate and captain of the ship. The preschool provides a Christian atmosphere that promotes the spiritual, emotional, physical and intellectual growth of each child. This evidence by the colorful posters outside the building that says: â€Å"Faith is Journey† â€Å"God lead Us Forth† â€Å"God’s Presence is our Destination†. As you enter the classroom, there is a signing sheet not only for students but for everybody coming in and out the classroom. The staff and teachers are very  friendly; as I approached them they were smiling and say â€Å"Hi! Can I help you?† When I introduced myself and told them the reason why I was there, they ask me how they can be of help to make my observation easier and productive. They also sh ow me where I can sit and observed not too distant where I still hear children talks and not too close to attract their attention. I feel that there is a good relationship too between the parents and staff because they are happily talking the child’s progress and how they are doing even the silliest thing the child did at home. The school is not gated but I sensed some security because the classrooms are located behind the church. Most of the students are Hispanic, Asian, African-American and Caucasian children. Both the teacher and the assistant teacher is Hispanic and the Director is Caucasian. I would say this preschool is very diverse and children learn how to respect, help and play with each other regardless of race, color and gender. According to Mrs. Brown, they have 12 regular children on this age range, but 2 children were sick that day and 2 was on vacation. The teacher/child ratio is usually 6 children per teacher, but most of the time student teachers were available to help and watch the children. The teachers, Mrs. Rodriguez and Mrs. Baptista were very attentive to the needs of the children; whenever the child goes to them for help they patiently listen and talk to the child in low voice and loving way. The teachers were able to interpret words and actions of the child. You can feel their sincerity and caring. The staffs communicate with each other in providing activities and materials that children find engaging. By facilitating learning, supplying a developmentally appropriate environment, interesting materials and adequate time to explore, play and interact, children find learning easy and fun The Child The preschool child I observed was A J. Mrs. Brown ask me to used initials to ensure confidentiality of the child, since I don’t have permission from the parents. But she allows me to describe the child based on my observation and judgment. A J is taller than most of her classmates and has a â€Å"lean body† not overweight or skinny. She has a full cheeks, I can see a full sets of teeth when she smiles and fair Caucasian skin. A J is three years old and eleven months, the teacher graciously gave an estimate of her weight and  height. She weighs 35 pounds and 39.5 inches tall. According to the teacher, she started at the preschool when she is 2 years old and 4 months. A J has a short curly blonde hair, with blue eyes and thin blonde eye brows. She is wearing a big pink flower headband that matches her short summer dress under a white zipped sweatshirt. When A J first arrived, she greeted all the teachers. She said â€Å"Good morning Mrs. Rodriguez† â€Å"Good morning Mrs. Batista (should be Baptista) and peeked to the other room where Mrs. Brown is and said â€Å"Good morning Mrs. Brown†. When A J saw me, I smiled to her and she gave me a small smile and walked straight to Mrs. Rodriguez. I heard Mrs. Rodriguez telling her â€Å"she is our visitor†. A J asked â€Å"My new teacher†? â€Å"No, she is going to watch and do her job†. She said â€Å"ok†. And when her classmates saw her, three of them approached and ask her to play with them. Which she refused and said â€Å"I am going to do make my scare crow†. She is the only child that said good morning first to all the teachers. This caught my attention because I see a happy and sweet little girl, aside from being so pretty. I chose here to be the subject of this observation because aside from being fit to the age requirement, her smile is contagious and there is something on her that capture your attention, I can’t explain yet but I am going to find out what draws people’s attention into her. Biosocial Development A J weighs 35 pounds and three feet and 3 inches by the time she reaches 6 years old she will weigh around 44 pounds and three feet tall and nine inches. She is within the normal range for her age (Berger, 167). A J is physically fit; her body is well proportioned and leaned. Her growth will be expected to slow down by the age five and six, where her legs and arms lengthen, fat turns to muscles (Berger, 167). This enables her to balance her body and enjoy the fun of dancing, running and playing without falling or slipping. I noticed during snacks, A j finished first the carrot slice. I think this is the reason why she is lean because those who eat more vegetables and fewer fried foods usually gain bone mass but not fat (Berger, 168). When A J is working on her scare crow, she asks the teacher if she can cut the pant and shirt shape paper. I noticed that she was holding the paper on her left hand and scissor on the right hand and I can see that she is concentrating in what she is doin g. Both sides of the brain are normally  involved in almost every skill (Berger, 179). She was able to cut the paper pant and shirt perfectly by following the line. This shows A J’s eye-hand coordination is well balanced. She both used her hand in shaking the small plastic glue bottle and squeezed it to the edge of the pant and shirt following the shape without a mess. I noticed too that A J used both hands in pouring the juice in her cup, using her right hand to hold the handle of the plastic container and left hand on the bottom of the container to avoid spill and to control how much juice she will pour. A J demonstrates perseveration when she was approached by her classmates and asks to play with them but she replied â€Å"I am going to make my scare crow† and she did finished it. Many children ages between 3 and 5, are impulsive flitting to one activity to another (Berger, 178) A J’s demonstrated her well-developed fine motor skills by cutting the paper, draw flowers on the board; pick-up her snacks, unzipped her sweatshirt and ties her shoes (Berger, 170). When A J unzipped her sweatshirt she could not undo the zipper at the bottom to completely unzip so she pulled it from the hood over her head to take it off. She was dancing and jumping on the carpet during circle time. While outside on the playground A J was running nonstop on the entire playground, push the tire swing with her foot and climbed up the ladder, ride the bike, lift water bucket to transfer water to the sand box. I didn’t see her falling or slipping on any of these activities. She has a good balance and these means A J’s gross motor skills are well-developed (Berger, 170). Cognitive Development Piaget second period of Preoperational intelligence shows symbolic thoughts (Berger, 182). While doing the scare crow project, A J asks the teacher â€Å"Mrs. Rodriguez can I have a big scare crow? The teacher ask why she replied â€Å"to protect us from the witch† This symbolic thought explained animism. Many young children believed that natural objects are alive (Berger, 182). A J demonstrates egocentrism when the scarecrow project is done she said â€Å"perfect! I will show this to mommy, I’m sure she will love it!† Egocentric children contemplate the world exclusively from their personal perspective. She expected that her mom will love what she did (Berger, 182) I noticed that A J focuses on appearance. When her boy classmate told her they have the same shoes, she replied â€Å"No, were not. Mine is pink, yours is blue†. Although, they are both have converse shoes the only difference is the color (Berger, 182). When A J entered the room she immediately approached all the teachers saying good morning. She even starts her day on the table working with her teacher, asking questions how to do it and her teacher in return is guiding and helping her how to do the work. A J is learning on what Vygotsky believed; social learning. This emphasized that thinking is shaped by other peoples’ wishes and goals. A J is learning from her teacher through guided participation within her zone of proximal development (ZPD) an intellectual arena where new ideas and skills can be mastered. Her learning depends on the teachers’ willingness and ability to provide scaffolding or temporary support to help within their developmental zone (Berger, 184). A J is very curious; she always asks her teacher questions like: â€Å"why do we need a lot of scare crow?† â€Å"Why do we need to hang it† â€Å"why Ayana is not here today† she even asks â€Å"Why Mrs. Brown is wearing a Charger shirt today?† And when she is not satisfied with the teachers answer, she would say â€Å" maybe because today is Fun Friday† According to theory-theory, the best explanation for cognition is that human seek reasons, causes and underlying principles to make sense of their experience. Curiosity and thought, connecting bits of knowledge and observation develop theories that help young children understand and remember (Berger, 186). A J doesn’t show any idea of what others thinking. Theory of mind is not fully developed at this young age. This ability is slow to develop but typically beginning in most children at about age 4 (Berger, 186.) Language Development A J’s brought a book to her lap where three of her girl classmate gathered. â€Å"I have story to share† she said. A J held the book up for the group to see and said â€Å"the title of the book is From Head To Toe† â€Å"a favorite of mine† and then set the book on her lap and opened it to the first page. Ana pointed to each illustration and told a story based on what she saw in each picture. She pointed to the next and turned the pages one by one. When she reached the end of the book, she closed it and said â€Å"the end†. Then returning to the children and ask: â€Å"Does anyone have a questions?† A J displays significant language development in this situation. â€Å"By four year old most children are able to say 5-20 sentence length and they have about  3,000-10,000 vocabulary words.† (Berger,189). Her verbal language skills are remarkable when she speaks in complete and grammatically correct sentences. At her age, she was able to use â€Å"the† â€Å"a† article in her sentence. She was able to say the correct words by looking at the picture identifying the different kinds of animals and describing what are they doing. This is the process called fast mapping wherein children develop an interconnected set of categories for words. When A J is done working on her scare crow, she said to herself â€Å"yes! I’m done!† Occasionally, while reading the book to her classmate she is mumbling words like â€Å"yeah, that’s right†. I saw her nodding her head while watching her classmate put the puzzle together conforming maybe that what her classmates doing is right. This shows that A J makes use of private speech, which is talking to herself either out lout or in one’s mind (Berger, 188). She communicates very well with her teacher and classmates. During snacks, A J was telling her classmates that her birthday is coming up and it’s going to be a costume party. She happily announces she’s going to be Queen Elsa. Isabella said â€Å"I want to be princess Ana† Sam said â€Å"It’s nice if we have snow!