Economic significance Essay

Another key turning point that changed the be given of footb every(prenominal) game forever, occurred on the eleventh may 1985, when Bradford city should have stop the harden on a high. For once after a coherent line of defeats and triumphs they had made it to the third division. However, the day ended on iodin of the worst footb entirely gameing disasters in the world. Just before half- cartridge holder, someone noticed booby coming up through the wooden floor of the main radix, which had served the urban center fans for 77 years. The alarm was raised, but nobody had realised that a bundle of rubbish had ignited below the seating and within 5 minutes, the all in all stand was ablaze. Tremendous feats of heroism from fans and staff a equal were witnessed by the telly cameras that were at Valley Parade, as attempts were made to rescue raft from the stand with the roof alight and raining burning material from above. In total, 56 plurality lost their lives that sad day and 200 suffered burns.Following a handle into the lift, safety was tightened up at grounds across the verdant to ensure that a disaster like this would never happen again. The report by Lord Justice Popplewell stated that old wooden stands like the one at Valley Parade were clearly a fire hazard and recommendations for the safety of football grounds were made.All clubs with wooden stands were laboured to provide exits in case of fire. In the early weeks of the following season exits had been made from the seats to the old style paddocks. Similar measures were taken at Readings old Elm Park ground. Nowadays stands ar made of non-combustible materials like concrete and steel.In more recent times, the tribute that follows large exceed events such(prenominal) as the world cup has seen some new security features, to irradiate football hooliganism and terrorist threats. Since the atrocities of September 11th 2001, security has never been higher. Now fans have to go through metall ic element detectors and not carry any glass bottles etc. This is to ensure that no weapons argon introduced into the stadium and in that respectfore it remains a safe and bushel environment for all concerned.Economic significanceFootball without a dubiousness is one of the worlds well-nigh important sports ever lamed. Participated by trillions upon cardinals of people every year and watched by even more- football is the most widely know and participated sport. Through which a considerable economic activity is generated. The contribution to the economy through football can be measured in the following ways Number of employed within the industry, participation during leisure time and money generated via football.EmploymentThe tally of people employed in football cannot be totally measured due to its constantly changing scale of volunteers that offer their services for free as they enjoy the game so much.However, data taken from the FIFA big count survey has enabled people t o stag rough estimation on about the number of people gnarled within the sport. In total it has been estimated that an outstanding 30 million people officiates and referees ar employed to make the game as accessible and gratifying as it is today. In total with the added 16 million professional players of two sexes that are employed within the industry of Football it is estimated that an outstanding approximately 45 million people worldwide generate economic income via football.Furthermore, as part of another piece of research conducted by the sports council, it estimates that around 220 million a year would be generated if volunteers revived an average wage of 8.31 an hour for the kind of work that they conduct making it the second most blue-chip sport behind the leaders bowls.In addition to the like a shot employment of football organisers etc, subsequent employment is generated from large scale events such as Euro 2000 which alone created approximately 4000 full time jobs p er year, through the conglomerate occupations that are needed to host such large scale events. For example, hotel workers that are needed to accommodate the large number of fans.ParticipationPeople from all backgrounds rich/poor, black/white actively participate in football through various forms. Some participate in the game via a quick game in the park, where as some participate in a local team or organisation. Either way they all help to contribute to the economy.The majority of football is played on a workaday basis according to the recent surveys conducted into the level of which football is played. In basic terms this means that football is the sixth most participated game in the world with the nearest rival cricket. In terms of numbers, there are currently 220 million men and 20 million women which actively participate in the game of football. In terms of how much that represents the macrocosm percentage, it represents that around 4%. Or in other words one adult in twenty f ive plays football on a casual basis with no qualification nor membership to a team.In addition to the number of people which participate on a casual basis there is also an additional 12.5 million people that play for the 1.5 million teams of the 300,000 clubs worldwide. This not including the additional 15.5 million male juniors and 2 million women juniors which also play as part of a team set-up to the specious total. Thus it can be concluded that an approximately 3o million people play football in an organised manner. Either in a team or club. While it can only be looked at in terms of macrocosm percentage as half percent, on another hand it can be looked as the entire population of Canada.The final participation category is youth football, which without a doubt is where most of footballs participants lye. In the world there are approximately 120 million children/youth players which play in a casual and organised environment. Of which 15 million boys and 2.2 million girls play the beautiful game. This is an ever increasing number that sets to make up larger as the population gets ever bigger. The effects of which are set to generate a greater income to the economies of the world as they get older and have greater amounts of disposable incomes that they can spend on football.

Ambitions Conflicting with Society

A characters goals and ambitions often come into conflict with those around him/her. In the story Fahrenheit 451, Montags goals definitely come into conflict with those around him. Montag is a fireman (which in the future means a book-burner), who burns books because the establishment tells the citizens they are not allowed to read books. In the story, many events happen that changed Montags sagaciousness on the book-banning and he had a change of heart. The government did not wonder of his views, which caused many terrible problems for Montag.The government wants the firemen to burn all books, and Montag thinks nothing of this until he meets a girl names Clarisse. This girls free-thinking ideas and liberating spirit force Montag to necessitate himself questions close to his own life and ideas, and his own happiness. Montags ideas come into conflict with Clarisses ideas, because Montag went by the governments rules until he heard about Clarisses ideas. Montag was so moved by how she would not ask how things were done, but why these things were done.This shows also, that Montags ideas come into conflict with Clarisses because Montag had always just believed in doing everything the comparable every day, and not asking questions, just doing what he was supposed to do like the rest of the society. Montag, while at work with the other firemen motivate to ransack a book-filled home of a woman, who refused to let her books be burned-over and procceded to light a match when the firemen werent looking and light the combustible kerosene the firemen had sprayed in the house, and burns herself alive.Montag does not understand why a woman would die for her books. This is an example of how Montags beliefs come into conflict with someone elses belifs because he does not agree with the decision that the woman has make for herself. Beatty, Montags boss, knows all about Montag and his book obsession. Beatty leads Montag and the crew on an emergency dispatch, and to Mont ags surprise, they lead him to his own home, gild Montag to burn the house immediately.This shows that Montags beliefs come into conflict with beattys belifs, and Montag gets in trouble because of this. later the house is burned, Beatty proceeds to smack Montag in the head. This causes Montags earpiece to fall out. Beatty threatens to footprint down Faber. Montag then turns the flamethrower to Beatty, killing him. Again, Montags belifs get him in trouble with his boss, and this time, with the law. Montag never gets a break in this novel.His beliefs get come into conflict with society, no matter what they are. The government says that books are banned, but Montag finds books very educational, so he chooses to read them anyways. Clarisse, Beatty, and Faber are the main characters who influence Montags choices in this book. If it were not for them, Montag would founder just continued on with his life and none of the choices he made would have come into conflict with society in any way.

The Matrix

Buddhism In-Class Essay Assign manpowert Choose unrivaled (1) of the pursual seven (7) options and compose a 5 paragraph in-class essay of somewhat 3-4 pages in length. Please double lacuna and use both sides of the page. survival of the fittest 1 Morpheus and the crew of the Nebuchadnezzar be oft viewed as suits of Arhats and Bodhisattvas. Do you cypher this is an accurate portrayal? Explain your coif using ternary criteria. pickaxe 2 Individual choices ar highlighted passim the flick and argon an example of the Buddhisticic goal to eliminate ignorance.Choose ternion characters in the celluloid and question the choices that they were faced with and how these choices illustrate key Buddhist concepts. plectrum 3 label atomic number 18 highlighted throughout the flash and ar used to further let off apparitional concepts as well as deepen the plot. Choose three names from the movie and exempt the religious concepts that they atomic number 18 illustrating. O ption 4 While The intercellular substance borrows heavily from Buddhist philosophy certain ele custodyts of the film seem out of place in that they directly contradict Buddhist estimations. Write an essay that highlights three of these elements and explain how they contradict the beliefs of Buddhism.Option 5 throughout the movie, neo/Mr. Thomas Anderson is often fling in a de survivery boy role. Explain how neo/Mr. Thomas Anderson is alike(p) to and/or different from various(a) saviour figures in the religions we commence study (i. e. Siddhartha Guatama, The Buddha, Jesus, Vishnu/Krishna etc. ). Option 6 Which branch of Buddhism (Mahayana, Theravada or Vajrayana) seems to work inspi tearing this film? Explain your react using three different arguments. Option 7 Create your have question. Write out the question in clear language and have it approved by your teacher beforehand you begin answering.The MatrixRecently, we have discussed how we do. Hilary Putnam, Ameri bath ph ilosopher, developed a thought experimentation which has become so popular that it is the basis of blockbuster film The Matrix. In short, the thought experiment calls one to imagine that your understanding and the nerves connecting it to your senses has been severed or dis machine-accessible. The brain would actually no longer be in your body it would be placed a vat filled with nutritional fluid to restrict your brain a prevail and functioning. The sensory inputs in your brains are this instant connected to the outputs of a giant super information processing system.A man sits at this electronic computer and inputs entropy, and this data is processed in your brain as if it came from your senses. Consequently, your brain would only have it off the information which was entered and would non know it was authentically sitting in a laboratory somewhere. M whatsoever philosophers have dealt with the issue of perceiving and knowing verity including Plato and Descartes. A dialo gue bequeath now commence in order to compare and contrast The Matrix with the literary works of these two well-kn declare philosophers.Additionally, perception versus domain, and is ignorance really bliss lead be mentioned as these issues came up in the movie and both writings. There are numerous similarities and differences between The Matrix and the writings of Plato and Descartes. First a brief description of each piece will be discussed and then the similarities and differences. In The Matrix the main character modern, is a computer hacker who meets a group of rebels lead by Morpheus. The armorial bearing of this group is to conk the world to realize the gentle race is finesse unconscious in giant machines that are keeping their bodies alive.Just handle the Putnam thought experiment, their brains are all connected to a super computer on which a simulation of the world is running. Humans are unconsciously sp proper(a)liness out virtual lives in this computer simulat ion and are not aware of anything but the simulation. After joining Morpheus group of dissenters Neo realizes not everyone can handle the truth and a member of the group, Cypher betrays his comrades so he can once again live in the computer simulation. In the Plato core out allegory piece, there is a dialogue pickings place between Socrates and Platos brother Glaucon.Here, Socrates describes a scenario in which men are held captive as prisoners in a cave from childhood. The men have their legs and head fettered so that they can only tonus straight ahead at the cave groin. For their whole lives they have seen shadows on the wall, objects passing by and all they could do is guess what the objects were. Then, Socrates asks Glaucon to imagine that one of these men was released. Ultimately, they deduce that the freed man would pity the other prisoners because he was adequate to experience things as they actually were and did not have to imagine what everything was.The naive realism was far more precious than his imagination. The third writing comes from surmise I from Meditations on First Philosophy by Rene Descartes who offers some reasons to dubiousness his senses. In this piece, Descartes has resolved to forget everything he thinks he knows. He reasons that if he can doubt the basic principles upon which his opinions are founded then he can doubt all his previous opinions collectively. Most of the opinions he has guessd to be most lawful came from his senses which are only sometimes reliable.Ultimately he realizes from habit or utilisation or just laziness that it is almost impossible to commute his focussing of thinking so he just pretends these opinions are false so as to combat his long-held beliefs. There are many similarities between The Matrix and the cave allegory piece by Plato. Most prevalent is the idea of perception versus reality which is illustrated in both works. In The Matrix the perception is that humans are living real lives. Every d ay they get up, go to work, and come home. They are just normal people living.The reality however is that humans are unconscious, in machines that keep their bodies alive bit their brains are all connected to the matrix which is simulating real life. The perception is only false. Similarly, in the cave allegory the prisoners perception of objects passing the cave wall in the form of shadows is false. In reality, they are only guessing the align nature of the shadows and never really know what the objects are until one prisoner is freed and allowed to experience things as they really are.Although the perception is all the prisoners have when they are fettered, the truth is as the freed prisonerexperienced much meliorate than any imagined object. When free, the prisoner could look at the sun and feel its warmth on his skin something the other prisoners could not imagine. Reality was so much better than the perception that at the end the free man pitied the other prisoners because of this fact. Neo taking the red pill and the prisoner being freed from the cave are moments that have the same impact. For the first time these individuals have the chance to unfeignedly experience all that was hidden. The differences between these two pieces were not as articulate but still apparent.In The Matrix, Neo was given the option of taking the red pill or the blue pill. He had a choice to project the truth about the world he was living in or to go pricker to his life in ignorance. Neo dogged to live in reality and thus his life was incessantly changed. In the cave allegory the prisoner did not have a choice. He was enwrapped since childhood and thus forced to live in ignorance. It was only when his captors decided to free him was he able to experience what life really is beyond the perception of the cave. The Matrix and Meditation I by Descartes had a a couple of(prenominal) similarities.The most striking similarity between the two is that both Neo and Descartes d id not want to conform their fashion of thinking with that of the whole. A change happened and they questioned all they knew to be true. In each instance, a choice was do and this lead to an enlightenment of sorts. Neo had a feeling that something was not right about his life and chose to live outside of the norm. In the same mode, Descartes knew his opinions and beliefs leave room for doubt so he questioned the foundation on which he knew what he thought was true.Both men questioned long-held beliefs as a way to chequer if what they knew to be true actually was. The major difference between the movie and Descartes piece is the permanency of the change that occurred in Neo and Descartes. Neo was changed forever when he decided to live in the true real world. In the movie once Neo discovered who he really was vigour would be the same for anyone, including those living in the matrix. At the end of Meditation I, Descartes was unsure if he would be able to maintain his new way of thinking and wouldtry to pretend that all his opinions are false.Ultimately, there is a chance he will go back to his old way of thinking but this does not happen in Neos situation. There is no chance Neo will go back since his change was more than a change in his thought processes standardized the change described by Descartes. As a result of these works, questions by nature arise about perception and reality. For example, how do we know the world we are experiencing is real? Can we ever really be sure that we are not living in a matrix right now?Unless someone comes along and shows us different we are geared to believe the things we perceive with our senses are real and the world we live in is real. In the end, we may discover that life is itself a dream and when we die we will wake up to this realization. There is no true way to know if we are living in some sort of matrix unless we are made aware of something else as Neo was. Another question, which is better, the harshness of reality or the ignorance is bliss comes about because of Cyphers betrayal in The Matrix. Ignorance is defined as a lack of knowledge, understanding, or education, Merriam-Webster.Merriam-Webster, n. d. Web. Bliss room to be completely happy and thus the saying ignorance is bliss convey if one lacks knowledge they are completely happy. It is much better to lam the cave and live in a world just as it is the good with the perceived bad. If a person is ignorant they do not have the means to make an informed decision and thus are at a disadvantage. It is my position that the harshness of reality is best for the human race as a whole because it gives us all the luck to make life what we want it to be and not what some computer imagines for us.Having the option there is no choice to make. I want to live my most authentic life why live if I cannot co-create my own masterpiece. There are people who would same(p) to live in ignorance like Cypher, but then you are choosing to end up just like him dead. In conclusion, these works all generate thought into reality and perception. The supreme truth for anyone is that knowing comes from a desire to know. As long as you live you have a choice to make as Neo did to live in ignorance or knowing anything is possible.The MatrixBuddhism In-Class Essay assignment Choose one (1) of the following seven (7) options and compose a 5 paragraph in-class essay of approximately 3-4 pages in length. Please double space and use both sides of the page. Option 1 Morpheus and the crew of the Nebuchadnezzar are often viewed as examples of Arhats and Bodhisattvas. Do you think this is an accurate portrayal? Explain your answer using three criteria. Option 2 Individual choices are highlighted throughout the movie and are an example of the Buddhist goal to eliminate ignorance.Choose three characters in the movie and discuss the choices that they were faced with and how these choices illustrate key Buddhist concepts. Option 3 Names are highlig hted throughout the film and are used to further explain religious concepts as well as deepen the plot. Choose three names from the movie and explain the religious concepts that they are illustrating. Option 4 While The Matrix borrows heavily from Buddhist philosophy certain elements of the film seem out of place in that they directly contradict Buddhist ideas. Write an essay that highlights three of these elements and explain how they contradict the beliefs of Buddhism.Option 5 Throughout the movie, Neo/Mr. Thomas Anderson is often cast in a saviour role. Explain how Neo/Mr. Thomas Anderson is similar to and/or different from various saviour figures in the religions we have studied (i. e. Siddhartha Guatama, The Buddha, Jesus, Vishnu/Krishna etc. ). Option 6 Which branch of Buddhism (Mahayana, Theravada or Vajrayana) seems to have stimulate this film? Explain your answer using three different arguments. Option 7 Create your own question. Write out the question in clear language an d have it approved by your teacher before you begin answering.

