Ethnic Nationalism or Civic Nationalism †World History Essay

Ethnic Nationalism or Civic Nationalism – World History Essay Free Online Research Papers Ethnic Nationalism or Civic Nationalism World History Essay Throughout our world, there are many different nations throughout the world with different nationalities. But what is a nationality? What makes each nation different from each other? Nationalism is the feeling of commonality that one has with people from similar backgrounds, ethnicities, and cultures. Nationalism has the power to create entire new states, move borders, and start wars. There are the theories of Civic Nationalism and Ethnic Nationalism. Civic Nationalism is the theory that one belongs to a country based on one’s choice to live there. Ethnic Nationalism is the belief that one can only belong to a nation if one is of the correct blood. The forces of Nationalism were at work greatly throughout the 20th century, both positively and negatively. One of the most negative examples of nationalism this century was the regime of Adolph Hitler in Nazi Germany. Adolph Hitler used a combination of myth, ethnic nationalism, and national pride in his regime of power, which resulted in the deaths of millions of innocent people. Nevertheless, German people felt pride in their nation and in their leader, who was bringing Germany back as a world power. Adolph Hitler used pre-existing nationalist sentiment, pre-existing views on other nationalities, and sheer force to instigate his regime. His Ethnic Nationalist views led both to the extermination of millions as well as his desire to make gains in Europe. The extreme negative forces of Ethnic Nationalism were at work in Germany under Adolph Hitler. Hitler believed in a 19th century German belief known as the Volk, in which Germany surpassed other nations in terms of culture and society and had a duty to dominate. Hitler’s views of Ethnic Nationalism led to the Second World War and resulted in an international conflict. Hitler held the belief that other races in Germany were causing German society to decay. He beliefs that the German Aryan race of blond hair and blue eyes is superior to all others, and he dreams of a European union of Aryans, free of undesirable races. The nations he would like to unite in a union of Aryans in clued Germany, Scandinavia, The Netherlands, and England. This aggressive form of nationalism also led to increased militarism in Germany. In 1938, Austria formed a union with Germany. A large amount of people in Austria were of German â€Å"stock† and spoke the same language. Hitler belie ved that â€Å"those of the same blood belong in the same Reich!† (Holocaust Timeline) Throughout Europe and into Southern Russia, German people had settled. Hitler wished to push east and eventually settle these areas with Aryan people. Nazi Germany’s nationalist ambitions were the major cause behind World War II, and their desire to dominate over inferior races is demonstrated through their invasions of Czechoslovakia and Poland. Not only was nationalism a driving force behind Hitler’s goals once in power, but nationalism was one of the major causes of Hitler’s success in gaining control of Germany. After Germany’s defeat in World War I, German nationalism was dealt a severe blow. Hitler himself was completely devastated by the German loss. He said of when he heard the news, â€Å"Since the day when I had stood at my mother’s grave, I had not wept†¦But not I could not help it. And so it had all been in vain†¦Did all this happen so that a gang of wretched criminals could lay hands on the fatherland.† (From Herder to Hitler) The Nazi party appealed to Germans reeling from their defeat in the First World War, which resulted in massive reparation payments to be made to the allies. The promise of a reborn Germany (the swastika symbolised rebirth) that would be the new great military power on the planet offered promise to many. Hitler promised a better country a nd said that the reason the country had crumbled was because of the non-Germans living and infiltrating German society. Hitler played off pre-existing ideas. At this time in Europe, the Jews were mainly a minority nation without a country of their own to live in. A lot of the Jews did not have much land so turned to education as a means of