† And everyone agreed to have a snow idea. Psychosocial Development Erikson thought young children are naturally motivated to take initiative, with joy at new tasks, yet vulnerable to feeling guilty (Berger, 206) A J demonstrates a positive sense of self through her initiative and awareness of her own skills and accomplishment. A J was so happy when she finished her project by herself. She feels so proud when the teacher praises her with her work. She even wants to show it to her mom. But she felt shameful; when the teacher reprimands her from helping her classmates answer the questions during circle time. She looks down and stays quite. Controlling the expression of emotions, called emotional regulation is the preeminent psychosocial task between ages 2 and 6 (Berger, 206). A J displays pro-social behavior when she cooperates with her peers during clean up time, sharing space on the circle time when Samantha wants to sit by Reese by moving to the other side (Berger, 226). A J displays empathy in numerous occasions. Empathy is the understanding of other people’s feeling and concerns (Berger, 226) When Samantha was dropped off by her mom; she seemed to be sad and clingy. A J approached Samantha and said â€Å"Hi Samantha, Come!  I’m going to show you my scare crow†. After that, Samantha is smiling already and starts doing her scare crow. Another example is when the children were running at the same time splashing water on the playground and Reese fell on her knees; A J said â€Å"stop! Reese got hurt† and everybody stop and the teacher check Reese and asked to move out to the shaded area to get check so others can continue playing. Temperaments vary, which makes people within the same culture unlike one another (Berger, 208) A J is so expressive of her emotions. She giggles so loud when she is happy and got too excited. She even jumps and claps her hands when the teacher announces â€Å"today is fun Friday†. She felt sad and quiet when the teacher told her to wait for her turn to ride the bike. But she didn’t show any sign of aggression or develop antipathy to her classmates because after a few minutes she is already playing and active again. A J develops strong gender awareness when she, Isabella, Samantha and Reese gathered together having a tea party while playing outside. When Nathan sat on the vacant chair she said â€Å"only girls here† â€Å"go back to your pirate ship† pointing to the group of boys playing by the big slides (Berger, 206). Play â€Å"Young children play best with peers, that is, people of about the same age in which they develop positive social skills† (Berger, 212). Children need physical activity to develop muscle strength and control. Peers provide an audience, role models and competition. Rough-and-tumble play and socio-dramatic play both help children with socialization (Berger, 214). A J enjoys playing, inside and outside the classroom. I observed that she loves socio-dramatic play where they act out various roles and plots (Berger 214). She pretends to be the teacher when she read books to her classmates and play tea party. A J and the other girls joined the pirate game played by the boys when their tea party is over. In the playground, she climbed up the ladder and slides. Rode the tire swing and spin it so fast that makes me dizzy watching them. They play hide and seek; rode the bike, and even allowed to play in the water tub as long as they take out their shoes and wear the vest so they don’t get wet. I think this is where they stayed most during outside play. The children are splashing water with each other others and some are trying to make sand castle on the sand area collecting water  from the tub using a small bucket. I would say she is very strong and healthy because she can lift the bucket full of water without dropping the bucket or spill. A J plays most of the time with her classmate. She displays cooperative play: Children play together, creating dramas or taking turns (Berger, 212). The Whole Child and Over All Impression I enjoyed observing this preschool, especially A J. At the beginning, I can’t fully understand what captures my attention to her. Now I know, it’s the confidence she is showing as she enters the classroom. Her aura reflects a fun loving, happy, active and smart little girl. She doesn’t show any hesitation coming in the classroom. The way she talks amazed me. She can express herself, using more than 5 words in a sentence without difficulty in speaking. She can communicate using words that are understandable and grammatically correct to her classmates and teachers. Although, I hear her couple of times that she mispronounced Mrs. Baptista’s last name as â€Å"Mrs. Batista† which I know will master sooner as her brain matures. A J develop a secure attachment which according to our text feels comfortable and confident (Berger, 142) to the environment and to the teachers since she is already with them since she was 2 years old and 4 months. It’s a place like home to her and when she saw me (a stranger) stayed close to the teacher and ask about me seeking for assurance I believed and feels safe again (Berger, 142). A J’s physical development is observed to be normal and healthy. Her gross motor skills are well developed. She is very active and capable of doing what four years old supposed to do considering she is only 3 years old and 11 months such as walking, running, jumping, dancing, bending, climbed at the ladder without any physical unbalance. During play she giggles and laughs most of the time which the teachers always remind her to lower her voice, which sometimes she listens but sometimes not. A J displays an excellent level in social development. She demonstrated what Vygotsky believed that â€Å"thinking is shaped by other people’s wishes and goals† (Berger, 184). Since she started at the preschool by the age of 2 years and 4 months, you can see the bond between her and the teachers. I can see that she enjoys the company of her friends and teacher, she always play with her classmates all the time. She displayed cooperative and high self-esteem  valuing herself as a person and confident at her age. I was surprised that at her age, she can control her emotions. She didn’t show any sign of aggression even when she was pushed in the line or fell on her bottom or when she wants something what other children’s playing. She would ask her teacher if she can play with that toy and the teacher will ask her to wait for her turn or ask the child if A J can play with her/him together. She demonstrated perseveration when she was approached by her classmates and asks to play with her which I admired the most because many children ages between 3 and 5 are impulsive flitting to one activity to another (Berger, 178). Also, when were told to stop teaching her classmates words that start with letter â€Å"F† although she is upset, she quietly wait for her turn to be ask. I noticed that she finished every activity and play before jumping to another. I know it’s hard t o master this at the very young age but she did it. That makes her exemplary good on this level of development. A J’s curiosity makes her smart and learned new things. She constantly asks questions to her teachers and classmates about anything to understand and remember (Berger, 186). And I can see that she is learning very well through guided participation within her zone of proximity. A J’s cognitive development seemed to be average, at her age. Her preoperational thought is symbolic and magical (Berger, 182).She is not mature to have logical thinking. Maybe this is the reason why she enjoyed socio dramatic play most of the time. She believed that the big scare crow will protect her from the witch. She is fond of â€Å"Olaf† the snow man friend of Queen Elsa in the movie â€Å"Frozen†. She wished to have â€Å"Olaf† on her birthday. She is egocentric where she expected that other people would appreciate and love things she do (Berger, 182). She focusses on appearance and I think fully aware of gend er differences as she pointed out to her boy classmates that they are different because of shoe color and the boys is not allowed to play tea party. She makes me smiles most of the time (because I can’t laugh while observing them) with her actions and words, especially when they are talking about their snacks and she said I have a â€Å"goldfish sandwich† as she make goldfish put raisins on the middle to make it like a sandwich. That makes all her classmates laugh and think of something silly too to describe their snack. She can even pretend to be the teacher while reading the books to them. It’s so amazing how she can do the story-telling just like what her  teacher do from the beginning till the end. And I’m surprised how her classmates give their full attention as she pretend to read the book. Usually, little kids talks all the time without regards as to who is talking, but here, I noticed that children already learned to respect their classmates and teachers when they are talking. After viewing the environment of the preschool, I have come into conclusion that it contains all the element of quali ty preschool. They provide Christian atmosphere that promote the spiritual, social, emotional, physical and intellectual growth of each child. The goal is to enable each child grow and learn in a safe and stimulating environment at their own pace. I’ve learned also from the teachers that every Tuesday’s class they incorporated good Christian living in their lesson. I believed it’s a good way of teaching children’s values in life following the way of Jesus. I feel that the surroundings, specially the various stimulating areas help to individualize each child’s learning like Reading corner, Math area, Letters, Dramatic play, Children’s corner that shows schedule, calendars, and announcement and the star student of the month. It is important to have orderly and stimulating areas for the children to freely choose what to participate in. I believed that the teachers have a great understanding of child development and education. This shows in their daily schedule posted in the Children’s which listed the daily routine for the children. For example, circle time, Math & letter follow ed by mid-morning snacks and then followed by outside play. It is important that the children in the preschool participate in routines. Routines assist children in learning through both repetition and consistency. The preschool program is definitely based on encouraging learning and respecting children’s exploration. Teachers and staff respect each child for what they are and help them live fully and happy to the best of their ability. This preschool observation is very interesting. I’d learned the important role of teachers in nurturing all aspects of development: social, emotional, cognitive and physical. In every interaction, the teachers appropriately nurture their growth and development. The education and values that the teachers impart to their students has great impacts to them later in life. Through this experience, I am pleased to learn that preschool may look like all fun and games –music, story time, dancing, art but the children are learning through play and  creative activity. They learned to solve problem playing building blocks. At a very young age, the children develop good learning habits and positive self-esteem. Children are capable of learning at their own pace and make their own decision.