Seventeen and Maybelline

Talisha Jackson professional personfessor Benjamin Foster Writing 121 10/29/2012 xvii and Maybelline Seventeen is a cheap, popular magazine whose pages be upright of various fashion or nonfunctional tips, expressions, and advertisements. Seventeen too focuses on the unknown details of popular stars, movies, celebrities and television shows. Maybelline Cosmetics is a well-known, high-priced discoloration of puffup which is owned by LOreal. I ordain be analyzing both the Seventeen magazine and a Maybelline advertisement, to decide if the particular ad could be staind in the magazine.On the cover of the 2012 August fluctuation of Seventeen is the Filipino actress Shay Mitchell. She is shown smiling piece leaning against a white w t appear ensemble her arms argon firmly crossed in front of her, showing off her blue bracelets and ring. Her brown hair is be blown back by an unknown force, revealing her blue and purple earrings which match her bracelets, purple lopsided shir t and purple flower imitate denim jeans. Right next to Shay in bold blue green letters is the television series shes in Pretty pocket-size Liars, and under(a) that in sm everyer plain text, is Spoiler Alert The doddery plot twist she didnt even see coming. Shays head is slightly covering the magazines title Seventeen, and surrounding her be the main topics of this edition. Such as Redo-Your-RoomFor Free, Back-To-School preview, 805 Fashion & Beauty Ideas, Free finalise polish, Best Jeans for your soundbox & Bud startle, and The Guys Secret Thoughts (what hes non telling you). Theyve also posted the URL for their website in small orange print at the bottom right corner. August is the month where n azoic students in high school or college are getting get to for going back to school, or are already back in school.Three of the main articles in this edition are about cheap ship canal to redo your entire appearance. The Back to School Preview article is full of pictures of wom en who are promoting make-up or hair harvestings, and telling the readers ways to acquire these unique styles and what to buy. Such as the Hot Chocolate style conjure up your everyday earth tones with rich chocolaty color on eyes and lips. You get an A+ when the finish is matte. The article tells the reader to buy MAC Pro Longwear ($20) and NARS Pure Matte Lipstick ($25) n order to achieve this get a line. judgment by the time this edition came out, some of the main topics, and the fact that this share of the article tells the reader that shell get An A+ when the finish is matte is base hit to say that this magazine targets women in high school through college who deprivation to get the best deals on clothing/ decorative products and are evoke in changing their consider. Unlike most magazines, Seventeen does non become a table of contents. It does, however, number its pages which totals up to 175 pages.Within these pages are advertisements for cosmetic products such as Covergirl, Maybelline, Pantene, and NYC. Covergirl dominants these with 5 full page ads, two of which are located in the first couple pages of the magazine. Pantene and Maybelline arent too cold behind with 2 full page ads each, and NYC is in last place with 1 full page ad. The first thing you see when you airfoil the magazine is the CoverGirl ad for their Clean brand of cosmetics. This ad features Taylor Swift, whose skin looks colour and contrasts with her bright blue eyes and salmon faded pink lips.In quotations under Taylor is why do I love clean? Because its huffy to my skin and under that a small description of the product. The other cosmetic ads are similar just promoting other products like eye shadow, mascara, primer, nail polish, etc. The cosmetic advertisements within the magazine itself reveal that the readers are fire in make-up, plainly only products which enhance their features and hide their blemishes. Seventeen attempts to bear all diametrical kinds of you ng women into their magazine.In the first 51 pages alone they go through 49 moldings who are a minority, and 58 who are Caucasian. These models claim or so equal time as both the main model in the advertisement and as the supporting models. This edition of Seventeen doesnt allow in one article or advertisement promoting weight loss or either form of dieting. Instead they have a small article written by an editor who promises that the Seventeen magazine give non edit a models face or consistency, always features models who are real and healthy looking, and to celebrate all different types of bodies and people.Although skinny models dominant the magazine itself, models of all different shapes and sizes have their place somewhere in its pages. Seventeen includes everyone in its pages, and caters to both type of young women who is into fashion. The women are not the only thing that ranges. be a cheap magazine, Seventeens advertisements promote not only expensive brands such as Express and American Eagle but cheaper brands such as Target and Jcpenny.One of their main articles is about shopping for jeans on a budget, which delivers the readers some options for picking out jeans to match their funds. This article is septette pages long, shows seven different brands of jeans and how a great deal they cost. In the Aeropostale ad they show collar women running arm and arm. The first female on the remaining of the ad is wearing floral jeans, the girl in the middle is wearing erosive green skinny jeans and the last girl is wearing coral colored skinny jeans.All of those jeans cost around $25, while the adjacent ads jeans average around $55. Throughout the magazine, Seventeen has also added in several(prenominal) coupons, like buying a pair of Aeropostale jeans for $20, and another one for 20% off your entire purchase at Bed, Bath, and Beyond. Theyve also placed a coupon for free mini nail polish, and tips on how to redecorate their dwell for free. These sh ow that the readers of the magazine include people from all different income levels and codt cater to one particular income level.Advertisement is a multi-billion dollar diligence which is always looking for new ways to grass the consumers a product they usually dont need. It plays with the consumers wants, needs, fantasies, and insecurities to market their item, while promise that itll be faster, better, and much efficient than the rest. When pertaining women fashion, dieting and cosmetic products dominant much of the advertising world. The advertisements promise that if the readers wear this particular item, or use these products theyll be attractive. The Maybelline new(a) York advertisements are no different.This particular ad for Maybelline presents their new wag of anti-aging products, named Instant Age Rewind. The advertisement plays with the whole minimal effect by not including a model, not having a background and not adding any articulates other than the ones on the make-ups packaging. This in terms draws the readers eyes to only their products, and allows the reader to come up with their own descriptions. They in all likelihood went this way since their original Age Rewind advertisement was banned in the UK, for their model looking perfect through the use of Photoshop.On every bottle or tube of the five Age Rewind products, clearly displaces the words Instant and the word New. The word Instant promises that the effect provide happen instantaneously. That as soon as the customer puts the product on their face, theyll instantly look younger. The word new either means that this is an entirely new product, or a slight modification of a previous product. Other than New, there is no other weasel word, which means that the product promises to instantly make the customer appear younger, and not Virtually instant.Both of these words will helper market their product by promising the readers a brand new product which will instantly make them look you nger. In the ad the five Age Rewind products are lined up left to right, starting with the Finishing Powder, then the Skin Transforming Primer, The Eraser, effulgent Firming Makeup, and ending with the Conceal. Just by reading the names of the products, you already have a slight perception of what the product is retrieve to do. The Skin Transforming Primer is supposed to hide every blemish, wrinkle, and age cut while making the customer look younger. The Eraser is supposed to erase all of the blemishes hopefully permanently, and the Radiant Firming Makeup is supposed to firm the consumers face while giving it a radiant glow. Whether these products do this or not, the titles themselves is enough to sell to people who want to look younger. All of these products are either packaged in glass or plastic, with a burgundy colored plastic lid, top, or cover. The burgundy color helps attract the attention of possible customers, while standing out from the rest of the cosmetic products, which are normally red, yellow, or purple.Burgundy is a more mature color than most of the other color choices, which will help in attracting the older generation of women. Maybellines Instant Age Rewind products are aimed at the older generation of women who want to reverse time and look younger. The Anti-aging products are aimed at women in their late 30s and beyond. The ad will not fit in with the Seventeen magazine, which is aimed at women in their late teens to early twenties. Seventeens readers are more worried about cover pimples rather than turning back the wrinkles they dont have. Therefore this will not be a product theyre interested in.

Theraputic Relationship

meantime I slip awayd with my scoop up with her do that she felt comfortable. Asa result, she gave a good cooperation and enjoyed the meal until finished. In my evaluating, I come up I make the right decision to accompany and assistMrs. A in feeding. Furthermore, I could develop my nurse- persevering family relationship. Although McCabe (2004, p. 44) would describe it as a task-centred talk as atomic number 53 of the element caused the lack intercourse amongnurses, save I think my nurse-patient relationship communication both involved agood patient-centred communication and task-centred communication.In my soulfulnessal opinion, I attended to Mrs. A as a patient to show my empathy becauseshe was unable to feed herself. It was in addition as my duty to feed her so that I couldmake sure the patient get the best care in the ward. So my involvement in thisnurse-patient relationship does not only restrict to the task-centredcommunication because (Burnard 1990, and Stein-Parbury 19 93, cited inMcCabe 2002, p. 44) lay out attending as a patient-centred process as wells as tofulfil the basic conditions as a nurse to provide the genuineness, warmth andempathy towards the patient.I was able to improve my non-verbalcommunication skills in my conversation with her during the feeding. As she washaving a auditory sense problem and could not communicate in the first langu come onproperly, so the non-verbal communication head for the hillss a role. Caris-Verhallen et al (1999, p. 809) put up that the non-verbal communication becomes important whencommunicating with the elderly people who develop a hearing problem. Hollman et al (2005, p31) suggests some effective ways to maximize the communication 5 ith hearing impairment people such as always gains the someones attentionbefore enunciateing, visible yourself to prevent them feel frighten and try to usesome unsanded touch. I feel this is a good experience to me because I go over todevelop my non-verbal communicat ion. I used most of the body gesturersbecause of the language barrier was organism a gap in my conversation with Mrs. A. She could speak in truth hold in in the first language so I tried to speak in her dialect. Furthermore, Wold (2004, p. 6) mention that gesturers are one specifictype of non-verbal communication intended to bear ideas and are useful for people who cannot use much language. However I also used my nervus facialis expressionsto advise her to finish the meal. It might be not so delicious because shewithdraws the meal after few scopes except I smiled and assured Mrs. A that it wasgood for her health to finish her meal. In addition, the facial expressions are mostexpressive which are not limited to certain cultural and age barriers (Wold, 2004,p. 6). Therefore my facial expression worked out to encourage her to finish themeal. Although I could not explain detail to her about the important nutrition dietthat she should take, alone I could advocate her to finish the meal served becausethe meal was prepared concord to her condition. In order to analysis of the event, I could evaluate that, my communicationskills are really important to provide the best nurse care to Mrs. A. Mycommunication with Mrs. A was the social communication.This isbecause the interpersonal communication is a communication which involved of two persons (Funnell et al 2005, p. 438). I realized that my nonverbal 6 communication did help me a lot in my duty to provide the nursing care to Mrs. A. flush though she could understand few simple words when I was communicate her but Inoticed that one of the problems occurs within the communication was thelanguage barrier. As the patient was not using the official language and thesecond language, I tried to speak in her language. I still could manage thecommunication in our conversation.However, it was quite difficult to go on theeffective verbal communication with the patient. Besides, White (2005, p. 112)recommend that a nurs e should learn a few words or phrases in the predominantsecond language to put a patient at ease for better understanding. Although itwas quite difficult but using the nonverbal simultaneously with the verbalcommunication did encourage her to speak on her best to make me understandher words. In the event showed that, there was a response from Mrs. A. when Iwas postulation her questions. Funnel et al (2005, p. 38) point out that acommunication would occur when a person responds to a message received andassigns meaning to it. She nodded her head to assign that she hold with me. Delaune and Ladner (2002, p. 191) explain that the channel is one of thecomponent of the communication process which act as a medium during themessage is sent out. In addition, Mrs. A also gave me a feedback that she mute my message by transmitting the message via her body gesturers andeye behaviour. Thus I could consider that the communication channels used inmy conversation were visual and auditory.Delaune and Ladner (2002, p. 191)state a feedback is that the sender receives the information after the pass receiver react to the message. However, Chitty and Black (2007, p. 218) define feedback 7 is a response to a message. In my situation, I was a sender who conveyed themessage receiving the information from Mrs. A, the receiver who agreed to takelunch and allow me to feed. Consequently, I could psychoanalyse that mycommunication with Mrs. A involved of five component of communication processwhich are sender, message, channel, receiver and feedback (Delaune andLadner, 2002, p. 91). In a nutshell, for my reflection of this event explores about on how thecommunication skills play a role on the nurse-patient relationship in order todeliver the nursing care towards the patient especially the adult. She take upedquite sometime to adapt the business leader changes in her daily activities living where Iwas trying to help her in feeding. I was concerning my looking at and thoughtsduring t he feeding so that I could improve more skills in my communication. Isuccessfully communicated with her effectively as she enjoyed finishing themeal.So it is vital to build rapport with her to encourage her baron to speak upverbally and non-verbal. Moreover, this ability could help her to communicateeffectively with other staff nurses. Later, she would not be neglected because of her age or her disability to understand the information abandoned about her treatment. (Hyland and Donaldson 1989, cited in Harrison and Hart 2006 p. 22) mention thatcommunication express what the patients think and feel. In order to communicatewith adult, it is important to assess her common communication language andher ability to interact in the other languages.As I used some words in her dialect,I essentially encouraged the patient to speak out verbally and communicate non- 8 verbal so that the message could be understood and do not break the nurse-patient communication. In my opinion, I evaluated th at it does not a matter whether it was a patient-centred communication or task-centred communicationbecause both communication mentioned by McCabe (2004) actually doesinvolves communication to the patients. So it was not a problem to plead whichtype of communication involves in my conversation with my patient.After analysed the situation, I could conclude that I was be able to feel the skills for effective communication with the patient such as approach the patient, askingquestions, be an active listening, show my empathy and support the patientemotions (Walsh, 2005, p. 34). Actually help the adult was a good practice indelivering the nursing care among adults. My transaction plan for the clinical practice in the future, if there were patientsthat I need to help in feeding or other nursing procedure, I would prepare myself better to handle with the patients who would have some difficulty incommunication.This is because, as one of the health care worker, I want thebest care for m y patients. So in related to deliver the best care to my patients, Ineed to understand them very well. I have to communicate effectively as this isimportant to know what they need most during warded under my supervision as anurse. According to my experience, I knew that communication was thefundamental part to develop a good relationship. Wood (2006, p. 13) express thata communication is the key foundation of relationship. Therefore a goodcommunication is essential to get know the patients individual health status 9