getting by. Many Jews became lawyers, journalists, doctors, and civil servants. Non-Jews resented the position of Jews in business etc. and the number of them getting an education. Jews were often subject to violent displays of protest in Europe at this time. Hitler played off these pre-existing notions about them and used them as a scapegoat for the nation’s problems. One of the major reasons for Hitler’s popularity was the Great Depression. The Great Depression affected one out of two German people and affected Working and Middle class Germans alike. (Howarth) The points offered by the Nazi party had something for everyo ne and eventually Hitler was elected in 1933. In this way, nationalist forces were in favour of Adolph Hitler and let to his rise to power. At the time, German people were inspired by the promises of a better future of a glorious powerful Germany. Nationalism is a very powerful force, however, and can be used both positively and negatively. When Adolph Hitler used nationalism to gain control of Germany, he did not have positive motives as we would see them today. He wanted to control Germany and establish his Aryan state. Hitler’s beliefs in Ethnic Nationalism had a very dark side to them. Ethnic Nationalism in Nazi Germany led to the extermination of millions of â€Å"inferior† races. This practice has come to be known as ethnic cleansing, creating a nation made up only of those who belong by blood. Hitler held the belief that the German Aryan race of blond hair and blue eyes reigned supreme over all other races. This belief was rooted in the Social Darwinist theories of the earlier century. He believed the mixing of Germans and non-Germans had resulted in the deterioration of German society. This also comes from the Darwinist theory in that mixing of different races results in an inferior breed that has less physical and mental abilities. (Heller to Hitler) Under the Nazi’s â€Å"Law for the Protection of German blood and honour,† Jewish people were designated a different race. The subsequent Nuremberg Laws resulted in the Jews having their civil rights taken aw ay and legally declared separate from Germans. In order to bring about Aryan racial supremacy in Germany, the Germans had millions of Jews sent to concentration camps, where they either had to perform arduous labour for the Germans or were executed by firing squad or the gas chambers. Jews weren’t the only people subjected to Germany’s ethnic cleansing. Germany also deemed gypsies, communists, Slavs, religious minorities, and gays undesirable. During Hitler’s Nazi regime, the numbers of people executed are in the millions. The estimates range from the 10 million mark all the way up to the 26 million mark. (Wikipedia.org) Hitler’s views on racial supremacy, therefore, resulted in one of the largest mass murders in history, and are a horrific example of what the force of nationalism can do. When we look at nationalism in Nazi Germany, we can see a regime that appealed to people’s nationalism and managed to get to power because of it. German people wanted to better themselves and they liked what the Nazis promised, a better future for Germany and a stronger Germany. Adolph Hitler’s ideas for a unified Aryan Europe led to the Second World War, one of the most brutal conflicts in history in which millions of soldiers were killed. His dislike for the Jews and his ideas of German nationalism led to the extermination of millions of Jews, gypsies, gays, and other minorities. The forces of nationalism active in Nazi Germany around the time of the Second World War are an excellent example of how nationalism can inspire people and give them hope, yet cause conflict and horrific acts. Nationalism cannot be called a positive force, even for the German people in this case, as these feelings of nationalism led to a brutal international conflict. Research Papers on Ethnic Nationalism or Civic Nationalism - World History EssayAssess the importance of Nationalism 1815-1850 EuropeAppeasement Policy Towards the Outbreak of World War 2Quebec and CanadaThe Effects of Illegal ImmigrationRelationship between Media Coverage and Social and19 Century Society: A Deeply Divided EraGenetic EngineeringBook Review on The Autobiography of Malcolm XPETSTEL analysis of IndiaAnalysis of Ebay Expanding into Asia