Internet Detective

Internet Detective Topic: How internet detective can help college students to produce good assignment? Internet detective refers to an internet research skill which is needed by most of the college students to produce a good assignment. In this new era, when the internet becomes a powerful research tool, students have to filter the sources of information while doing a research for their coursework and assignment. Usually, a high-graded thesis is supported by appropriate and creditable evidence or data from internet.Therefore, internet detective is a useful skill that helps students evaluating the quality of sources. First of all, students have to make sure lecturer accepts the source of information obtained from internet research. To identify a reliable source, its authority and accuracy are both the important criterion to be checked. For a reliable website, its author and content must be verified by qualified authority. In addition to that, the texts or articles have to be scanned t hrough to ensure that the information is adequate and error-free.Some websites which are not accepted for academic research and citation are, Wikipedia and Encyclopedia. These websites are banned because no fact-checking process is taken on it. Sometimes, there is hidden or invisible purpose of the website. The message it disseminates may advocate biased opinions or hoaxes. For example, a hate site, which its malicious content is advocating hatred on somebody, something or some issues, will lead the reader to subjective thinking, instead of rational thinking.Thus, students have to make sure the information stated free of advertising and biases to ensure the quality of their coursework. There is countless information on the internet. In order to avoid disorganized data from internet, it is important to locate sources, evaluate and synthesize information that is needed for the coursework. First of all, students have to approach the content on a certain website and then make judgment i f it is the evidence that they are looking for. The coverage and urrency of the information have to be checked to prevent out-date data. After that, the data should be weighed up and arranged according their priority and suitability for the research topic. In a nutshell, internet detective helps students a lot on producing good assignment. It increases the awareness of students about plagiarism and copyright, so that they aware for this issue while making any quotation or citation. A critical evaluation of sources will also make the data more persuasive and leave a good impression for the lecturer.It is a skill that students should develop in order to perform well and gain good grade in their coursework and assignments. Word Count: 419 words Reference Beck, S 1997, Why it’s a Good Idea to Evaluate Web Sources, retrieved on 6th Feb, from http://lib. nmsu. edu/instruction/eval. html Place, E. , Kendall, M. , Hiom, D. , Booth, H. , Ayres, P. , Manuel, A. , Smith, P 2006, Interne t Detective: Wise up to the Web, 3rd edition, Intute Virtual Training Suite, retrieved on 6th Feb, from http://www. vts. intute. ac. uk/detective/

Critical Analysis of Here by Philip Larkin

‘Here’ is a sprawling, moving and often majestic poem that takes the reader on a strikingly visual journey through the countryside and the town, before finally ending up on the coast. Larkin uses long, flowing sentences which add a sense of continual movement; these sentences are full of rich imagery and description which fully immerse the reader in the poem. The poem is titled ‘Here’, yet in the first three stanzas the poem takes in various locations and never stands still; the reader questions where ‘Here’ is, whether or not it is actually a specific, physical location. In ‘Here’, Larkin appears to be critical of the urban population, finding more beauty and appeal in the natural world than the human world, demonstrated by the fact that human presence in the poem is only temporary, fading away after the third stanza. The first word of the poem, ‘Swerving’, lends an immediate sense of physical movement to the poem. However, it is not the traditional, vehicular sort of movement; trains and cars do not swerve. The movement in ‘Here’ is immediately free and unrestrained, as the ‘rich industrial shadows’ are left behind. This freedom of movement however, immediately contrasts with the ‘traffic all night north’, which momentarily stops the poem in its tracks, made clear by the following semi-colon which breaks up the line. However, the poem immediately starts up again, with the repetition of the word ‘swerving’ which reinforces the sense of free movement. Now, Larkin takes us through the ‘fields/too think and thistled to be called meadows’, before the poem is again interrupted by the influence of the human world- the poem halts for the ‘Workmen at dawn’. Larkin then repeats ‘Swerving’ for a third time. On three different occasions the word is used; each time to the same effect. By the end of the first stanza the reader can be in no doubt that Larkin is taking them on a journey. In the first stanza, and indeed in the whole poem, there is a clear theme of the industrialized world interrupting the natural, rural world. Larkin presents a series of images; ‘skies and scarecrows, haystacks, hare and pheasants’ along with the meadows and ‘widening river’. These images are marred somewhat by the traffic and workmen, and ultimately the town which emerges in the second stanza. These nterruptions are summed up by Larkin as ‘harsh-named halts’. The contrast between country and city, between rural and urban, is another key theme in the poem. The freedom of ‘swerving’ through the countryside in the first stanza is replaced by the claustrophobic cluster of ‘domes and statues, spires and cranes’ which fill the large town. Even the water, which in the first stanza takes the form of a peaceful river, is ‘barge-crowded’ in the second stanza, again demonstrating the often negative influence of man. To add to the contrast, Larkin lists elements of the town (domes and statues†¦ in exactly the same manner as he lists elements of the countryside (skies and scarecrows†¦ ). Here, the ‘piled gold clouds’ have been replaced with the less appealing ‘grain-scattered streets’. Notably, the town is the first thing in the poem that is described as ‘Here’, perhaps hinting at the location of the poem’s title. Another contrast between the rural and urban settings of the poem is the differing types of movement. In the first stanza, the poem moves freely, ‘swerving’. In the second stanza, everything is more rigid; the journey of the city-dwellers from the ‘raw estates’ is described as ‘dead straight’. At this stage, Larkin is clearly critical not only of the urban population, but of their consumerist culture. They are described negatively as a ‘cut-price crowd’ only interested in their superficial ‘desires’. Larkin presents us with another selection of images; this time of unneeded consumer goods. ‘Electric mixers, toasters, washers, driers-’. The hyphen at the end of this list indicates the extreme quantity of these goods, something which Larkin quietly despises. The first stanza contains definite elements of hope; it is dawn, the journey is taking us away from the negatively described ‘industrial shadows’. Also, the stanza ends on a positive note; ‘the piled gold clouds’ and ‘shining gull-marked mud’ are beautiful descriptions of natural scenes untouched by human influence. However, the second stanza retains none of this positivity; the reader is trapped behind the ‘plate-glass swing doors’ of consumerism. Throughout the poem Larkin’s descriptions tend to rely less on descriptive adjectives, which appear infrequently, and more on series of images relating to the place being described. When descriptive adjectives are used, they are used to brilliant effect; the ‘luminously-peopled air’ and the ‘piled- gold louds’, but the lists of different images are more frequent and leave more of an impression. In the third stanza, Larkin presents an almost entirely negative list of images that he associates with the town; in fact, each list is almost a spontaneous word-association game for Larkin. When Larkin looks at the town as a whole, the description is not too unfavourable, mainly focusing on the buildings, however when he goes further down and looks at the town on a more personal level, the description is rather more cutting. The ‘fishy-smelling’ town is full of ‘tattoo-shops’ and consulates, and is only visited by ‘salesmen and relations’. With the latter point, Larkin may well be pointing out that living in a city, surrounded by houses and shops and people doesn’t guarantee fulfilment and fitting in; you can still be isolated whilst living in a town. Another point is that the edges of the town are described as ‘half-built edges’- the building is still in progress and the town is clearly expanding, possibly indefinitely. Larkin touches on the idea of loneliness again between the third and fourth stanzas. Here he describes how out in the countryside, beyond the realm of the city, the wheat-fields ‘Isolate villages, where removed lives/Loneliness clarifies. This full stop is the first in the poem; the three stanza sentence ends here, out in the isolated countryside. However, it is clear that the loneliness experienced in the isolated villages is not the same as that experienced in the towns. In the countryside, Larkin suggests that the loneliness and the isolation ‘clarifies’ your l ife; perhaps he means that, free from the consumerist ‘desires’ and ‘tattoo-shops’ life is less cluttered and busy, and somewhat perversely, less lonely, in spite of the physical isolation. The ending of the first sentence suggests that the poem’s journey is over, that we have finally arrived at Larkin’s location, ‘Here’. Here, there are no people; human influence is entirely absent from the final stanza. Instead, Larkin presents an image of intense natural beauty, where ‘Hidden weeds flower, neglected waters quicken/Luminously-peopled air ascends. ’ It’s an interesting idea that beauty is present where we aren’t looking, that it can be right in front of us and still go unnoticed. The poem comes to a rather sudden halt when the land suddenly ends at the ‘beach of shapes and shingle’. Larkin then states ‘Here is unfenced existence’. It is possible that he is referring to the beach, the coast and the sea, that freedom can only truly be found there, but by this point in the poem it appears more likely that ‘Here’ is less a physical location and more a state of mind. Once you arrive at the perfect mental state (‘Here’), ‘unfenced existence’ is finally possible.