Chapter Review and Trace Essay

1. What argon the quin elements in the rhetorical stance?The five elements in the rhetorical patch are Text, Reader, Author, Constraints, and Exigency.2. How can a commentator subprogram the rhetorical piazza to analyze an melody essay?How can a viewer use the rhetorical situation to analyze an image? How can a writer use the rhetorical situation during the planning phase of writing a paper? In an argument essay using the rhetorical situation to analyze the essay will give the exact points of the subject, clearly specialise the intended listening of the essay, while corresponding the authors argument on the particular(a) subject and their position, motives, or degree of expertise. It will keep focus on the events or circumstances that cause analysis to reactions to the situations that lead to the argument, and clearly see the controversy or problem that needs attention in the depression place.In analyzing an image, rhetorical analysis will function highlight what stands out(p) about the image, how the text if there is a text ties into the influence of the argument of the image, and how the author of the image feels. A writer can use the rhetorical situation when planning phase of writing a paper to help think critically and make decisions about the writing. Focusing on what is the need and who needs to read the argument will help pick the influences and slipway to persuade the reader. Deciding how to illustrate the attitudes, beliefs, or afflictions is important to keep the readers attention.3. Why is the audience important in argument?What types of positions powerfulness an audience ab initio hold? What possible outcomes are associated with arguments directed to individually of these audiences? The audience is important in order to create common principle and achieve some definable audience outcomes. The audience may initially be a friendly audience, an undecided audience, a neutral audience, a hostile audience, an unfamiliar audience, or a linked audience. Possible outcomes are convincing people to your cause, pushing people away from your cause to the debate side, people could remain bias, and people could become angry and/or unwarranted towards you and your argument.4. What is a discourse community? To what discourse communities do you belong? How does a discourse community help establish common ground for its members?A discourse community is a group of people who share a set of discourses, understood as basic values and assumptions, and ways of communicating about those goals.It helps to establish common ground for its members by having resources and peers interested and manduction in the same beliefs and ideals and having peers to converse with to learn and research subject bet that all or most members enjoy and share interest in.5. What is the world(a) audience? What are the special qualities of this audience? Why is it a useful idea?The universal audience is an imagined audience that serves as an ethical and quarrelsome test for the rhetor. The universal audience is educated, reasonable, normal, adult, and willing to listen. It is especially useful when the audience is largely unknown and you cannot obtain much information about them.

Marketing and Overall Communications Objectives

Integrated marting Communications Plan Outline 1. 0 Executive Summary The executive summary is an important piece to your IMC Plan. Often, chief executive officers exit not take the time to read all(a) of the details of the plan, so this point part of the plan should be a one page summary of the goals, execution plan, and potential results. 2. 0 Marketing Communications Objectives The marketing communication theory objectives specialize the tone for the whole plan. They should be specific, measurable, and used th overstrung develop away the rest of plan so that all of the tools atomic number 18 aligned to enhance the overall goals.The Marketing Communications objectives should also be bereft of any mention of raising sales. Instead, they should be focused on actual communication objectives, such as increase web duty by 20%, or r distributively 15% of the derriere market in the first month. 3. 0 Situation Analysis The situation abstract is the point in the document where y ou should discuss the initial research findings that leave guide your recommendations. Only relevant information should be displayed in this area, as you will need to invoke it, when discussing the actions that need to be taken to fulfil the marketing communications objectives.You will also want to break your stakeholders, target audiences, discuss geographic considerations, seasonality, the competition, the creative strategy of the competition, and perform a deck out analysis. 4. 0 Research This section should clearly articulate the research tools, culture mediums, and points of accent for the campaign. This is not only near past research, but on-going research that nookie be used to help with the evaluation of the campaign. An important question to read is, how do we plan to review the changing perception of the snitch and proceeds? . 0 IMC Campaign Strategy Outline the overall strategy and how/why it should be effective to accomplish the marketing communications object ives. Discuss how you qualify to message the stakeholders and target audiences and why it makes sense to do so in the manner you construct selected. This section should also help you identify why key stakeholders will act favorably or unfavorably to messaging, identify potential challenges, have a market segmentation strategy, rationale for the recommendations, and fully work up the creative strategy statement. 6. Creative Brief The creative apprise is a document all on its own, often used in advertising to develop an ad plan. The Big Idea of the creative should be discussed, and the logo and tagline should be developed in this section. It is often a severe idea to reiterate the overall communications objectives and more clearly repair communications objectives that will support the main objectives. Also write out the actual features and benefits of the product or service, as this will help develop the message and points of differentiation from the competition.The brief shoul d then tell strategy of the creative, give tone and include a supporting statement of the big idea. 7. 0 Advertising Tell the contributor what mediums will be used for each target audience, the objectives, the media plan, and timing of the communications. Additionally, each of the mediums will need to have rough scripts, tone, colors, and artwork conveyed. 8. 0 Direct Response Email Talk about the objectives and execution strategy of emails. Also, the reader should understand where the email lists will enter from, what the call to action will be, and how often the emails will go out.If interrogatory will be performed, explain what will be tested and how that interrogation may affect the email message and delivery. 9. 0 Public dealing Every company has a public relations message, whether they know it or not so the IMC Plan should have a strategy associated with this particular communications vehicle. 10. 0 New Media New media is growing and must be developed to reach consumers w here they are networking. Blogs, Vlogs, Podcasting, Mobile Marketing, Display Ads, and Social Networks fag end all be strategically used to help you accomplish communications objectives, but the plan must identify how. 1. 0 Consumer Promotions Consumer promotions chiffonier stick engagement, but a discussion about what fits with the big idea and the brand message should be performed. What are the objectives, how will it be measured, and will you do a sweepstake event, or contest? Also, another media discussion should be opened, as promotions can happen in stores, online, at experiential events, and on the phone. 12. 0 Budget The budget is quite important, as the details of how and when the money will be spent need to be understood so that the reader can know where the money is going.A suggestion is to develop a spreadsheet by month by medium and time (month, week, quarter) that will allow for dollar sign emplacement in each specific cell to make it subdued for the reader to un derstand the complete picture. 13. 0 Measurement and Evaluation all of the measurement and evaluative tools must be explained. Once again, develop objectives. What specifically will be used to measure and evaluate the effectiveness can be spelled out, specifically. Questionnaires, word of mouth measurement, focus groups are all great options, but which will work for your product/company will have to be identified.It is smart to look at each recommendation and set an evaluation plan for it. The process should be repeated for advertising, sales promotions, etc. An overall measurement and evaluation plan is not acceptable in a fully developed professional plan. Specifics about each medium need to undergo extensive analysis for an on-going review of each tactics as its own entity. 14. 0 Appendices (Communication Chart, Media Plan, Online Plan, Etc. ) Appendices are optional, but placement of charts, artwork, and spreadsheets can clutter the plan. 15. 0 References 16. 0 Footnotes

College Transfer

Womack RdDunwoody, Atlanta, GA 30338 October 9, 2012 dependable Emory University Administration When applying to Georgia Perimeter College (GPC), my initial choice in majoring was alveolar consonant hygiene. During my first summer session, one of my courses that I had to take was psychological science. I agnize that it was not only first true academic, but also a personal life passion. I spent my weekends reading psychology link books, experiments, and articles.I counted minutes for my favorite class to start and once it started, I use to get sucked into lectures so deep not realizing how time went by. I became certain and confidant about changing my major to psychology. Upon my second semester of my freshmen year, I in condition(p) from the administration that my school does not raise the major I am now planning to pursue. In fact, my school does not even offer bachelors full stop. I have visited Emory University this summer and even met with about psychology professors.I was impressed of Emorys highest ranking status among the other universities in southeast region. By attending Emory, I am looking ahead in hoping to expand and extend my knowledge in psychology, participate in more psychology related work, and volunteer to work and cooperate with psychology professors. My intentions for transferring are simply for the academic and educational purposes. I have met legion(predicate) good people and made good friends at my currents school. My professors are rise educated.I originally choose GPC because it felt like home. It was neither populated, nor far from my house. However, I am willing to push myself for new environment, adventures, and challenges. My academic achievement that shows in my transcripts proves of my ability to meet the standards and readily face the challenges of Emory University. The University and its program in psychology completely match my interests. I am hoping and looking forward in attending a program and pursue my bachelo rs degree in the field of psychology.

Abridging Cultural Differences in Learning Essay

The world is not only composed of contrasting races that come from divers(prenominal) countries but to a fault comprised of innumerable cultures alone(predicate) from each other. Races from all virtually the world be greatly diverse. The diversity accommodates differences in practices, traditions and other ethnic manifestations. Culture is unmatched of the distinguishable marks of a group of lot life history in society. Culture is embedded in the comm concord and is illustrated in several(a)(a) forms. In fact, even architectural design depicts culture of people in a particular place.Culture shapes and reshapes a mortals individuality. It is influenced by various factors including socio-political, sociological, religion, and historical. Culture continually conform and mold to provide the dynamic needs of the people in the society. The difference in cultural individualism of the people could be attributed to the inherent beliefs, traditions and practices they adhere or grew up with. It is also due to the geographical locations of where we live because culture should match or prospect to the geographical and topographical characteristics of the place.For these characteristics greatly bear ons rough aspects of the culture. Learning Styles Learning plays a big role in the lives of people for it is congenital in outfoxting bashledge that is utilized in understanding things. Learning is an inherent merciful ability that is honed by factors that affects this particular human process like pargonnting, nominal schooling, experience etc. The process of recording is never-ending, as people nettle old age they still acquire new things like teaching and knowledge they will be able to utilize in whatsoever dash.Learning has biological and sociological aspects or dimensions. These aspects affect go outing every in a positive or prohibit way. Students may break different processes in taking in information and different ship canal of ingesting. Teaching strategies and methods also vary among teachers. Whenever teacher-student education style methods and preference argon the same, training is more likely successful. When there is an existing discrepancy in the larn style best-loved by both students and teachers, the students move to get bored and become inattentive to the lessons (Felder).Every individual have their preferred way of knowledge things. They atomic number 18 often unaware of this particular preference, they are just aware that they learn more of things that way. People tend to learn more using authentic activities and methods than others (Melkman & Trotman, 2005). The encyclopedism style preferences determine how people learn and the comfortable way in which they were able to learn more. These preferences sustain influence learning efficacy (Melkman & Trotman, 2005).Some of the biological aspects of learning are sound and light (Shalaway & Beech, 1998), some people could not digest the things they sh ould learn in the presence of loud noise and dim light, while there are some people who understand more of the lesson under that certain circumstances. The perception of an individual also affects the learning process of an individual. State of amiable health is also another aspect that affects the learning process in which we determine if a person could easily learn the things being taught to them.This is where we could spot fast, average and slow learners. Developmental and sociological aspects that affect the cognitive processes include motivation (Shalaway & Beech, 1998), in which some persons need to be motivated in order to digest what is being taught. Being in the in-group also one of the factors that is mostly seen in the school setting where students are more hot to go to school when they are not ostracized by the cliques or cordial groups. In most classroom settings, noise is not tolerated.Teachers react negatively whenever students squirm or wriggle in their seats, wh enever they tap their desks with their pencils or whenever they argue restlessness. However, studies prove that some children need such activities for then to able to concentrate, moot and learn (Shalaway & Beech, 1998). Research shows that when the learning preference of the children, either their biological or sociological aspect, there is a notable increase in deed and behavi viva response. Teachers also have individualized learning styles that affect their way of teaching.When the learning styles of the teacher and students happen to be the same, the more the students will learn (Shalaway & Beech, 1998). Various sources discussed many types of learning style preferences. The three main learning style preferences are the auditory, visual and kinaesthetic. The auditory learning style explains that some students learn more using their sense of hearing. They tend to get oral instructions easily. The visual learning style, on the other hand, explains how some students tend to lear n more using their sense of sight.They are the students who frantically care down notes and copy down keywords from visual aids in class. The kinesthetic learning style explains why some students opt to learn on their own. They tend to learn more through experience and discovery (Learning Styles, 2005). ethnical Differences and Learning Culture and learning are two inseparable things (Moore and Anderson, 2003). The immanent cultural identity of a person tends to affect their learning capabilities through influencing their learning styles.Researches find out that cultural groups tend to have unique learning styles that are different from other ethnic groups. But there is also a contrasting finding that members of the family tend to have different learning styles. Instructors and learning facilitators should be aware of three important things. 1. on that point are existing universally accepted learning principles, 2. Culture greatly influences the learning styles of individuals, 3 . Every person has their distinguishable learning style preferences that affect their potential achievement and acquired knowledge (Moore & Anderson, 2003).Culture could be held responsible in the groomed learning style of an individual. Culture determines the preferences and values a person holds. United States is a multiracial and multicultural society in which the regulation classroom is composed of people coming from the different ethnic groups (Shalaway & Beech, 1998). Oftentimes, we are having a difficult time understanding people who have miscellaneous taste and preference, because we know that there is no familiarality or common ground that that two person could talk about. We tend to be bias in some way.Cultural differences are persons strengths, knowing the cultural footing of the student will greatly help us to facilitate and lure classroom learning (Shalaway & Beech, 1998). The knowledge in the cultural diversity and how it influences the learning process is very important especially to the signifier designers because there is an required possibility that a group of individuals have different learning styles preferences (Moore & Anderson, 2003). The negative implication of the culturally diverse classroom setting is composed of individuals with various learning style preferences.The instructor or learning facilitator have no control over the heterogeneous mixture of learning styles for it is difficult to develop a mixture of training methods and teaching strategies for all the students to learn in class. Conclusion Learning is among the fundamental human process very essential in life. The process of learning occurs in every setting and outdoors the confines of school and we are unaware that it happens. Culture is the embedded characteristic deeply rooted in society.It somehow defines the social identity of a person. Culture shapes individuality and influences the different aspects of a person, including tastes and preferences. Variety is the spice of life. The orbiculate society is composed of different races and cultures. Cultural differences are reflected in learning style preferences. The negative implication of cultural diversity in a classroom and having too many learning styles is that the teachers do not know what teaching methods they should used in order the students to learn the subject.Knowledge in this particular matter is very important especially to learning facilitators and course designers to develop a comprehensive and efficient teaching method to be utilized in classrooms in which ever students learning style is utilized. In this way we will be able to edit out cultural differences in learning. References Felder, R. Learning Styles. Resources in Science and Engineering Education. Retrieved June 25, 2008 from http//www4. ncsu. edu/unity/lockers/users/f/felder/public/Learning_Styles. html. Learning Styles. (2005). Student Development Services.University of Western Ohio. Retrieved June 25, 2008 fro m http//www. sdc. uwo. ca/learning/index. html? styles. Melkman, A. & Trotman, J. (2005). Training International Managers Designing, Deploying and Delivering Effective Training for Multi-Cultural Groups. England Gower print Ltd. Moore, M. G. & Anderson, W. G. (2003). Handbook of Distance Education. New Jersey Lawrence Erlbaum Associates, Inc. Shalaway, L. & Beech, L. (1998). Learning to Teach non Just for Beginners The Essential Guide for All Teachers. New York Teaching Resources/ scholastic Professional Books.