Physics lap report Lab Example | Topics and Well Written Essays - 250 words

Physics lap - Lab Report Example Start answering all preliminary questions. You may discuss the questions, but do not write as you talk- this way everyone will have unique answers. Make sure to sketch your graphs where you are told to. 1. Sketch the distance vs. time graph for each of the following situations- clearly label each of the situations with its corresponding letter so you can place these different types of motion on the same graph. 4. Using Logger Pro, produce a graph of your motion when you walk away from the detector with constant velocity. To do this, stand about 1Â  m from the Motion Detector and have your lab partner click ; start walking slowly after you hear Motion Detector begin to click. 9. Repeat the process until your motion closely matches the graph on the screen. Each time you click the button the previous data is overwritten. Explain changes that needed to be made in comparison to step 7: 13. To test your prediction, start Logger Pro by clicking . When you hear the Motion Detector begin to click, walk in such a way that the graph of your motion matches the target graph on the screen. Was your prediction correct? Explain changes that needed to be made in comparison to step 12: 1. Using the Motion detector and Logger Pro, create a graph of position vs time where it shows a body constantly accelerating away from the detector for a period of 3s. First discuss with your group what the graph should look like and draw the graph on a piece of paper and attach it to your

A Moment of Self Awareness Personal Statement Example | Topics and Well Written Essays - 500 words

A Moment of Self Awareness - Personal Statement Example Because I consider myself to be goal driven and an industrious person, it is difficult to communicate with others without a defined goal. I found that going to the grocery store was equally easy. It is simple, I just go and purchase my groceries, check out what is on sale and go about my business. It is easy for me to ask someone where an aisle is because there is a goal to be met at the end and honestly, the conversation is innocuous and quick. I don't feel as if I am being put on the spot. Likewise for the library and at a house I visited that was for sale. "While you are not born with a self-concept, you certainly do play a key role in building one. Even though you are constantly undergoing change, once built, the theory or picture you have of yourself is fairly stable and difficult to alter". Most people would describe me as an outgoing individual, easy to talk to and on the whole, easy to get along with. What most do not know, is that I am absolutely at a loss when placed in an environment that I am unfamiliar with. I therefore attempt to control the conversation or topic of conversation. I suppose that this would be my hidden quadrant according to the Jahari Window. I am not so sure that this is something that is built deliberately. I think that because I am outgoing, I would like to be able to initiate conversations in any area and with ease.

American old film class Cabin in the Sky and The Wizard of Oz Essay

American old film class Cabin in the Sky and The Wizard of Oz - Essay Example The sets are lavish, costumes bizarre, colours psychedelic and the music is loud and active. Two very good visual sequences are the foreboding interior of the Wizards castle and the swooping swarm of the Wicked Witchs minions resembling flying monkeys. The wicked witch threatens Dorothy. The Wizard of Oz is a true predecessor of most modern Hollywood movies, and perhaps the single most influential movie of the twentieth century. Its reputation of being a classic is well deserved. This movie was released during the Great Depression. The faith in human nature expressed in The Wizard of Oz served as an affirmation to movie going audiences in 1939. The Wizard of Oz is one of the most enduring stories in American popular culture, the themes and images from this story are a part of everyday experience and the songs "Somewhere Over the Rainbow," "Follow the Yellow Brick Road" and "If I Only Had a Brain," are instantly recognizable. The Wizard of Oz is about the great American myth of self-actualization, the allegorical search for courage, intelligence and heart. The message of the film is that all of these things lie within one and all that is needed is to recognize them and that despite the magical and amazingly colourful world that we live in, there is no place like home and ones family. It could also be construed to be a film about the disillusionment with politics as the great and celebrated leader turns out to be a charlatan, while all that is needed to get by is the simple basic tools within held by the masses of the world. The 1943 musical "Cabin in the Sky", resembles a standard MGM musical rather than a black-music musical. "Little Joe" Jackson (Eddie" Rochester" Anderson) drifts from his devout and devoted wife Petunia (Ethel Waters), to Georgia Brown (Lena Horne). He is shot by Domino Johnson (John W. Sublett), a gambler. Little Joes soul leaves the body and Lucifer, Jr. (Rex

Agency Analysis Research Paper Example | Topics and Well Written Essays - 750 words

Agency Analysis - Research Paper Example On production of a guideline concluding that back pain operation was potentially harmful and unnecessary, a lobbying campaign backed by Congressmen with back surgeries had the name of the policy changed and would later pull down the program’s guidelines. The mission of AHRQ is conducting and supporting studies of effectiveness and outcomes of therapeutic, preventive and diagnostic health care procedures and services (Shi & Singh,2012). For over 4 decades, the federal government has been funding research in health services so as to recognize how to enhance the value and quality of health care together with delivery of public health. The AHRQ was established by Congress so as the singular research agency having the sole objective of coming up with evidence of making health care more equitable, accessible, safer, affordable, is of high quality and ensuring that the evidence is well understood and utilized well. This means that AHRQ is tasked with funding health care enhancement and health services research programs particularly in medical centers, universities, research institutions as well as medical practices aimed at transforming people’s health care and health in various communities in each state. For the past 15 years AHRQ has a long and rich history of offering critical evidence of enhancing health care and health. One of the key achievements of AHRQ is the Medical Expenditure Panel Survey (MEPS) which b asically is the singular source of domestic information on costs and utilization of medical care services. Nevertheless, MEPS has been utilized in counting and measuring the uninsured and insured, their service costs, characteristics and use. Basically, no other dataset exists like it. Indeed, if every key health policy is examined from 1977, MEPS has been effectively employed to predict and model effects. Research from AHRQ has, for instance, been used in Virginia by Health and Human Resources in 1992-2002 particularly for its Medicaid program

A Review of the Human Resource blogs in the Hospitailty Industry Essay

A Review of the Human Resource blogs in the Hospitailty Industry - Essay Example My research stretched to deeper view and analysis of a Human Resource blog that aimed at having â€Å"Human† back in Human resource. This is criticizing the replacement of labor by technology that ends up giving less meaning to the term Human Resource in various workforces. As per this blog, it is evident that when the job market comes to question, the words Human Resource end up influencing whether one gets hired or fired. The blog highlights that companies indulge in tough decision making difficult choices. Majority of these choices involve their employees: this however does not mean that these choices are precisely to the advantage of these employees. The main discussion in this blog was to criticize the replacement of humans in human resource with other media. It is discussed that when companies decide on the fate of its human personnel, the decision arrived at is vital and important as it dictates whether there is boost in morale and whether there is availability of visible talent rendition that helps evaluate each and every individual contributor in that particular organization (Barrows, 2009). It is unfortunate though, when human workers are replaced by technology. Decisions evaluated change from matters concerning human skills to for instance, discussion of line items on spreadsheet software, computer tabulations and more technology terms that vividly show to what extent humans have been replaced. This replacement in the so-called human resource workforce in the tourism and associated industries in an effort to portray ingenuity in the tourism industry by machinery and other upcoming personnel media has had diverse effect. Bloggers who participated in this tourism blog by posting views and comments have a view that this trend should come to an instant stop. Humans should take back their role in human resource. The first step to take is seeing to it that the roles

What People feel when they see Advertisements on Television and Social Essay

What People feel when they see Advertisements on Television and Social Media - Essay Example Advertising industries across the world, however, see social media advertising and television advertising as two different platforms. However, social media and television have a connection when it comes to advertising. Social media influences television into the kind of advertising they have and the time for every advertisement (Campbell et al., 2011). Consumer behavior is the primary purpose of the differences in social media advertising and television advertising. Social media is a community, in general, and the people in social media should feel the presence of any company, organization or product that surrounds them outside social media. It is the same for television as people also surround their lives on TV when they are not working. These people that use television and social media have a particular kind of feeling towards social media and television advertising (Louis, Kerr, & Drennan, 2010). The research proposal is going to focus on the feeling of these people and how they r eact to social media and television advertising. Today’s society has people on social media and television thus advertising for products and services should be on social media. Chi (2011, p.46) describes social media as an association in the middle of brands and shoppers, [while] offering an individual channel and coin for client-focused systems administration and social interactions. The tools that businesses use to communicate with customers have significantly changed, and it is easier for the companies to reach now their customers.

Heart of Change with reference to Jack Welch and GE Case Study

Heart of Change with reference to Jack Welch and GE - Case Study Example It is evidently clear from the discussion that with the help of the open and honest system, feedback should result in more and more people getting converted in favor of the change that is being introduced in the organization. In such case, the organization needs to help an employee to align his individual goals with the organizational ones. If we look at the result of the Best Practices Program in GE we can find out the impact it had on the thinking of the managers in the organization. It changed their fundamental approach to work. People who worked as corporate audit staff have admitted that they started looking at bigger scales and heights looking for more and more improvement areas. The effectiveness of the change can be enhanced through an individual or a group of individuals who make the change physically happen in front of others. It triggers the feeling of â€Å"I did it and you can do it too†. Canadian GE operations that observed and followed practices of a New Zealand shipping firm became an example to follow. The change was so evident that the other GE branches made it a point to visit this unit and implement the changes accordingly. The difficulties in implementing these steps would be 1. Any change that needs to be initiated at the management level has to be associated with the proper delegation of authority. Responsibility without adequate authority is of no use. It holds especially true at the managerial level. It is observed that managers or employees often generate ideas but fail to implement them as they do not have the power to implement nor the ideas are taken into consideration. In such a situation, the enthusiasm of an employee vanishes over a period of time. This becomes a point of danger and caution for an organization. Nongeneration of ideas leads to stagnation and eventual downfall. 2. Creation of a trustworthy environment takes a lot of time. Employee skepticism is usually the main ingredient which stops changes from getting imp lemented.

Business Activities, Employment and Inflation Term Paper

Business Activities, Employment and Inflation - Term Paper Example If the injections of an economy (J) are not equal to the withdrawals (W), then there is a clear disequilibrium in the economy. The only factors that bring this equilibrium back into line is the change in the national income (GDP) and the levels of employments (Sloman and Sutcliffe). To understand the above figure better, lets consider that the economy is faced with a state of equilibrium, i.e. the levels of withdrawals and the level of injections is the same. If there is an increase in the injections, and the firms aim at investing more into the company, then the aggregate demand, i.e. Cd will also be higher. Hence to meet up with this demand, the firms will also need to increase the labor and other resources which would in turn lead to higher levels of incomes for the households (Y) (Sloman and Sutcliffe). With an increase in the income of the households, there will be an increase in the expenses as well, which in turn will lead the firms to also sell higher. Higher sales will mean the firms need to produce higher which again would mean more labor, and other resources (Mankiw). This is a multiplied affect that will continue to go on within the economy. This effect is referred to as, ‘Multiplier Effect’ and is defined as, ‘an initial increase in aggregate demand of $Xm leads to an eventual rise in national income that is greater than $Xm’ (Sloman and Sutcliffe). This follows the principle of ‘Cumulative Causation’, which can be defined as, ‘An initial event can cause an ultimate effect which is much larger’ (Sloman and Sutcliffe).

The Nature of Belief Essay Example for Free

The Nature of Belief Essay Describe the part which art plays in the worship and spiritual life of Islam In Islam, there is a very strong belief of never drawing any type of picture of Allah, Muhammad or animals. This is due to the worry of people worshiping the image rather than what it actually represents. Pictures similar to this are considered as blasphemous as they are misleading and unreliable. The quotation below describes the belief of Allah. No vision can grasp Him but His grasp is over all vision; He is above all comprehension, yet is acquainted with all things. (Surah 6:103) Giving a false impression of Muhammad would be wrong, however in the past if a picture were to be drawn, the face on the figure would be smudged. Allah has no form as he is beyond all images; he is transcendent. Pictures of Allah would limit his actions. As Muhammad is the last prophet he is never drawn nor worshipped. The concept of Tawhid is the most basic Muslim belief. Allah is one and not begotten. He is Allah, the One, Allah is Eternal and Absolute. None is born of Him, He is unborn. There is none like unto Him. (Surah 112) Originally the Quran was hand written and it is common to see Muslims copy this. However when copying out the Quran, Muslims take pride in the presentation and often use calligraphy (beautiful writing). Calligraphy is very important in Islam, as it is used for religious expression to decorate the mosques as pictures and statues are not allowed. It is the art of writing. It is the words written which are regarded as important not the art form. Commonly the shape of the writing is used to represent the words written, especially when writing any of the ninety-nine names of Allah. This is thought to be the best way to learn important aspects of the religion. Not only are the walls in the mosque decorated with calligraphy, but also prayer mats and also around the Islam homes. Their religion is important to Muslims at all times and in all places, and the common use of calligraphy art helps them to consistently stand by their faith. In September 1988, Salman Rushdie wrote the book Satanic Verse, covering the topic of Islam. He is now greatly hated by Muslims due to the way he chose to decorate his book cover. The book cover was decorated with calligraphy taken from the Quran and the words used were those of Allah, which is not acceptable. On Valentines Day 1989 the revolutionary leader Ayatollah Khomenei declared a fatwa, a religious ruling informing Muslims to carry out a death sentence on Salman Rushdie for committing blasphemy. Many artistic features in Islam, not only calligraphy, form geometric patterns and shapes, which follow mathematical principles. They are created in many different colours and can be found in both Muslim homes and mosques. Their geometric form replicate Allahs constant perfection. All of these artistic features are used to remind Muslims about their religion and help them focus on Allah. The perfection of their art is thought to be greatly important as it represents the magnitude of their faith.