Laura Ashley Holdings Plc Essay

1) How have reassigns relating to heed and agreemental structural affected a global organisation of your choice, over the lead 75 years. Relate your findings to growth, distribution, and various external influences and strategies.2) Undertake a bone analysis and explain its relevance in relation to your follow and/or its sectorWord Count 1250. Harvard Style Referencing. Bibliography Required.Global organisation Laura Ashley Holdings Plc has suffered differing fortunes since Bernard and Laura Ashley founded it in the 1950s. It has been involved in the designing, manufacturing, distribution and selling of garments, accessories, perfume, gift items, fabric, w every(prenominal) coverings, bedding, lighting, and furniture. nonable for its floral prints, the chain was exaltedly succeederful during the earlyish and mid mid-eighties but things falsifyd in the early mid-nineties when various circumspection and structural problems as come up as those relating to growth, distrib ution, and various external influences such as global recession sur go ab surfaceLaura Ashley herself died in 1985. There is a notable disagreement in the organisation up to and by and by this year. Up to 1985, it was a app arently social structured, steadily leading organisation operating in a non-complex environment (complexity arises when on that point are numerous complicated environmental influences Johnson and Scholes, 1989). In the months and years after, more changes besidesk place. Laura Ashley went public in flotation, acquired other companies involved in areas such as knitwear and perfume, made heavier investments in manufacturing and information technology (IT), moved towards segmentation with make and Child shops, exclusively home furnishing shops and unit shops (franchise operations). The organisation moved in stages away from vertical desegregation (it had always manufactured and delivered all goods itself) The defender inform that Laura Ashley was wit hdrawing from manufacturing by the end of the year in 1998.In exhibition to facilitate growth, there was a shift from the simple functional organisational structure to a more complex divisional structure (which wasre-organised with every change of leadership). The most notable chief executive directors of Laura Ashley who were in place whilst and after problems true were Jim Maxmin (1991-1994) and Ann Iverson (1995-1997). Each of these multitude were responsible for major overhauls deep down the organisation. Vora (1998) states, Laura Ashley has undergone various restructuring strategies and umpteen management upheavals, all to no avail, and all of which have decimated shareholder pass judgment and abused the brand name.As high uplighted above, the major problems of Laura Ashley began to manifest in the late 1980s and early 1990s. The first fall of profits were reported in the year to January 1989. It is important, and then, to look at its mastery before this from its begi nnings in the 1950s to 1985. One area to naturally consider is the key victor factors of the organisation for this period i.e. what specifically provide its success is attributed to. Key success factors are what an organisation must do well in put together to be successful, be an effective competitor and satisfy stakeholder requirements (Thompson, 1997). Bearing this in mind, the key success factors of Laura Ashley up to 1985 are set as high quality crossroadion, innovative designs, good brand management (the Laura Ashley name was and is strong), well placing of stores, creation of good atmospheres in stores, general design and creative competencies, cater training, creation of a vertically integrated structure and operation within a simplistic organisational structure in general.Also, the Groups IT capabilities factored into the success as it was a source of competitive advantage e.g. they were an early adopter of electronic point of sale (Heath, 1996 as cited by Johnson and Scholes, 1999). These factors whitethorn also be interpreted as strategic excellence positions (SEPs), which laughingstock be described as the capabilities, which allow an organisation to produce better than reasonable solvents in comparison with competitors (PUmpin, 1987).Thompson (1997) presents a oddly useful model that can be helpful in explaining the success of Laura Ashley up to 1985. The EVR congruence model, by Thompson, considers if an organisation is being managed effectively with regards to strategy. It represents the matching of an organisations resources (for Laura Ashley these would accommodate plants, vehicles, IT systemsand locations) to the key success factors dictated by the environment (external factors such as opportunities and threats, stakeholders, competition etc). A determinant in matching these is the values of the organisation (again, in the case of Laura Ashley, these would include the lifestyle they promote/project, shop designs and atmospheres, pr oduct designs, the brand, staff training policy and the family culture). If the congruence (fit) between these three areas is great, then this indicates effective management of resources (Hamel and Prahalad 1993 comment that it is important for organisations to manage resources well in order to attain objectives), strategy formulation and all-round success.It can be argued that the success of Laura Ashley up to 1985 can be attributed to greater EVR congruence. That is such things as the number of shops and plants, distribution systems, stakeholders, threats (including competition), products, level of vertical integrating and so on fit together well in relation to the size, structure, culture and rush of growth of the organisation then. The key success factors are also significative of this congruence.So that they can be developed to help ensure two present and future success, it is important key success factors are value and understood. One particular way Laura Ashley could do this is through a thrum analysis. This reviews an organisations internal strengths and weaknesses and opportunities and threats in the external environment (Cole, 1996). This may be done for a particular moment in clock or as an overview encompassing the past and present. As made open(a), Laura Ashley has faced much change during its existence. Opportunities and threats come ab discover as a result of constant change and the uprise analysis can help to make these and internal strengths and weaknesses relevant when dealings with change (Johnson and Scholes, 1989).This SWOT analysis can be used in relation to analysing the problems faced by Laura Ashley in the late 1980s and end-to-end the 1990s. They can be greatly attributed to the weaknesses and threats identified. For example, fluctuations in the economy had a knock-on effect on the sale of property and thus on the sale of household furnishings. Also, high borrowing, wastage and forced discounting meant that, despite sal es increases, shops were making a loss. The reorganisations in 1988, 1991 and twice in 1995 had their effect too they were costly and highlighted inefficiency. Chandler (1977) states that structures are not adapted until pressure of inefficiency forces the change and that this change process is usually a painful one often carried out by a different chief executive separately time. Upon and after his appointment in 1991, Jim Maxmin found that the organisation lacked a core identity, clear strategies, empowered staff, thorough market research, efficient logistics, and many problems in the US such as limited growth, suffering management and legal transfer problems.He responded with his Simplify, Focus and Act programme. This included reorganisation, institution of a Global trading operations Executive (GOE) and Global Collection Development (GCD) which aided globalisation and marketing, hike to empower staff, an alliance with Federal educe line of credit Logistics to improve delivery and distribution systems, sourcing half of the organisations manufacturing tothe Far East (rather than in-house in Britain) and management reliever in the US. Before leaving Laura Ashley in 1994, Jim Maxmin commented that throughout the entire organisation, people has embraced the principles of the Simplify, Focus and Act programme and set about sorting out the useable problems which have plagued Laura Ashley (Maxmin, 1993 as cited by Warnaby, 1994).Ann Iverson was appointed chief executive of Laura Ashley in 1995. She was to spearhead the rush into the US and revamp the product start out (Teather, 1999). Her observations found various problems all of which can again be attributed to identified weaknesses. It was found that the product range was too broad, there was no co-ordinated look to match globalisation, the supply chain was inefficient and problems continued in the US. Ann Iversons response included strengthening the alliance with Federal Express railway line L ogistics, opening larger stores in the US and reviewing marketing and sales. These changes were considered to be good as Laura Ashley restored dividend payments in 1996 for the first time since 1989. Ann Iverson was dismissed in 1997, however, mainly due to continuing problems in the US and the organisations image (Keynotes, 1997).Each of the changes mentioned came about from the organisations particular strengths (as identified) at the time. For example, whilst such things as restructuring and shop closures were happening, the strong name of Laura Ashley and strong client loyalty were greatly relied upon. Bowman and Asch (1987) comment that the strengths of an organisation are a if not the determinant in how it handles weaknesses, opportunities and threats.Opportunities open to the organisation in dealing with its various problems can be identified as the opportunities in the SWOT analysis. Opportunities change and differ over time. For example, the alliance with Federal Express Bu siness Logistics resulted from available opportunities at the time. A possible opportunity in the early 1990s would have been a speedier move away from vertical desegregation for example.Laura Ashley became totally vertically integrated in the 1970s and continuedto be so though gradually moved away from this in the 1990s completely in 1998. Vertical integration can be backwards e.g. manufacturer purchasing/owning supplier and forwards e.g. manufacturer purchasing/owning retailer Laura Ashley was both backwardly and forwardly vertically integrated everything from the supplying of materials and manufacturing to distribution and retail. The main benefits of this throughout the organisations development included greater control, greater mightiness to differentiate, the opportunity to achieve economies of scale (higher margins), assurance of supply and greater synergy. disrespect this, there were numerous disadvantages oddly that it was costly and greatly increased operational lev erage as well as the deal to keep up with technological change.This tied up capital having long-term affects. It meant that there was not full concentration of key strengths (design and retail) on which key success factors are dependent (Thompson, 1997). Furthermore, vertical integration was inflexible (cheaper manufacturers could not be sourced) and aesthesia to decreases in sales increased. It was the cost aspect that had the greatest impact particularly in the face of costly expansion (especially in the US). Warnaby (1994) comments that vertical integration was responsible for financial problems in the early 1990s. The costs of vertical integration had an impact on the organisations ability to successfully expand internationally.Perhaps with the exception of a distinctive product look and the acceptance of a divisional structure, Laura Ashley did not expand internationally applying Treadgolds keys/strategies each was applied/introduced incrementally as problems arose to high light the need e.g. it was not until 1995 when Ann Iverson felt the need for a unified product look. This is indicative that the organisation was not particularly capable of embarking on such ambitious international expansion as it did. This is highlighted by the numerous problems faced by the organisation e.g. poor marketing/marketing strategy, inefficient logistics and lack of direction and clear strategy. Additionally, the paternalistic management style was not suited to rapid expansion and this coupled with high finance demands from vertical integration, reorganisation and early acquisitions further indicate poor planning in terms of developmentLaura Ashley has faced so many problems throughout its existence. Problems owing to management, organisational structure, logistics and rapid international expansion continuously came and went. In 1998 bankruptcy looked imminent but an injection of ?44 million in e submity capital by Malaysian businessman Dr Kay Peng Khoo (giving his MUI property company 47.5% share ownership whilst the Ashley family retained just 9% Gibbs, 1999). He installed Ng Kwan Cheong as chief executive who made changes including the disposal of the problematic atomic number 7 American franchise (retail operations were sold to a management buyout police squad for $1 at the end of July, 1999 Gibbs, 1999), targeting of younger markets and investment in e-commerce (Abdullah, 2000).However, all of these changes looked to have no major impact in the Groups success with sales steadily decreasing from 1998. Whether or not Laura Ashley manages to achieve the sort of success it enjoyed in the early 1980s under its newfound management remains to be seen as does its survival. Chief Executive Ng Kwan Cheong refrained from placing false hopes, commenting in March of 2000 We have a lot of things to do. completely I can say is we are moving in the beneficial direction and things are changing (Cheong, 2000 as cited by Abdullah, 2000).REFERENCESTexts B owman, C. and Asch, C. (1987). Strategic oversight. Macmillan Education. Chandler, A.D. (1997). The Visible Hand The setrial Revolution in American Business. Harvard University Press. Cole, G.A. (1996). concern opening and Practice (5th Edition). Letts Educational. Johnson, G. and Scholes, K. (1989). Exploring embodied schema Text and Cases. scholar Hall. Johnson, G. and Scholes, K. (1999). Exploring Corporate outline Text and Cases (5th Edition). Prentice Hall. PUmpin, C. (1987). The Essence of Corporate Strategy. Gower. Thompson, J.L. (1997). Strategic Management Awareness and Change. International Thomson Business Press. diarys and Publications Hamel, G. and Prahalad, C.K. (1993). Strategy as stretch and leverage. Harvard Business Review, 71, March-April, pp75-84. Keynotes (1997), Keynote Market make known Clothing Retailing, 1997 Reports, p23. Treadgold, A. (1991) Dixons and Laura Ashley Different Routes to International Growth. International Journal of Retail and Distri bution Management. Vol. 19(4), pp13-19. Warnaby, G. (1994). Laura Ashley An International Retail Brand. Management Decision, bulk 32 (3).Other Abdullah, S.A. Turning around Laura Ashley. http//adtimes.nstp.com.my/archive/mar3.htm (09 celestial latitude 2000). Gibbs, G. (1999) Laura Ashley bids leave The Guardian Unlimited Archive. http//www.guardianunlimited.co.uk/Archive/Article/0,4273,3904775,00.html (18 December 2000). Teather, D. (1999) Banks push Laura Ashley to quit US The Guardian Unlimited Archive.http//www.guardianunlimited.co.uk/Archive/Article/0,4273,3855892,00.html (18 December 2000). Vora, K. (1998) Lessons from Laura Ashley. The mixed bag Fool The Daily Fool, Evening Fool Tuesday, 03 March 1998, (online) (cited 04 January 2001). http//www.fool.co.uk/DailyFool/1998/DailyFool980303.htm .BIBLIOGRAPHYTexts Cole, G.A. (1997). Strategic Management (2nd Edition). Continuum. De Wit, B. and Meyer, R. (1994) Strategy Process, Content, Context An International Perspective. W est Publishing. Hatch, M.J. (1997). Organization Theory. Oxford. Palmer, A. and Hartley, B. (1996). The Business and Marketing Environment (2nd Edition). McGraw-Hill. Palmer, A. (2000). Principles of Marketing. Oxford. Porter, M.E. (1980) Competitive Strategy Techniques for Analysing Industries and disputation. The Free Press. Porter, M.E. (1985) Competitive Advantage Creating and Sustaining Superior Performance. The Free Press. Wild, R. (1994) How to Manage (2nd Edition). BCA.Other Framed-Art Wholesale. Laura Ashley The History http//www.framedartwholesale.com/aboutLA.htm (20 December 2000). Herzog, J. (1997) Laura Ashley closure a strategic purpose. Daily Yale News Online Friday, 12 September 1997, (online) (cited 20 December 2000). http//www.yale.edu/ydn/ study/9.12.97/I-1lauraashley.html . Hoovers Online. Laura Ashley Holdings Plc Company Capsule Companies and Industries http//www.hoovers.co.uk/uk?capsule/5/0,3042,90245,00.html?referer= (20 December 2000). Wetfeet. Laura A shley Holdings Plc Company Profiles. http//www.wetfeet.com/asp/companyprofiles.asp (18 December 2000). Wright Investors Service. Research Report Laura Ashley Holdings Plc Corporate Information http//profiles.wisi.com/profiles/scripts/corpinfo2.asp?cusip=C826EG930 (18 December 2000).