Family Branding Or Umbrella Branding Marketing Essay

Family Branding Or Umbrella Branding Marketing Essay In this paper we have a short overview on the concept of brand, branding, retail brand, their definitions, classifications, branding strategy, brand positioning, brand integration etc. Here in this report we try to collect information from published books, journals, magazine and various reliable secondary sources. In the later part we will analyze the influence of branding in the retail business. The next part of this report focuses on issues for branding retail, especially the apparel industry. There are several definitions of brand: The main thing of brand are that it is not just only a mixture of design, name, symbol or other features it also distinguish it from the other product and services of the competitors. (Dibb1997) A Brand is: name, term, sign, symbol, design, or combination of these intended to identify the good or service, and differentiate them from those of competitors. (Jennifer Rowley 1997, pp. 244-250) Clyde C. Tuggle, Senior Vice President, Worldwide Public Affairs Communications, Coca-Cola says A brand is a distinguishing name or symbol intended to identify goods or services of a seller and to differentiate those goods or services from competitors. Sicco van Gelder says: (1) Sometimes products and services become so similar that it becomes hard for the customer to distinguish them according to their quality, efficacy, reliability, assurance and care. Brands help the customer to identify these qualities and add emotion and trust to the product and services. (2) This emotion and trust help the organization to build a good relationship with the customers and make them loyal to their products and services. (3) Sometimes brand creates aspiration to the lifestyle and transfer these onto the lifestyle of the consumers. (4) Branded lifestyle has an effect on the other product or service category of that brand which allow marketers for vertical integration and save the troubles and costs of developing new brand. (5) The combination of lifestyle, emotions, relationship, and values allows the marketers to charge a higher price than the other non-branded product or services. Characteristics of brand name A good brand name must be short, sweet and easy to pronounce and remember. It should suggest something about the products benefits and quality. Unique within the industry. Do not used by any other and legally defensible. Good alliteration, especially if a longer name. Does not lend itself to abbreviations. Flexible and expandable. The name should translate easily into foreign languages. Should not age quickly. Fits within companys brand portfolio. Classification of Brand Individual product branding In this branding approach the marketer try to introduce a product by assigning new names and that has not any connection with the existing brand of the company. In this approach the marketer have to try hard to establish the brand in the market place. Family branding or umbrella branding In this approach a new product is placed under existing brand of the organization. The major advantage of using this approach is to use the image of the organization and expand the product rapidly in the marketplace and gain market share. Product branding Sometime suppliers produce products for other companies and also place another companys brand name onto their product this is product branding. Co-branding In this branding approach two different companys brand name are used on same product. No brand or generic branding Sometime suppliers produce their product without any brand name, generally for basic commodity products. Branding licensing In this branding approach one company allows others to produce and supply products carrying the brand name through a contractual arrangement. Advantages of Branding Through a brand name consumer can easily recognize the product and also have an idea what will be the product. As for example: in the radio advertisement consumer will hear the sound and recognize the product. Consumers who frequently purchase product of a particular brand become brand loyal which is the ultimate goal of marketer. Sometime customers want to purchase branded product, brand names make it easier for the customers to identify the appropriate the actual product. Brand name also help in positioning the product to the market, and gain a market share, sometime it also helps to gain competitive advantage for the product. Firms that successfully establish a brand in the marketplace it also help them for launching a new product to the market by declaring it as a family brand. Sometime firm can also use its corporate image in marketing a product. Brand Positioning According to Philip Kotler and Gary Armstrong, 2005, Marketers need to position their brands clearly in target customers minds. They can position brands any of three levels. At the lowest level they can position the brand on product attributesà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. Attributes are the least desirable level for brand positioning. à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. a brand can be better positioned by associating its name with a desirable benefit. à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. the strongest brands go beyond attribute or benefit positioning. They are positioned on strong beliefs and values. Brand Equity According to Kotler and Armstrong, 2005, Brand equity is the positive differential effect that knowing the brand name has on customer response to the product or service. For determining the brand equity company has to find the brand valuation of the organization that means how much customers are paying more for the brand. Brand development Strategies While a company will think about brand development four types of situation can be arise. The situations are shown in the figure below: Product Category Existing New Line extension Brand extension Multibrands New brandsExisting Brand Name New Source: Kotler, Philip Armstrong, Gary, 2005, Principles of Marketing, Prentice-Hall of India Pvt. Ltd., 11th edition, New Delhi, India. Figure: Brand Development Strategies. Line Extension: According to Kotler and Armstrong, 2005, Line extension occur when a company introduces additional items in a given product category under the same brand name, such as new flavors, forms, colors, ingredients, or package sizes. Line extension can be use for existing brand names extended to new forms, sizes, and flavors of an existing product category. Brand Extensions: According to Kotler and Armstrong, 2005, A brand extension involves the use of a successful brand name to launch new or modified products in a new category. This strategy may be used on existing brand names extended to new product categories. Multibrands: According to Kotler and Armstrong, 2005, Companies often introduces additional brands in the same categoryà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. Multibranding offers a way to establish different features and appeal to different buying motives. It also allows a company to lock up more reseller shelf space. This strategy may be used in case of company want to new brand name in the existing product category. New Brands: According to Kotler and Armstrong, 2005, A company might believe that the power of its existing brand name is waning and new brand name is needed. Or a company may create a new brand name when it enters a new product category for which none of the companys current brand names is appropriate. This strategy may be used in case of company want to new brand name in the new product category. UNDERSTANDING RETAIL BRANDING As per our above discussion it is clear that brand is the most valuable intangible asset to the organization and also the matter of most priority of the top management. As brand is highly competitive in nature and for its advantages it becomes very much important towards the retail industry for attracting and influencing the customers decision and build loyalty. In this paper I tried to integrate branding with retail business and also try to find out the strategy for managing a retail brand. RETAILERS AS BRANDS Though many important principles go with the retailer brand but they are different form product brands and actual application of principles may be varied. Retailers brand is much sensitive and it builds on the rich customer experiences, their impact and equity. Retailers may also create their brand images on many ways such, delivering quality service, uniqueness on association, pricing, credit policy, product assortment, merchandising etc. The image of retailers brand depends on the images and equity of manufacturer because these help to gain customer interest, patronage, loyalty of the customers. Manufacturer brands operate almost as ingredient brands that yield significant consumer pull, often more than the retailer brand does. THE DIMENSIONS OF RETAILER IMAGE Retail image depends on: access in-store atmosphere price promotion cross-category product/service assortment Within-category brand/item assortment. Access For customer, convenient location is a basic criterion in their store choice decisions. Beginning with gravity models (e.g., Huff 1964) store choice and the optimization of retail site location attracted a lot of research attention in the eighties (e.g., Achabal, Gorr, and Mahajan 1982; Ghosh and Craig 1983; Donthu and Rust 1989). Store Atmosphere Mehrabian and Russell (1974) note that the response that atmosphere elicits from consumers varies along three main dimensions of pleasantness, arousal, and dominance. This response, in turn, influences behaviour, with greater likelihood of purchase in more pleasant settings and in settings of intermediate arousal level. Different elements of a retailers in-store environment, e.g., color, music, and crowding, can influence consumers perceptions of a stores atmosphere, (Bellizzi, Crowley, and Henderson 1983; Milliman 1982; Eroglu and Machleit 1990; Grewal et al. 2003). Price and Promotion Price represents the monetary expenditure that the consumer must incur in order to make a purchase. From the vast literature on pricing, we highlight three areas that are of direct relevance to consumers image and choice of retailers. Store price perceptions: A retailers price image should be influenced by attributes like average level of prices, how much variation there is in prices over time, the frequency and depth of promotions, and whether the retailer positions itself as EDLP or HILO. Retailer pricing format: A retailers price format, which is on a continuum between EDLP (Every Day Low Price) and HILO (High-Low Promotional Pricing), also influences consumers store choice and shopping behaviour. Bell and Lattin (1998) show that large basket shoppers prefer EDLP stores whereas small basket shoppers prefer HILO stores. Price promotion induced store switching: The third research area studies whether retailer price promotions result in store switching by consumers. Bucklin and Lattin (1992) show that retail promotions in any one category do not directly influence a consumers store choice decision, but they indirectly affect where the category is purchased .Because the longer consumers stay in a store, the more likely they are to notice promotions and buy more than planned during the shopping trip. Cross-Category Assortment The branding literature, however, suggests some potential pitfalls of broad assortments, apart from the rather obvious downside that increasing assortment breadth brings with it significantly higher costs for the retailer. Inman, Shankar, and Ferraro (2004) show that certain types of product categories have signature associations with specific channels, e.g., supermarkets with food, drug channel with medications and health products, and mass merchandisers with household items. But, research has shown that a brand that is seen as prototypical of a product category can be difficult to extend outside the category (Farquhar and Herr 1993.). Within-Category Assortment Consumers perceptions of the depth of a retailers assortment within a product category are an important dimension of store image and a key driver of store choice. As the perceived assortment of brands, flavors, and sizes increases, variety seeking consumers will perceive greater utility (McAlister and Pessemier 1982; Kahn and Wansink 2004). Kahn and Wansink (2004) shows that the organization and symmetry of an assortment moderate the impact of actual assortment variety on perceived variety and consumption, with organized and asymmetric assortments having a more positive effect. BRAND ASSORTMENT One specific aspect of the retailers assortment strategy, brand assortment, has become particularly important in the last decade as a tool for retailers to influence their image and develop their own brand name. One motivation for offering private labels is the higher percent margins that they provide to retailers (Hoch and Banerji 1993); another is the negotiating leverage they provide over manufacturers (Narasimhan and Wilcox 1998); and a third is the implicit assumption that providing a private label brand engenders loyalty to the retailer (Steenkamp and Dekimpe 1997). OVERVIEW This literature highlights the brand and branding concepts. Significant studies were gone through to gather abundant information on branding and brand. Writer reviews different secondary sources such as journals, online materials and discusses with the giant brand personalities of different local and international brand. The literature review focuses areas of defining brand, types of brand, brand positioning, brand equity and giving emphasize on retail branding. It also reflects ideas of different brand strategies. It clearly depicts the difference between product and retail brand. This literature discusses different retailers dimension that has impact on brand positioning and as well as strategies. It also suggests some strategies for the retailer to establish brands and enhance image of retailing.

Germany Under Wilhelm II and Russia Under Nicholas II

Germany Under Wilhelm II and Russia Under Nicholas II Was the Russian state under Nicholas II more or less stable than the German  Reich under Wilhelm II? Seen from their end-points — for Russia, from the November 1917 Revolution, the abdication and execution of the Tsar, the bloodshed of millions; for Germany, from defeat and the humiliation of the Versailles Treaty — it is tempting to reply to the present question that Nicholas II and Wilhelm II left their countries in near equal depths of chaos, destruction, and disorder. Russia in 1918 witnessed the overthrow of a centuries-old monarchy, class-system and way of life, and found it replaced with a Bolshevik revolution, a wholly different power structure and system of governance  ­Ã¢â‚¬â€ and thus it is hard to imagine a more tumultuous reign than that presided over by Nicholas II. At the outset of his reign in 1894 he was undoubtedly confronted with the immense problem of effecting the vast reforms promised to ordinary Russians following the emancipation of the serfs, and it is likely that this awesome task would have resulted in tremendous instability for Russia no matter who she was ruled by. Nonetheless, Nicholas II and the various dumas he worked beside, undoubtedly exasperated and intensified the wave of potentially destabilizing forces facing Russia in these years. Nicholas II’s own temper and impatience led to the dissolution of two dumas and thus to prolonged political uncertainty for the country; the intransigence of certain conservative elements as well as the perceived weakness of several of his prime ministers further compounded this uncertainty. From 1900 onwards the various central institutions of Russian life — Church, monarchy, parliament — were eroded and exposed to ever greater change and danger — culminating in the carnage and collapse of 1917. In Germany there was no such perception of a gradual erosion of institutions and gathering crisis; rather she was shaken into disarray by the final four calamitous years of the Great War. Upon taking the throne in 1888, Wilhelm II found Germany in better con dition than Nicholas’ Russia; the euphoria and pride arising from national unification in 1870 flowed around Germany right until 1914 and 1915; her institutions were thought to be strong, stable and even invulnerable. Still, within four years of 1914, she had been visited by an equal if not greater destruction and instability than Russia. Russia was destitute in 1918, but at least she was victorious and could hope for some continuation of her cultural way of life. Germany however had been defeated and so was in 1918 the thrall of the victorious powers and so could be shaped and moulded be them as they pleased. The general levels of stability of Germany under Wilhelm II and Russia under Nicholas II can be partially measured by comparing the stability of their political institutions. In both instances (Nicholas’ relationship with the Duma and Wilhelm’s with the Reichstag), the story is one of the deterioration of the authority of the monarchy and its ceding of power to political or military bodies (1). Nicholas’ relationship with the dumas was antagonistic from the beginning of his reign in 1884. The First Duma, following the emancipation of the serfs in the 1870s, was composed of a majority of Kadets, and this composition necessarily led to a hostile reaction between the Kadets and the Tsar — something clearly leading to national internal instability (2). Nicholas II found his Prime Minister Sergei Witte competent and able and this relationship promised a dilution of the dispute between the Tsar and the Duma; nonetheless, this relationship began to wane when Nich olas’ wife, Alexandra, showed distrust of Witte, thus precipitating Nicholas’ dissolution of the First Duma (3). This dissolution was outwardly characterized by a friction of personality between Witte and Alexandra; inwardly, it pointed to the immense problems the Russian Prime Minister faced in implementing the promised political and social reforms. The extreme nature and proportions of these reforms, overturning centuries of Russian aristocratic government, would shake the stability of any country; in Russia the problem was compounded by its vast population and geography. Tsar Nicholas’ task of effecting political reform in Russia was thus in many ways more difficult than Wilhelm’s: for instance, Russia was decades behind Germany in its development and this led to greater instability in its pursuit of equality. Russians might have anticipated greater stability from the Second Duma; in reality it turned out to be as problem-plagued and ineffective as the First Duma — and eventually its ineffectiveness precipitated the great crisis and abdication of 1917 (4). The Prime Minister of the Second Duma, Pyotr Stolypin, perceiving these problems, dissolved the parliament, and sought to manipulate its electoral nature to possess a more conservative composition and thus for the new Duma to be controlled by the liberal-conservative Octobrist Party of Alexander Guchov (4). Despite his conservative leaning, Stolypin, like Witte before him, initially looked like he might effect some of the long-promised reforms; he planned, for instance, to provide loans to the lower classes to let them purchase land, and thus forge an agricultural class faithful to the Tsar (4). Had such plans succeeded then they would undoubtedly brought greater stability to the Russian state; in the event the opposite came about : Stolypin’s proposed reforms were opposed by ultra-conservatives close to the Tsar, and events reached a low when Stolypin was assassinated by Dmitry Bogov in Kiev in September 1911. All in all, the huge difficulties of effecting Russia’s urgently needed reforms proved too great for successive Russian prime ministers; these failures in turn led to a deterioration of the relationship between the Tsar and the Duma, and thus to profound political and social instability for the Russian state. The relationship between Wilhelm II and the Reichstag was similarly blighted, though this conflict and division was, in itself, less destabilizing than in Tsarist Russia (5). In Germany the Emperor’s dispute with the Reichstag and the instability it precipitated was the result of clash of personality: between his own and that of his Chancellor, the formidable Otto von Bismarck. At Wilhelm’s succession of the throne in June 1888 Germany was in a nervous euphoria about the unification that she had engendered in the previous decade; a great deal remained to be done, but Germany’s reforms had always been those concerning the of unification of its various states, and not the reformation of social classes as in Russia (6). Wilhelm II had no intention of being a passive or nominal monarch: he wanted to ‘rule as well as reign’ as one historian has put it (6). This intention antagonised Chancellor Bismarck, who cared for no interference from the monarch. This dispute finally led to Wilhelm II dismissing Bismarck in 1890, and thus, due to the monarch’s impatience and petulance, an abandonment of Bismarck’s prudent and wise policies for the government of Germany. Wilhelm installed Leo Graf von Caprivi, Prince Chlodwig zu Hohenlohe-Shillingsfurst, Prince Bernhard von Bulow, and Theobald von Bethmann-Hollweg as a series of successors to Bismarck; each of them being polar opposites to the former chancellor — they were rather obsequious puppets to the Kaiser’s will. Wilhelm’s decision to remove Bismarck had thus weakened Germany significantly and increased its vulnerability and instability; not only had the hero of unification been cruelly deposed, but his prodigious powers of statesmanship and the order those skills brought to Germany, had been replaced by those of the Kaiser: a man whose character was irascible and volatile and thus of the worst possible kind to handle the inflammable events that would pin nacle in 1914. The relative stability of Wilhelm’s Germany and Nicholas’ Russia may also be discussed in the context of their contribution to and handling of the Great War of 1914-1918. Anticipating somewhat the conclusion to this essay, the following may be said of the two monarchs respective attitudes to war and the instability these wrought: Nicholas II’s reign is characterized by reluctance to enter the conflict, Wilhelm’s by the precipitation of it. A historian might expect thus that Nicholas II, being more prudent and indisposed to war, might have thus secured greater internal stability for Russia than the bellicose Germany of Wilhelm, which one would have expected to suffer the vicissitudes and fluxes of war. Nonetheless, paradoxically, despite quite different attitudes to the conflict both Germany and Russia were to endure similar levels of turmoil and upheaval in its wake: Russia subjected to Revolution and anarchy and Germany the humiliation and disintegration of the Versailles Treaty. Wilhelm’s contribution to the instability of 1914-1918 can best be described in terms of his personal character: he did not avidly crave war — even once describing it as a ‘most unimaginable thing’ (7) — but rather aided it by his injudicious foreign policy decisions, blunders, and errors. Wilhelm II lent his authority and power to the German generals and to others who ardently sought the conflict. His minor precipitative blunders included his support for Germany’s massive increase in naval power, his telegram (8) that congratulated President Kruger for the success of the Jameson Raid against the British, and his July 1900 address encouraging German forces to support to Boxer Rebellion. Most disastrous and inflammatory of all was the Kaiser’s involvement in the Daily Telegraph Affair of 1908 (9). In this interview the Kaiser’s mistimed and inappropriate comments angered not only Britain, but also Japan, Russia, France and other c ounties also. In the years immediately preceding 1914 Bismarck conscientiously abandoned Bismarck’s former successful foreign policy of ostracizing France from the other major international powers and instead invoked sympathy for France by appearing to challenge her rule in Morocco. All in all, Bismarck’s personal leadership of Germany during the years 1900-1914, whether deliberately or unintentionally, did much to antagonise Germany’s international neighbours and so to eventually precipitate the profound instability that arose from World War I and its aftermath. Wilhelm’s naivety and impatience, coupled with the bellicosity of his generals, eroded many the positive reforms and strong institutions established by Bismarck during and after unification; this erosion left Germany improperly balanced and leaning precariously in the direction of crippling international warfare. But the instability that arose for Russia during and after the Great War was due not to Russia’s seeking such a conflict but from her fragmented and dithering response to it. Nicholas II was a main source of this indecision and his inadequate leadership, compounded by the largely failed implementation of reforms in previous years, led to the collapse of the monarchy and abdication of the Tsar, and thus a deeply distressing and turbulent period for Russia. In the wake of the assassination of Archduke Franz Ferdinand, by Gavrilo Princip of the Serbian Black Hand organization, Russia and the Tsar were forced into a very awkward position. Russia had for several years advocated support for the Pan-Slav movement and had signed treaties with Serbia guaranteeing her protection; on the other hand, as the Will Nicky correspondence (10) shows, Nicholas II sought to avoid war at all costs — fearing the devastation it would bring to himself and to the nation. In the event, Russia w as truly devastated by the war: her armies were destroyed en mass, the monarchy fell and millions of Russians died from fighting, disease, hunger and drought. The 1917 November Revolution led to civil war, further bloodshed, misery and suffering and to the installation of a wholly new political regime. A greater state of instability can hardly be imagined! In the final analysis, the question as to which of Tsar Nicholas II’s Russia and Willhelm II’s Germany knew greater stability depends upon whether a historian looks at these periods from their respective beginnings or their ends. The Germany that Wilhelm inherited in 1894 was certainly more stable than that received by Nicholas in 1884. But a powerful argument can be made to say that despite the turmoil of the Bolshevik Revolution, Russia was nonetheless possessed of greater stability than Germany. This argument is given strength if one looks at events after 1918: Communism gave Russia seventy years of stable government and administration — irregardless of whether one endorses such a governance or not; Germany, on the other hand, was to endure the vicissitudes of Weimar, ten years of the Nazi regime and finally the ultimate instability of World War II.   BIBLIOGRAPHY Academic Books, Journals Articles (1) Roberts, John. The Penguin History of the World. (3rd Ed.) Penguin, London,  2003, pp. 707-717. (2) Perry, John P Pleshakov, Constantine. The Flight of the Romanovs. Oxford  University Press, Oxford, 1999, pp. 209. (3) Alexandrov, Victor. The End of the Romanovs. London, 1966. (4) Pares, Bernard. The Fall of the Russian Monarchy. London, 1939, pp. 44-48.. (5) Van der Kiste, John. Kaiser Wilhelm II: Germany’s Last Emperor. Sutton  Publishing, Stroud, 1999, pp101-103. (6) Rohl, John C. G. The Kaiser’s Personal Monarchy, 1888-1900. Cambridge University Press, 2004, pp. 133. (7) Macdonogh, Giles. The Last Kaiser: The Life of Wilhelm II. St. Martin’s Press,  New York, 2001, pp. 301. (8) Massie, Robert K. Dreadnought: Britain, Germany and the Coming of the Great   War. New York, Random House, 1991, pp. 108. (9) The interview of the Emperor Wilhelm II on October 28, 1908. London Daily  Telegraph, October 28, 1908. (10) The Kaisers letters to the Tsar, copied from the government archives in Petrograd, and brought from Russia by Isaac Don Levine, ed., with an introduction by N.F. Grant. London, Hodder and Soughton Ltd, 1920