Computer Literacy Essay

Introduction How many people in this classroom aim to use estimator? As I look around, no whiz in this classroom, dont use computer in their offices. We ar all students of AIC, and most likely gone to different basic computer course. Does studying computer affect the way we communicate? And if so, is this a stinking thing? Development As our society, increasingly dependent on computers to communicate care of our daily needs, it creates a high demand for skilled professionals to detect as well as take advantage of this technology.o Pose-Pause-Pounce-Praise Questions 1. wherefore do we need to study the use of computer? 2. What is the personal address as studying a computer becomes a necessity? (requirement, obligation, essential) We exhaust to go in training Read & Practice Tutorial 3. When is the function time you use a computer? 4. What impart you do, if you dont know how to use computer in case of presentation or research? Library, other resources 5.Amplify I m referring to computer literacy. As computer literacy becomes a necessity, we are faced with the facts that we are in a ever-changing society that demands the use of technology We will keep putt aside the cost of this literacy as long as we only probe the positive aspects of a technology-centered future. KEYPOINT 2 IMPORTANCE OF COMPUTER Questions 1. What is the significance of having a computer in our work?2. When is the last time that your office procures or upgrades your computer because of increasing demands from your clients? 3. What applications do use in your computer? 4. What will happen if we still use typewriters to share information? 5. Amplify cultivation and communication are the two most important strategic issues for the achievement of every organization. Computers help us to solve this issues.

Economic Problems

Major sparing problems in the Philippines ar really similar to the economic problems in some some other underdeveloped countries. Some of the major(ip) pinpointed problems ar the import-export mental unsoundness, causing those who specialize in trade and make their brisk off of imported and exported goods to lose bullion. The imbalance causes families that are forced to stand up off of this small income to wonder if they are going to eat the conterminous week or not. One week at that place are caboodle of orders to keep a family and company afloat the next, thither are no orders, causing the family and companies to permit.Decline of the Philippine peso, which is the protect of the money in the Philippines. The lack of personal credit line versus the amount of pesos in the small rustic simply do not add up. In order for families to grease ones palms anything in the Philippines, they shed to have several hundred pesos to equal the value of what ever it is they are e xploiting to purchase. The pesos are equal to less than that of the Mexican peso. faith on remittances. This is when the companies in the Phillips attempt to sell and distribute goods over seas, with other workers from the countries.The Filipinos work in a different country and forward monies post to the homeland, where the company is based expose of. This prevents the countries the foreign and home from taking discover excessive taxes and fees for importing and exporting goods. These are just some of the major problems concerning the Philippines. More information on this country can be put in at www. buzzle. com. Individuals continue to suffer daily, and struggle throughout daily life. on that point are several charities sterilise up through the United States in an attempt to assist these families that desperately need help with simple natural selection skills.Economic ProblemsMajor economic problems in the Philippines are very similar to the economic problems in other underdeveloped countries. Some of the major pinpointed problems are the import-export imbalance, causing those who specialize in trade and make their living off of imported and exported goods to lose money. The imbalance causes families that are forced to survive off of this small income to wonder if they are going to eat the next week or not.One week there are plenty of orders to keep a family and company afloat the next, there are no orders, causing the family and companies to suffer. Decline of the Philippine peso, which is the value of the money in the Philippines. The lack of business versus the amount of pesos in the small country simply do not add up. In order for families to purchase anything in the Philippines, they have to have several hundred pesos to equal the value of what ever it is they are attempting to purchase.The pesos are equal to less than that of the Mexican peso. Reliance on remittances. This is when the companies in the Phillips attempt to sell and distribute goods over seas, with other workers from the countries. The Filipinos work in a different country and forward monies back to the homeland, where the company is based out of. This prevents the countries the foreign and home from taking out excessive taxes and fees for importing and exporting goods.These are just some of the major problems concerning the Philippines. More information on this country can be found at www. buzzle. com. Individuals continue to suffer daily, and struggle throughout daily life. There are several charities set up through the United States in an attempt to assist these families that desperately need help with simple survival skills. For more information, please seewww. reference. com

Helping People in Need a Supererogation or an Obligation

Helping throng in consider a supererogation or an pledge People in sad nations ar starving to goal when we atomic number 18 enjoying our delicious meal with our friends and family. at that place argon various governanceal supporter-projects and privately run charities which argon li open for delivering grants from the relatively wealthy nations to the nations in need. I believe it is a virtuously right thing to jock the people in need, hardly non e actually whiz of us would mould donations unbendablely.Peter Singer uses the dr takeing electric razor manakin to call people rethink round this current scenario. He believes that it is our obligation to alleviate the people in despicable development countries. There ar objections to his stance, hardly before considering and discussing from both sides, I am now passing game to describe and explain the Singers drowning baby bird face first. Imagine a kidskin is drowning in a shallow pond and livery the child s life means jumping into the pond and thitherby find outting ones raiment wet and muddy. Would you still lay aside the child? every of those having a rational mind go out-of-door say yes. In malice of the bad consequence of fouling the clothes, saving the childs life is deterrent sheathly what we ought to do as the importance of the childs life so distant outweighs the little cost of getting ones clothes wet and muddy. It is within our power to prevent the childs death without sacrificing something that is of even greater importance. Thus, this is what we ought to do and it is our obligation to prevent something this bad from possibility (Singer, 1997).Even when there are otherwise people near the pond who are equally qualified of saving the child but are doing zipper but simply passing by, would you still jump in and save the child? Similarly, all of those being asked said yes. It simply does non repair any object lesson difference to the situation. Undoubtedly, n on saving the child in this situation capability invent one feeling less sinful but everyone thinks that we ought to save the child. We keep that this is our moral obligation and it would be scathe non doing so (Singer, 1997). Then what if the child were being far away, peradventure even in another country?Would people still defy the same stance? The answer is yes. Distance and nationality do not make not saving the child just. Whichever child or even adult, if saving his life is what we are able to do without having something of great signifi so-and-soce to us being sacrifice, we ought to do that. This is chastely what we ought to do without violating other things that are of alike or higher(prenominal) moral importance (Singer, 1972). The situation of the drowning child example is actually synonymous with those hungry children and adults twinge from famine or other disasters, both natural or man-made.If we agree that saving the child that are drowning in a pond is moral ly what we ought to do and not doing so is unjust, then why should we think otherwise when it comes to processing the people who are suffering in poor developing countries? Why does reservation stiff donations to nations in need not our moral obligation whereas saving the child drowning in a pond is? We have agreed that distance and nationality does not matter in this moral stance. Moreover, the problem of being too far away from the sufferers and we expertness not be able to come to their aid in time has been overcome by the effort of charities.What is it that stop us from making regular donations? There are explanations to this bipolar situation, giving reasons to servicing better understanding the causes leading to this global scenario. First of all, saving the drowning child is circumstances out directly, while making a donation is not. The donation will be distributed to the people in need through the government or some privately run charities. Some of the donation will b e used for administrative cost or get swallowed up in putridness.People will never know how some(prenominal) of their donation posterior really be given to those in need. As corruption is commonly a prevalent problem in many of the developing countries, people sometimes have the worry that their donation might not coif to their right purposes but only be ended up in greedy hands. This worry is reasonable but actually most of the donations eject get to serve their proper purposes (Giving What We Can, 2012). Although not all of the sum can be used for aid, the part of it that gets to its destination still can make the best of its worth.The aid organizations may not be one-hundred percent cost-effective, but they can help to solve the problem of distance, serving as an component for delivery. There are many people around the realism who are compassionate about the plight of the others. Charities and governmental organizations collect the support and help distributing them to the areas in need. I think this is by far the most efficient way of giving out a serving hand. The cost for presidential term is inevitable and the part of donations spent on it could be seen as for musical accompaniment these organizations to keep running.Furtherto a greater extent, in my point of view, there are al shipway ways to minimize corruption. We can donate money to aid projects that do not involve valuable goods or specifically make donations to programs which serves to tackle the corruption problem in where it is prevailing. The probability of wasting a proportion of the donations should not mean aiding being useless. Those that can get though may make a substantial change that we could not imagine. The second explanation is about the psychological difference between the drowning child example and the reality.We feel more related to the sufferers when we could see them. The feeling of guilt for not helping is lesser when we could not see or witness the sufferings (Si nger, 1972). Although it makes one feels less flagitious without the sight of suffering presenting nearby, it does not make helping those further away a lower priority morally. As we have discussed that distance is not a considering factor in deciding whether it is our obligation to help or not, both of those from our own country and from the other countries deserve our help.Moreover, in this ripen of the prosperous development of media technology, charities and governmental aid agencies can effectively array the current situation of the emaciated children to the public. Therefore, it does not sound very plausible to me saying that people not making donations is because of the lack of awareness of the issue. gibe to Peter Singer, a moral philosopher, if we are able to prevent something very bad from happening, without thereby sacrificing anything morally significant, we ought, morally, to do it (Singer, 1972).Some people object this position. I am going to summarize those object ions. For one of the reasons is that this is simply too native as most people do not judge those who are ignorant of the others suffering. People usually criticize those who violate some moral norms, for example murdering, sex assault,etc. Some writers, including Sidgwick and Urmson, Stated that if the moral enroll that we bewilder is too hard too uphold, there will be a superior general breakdown in the moral system (Singer, 1972).The moral code that we are currently using mainly includes not invading the others privileges, for example stealing, killing, etc and other things that could help keeping the society safe and sound. Helping the poor nations is not necessary for the wealthy nations. Thus, people usually do not see it as what they must do. This is regrettable but understandable. If making regular donations to those in need is being made to be an obligation and a moral code, it might be too hard for everyone to follow. Eventually, people might choose not to follow anythi ng from the moral code (Singer, 1972).Singer argues that if the conduct is good, why should we categorize it into morally obligatory or morally optional? If godliness means doing something good, then shouldnt a good conduct be in the moral code? Moreover, drawing a line to divide conducts into the aforesaid(prenominal) categories is by no means easy. It is hard to define the standard to be used for distinguishing conducts into two casts. Helping the people in need in other countries is ceaselessly be defined as a free-hearted and selfless gesture. However, Singer thinks otherwise. He thinks that our traditional moral categories are befuddled.He objects the traditional distinction that is drawn between duty and charity by using the current standard. It is our moral obligation to prevent as overmuch sufferings as possible in the meantime not sacrificing something else of comparable moral importance (Singer, 1972). How does a man act is actually influenced by the general societal values and the people around him. When a man making a donation or joining voluntary services to help those in need is being praised for his generosity, he would think that what he has through with(p) is a supererogation.Actually, coming to the others aid to prevent suffering without sacrificing as much is an obligation that people usually overlook. This situation is for long being regulate by the general social atmosphere and this is what being upsetting. The moral strength of people is shaped by each other and also the society. Admittedly, helping those is need is always greatly encouraged. However, this is by no means enough. Preventing as much sufferings as possible without causing sacrifices as significant is morally obligatory and not doing so should be seen as unjust (Singer, 1972).I agree with Singer that if it is within ones ability to help, saving other people from suffering seems to be just and morally right, while otherwise seems wrong. Although there might be concern s that what we have given might not be able to serve their greatest worth, I believe that the part of aids that get to the hands of those in need is able to make a significant change in their lives. There are worries that helping those poor developing countries might worsen the current situation. Firstly, those countries usually have a higher birth-rate.The aids that we give now would only support them to have a even greater population that the countries themselves are not able to lean (Giving What We Can, 2012). This might leads to a greater demand in foreign help and eventually turns into an ever-expanding cycle. This worry is understandable but there are always other alternatives to help in this kind of situation. For fear of the problem of overpopulation, donations could be made to organizations that help in promoting and enhancing birth-control in the developing countries.Moreover, the reason shag the scene of them having a high birth-rate is the high mortality rate of childr en. They need a large family size to ensure having enough manpower to stock care of the family, to work and to earn. If their lives were not this hard, the birth-rate would presumably decline (Giving What We Can, 2012). The other worry is that the developing countries might become more and more dependent on the aids (Giving What We Can, 2012). This worry is again not necessary as there are many aid projects that are actually aiming at helping those developing nations to be self-supportive.People in some of the poor nations are taught to stimulate crops for supporting themselves and for selling to make money. Donations could be made to support this kind of projects. Moreover, helping those in need does not necessarily means perpetuation their life expectancy but might be about ameliorate their living quality (Giving What We Can, 2012). One example is performing a fair eye operation to cure their eye diseases so that they could see the world more clearly. It is our obligation to help the others in need when it is within our own power without sacrificing something of higher importance.Death and sufferings are things that should be prevented. This is what we ought to do. With the gap between the copious and the poor growing everyday, our moral attitude towards giving out aids should be revised. Helping should not be seen as a supererogation but an moral obligation. References Giving What We Can. (2012). Myths About Aids, from http//www. givingwhatwecan. org/why-give/myths-about-aid Singer, Peter. (1972). Famine, Affluence, and Morality. Philosophy and Public Affairs, 1(1), 230-234. Singer, Peter. (1997). The Drowning Child and the Expanding Circle. password Internationalist, 1.

The End of Race

The End of speed up What if the human feeds of the world all(a) vanished into thin air? Thats what Steve Olson proposes in The End of Race hullo and the Mixing of Peoples. According to the world any hotshot is made of a certain race. The dickens main races atomic number 18 White and Black (Afri great deal American). But there are others as well, including American Indian (Alaska Native), Asian, Hispanic (Latino), Native how-do-you-doan (Other peace-loving Islander), or Other. Most volume only identify as one corresponding to their birth parents, where they were born, or what they identify with the most from their own choice.Some people, level from one of our own states, go to such heights as to assure that they are Mixed. Steve Olson believes that, Almost half the people who live in Hawaii today are of immix ancestry. What it means to be mixed is not all obvious geneti namey, but for official purposes it means that a persons ancestors fall into more than one of the six rac ial categories set on the U. S. census forms.. Intermarriage is a cumulative process, so erstwhile an individual of mixed ancestry is born, all of that persons descendants also will be mixed.As intermarriage continues in Hawaii and already almost half of all marriages are between couples of different or mixed ethnicities the number of people who will be able to call themselves pure Japanese, or pure Hawaiian, or pure white (haole in Hawaii), will steadily decline (251). Races could truly end if everyone becomes mixed somehow. coaction could also send races on their way to the dump. One man who has brainwave on collaborating is Bressler 2 Marshall Poe.In Poes The Hive he claims that, Wikipedia has the possible to be the greatest causal agency in collaborative knowledge conference the world has ever known, and it may well be the greatest effort in voluntary collaboration of any kind (264). If that many people could come together and create a website made of their own thoughts and opinions, who says that we cant all agree that races are over and done with? So with mixes of races and collaboration on what races are, it could really be the deadline for races. Biology, location, and affiliation could change whether race persists or not. -Community of Descent? Define Race and Concept of Race -Why do ethnicities continue to function in society if race no longer has a biological basis? -U. S. Census Bureaus explanation of the racial categories used in the census taken every ten years -How is race represented on Hawaiis official state government Web site at Hawaii. gov and Hawaiis tourism Web site at gohawaii. com? Any differences? expenditure race definition to support position. -School races persist in Hawaii concord to Olson. Locate Web site for some schools there and find picture to support for Olsons argument or complicate it. -Ect on paginate 262 and 263 or on Ri9ghts and Bytes worksheet.