The Constraints of Poverty Essay -- Essays on Poverty

The constraints of poverty can cause a cycle of poor mental and physical heath (Dittmann, 2003). Poverty causes many problems for the people facing it up front everyday. Not only do they go without many necessities, they also face a tremendous amount of stress all the time. The amount of stress combined with the lack of necessities produces extreme health problems. Poor people have to deal with an unhealthy living environment that creates serious mental and physical health problems. Economic status definitely effects health in many ways. Most people in poverty don't exactly live in the best areas. Actually, many of them reside in some of the worst places imaginable. Imagine being so afraid to walk out of your front door because you could get robbed of your last ten dollars or shot by a gang of drug dealers. This is a nightmare that many poor people have to call life. Violence is only a small part of the stress that people in poverty deal with. They also have to live in crowded public apartments, also known as ghettos. These people live day to day facing the cold reality that they will probably never move up in the social ladder or even out of the dreadful ghetto. Another problem is the location of the public housing. Since the public apartments are government funded they are located on the cheapest real estate available. The cheapest real estate is usually near a major interstate or an industrial area with many factories. The pollution produced by th e roadways and factories saturates the communities in poverty, in return creating many breathing problems for the residents. Numerous physical health problems are produced from low socioeconomic status. The negative consequences of poor nutrition and poor heal... ... Works Cited Dittmann, M. (2003). The social class factor. Monitor on Psychology, 34, Article 9. Retrieved November 13, 2004, from http://www.apa.org/monitor/oct03/socialclass.html. HÃ ©bert, R. (2003). In sickness or in wealth. Observer, 16, Article 11. Retrieved November 13, 2004, from http://www.psychologicalscience.org/observer/getArticle.cfm?id=1420. McLeod, J. & Shanahan, M. (1996). Trajectories of poverty and children's mental health. Journal of Health and Social Behavior, 37, 207-220. Myers, J. & Gill, C. (2004). Poor, rural and female: understudied, under-counseled, more at-risk. Journal of Mental Health Counseling, 26, 225-242.

United States Budget Deficit Essay -- Research Economics American Hist

United States Budget Deficit "Spending financed not by current tax receipts, but by borrowing or drawing upon past tax reserves." , Is it a good idea? Why does the U.S. run a deficit? Since 1980 the deficit has grown enormously. Some say its a bad thing, and predict impending doom, others say it is a safe and stable necessity to maintain a healthy economy. When the U.S. government came into existence and for about a 150 years thereafter the government managed to keep a balanced budget. The only times a budget deficit existed during these first 150 years were in times of war or other catastrophic events. The Government, for instance, generated deficits during the War of 1812, the recession of 1837, the Civil War, the depression of the 1890s, and World War I. However, as soon as the war ended the deficit would be eliminated and the economy which was much larger than the amounted debt would quickly absorb it. The last time the budget ran a surplus was in 1969 during Nixon’s presidency. Budget deficits have grown larger and more frequent in the last half-century. In the 1980s they soared to record levels. The Government cut income tax rates, greatly increased defense spending, and didn’t cut domestic spending enough to make up the difference. Also, the deep recession of the early 1980s reduced revenues, raising the deficit and forcing the Government to spend much more on paying interest for the national debt at a time when interest rates were high. As a result, the national debt grew in size after 1980. It grew from $709 billion to $3.6 trillion in 1990, only one decade later. .. ...abilities, and deficit money is being wasted. For example two of the largest portions of the budget: defense and social security. Defense spending produces little or nothing except in times of war. Judging by the current status of the United States as the only existing â€Å"Nuclear Super Power† war is not a tangible event in the near or distant future. The way social security is managed creates a huge waste. As managed, social security is money spent to immobilize a large and fairly capable part of the work force. It encourages elderly people not to work by spending deficit money on them. Reducing productivity and increasing the debt at the same time. In its current state the U.S. should attempt to reduce its deficit but eliminating it is not necessary and could do more damage than good.

The Effect one’s Gender and Personality has on their Ability to Identif

Introduction Facial expressions are one of the most recognizable things about a person's face, one can often tell whether another is happy or sad simply by observing, but do we notice better whether the face is male or female? Furthermore, do other factors such as one’s own gender or personality effect how they process another’s face? The human face consists of many interesting features, one of which is the emotion being expressed. For human beings, the importance of interpreting emotions is unchallenged. The ability to understand the feelings expressed by others is thought to be a natural part of growing up. From the early age of 6 months, infants have been reported to show facial expression recognition and discrimination (Ahrens, 1954; Charlesworth & Kreutzer, 1973). Ekman, a psychologist interested in the relationship of emotions and facial expression, carried out cross-cultural research and found that the expressions associated with some emotions, such as happiness and sadness, were basic or biologically universal to all humans (Ekman et al, 1969). Further evidence indicates neural mechanisms are involved where the comprehension of emotions are largely facilitated by the right hemisphere (Bryden et al, 1979). Another interesting aspect and one of the initial things identified in a face is the gender. Face gender identification is a cognitive process that occurs rapidly and efficiently. Previous research has found that when adults were presented with facial images that had been cropped to remove all cultural cues to gender (i.e. hairstyles and makeup); in almost 100% of the cases participants accurately identified the gender of the face (Bruce et al, 1998). Further evidence has found that 80% of the time, children as ... ...o the prolonged inspection of one alternative that causes the perception of the other to occur. Consequently as the figure is viewed, fatigue (satiation) develops in response to both alternatives, resulting in increased rates of reversal (O’Leary, 1993). Introverts must then experience higher rates of Koehler type of satiation as they see the cube reverse more. The purpose of the current study is to explore further gender differences and personality type differences in the ability to identify the gender and emotion of a face. Based on the findings by Hoffman (2010) and Cellerino (2004) it is expected that females will respond faster in identifying facial emotion and gender. Additionally, using the Necker cube as a measure to determine personality type, differences between extroverts and introverts in facial emotion and gender identification will be investigated.

The Code of Hammurabi

After the fall of the third dynasty of Ur, King Hammurabi came to power in ancient Babylon from 1792 to 1750 BC. As an influential ruler, he accomplished many things, including the reunification of Mesopotamia. His interest in state affairs and his opinion of himself as a â€Å"shepard to his people† most likely led to his greatest contribution to Mesopotamian life, the Code of Hammurabi. The 282 laws mainly focus on responsibilities of public officials, standards for agriculture and commerce, expectations for women, and regulations of sexual relations.Hammurabi believed that the laws were sent by the gods, which explains their strict expectations. In addition, the laws generally follow the philosophy of â€Å"an eye for an eye, and a tooth for a tooth†, revealing the importance of a strict justice system in Mesopotamian society and establishing the authority of the gods and the state. Overall, the punishments were very harsh, with most offenses resulting in death or di sfigurement.Although today's legal standards greatly differ from those of 18th century BC, the Code of Hammurabi can be seen as the foundation for modern day Western legal codes. One reason why modern society's legal system differs from Hammurabi's is because the concept of order in society and, even, in the family has changed greatly. While there are still economic classes today, they are not judged differently in the court of law. In ancient Babylon the social classes of the offender and victim were factors in determining the severity of the penalty.Family life has also changed from a power based (patriarchal) system to a more nurturing and supportive (unified) atmosphere. For example, during Hammurabi's reign, if a son were to hit his father, he would be punished by having his hand cut off. In today's society this would be considered â€Å"cruel and unusual†. Except in extreme situations, the law would not even have reason to get involved. Such is the case for many of the 18th century BC's codes. Mahatma Ghandi made this distinction clear when he said, â€Å"An eye for an eye makes the whole world blind. Modern legal codes aim more at consequences that will help change the behavior, as opposed to punishments that â€Å"get back at† the offender. Despite the differences, Hammurabi's approach to justice was very influential to the development of modern Western legal systems. They were not the first set of laws of this time, but they were the most structured and thorough. In other cultures the law was simply whatever the king said it was, which inevitably would change depending on certain factors.However, with Hammurabi's laws set in stone and displayed for everyone to see, it was clear what was expected of the people. This concept of a fixed law is the primary similarity between Hammurabi's legal codes and those of today. In addition, the code of Hammurabi established that there be a â€Å"process† in law. Because there were now penaltie s for wrongfully accusing another, it made people think twice before bringing up false charges against somebody. In modern society, specifically the U. S. , this concept is found in the fifth amendment under the clause â€Å"without due process†.The Code of Hammurabi may seem harsh when applying it to modern society, but since values, practices, and standards were different at that time, it really wasn't too far fetched. The inhabitants of Mesopotamia valued the individual rights of the people and the means by which to protect those rights. Even though the process may be different today, the general goal of establishing justice within the society is the same. Hammurabi not only marked his place in Babylonian history, but also throughout the world, by constituting a model of moral codes that civilizations would duplicate for centuries.