Pillow Method

Do electric s gravelrren apologize to each an some former(a)(prenominal)? defense issuings in preteen Israeli accomplice confabulation ZOHAR KAMPF and SHOSHANA BLUM-KULKA Abstr serve Childrens apologies ar greatly under-researched. Though t bump intoher is wealth of information available on the mulishs of apologies gener completelyy, we know much less ab issue whether and how children apologize. Our study explores modes of bettering model by Israeli children in look treatment. The data were collected by call ups of ethnographic observation of Israeli preschool and preadolescents, and consist of 57 (taped and transcribed) exculpation resultant roles set in indispensable comrade inter be influenceiveions.The analysis of childrens defense casings revealed a rich range of excuse st set bygies use by 4 6 year doddery children, indicating the acquisition of remedial competencies for nerve man sequencement at a relatively primeval hop on and showed that wit h eld, a richer range of likely infringements is identified, and much elaborate forms of repair atomic number 18 creation utilise, indicating a emergence sensitivity to the separates fibresetters fibre aims. Further more, we frame that self-aggrandizing hinderance in childrens dowryicipationual situations serves to model remedial strategies, moreover is non necessarily effective for booking resolution.Importantly, peer lecture alibi events index the centrality of experience in unripened childrens cordial world splites from expected carri suppurate in diarrhoea argon effectn as showcase heavy to the core of experience, namely the childrens sh atomic number 18d typesetters case as relay stations, and thusly tolerate control to end (even if temporarily) the acquaintance. Consequently, in such(prenominal)(prenominal) cases, the restoration of knowledge be discerns a requisite precondition for the felicitous acknowledgment of an justification. Key dustup apology, remedial work, remedial competencies, pragmatic sanction development, peer whistle, hearty aver periods 1. IntroductionThe apology as a ad fix up figure out has recently received a great deal of caution in a variety of disciplines philosophy, sociology, psychology, law, journal of Politeness look into 3 (2007), 11 37 DOI 10. 1515/PR. 2007. 002 1612-5681/07/003 0011 Walter de Gruyter 12 Zohar Kampf and Shoshana Blum-Kulka political science, international relatives, communication and dissertate studies and finished diverse methodologies. Nevertheless, t present argon still surprise lacunae in this field, such as the leave out of knowledge on the pragmatic development of childrens apologies in natural discourse.The pragmatic study of apologies to day of the month has been mainly braggart(a)-us grow oriented, whether conducted deep down the framework of gender differences (Holmes 1989, 1993 Tannen 1994), cross-cultural (for example, Olshtain 1989, Sus zczynska 1999 Rieter 2000) or interlanguage pragmatics ? (Trosberg 1987 Garcia 1989 Bergman and Kasper 1993). Childrens apologies have been most oft studied from the stand auspicate of social psychology, using mainly experimental methodologies.In this approach the experiments conducted foc utilize primarily on judgments of the perception and effectiveness of apologies (Meier 2004). As Meier stresses in her brief moreover gross(a) review, the study of childrens apologies has been developmental in reputation, precipitated by an interest in the general socialization process. Focuses have thus been on apology toil as it relates to cognitive maturation and concomitant changes in perceptions of righteousness, blueprintionality and self. (Meier 2004 5).However, as farthest as we are aware, no study to date has examined the speech act actualisation of apologies in natural child discourse (in both(prenominal) peer and grownup-child inter fulfills). indeed, research is needed t o address questions such as strategy pickax in relation to contextual and social factors the types of violations inductanceing apologetic style in childrens social worlds and administration-management as related to face- terror and remedial work in the sequence of inter military action. The dearth of research concerning children is puzzling, subtracticularly in view of the immensity of apologies from a developmental perspective.Mastering the ability to apologize indicates the maturation of the child as an independent agent (Hickson 1986), who is accountable for his/her deeds. This development as nearly as implies the emergence of the sentiency of negative face wants (Brown and Levinson 1987). The realization of apologies further indicates the emergence of positive face wants, since by its realization the child manifests his/her ability for clutch behavior in the social world, complying with basic norms.In fact, the familiarity with the apology script, in its narrow sense a s remedial work for a misdeed (Goffman 1971), demonstrates familiarity with cardinal antithetic norms the norm violated which threatened the face of the offended troupe, and the norm by which it is bewitch to apologize in such circumstances (Tavuchis 1991). Thus, by using the appropriate form in the appropriate settings, abiding by the basic gratification conditions, the child is manifesting his/her acquired competence to restore equilibrium to social relations, utilizing an efficient mother fucker for interlocking resolution, and Apology events in three-year-old Israeli peer discourse 3 t here(predicate)by fulfilling the main social blend in of the speech act of apology (Edmondson 1981 Leech 1983). Beyond acquiring the basic features of the apologetic script, children besides need to learn a multiplicity of forms and functions for the speech act in enounce to achieve full pragmatic competence. Apology forms mountain be use as a style to save the face of the other or t hat of the self as well as to threaten them (see Lakoff 2001 for a review on the forms and functions of the speech act), and, as such, they index childrens competencies of face management in interactions with peers andor great(p)s.In this authorship we closely examine apologies observed during natural peer interaction of Israeli children with the future(a) issues in mind What is the image of strategies used by children for apologizing? Is there a developmental line in apologetic behavior over the long time? What types of disrespects knowledgeability an apology? What wad they tell us ab unwrap the norms of the social world of Israeli children? And lastly, what are the mathematical functions of adult intermediarys both in socializing children in the charge of apology and to the drill of employment management and resolution? . Method The apologies analyze here were detected in child discourse during ethnographic observations of peer interactions in Israeli preschool childre n in the preschool and at al-Qaeda, and Israeli young adolescents at cornerst whizz and at a diner1. These observations are part of a larger longitudinal project aimed at tracking the development of genres of extended discourse2. Within the overall framework of the project, we followed cardinal age groups of 20 Israeli children each young preschoolers and 4th graders for duration of maven- deuce-ace years (2001 2003).The children were observed and taped in three types of speech events natural peer interactions family mealtimes and semi-structured adult child interviews. The data for this paper come from the transcripts of natural peer interaction of both preschoolers and fourth graders in free wreak during the first and the third year of the project, when the mean age of the younger conference was 5 and 7 respectively, and that of the former(a) group 9 and 11. We analyzed 1362 splendids (22 hours and 42 legal proceeding) of transcribed interaction, using two contrastiv e methods.First, by using a key word search, we located all the explicit apologies that contained IFIDs (Illocutionary ride Indicating Device) in our data. We see to ited all expressions containing variants of the schematic forms of apologies in Hebrew hitnatclut (apology), slixa (literally forgiveness, or par endure, can function as excuse me), and caar ( gamy or regret). For each occurrence, we analyzed the full interactional sequence of the apology event from the initial violation finished the realization of the apology and after reac- 14 Zohar Kampf and Shoshana Blum-Kulka tions to it in order to characterize the pragmatic strategies and social ontexts in which they were utter. After ensuring with these procedures that we did not miss some(prenominal) naturalized form of apology in our data, we reviewed the transcripts to locate informal sequences that were likely to find remedial work and analyzed the instances of the indirect apologies identified. The childrens apo logy events were analyzed with several goals in mind. First, in terms of their form, namely the main strategies used by the declaimer type of IFID, admittingavoiding responsibility, types of accounts, the presence of a promise of forbearance, offers for repair, minimizations and maximizations (see Blum-Kulka et al. 989 for details). Second, in terms of their function, namely by noting the interactional goal of the apology (whether it functions apologetically or nonapologetically as in a challenging or disrespectful keying) and, more broadly, by noting the delegacy it functions and develops in the precise context and co-text in which it appears. Close context of the local co-text and context also takes into account the violations that trigger apologies and the keying (Blum-Kulka et al. 004) of the apologies, namely whether the apology was true(prenominal), casual, challenging or critical (see Deutschmann 2003 for details), and whether realised within a pass water-play frame . Thirdly, we further explored the strategies and functions of apologies in Israeli childrens peer talk from a developmental perspective, looking for differences in the use of strategies with age. We also considered the role of mediators, mostly institutional figures, in the socialization of apologetic behavior. And lastly, we analyzed the preschool childrens sholem (lit. eace) ritual a cultural alter essential for apology manifested by planetary house performatively the restoration of a peace order of matter. Our most surprising finding was the fetidness of the range of apology strategies used by young children (4 6 years old) a finding that indicates the acquisition of remedial competencies for face management at a relatively early age. 3. Childrens remedial work How hauntly do people apologize? Since most research on apologies has been carried out with the use of written questionnaires, role-play or anecdotal data collection during ethnographic observations (Butler 2001), th e actual ate of apologies in natural talk remains a puzzle (Holmes 1990). Our observations of 22 hours and 42 minutes of childrens interactions yielded an apology event on average each 23. 9 minutes, (0. 042 apologies per minute, 57 apology events in 1362 minutes of talk see Table 1). Apologies were the least frequent at the first observation of the younger cohort. When the children were age 4 to 6 years, the rate Apology events in young Israeli peer discourse 15 Table 1. Mean of apology events per minute for each age group. Preschool year 1 (4 6) Number of apology events Length of transcription (minutes) ean of apology events per minute Preschool year 3 (6 8) preadolescents year 1 (9 10) preadolesN cents year 3 (11 12) 12 11 15 19 57 377. 5 235. 5 321 428 1362 0. 032 0. 046 0. 047 0. 44 0. 042 of apology events is maven e rattling 31. 5 minutes (12 events in 377 minutes. ). deuce years later the rate goes up to nonpareil apology each 21. 4 minutes (235/ 11). This is also the ra te for apologies in the talk of the antecedent(a) cohort every 21. 4 minutes the first year (321/15), when the children were age 9 to 10, and every 22. 5 minutes two years later, when the children were age 11 to 12 (428/19).The 57 apology events contained 82 occurrences of IFIDs (different Hebrew specific illocutionary essence device expressions used for apologizing) an apology expression for every 16. 6 minutes of talk, 0. 06 per minute. The ratio of IFIDs per words is surprisingly similar to the rate put in for British position spoken by people of varied ages and backgrounds. As calculated by Deutschmann (2003), the rate of IFIDs in British English was 59. 7 per 100,000 words, (3070 tokens in 5,139,083 ladder words), while in our small corpus of 157,666 running words (and 82 IFIDS) the rate found was 52 per 100,000 words3. . 1. Apology events Types of violations and remedial work We defined an apology event as a conversational sequence including at least one remedial utteran ce indicating a violation. Further remedial actions with regard to the specified violation were considered as part of the same event. The event business leader further include ills, a submit for an apology and negotiations over the arrogateance of the apology and its meaning. 3. 1. 1. Violations By violation we mean an act or event that breaches a norm or a behavioral code a breach the offender is expected to be accountable for to the offended party.In politeness theory terms, a violation is a face- grave act the offender is expected to repair, supporting the offended partys 16 Zohar Kampf and Shoshana Blum-Kulka Table 2. Types of violations over age (N Preschool year 1 (4 6) A. Accidents B. Mistakes and misunderstandings C. scandalise of foreboding D. Lack of reflexion E. Talk offences F. accessible gaffs G. Requests H. Hearing rudeness I. Offense involving breach of consensus J. Unidentified N i 57)i. Preschool year 3 (6 8) 3 preadoles- preadoles- Adult N cents year 1 cent s year 3 all groups (9 10) (11 12) 3 3 1 4 4 3 1 3 1 5 3 3 1 1 1 2 1 1 2 1 2 1 8 1 13 1 8 3 4 2 3 1 11 9 15 7 8 19 1 3 57 champion violation was coded for each apology event. The distinction between child and adult violation is in the question who is the violator? . face without a threat to his/her own (Chen 2001). Violations are at the core of the apology event. Exploring the types of violations children consider accountable allows us a coup doeil of a childs notion of what acts or words are considered face- dark and how these notions change with time. In other words, it allows us to assess the childrens system of politeness from their own grade of view.The distribution of types of violation identified ( avocation Deutschmanns 2003 classification) is presented in Table 2. disdain the small numbers, some tentative patterns emerge the most salient type of violation is lack of consideration (13), followed by strays and misunderstandings (8), breach of expectations (8), talk offen ses (8) and accidents (7). take out for accidents (which mainly have to do with un imprisonedionally physically hurting some other child), these categories all relate to childrens social worlds, and testify to childrens norms and expectations from their peers.Interestingly, the categories are not evenly distributed while children in the younger cohort complete apologies with regard to just four types of violations, the children in the older cohort realized apologies with regard to seven types at the age of 9 to 10, and nine types at the age of 11 to 12. Hence as children develop, they seem Apology events in young Israeli peer discourse 17 to identify a richer range of potential violations, refining their sensitivity to the positive and negative face needs of the other, while concurrently developing more elaborate forms of repair4.Lack of consideration is the most salient type of violation attended to. Example 1 illustrates how the style of guidings in play whitethorn become an i ssue of face-threat and trigger an indirect demand for an apology. The two girls, Liat and Nofar are enacting the roles of salesgirls in a dress shop scenario of attain play. Liat, who takes on the leading role, issues a series of diminutive direct instructions to Nofar in a machine gun style, which manifestly Nofar finds irritating. Example 1 Annoying instructions5 Participants Liat, f, (95) Nofar, f, (9). interpret 2. . 2000 focalise Liats room. federal agency The girls play free-play, clothing store. The first interpretation for considering the instructions as a threat to Nofars face is her refusal to cooperate ( forge 131). The second extension is more explicit following unless another(prenominal) instruction in 134, she repeats her refusal in an angry voice, adding a tag for emphasis (turn 135). This time her familiar lets her turn convergingping Nofar immediately after the first two words I cant beginning yet another directive but cutting herself 18 Zohar Kampf and Shoshana Blum-Kulka ff to insert a repair ok sorry, thereby indicating that she must have sensed the angry nicety in Nofars mid-turn. til now she continues with still another onslaught to distil Nofar back into her instruction taking role by the use of but (but look, lets say you finished. ) The attempt fails, and Nofar continues to protest (turn 137). It is illustrious that while all of Liats turns are uttered within the bear upon play frame, it is not clear whether Nofars turns (except for 133) are uttered within that frame, testifying to the salesgirls demesne of mind, or are uttered impertinent the frame, indicating real annoyance.Other types of salient violations, with 8 occurrences each, were mistakes and misunderstandings, talk offenses and breach of expectations. The first type, mistakes and misunderstandings, happened mainly during play, and just in the preadolescents talk. The explicit apology uttered referred to violations such as mistakes in operating a toy sh iver or not putting an item in its place during a clothing store play (see example 1). Talk offenses, attended to by means of self repairs, occurred in our data first at the age of 6.Conversely, breach of expectations was attended to mainly in the young cohort6. Another salient type of violation was accidents (7), which were mainly violent acts against a member of the peer group, and occurred primarily between boys. 3. 1. 2. Remedial strategies Do remedial strategies correspond to types of violation? We found no indication in our peer talk data that, as argued by Darby and Schlenker (1982), the nature and severity of the violation affects the form of the apology. The distribution of IFIDs (Illocutionary Force Indicators) and apology strategies is presented in Tables 3 and 4.Of the three forms, lonesome(prenominal) mitnacel (apologize) is a uni-functional IFID used for apologies only both mictaer (sorry) and slixa (forgive, excuse, par tire) are pragmatically multi-functional and c an be used with other speech acts, with varying impel of the apology function (e. g. , sorry, you have to clean the room now). The results confirm previous findings with regard to young childrens basic understanding of the notions of culpability and responsibility (Weiner and Handel, 1985) and their capability for providing violation targeted accounts (Much and Shweder, 1978).The lexeme slixa (literally pardon derived from the verb to forgive, lisloax, often used for excuse me) is the most frequent item in all ages, followed by mictaer (Im sorry) and in the end by apologize, which is more formal and appeared only once in our corpus and was realized by an adult. From among the various strategies identified in adult discourse (Olshtain, 1989 Deutschmann, 2003), three did not show up in the childrens Apology events in young Israeli peer discourse 19 Table 3. dispersal of Common Hebrew apology IFID types across age groups (N 82).Preschool year 1 (4 6) A. Apologize or apology (mitnace l ) B. Sorry (mictaer) C. Forgive, exempt, forgiveness (slixa) N Preschool year 3 (6 8) preadoles- preadoles- Adult N cents year 1 cents year 3 all groups (9 10) (11 12) 1 1 5 2 3 4 4 16 20 7 14 15 9 65 17 (18 with 19 adult realizations) 14 82 25 (32 with 7 (13 with adults readult realizations) alizations) Table 4. Distribution of Israeli childrens apology strategies across age groups (N Preschool year 1 (4 6) Responsibility Excuses exculpation Promise for forbearance Repair Minimization Maximization 4 N 9 Preschool year 3 (6 8) 28). preadolespreadolesN cents year 1 cents year 3 (9 10) (11 12) 2 1 1 8 9 2 8 1 1 4 2 1 9 14 3 28 discourse promise for forbearance repair and minimization. victorious on responsibility by naming the offense (Im sorry for what I did ) occurred in both age cohorts, as did excuses. Contrary to the vociferation made in the literature (Graybill 1990 Schadler and Ayers Nachamkin 1983), preschool children did externalize causes for wrong doing via the use o f excuses (by mistake/not because of me/I didnt mean to/I dont hear so well ).On the other hand, maximization (by intensifiers like very much, really) occurred only in the speech of the older cohort, and might indicate a growing recognition with age of the importance of sincerity in the realization of apologies. This finding is in line with Darby and Schlen- 20 Zohar Kampf and Shoshana Blum-Kulka kers (1982) argument that older children (9 12 years) perceive elaborated apologies as expressing deeper regret, and are also more able than younger children (5 6 years) to realize such apologies. 3. 2. The keying repertoire of childrens apologiesOne aspect of childrens growing sophistication in mastering the forms and functions of apologies is uttered done variations in key, the interpretative frame of the utterance pronounced often through tone of voice in terms of its emblazon or mood, such as ironic, sincere, playful or subversive (Blum-Kulka et al. 2004). A somewhat similar notion i s proposed by Deutschmann (2003) in marking apologies on a scale for sincerity, such as casual, sincere, challenging or sarcastic. Adding the syndicate of take on we adopted Deutschmanns terms to classify all the apologies used by type of keying.As can be seen in Table 5 the major(ip) cutting line between the two cohorts is in the absence seizure of the sarcastic and the scarcity of challenging keying from the younger childrens discourse. All other keyings are realized by all age groups. Casual keying (such as in sorry after stepping on somebodys foot) appears in the younger childrens talk during joint activities, like drawing ( currency? Silver? Sorry, I dont have bills color ) and is used by the preadolescents on various occasions, including for having made an error of speech.Marking apologies as sincere (lexically by repetition as in Im really really sorry or by tone of voice) is common practice for all children. These two keyings are linked to apologies proper, namely with u tterances that carry the illocutionary force of the apology speech act. On the other hand, the use of the challenging and sarcastic keying (both less common) can be associated with a range of speech acts, sometimes mitigating the challenging key of the upcoming act, and sometimes underscoring it.Thus such forms can be used to pre-empt an FTA (as in directives excuse me, could you ), indicating the speakers Table 5. Distribution of apologies by keying over age (N Type of Keying Casual Sincere challenging Sarcastic Pretend Preschool and Grade 1 Preadolescent 8 13 2 1 8 (2 challenging 6 (all sincere) 6 sincere) Adults 3 8 19 29 57). 3 4 N 11 25 2 (4) 1 14 (2 challenging 12 sincere) 57 Apology events in young Israeli peer discourse 21 reluctance to impinge on the hearers negative face and thereby redressing that impingement (Brown and Levinson 1987).Deutschmann (2003) argues that in adult discourse, when such use of apology forms occurs in answer to violations having to do with deviati ons from the consensus and in an aggressive tone, usually during alter debates, it is hard to see how they can be considered a mitigating device. Similarly, in situations of behavior control, the apology forms used by adults in interaction with the preschoolers serve a different purpose (Teacher Excuse me? You take your bag and you go in, no going wild. Please, dont put chairs here).Such apology forms act in fact as directives to control behavior, and are in concert with and in truth underscore the challenging key of the main control act. We found no instances of such use among the preschoolers, but it does appear in the talk of the preadolescents. On one occasion, when Ronen (9. 9) and Saar (10) are playacting with nylon bubbles, Ronen reacts to Saar snatching the nylon with an indignant, excuse me sir, sir sir. here(predicate) again the apology form is used in the service of another function, namely to express an indignant objection.On the whole, the sarcastic keying is kinda common in the talk of preadolescents, and is used with a variety of speech acts (Blum-Kulka et al. 2004), yet appeared only once with apologies. Example 2 Sorry for Saars fleeting monomania Participants Saar, m, (10) Ronen, m, (99) Orly (99). go through 22. 2. 00. Place Saars room. Situation The children are talking to the microphone. In pretend play children learn to abide by rules and regulations, and their behavior in the play frame includes tending to minor and major 22 Zohar Kampf and Shoshana Blum-Kulka violations.Minor violations might be an error in naming one of the characters in play, or mistakes in the ship canal in which toys are operated. study violations have to do with acting out of character in play, as in a case of a fight between two Pokemon characters, in which one of the children is offended by what seems to him as undue force having been used towards him by the other. The category of pretend keying encompasses instances which are doubly identify first, for organism uttered within the play frame and second, for their specific function within play as sincere, sarcastic or challenging.Interestingly, apology forms associated with a challenging key appeared only in the third observation arrest for the preschoolers, when the children were 6 to 8, and only within the play frame. The following example illustrates such a case of slixa (sorry) uttered within the pretend play frame, in which Idit is enacting a dissatisfied pupil complaining to her teacher. The use of slixa here can be seen to function both to express indignation in response to the content of the previous turn (with no trace of its apology meaning), as well as to apologize for and thus mitigate in advance the upcoming FTA (you are a bad teacher ).Although she is on the face of it using the voice of a child, the style and adversarial tone of her delivery seems to reprize adult parlance, perhaps that of a dissatisfied parent or teacher. Thus the play activity, by bringing in mul tiple roles and voices, allows for the development of pragmatic competencies by widening the repertoire of apology forms and functions. Example 3 Excuse me teacher. Dont speak with me approximately them Participants Idit, f, (68) Shirley, f, (510). Date 14. 3. 02 Place Idits living room. Situation The children are acting with dolls. Apology events in young Israeli peer discourse 3 4. Resolution Adult mediation vs. child negotiation Adult intervention in childrens difference of opinions may provide potentially important socializing input to the development of the pragmatics of apologizing. One adult strategy observed in the preschool is to attend to both parties in a conflict in the same breath, admonishing the offender on the one hand and stressing the need to take up his or her apology on the other (You have to accept his apology). Adult interventions in the childrens conflict may also function to model behavior, and to achieve conciliation through mediation (Tavuchis 1991 64 68).We do not know of course the achievement to which the use of apologies by the children is the direct expiry of adult modeling, but echoes of adult usage in peer talk, as when quoting the speech of ones mother to a disruptive child visitor at home (she said to him Nadav, sorry, you are exaggerating ), show that children can be highly attentive to adult speech. Childrens acknowledgement of the role of adult as mediator and conciliator finds its expression in the preschool in situations of conflict through quite frequent threats to tell (ani agid otxa (lit. Ill tell on you)).Yet childrens conflict management does not necessarily benefit from adult intervention. In the following examples we shall consider cases when a) children locally solve a conflict by themselves (example 4) b) cases when adult intervention is partly prospering in modeling apology behavior, yet does not solve the conflict (example 5a and 5b) and c) cases when adult intervention is non-felicitous the adult imp oses collective punishment without going to the root of the matter, while the children find sophisticated ways to negotiate a conciliation (example 6).In the episode below, the children have been enacting Pokemon characters in pretend play, and Dani, playing the dear(p) Pokemon, declares having killed the bad Pokemon played by Oren, apparently enacting the violent death with undue force and hurting Oren physically. Oren shows he is hurt by definitely opting out of play (32 I m simply not playing with you, really, I wont play with you at all, Dani ). Dani reacts first by countering Oren, but seems to cut himself off to apologize briefly (34 sorry)7.Oren obliquely refuses to accept the apology by declaring his intention to hurt the offending party, using third person singular to mark re-entry to the pretend frame (35 Ill hit him). The elaborate apology proffered by Dani next, containing both an IFID and the taking on of responsibility, (36 Im sorry for what I did. Sorry) seems to satisfy Oren, who concedes that the hitting was done thinly.The repair sequence lasts 4 turns, and includes repair, threat, elaboration of the repair, and acceptance of the repair through re-framing of the violation as non-grave. The full success of the repair sequence is spare 24 Zohar Kampf and Shoshana Blum-Kulka Example 4 It was done gently Participants Oren, m, (61) Dani, m, (511) Alon, m (5). Date 6. 4. 00. Place Einit preschool, Jerusalem. Situation The children are playing Pokemon. n the next two turns (39 and 40), in which the two children resume cooperation in enacting in play different Pokemon characters, and Oren ingathering to tell Dani, (with Danis willing cooperation as active audience), a complicated tale which serves to explain why he even shouldnt have been considered the enemy and been hit in the former stage of the pretend play (see Blum-Kulka 2005, for a fuller transcript and analysis of this interaction).This episode, which follows immediately the previous one, lasts over 76 turns, and illustrates how adult mediation might enhance the acquire of strategies of conflict management, but does not necessarily lead to conflict resolution. The event builds up to a crisis when more children join Dani and Alon in the Pokemon based pretend play, with the children enacting various Pokemon characters (wearing imaginary space suits) having a fight. At some point Erez kicks a sand ball which hits Danis face Dani is physically hit, spits and sneezes, and calls out Erezs name.Erez apologizes briefly (slixa (lit. forgive)) but his apology is emphatically spurned by Dani (No, Im not forgiving you, turns 321 324). Next, Dani uses the opportunity of the student-teacher addressing him on another matter (Daniele, did you have a drink) to try and register a complaint (YES BUT EREZ, shouting in anger) and is cut off by Erez apologizing again (also shouting, turn 327). The student-teacher, apparently inferring from this Apology events in young Israeli peer discourse 25Example 5a You have to accept his apology The role of the mediator Participants Erez, m, (511) Dani, m, (511) Alon, m (5) Student ( attendant). Date 6. 4. 00. Place Einit preschool, Jerusalem. Situation The children are playing Pokemon. 26 Zohar Kampf and Shoshana Blum-Kulka Example 5a (continued) brief exchange that there must have been a fight and that Dani is the offended party, attempts to appease Dani by convincing him to accept Erezs apology (328 What happened? , uttered as a rhetorical question, He is apologizing).But Dani wont have any of it and continues to recount the details of the casualty in a shouting voice that indicates his emotional stress (329 335), ignoring Erezs attempt for finding an excuse (but I didnt see). At turn 334, the student takes on the role of the mediator in earnest. She allocates turns, (using explicit meta-pragmatic comments) as in a political debate, allowing each of the parties to present his side. First ensuring Danis communicativ eize space ( allow him speak and accordingly you tell me) and then allocating speak rights to Erez (Lets hear what Erez has to say).Dani uses his speaking rights to complete the description of the violation (the act of kicking the sand in his face) and its consequences (I have sand in my oral cavity ) (335 336). Erez uses his space to provide a confused account of the happenings that led to the hazard (including advert to previous unclear violation, when someone threw something on him)8 and goes on to calumniate his responsibility for the incident through a series of excuses that embed the offense in the pretend play frame accusing the other party (they shot at me first ), describing the unintended consequence of an action (I cute to shoot and it flew the sand ).This sequence includes positive excuses (Weiner et al. 1987) indicating that the skills needed for engaging in image restoration (Benoit 1995) and self facesaving (Chen 2001) are already activated by children in the p reschool. In turn 338, the student tries to clarify if there has been any bad intention behind the offense. We can see her efforts as an attempt to socialize the children to the established norm for assigning blame full responsibility applies only if the deed was fully intentional.After clarifying with Erez (in courtroom highly positive interrogative yes/no questions style) that the acts were not intentional, she announces her verdict as mediator, carefully attending to both parties, asking Erez to be more careful next time, and urging Dani to accept the apology (turn 342)9. Apology events in young Israeli peer discourse 27 Example 5b I dont forgive you and Im not your friend Participants Erez, m, (511) Dani, m, (511) Alon, m (5) Date 6. . 00. Place Einit preschool, Jerusalem. ((22 turns omitted) Does Dani accept the mediation? Though there is no verbal indication that he does, the recommencement of normal communication between the two children (Erez declares that he is going, Da ni asks him to bring him his Pokadur) seems to rede that the incident has been resolved. But actually, as the next rive shows, this is not the case at all. In the part omitted, Dani and Alon continue playing without Erez.When Erez returns, Daniel does not mince words to tell him not only that his apology has been in vain, but also that he has drawn the necessary conclusions Erez, Erez, Erez, I, I dont forgive you and Im not your friend anymore (368). We can see that despite all her efforts, the adults attempts at mediation and conciliation had no visible impact on the offended party, and the conflict remains unresolved. It is interesting to note the supportive part played in the conflict by Alon, Danis younger friend.First, Alon is the one who stays to play with Dani, after Erez leaves second, he aligns himself with Dani by offering a moral to the incident that supports Dani (369 The one who is bad goes to hell, the one who is good goes to Heaven) third, he continues in his effort s to appease Dani and make him feel better for several minutes after the play is over by making unsanded suggestions for a joint activity (would you like to continue with me the picture my dad displace for me of Pikachu? ). All to no avail, until he last manages to make him join in laughter around a funny speech error10.In the next episode, the children are playing in a wooden structure in the g-force called the boys structure. The structure contains an old cupboard, some tools and several big pillows. antecedent the episode quoted here they prepare an insects cake from sand (and ants) for one of the childrens imaginary birthday, present it to the birthday child who 28 Zohar Kampf and Shoshana Blum-Kulka pretends to taste it, and then pour its content into the sand box at the other end of the yard and run back to the boys structure.The confrontational event begins when Ariel asks Yoav to hand him the exhaust Yoav is holding, claiming it as his, and when Yoav refuses, tries to grab it by force. During the fight that develops, Yoav receives a gas from Ariel. At first one of the children justifies the act (38 Golan Because you didnt give me the stick) but as they realize the seriousness of the blow and Naor threatens to tell the ply (43 Im going to tell on you Ariel ) both Ariel and Golan begin to apologize profusely with Ariel repeating sorry (slixa) no less than 14 times.This intensity, as suggested by Darby and Schlenker (1982), is possibly motivated by the threat to involve an institutional figure in the conflict. The male Teacher-Aid who appears on the scene makes no attempt to mediate for reconciliation. Instead, he threatens to impose collective punishment, Ill take (it) apart, because, there is too much violence there (turns 60, 62), and indeed proceeds to take the stick from Ariel and dismantle the structure. When a few minutes later Ariel approaches Yoav with a unexampled idea for play and Yoav concedes (77 78 Ariel Lets have a picnic Yoav Lets have a party).At first the previous incident seems to have been completely forgotten, but Ariels reference to the unpleasant incident in turns 81 and 83 I didnt mean to do it to you and I didnt mean at all to do it to you (meaning, to hurt you) sheds a new light on the whole exchange, turning it into a carefully planned remedial action, performed in stages. The first stage consists of an attempt to re-establish mutual trust as friends by proposing a joint play, using solidarity politeness markers (lets) that suggest common ground.It is only after the offer is fully embraced by the other child, and a shared commitment to renewed friendship is firmly established, that reference is made to the previous incident. The renewal of friendship, which is expressed verbally through each child echoing the others lets utterance, underscoring their new togetherness, seems to work here to build the trust needed for allowing for the apology to come forward in a context that enhances its chances fo r being accepted as sincere.In this mutually supportive context, Ariels repeated defensive structure of intent (see turns 81 and 83) stands a better chance of being accepted than in the confrontational context preceding it, and we can indeed witness its success through the two childrens full collaboration in the new play frame11. The renewal of friendship between Ariel and Yoav stands in sharp contrast to the outcome of the previous incident, in which Dani refuses point blank to renew his friendship with Erez.What we can see here is that the childrens norms for face threat and remedial action are driven by local, child world specific concerns friendship is the central motivating force for interpersonal relations, and there are (mostly) wordless norms governing appropriate behavior between Apology events in young Israeli peer discourse 29 Example 6 Lets do a picnic party Yoav, m, (48) TEACHER-AID, Teacher Assistant (m) Golan, m, (56) Ariel, m, (411) Amichay, m, (410) Amit, m, (411) Naor Date 05-06-00, Place Einit kindergarden, Jerusalem.Situation The children are playing in the recycled junkyard consisting of small structures they are in the boys play structure. 30 Zohar Kampf and Shoshana Blum-Kulka Example 6 (continued) ((continued the boys are playing peacefully and keep on planning their picnic. )) friends. Breaches of this behavior (like make physical damage to your friend) are taken as face threatening not only to the offended party, but also to their shared face as friends.Since it is friendship that is jeopardized, such confrontational episodes can have both of two outcomes (temporary) end of friendship or successful remedial action that leads to its full resumption. Apology events in young Israeli peer discourse 31 5. Other means of reconciliation In this section we cover the sholem (literally peace) ritual as one salient indirect way of negotiating reconciliation in the childrens world12.The sholem ritual is an important cultural practice of appea sement in Israeli childrens peer world. The word sholem denotes being in a friendly state, and its antonym brogez, (in anger) denotes being in out or keeping(p) state. The terms can be used both to denote being in peace (sholem) or the opposite (brogez, in anger) as well as performatively, to bring such states into being (Katriel 1985). Through the sholem event children declare and mark performatively the end of conflict sholem events put an end to a period of brogez.They provide speakers with indirect means for appeasement, circumventing the need to apologize explicitly and thereby minimizing the threat to the selfs negative face. Similar to apologies, sholem rituals hypothesise that a violation has taken place, has led to a state of brogez (a breakage of relationship), a situation which is being remedied through the performance of the ritual which allows for the resumption of relations and reestablishment of the normal social matrix. The initiation for a sholem ritual can be re jected, which is face-threatening for the initiator.Our next example illustrates one way to minimize the threat to negative self face. By engaging in a pre-sholem-ritual move, querying the state of the relationship (are you brogez/sholem with ? ) rather than attempting to change it, the speaker can find out if the necessary preparatory condition for the ritual holds without actually risking its performance. In the following extract, the three boys are talking about their forthcoming lunch, and Ben expresses concern that one of the boys (Eitan) will not share his bagels with his friends.Apparently bagels are a coveted item, but to have them shared necessitates that both receiver (s) and donor are in a friendly relationship. But Eitan (the potential donor) is considered a non-friend throughout the exchange, in which the other boys keep telling him that they are in a state of brogez with him. Bens question to Eli (turn 92) refers to Eitan (the potential donor) in the third person, sugg esting that he is an illegal participant one with whom the others are in a state of not friends right now (brogez).This is a state Elis proposes to remedy through the sholem ritual of peace making. But instead of following up this suggestion, Ben, speaking on behalf of the group, minimizes the threat to Eitans positive face caused by his animadversion by claiming that it was not in earnest (94 we teased you, teased you, authorize? ), and then goes on to query rather than state the collective need to make peace. In the next example the pre-sholem-ritual query is used as a sophisticated indirect strategy for gaining play entry (Blum-Kulka, in press). 2 Zohar Kampf and Shoshana Blum-Kulka Example 7 Make now sholem Participants Ben, m, (49) Eli, m, (46) Eitan, m (411) Date 2. 2. 2000. Place Dganit kindergarden, Ashdod. Situation The children are talking about their forthcoming lunch. This extract is a small part of a long episode in which Dalit and Adi, best friends, engage in prete nd play based on Pokemon characters, while a third girl, Shirley, makes repeated failed attempts to join in.This extract represents a failed attempt at appeasement. Shirleys preritual-query in turn 22 (are you (plural) sholem with me? ) queries the position of her friendship with the two other girls in an attempt to establish the necessary precondition for play entry. As noted by Corsaro (1985), children in this age group use claims of friendship in an attempt to gain get at, and the denial of friendship as a basis for exclusion (p. 168). Example 8 The sholem-brogez incidentParticipants Dalit, f, (50) Adi, f, (47) Shirly, f, (40). Date 4. 5. 2000. Place Dganit kindergarden, Ashdod. Situation The children are playing freely outside. Apology events in young Israeli peer discourse 33 Shirleys indirect implore to join in systematically rejected by Dalit (see turns 25 for an indirect denial of friendship and 28 for reference to arbitrary rules as a way for denial), while her friend, A di, acts as the gobetween, speaking up for Shirley while also placating Dalit.The failure to reach reconciliation is encapsulated in Shirleys move in turn 26 she declares a new state of personal dispute, singling Dalit brogez itax (singular you), thereby countering Dalits move of exclusion by reclaiming the initiative for herself. In principle, this should rule out any further attempts by her to join the game, but in practice she does continue with her efforts to negotiate entry, efforts met every time with direct yet grounded refusals on the part of Dalit13. Several points about childrens concept of apologies that we saw earlier are illustrated here first, the centrality of friendship as a necessary recondition for all social relationships (be it for share-out food or joint play) second, the vulnerability of friendship as a shared face construct and third, physical damage as well as acts of exclusion constitute grave face-threats that sever friendships and hence need to be remedied in ways that ensure the re-institution of the relationship in full. 6. drumhead The analysis of apology events in peer interaction as presented here suggests that the childrens system of politeness for apologies contains a rich repertoire of verbal formulae and apology functions, and is largely driven by the deep interests of puerility peer culture.The verbal formulae manifest in the childrens talk echo adult usage both the young and the older cohort used the conventional slixa (literally, forgive, used as excuse me) and ani mictaer (Im sorry), for a number of functions and in different keyings. Thus Im sorry is being used formulaically (Im sorry, I dont have ) and sarcastically (Im sorry for his momentary insanity by 10 year old boy), and forgive is used both in a challenging key (excuse me teacher, dont speak ) and in earnest (Im sorry for what I did, excuse me).We also saw that the pragmatic repertoire for apologies includes the ability to detect a complaint realized indire ctly, to use various excuses to minimize responsibility and to deny intent Comparing the two cohorts, we saw that with age, the range of forms and functions increases, as does the repertoire of acts considered as violations requiring an apology14. Thus, while apologies made by younger children are often conventional in nature and focus mostly on breach of expectation type of violation, (as in Silver? Silver? Sorry, I dont have silver color, in response to a request for a silver color from a 6 year old girl).Preadolescents vary their use of forms and keyings to address di- 34 Zohar Kampf and Shoshana Blum-Kulka verse types of offenses (as in the case of Iris, 10, personifying the microphone by eh forgive me, dont be offended, dont be offended ). Concurrently, the need to apologize often arises in situations of play, in cases when a momentary violent act by one of the children threatens what Corsaro (1985) calls the fragile interactive space shared by a group of playmates. Corsaro arg ues that the concept of friendship in the preschool years is mainly built on the concept of collaboration in play.Your friends are the children you play with, and since peer interactive spaces are difficult to enter yet easily disrupted, children develop relation with several playmates as a way to maximize the probability of successful entry (Corsaro 1985 186). Our observations suggest a broader concept of friendship in the preschool years. acquaintance as such seems to be conceived as the major precondition for gaining access to play being in peace (sholem) indexes being friends, and declaring a state of in anger (brogez) indexes a grave threat to face because it means the denial of friendship.Hence disruptive acts during play are interpreted as threatening the very foundation which makes play possible, namely presupposed friendship. The negotiation over the remedial action that follows, successful or not, has to do with re-instating the relationship. Interestingly, when adults in tervene, the focus shifts to the clarification of intent (TA you have to accept his apology because he did not do it on purpose) whereas among the children, intent gets mentioned only after mutual trust and solidarity have been re-established through the acceptance of a new play frame (Yonatan I didnt mean to).The study of childrens apologies, as undertaken here, is exploratory in nature and does not claim to represent the full pragmatic system for childrens notions of face threat and remedial action at different ages. Yet because it is based entirely on natural discourse, it allows us a glimpse into the way that childrens politeness systems are being shaped in their daily interactions, and how they are driven by local immediate concerns of childhood culture, like friendship, while concurrently constantly adopting the forms and conventions of the adult world. Notes 1.There are only few apology studies that have relied on transcribed natural discourse. The two recent studies that did rely on natural spoken data (Deutschmann, 2003 from a politeness theory perspective Robinson, 2004 from a CA perspective), focused on adult usage only. 2. See Blum-Kulka et al. (2004) and Blum-Kulka (2005) for more information on the project. 3. Obviously, more research is needed for reaching any cross-cultural or age related conclusions from such comparisons. 4. The findings also indicate some gender differences in the types of offenses which precede apologies.Whereas most of the boys apologies were realized after a vio- Apology events in young Israeli peer discourse 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 35 lent conflict (which fall mainly to the accident category), girls apologized mainly after lack of consideration or talk offenses. See Sheldon (1993) and Sheldon and Johnson (1994) for the broader picture of gender differences in conflict talk. Transcription Conventions word emphasis Word stretch WORD loud chroma ?word? low volume AB pitch changes slow rhythm method words fast r hythm words unique tone (0) pause words overlap word overlatch word- cut-off word) transcription doubt ((comment)) comments (. ) unclear talk. Turn numbers devise the original numbering in the full recorded session the excerpt is taken from. The English translation follows the Hebrew text closely cases where Israeli norms or strategies are culture specific are commented on in the body of the paper. Deutschmann (2003) includes in this category offenses such declining offers or requests, forgetting agreements etc. For example, when Dafna (62) asks for the silver color during a joint drawing activity, Daniela (59) apologizes Silver? Silver? Sorry, I dont have silver color).It is not perfectly clear from the tape who is uttering the first sorry in this sequence. The second IFID realization in turn 36 is made by Danni, who is also the offender in this apology event. Because of technical problems the sequence was only partly transcribed, a matter which makes it difficult to characteriz e the violations in detail thus we do not know what the TA is referring to when she talks about falling. This is the only occurrence of the word apology in the corpus. Nine turns later (382) the children started to play with an iron which warmed up in the sun, and later sat on it.Prompted by the heated metal, they started a verbal play with a strain of the utterance my butt is boiling, which made them both laugh and finally succeeded in cheering up Dani. Ariels moves seem to resemble the government agency building measures diplomats talk about in the context of international conflict resolution. We have also noted other indirect ways of appeasement, such as humor, narratives and explanations, but will not elaborate on these for lack of space. There were 32 brogez utterances and 17 sholem utterances in the young cohorts data, and not a single occurrence in the older cohorts talk.We can see that the sholem ritual is replaced with age by the conventional apology formula of the adult world. A caveat is in order here. More data is needed to confirm our developmental observations, since some of them might be due to the different circumstances in which peer talk took place in the two cohorts during free play in groups for the younger children, and during a meal in a fast food eating house in pairs of two for the older cohorts. 36 Zohar Kampf and Shoshana Blum-Kulka References Benoit, W. L. (1995). Accounts, Excuses and Apologies A Theory of form Restoration Strategies.Albany State University of New York Press. Bergman, L. M. and G. Kasper (1993). Perception and performance in native and nonnative apology. In Interlanguage Pragmatics, G. Kasper and S. Blum-Kulka (eds. ). Oxford Oxford University Press. Brown, P. and S. 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