Nueva interpretación de las leyes de deportación en USA

Nueva interpretacià ³n de las leyes de deportacià ³n en USA Si usted o una persona querida est en riesgo de ser deportada puede que esta situacià ³n le cause gran inquietud e, incluso, dolor.   En este artà ­culo usted puede informarse de quià ©nes pueden ser deportados y tambià ©n de cules son los à ºltimos cambios de interpretacià ³n de las leyes   de deportacià ³n, cules son las protecciones para los migrantes, cules estn previstas pero todavà ­a no se aplican y cà ³mo luchar una deportacià ³n y, si finalmente tiene lugar, cules son las consecuencias.   Quà © inmigrantes pueden ser deportados La realidad es que puede ser deportada de los Estados Unidos cualquier persona extranjera que est como indocumentada o que es condenada por ciertos delitos o ha cometido ciertas violaciones migratorias.   Esto quiere decir que en determinadas circunstancias muy concretas incluso los residentes permanentes legales pueden ser deportados. Nueva interpretacià ³n de las leyes de deportacià ³n Despuà ©s de varios aà ±os consecutivos con nà ºmeros muy altos de migrantes deportados, el gobierno dio por cerrado el programa conocido como Comunidades Seguras y ha comenzado a aplicar un sistema de prioridades de deportacià ³n.   Esto hay que entenderlo de la siguiente manera: cualquier persona indocumentada o que cometa una violacià ³n migratoria o un delito que lleva aparejada una deportacià ³n puede ser deportada, pero no todos son prioridad.   Y el gobierno se va a centrar principalmente en esos casos que sà ­ lo son. Adems, se han aprobado una serie de medidas legales que protegen frente a la deportacià ³n a ciertas categorà ­as de indocumentados. Protecciones frente a la deportacià ³n   Destacan tres: En primer lugar, el programa de la Accià ³n Diferida, conocido por sus iniciales en inglà ©s como DACA. Beneficia a muchachos que llegaron a Estados Unidos siendo nià ±os y cumplen otros requisitos de estudios, rà ©cords, etc.   En segundo lugar, el programa de Parole in Place (PIP, por sus siglas en inglà ©s) para indocumentados que son familiares de ciudadanos que sirven en el Ejà ©rcito. Y, finalmente, la igualdad migratoria que se concede a los matrimonios entre dos hombres o dos mujeres   como  la que se da a los de un hombre con una mujer. Esto es asà ­ por una decisià ³n de la Corte Suprema relativa al reconocimiento del matrimonio homosexual. Protecciones pendientes y que no estn en vigor por el momento El gobierno tiene previstas las siguientes protecciones para migrantes indocumentados: DACA extendido, para alcanzar a ms muchachos que el programa que ahora est vigente.Y DAPA, para los paps y mams de ciudadanos americanos. Por el momento estos dos programas no se pueden aplicar y estn pendientes de una resolucià ³n de las Cortes. Mientras se decide a su favor o en su contra los derechos de los padres de los ciudadanos americanos son limitados. Cà ³mo luchar contra un proceso de deportacià ³n Cuando se inicia un trmite de deportacià ³n es importante saber que hay caminos para intentar lucharlo. Y en estos momentos es fundamental considerar contratar a un abogado. Ya que aunque pueden resultar caros, lo cierto es que las estadà ­sticas son muy claras y muestran una gran diferencia de resultados cuando un inmigrante se presenta con abogado que ha estudiado bien el caso y lucha por salvarlo a cuando el migrante se representa por sà ­ mismo.  En estos casos el gobierno nunca paga por el abogado.   Relacionado con este asunto, recordar que no presentarse ante una Corte de inmigracià ³n cuando se tiene una cita puede tener consecuencias muy negativas. Incluso es posible acabar con una orden de deportacià ³n sin saberlo.   Si no es posible acudir el dà ­a y la hora que dice en la carta de citacià ³n, considerar cambiar antes la fecha. Incluso es posible cambiar el estado, si el migrante se ha mudado. Es muy importante entender que la deportacià ³n es un asunto grave y lo mejor es estar informado antes de tomar decisiones que pueden tener consecuencias dolorosas. Consecuencias de la deportacià ³n Si un inmigrante es deportado, hay un castigo y por un tiempo tiene que esperar fuera de Estados Unidos antes de volver a aplicar para poder ingresar de nuevo al paà ­s, aunque en circunstancias muy especiales se puede pedir solicitar un perdà ³n. Adems, es conveniente tener en cuenta que es muy arriesgado ingresar ilegalmente a Estados Unidos, si se ha sido previamente deportado, porque eso es un delito (felony) y tiene consecuencias muy serias.   Quà © hacer En casos de posible deportacià ³n es importante conocer las posibles opciones y asesorarse con un abogado competente que forme parte de Aila, que es la asociacià ³n de abogados de inmigracià ³n de Estados Unidos. Es muy importante evitar fraudes y no caer en las mentiras de personas inescrupulosas que a cambio de dinero prometen resultados que, simplemente, no son posibles segà ºn las leyes actuales.   Por à ºltimo, si se considera que este artà ­culo contiene informacià ³n relevante, por favor, compartir en las redes sociales. Si se desea recibir ms informacià ³n sobre visas, green cards, ciudadanà ­a y dems temas migratorios en Estados Unidos, por favor suscribirse a mi cuenta de Twitter, FB o a la newsletter semanal.   Este artà ­culo es meramente informativo. No es asesorà ­a legal para ningà ºn caso concreto.

Scenario Analysis - Filling you toolbox Essay Example | Topics and Well Written Essays - 1000 words

Scenario Analysis - Filling you toolbox - Essay Example In the workplace worries scenario illustrated in this paper, I can use the problem solving tool as discussed by Hicks (2010). Hicks discusses that there are seven steps in resolving issues in the workplace. The first step is on identifying the issues – to clearly identify what the problem is, while noting that different people may have different views on what the actual issues are (Hicks, 2010). In applying this step to the current issue, I need to identify the actual issue in this scenario. The way I see it, the issue is about the uneven distribution in workload. The low pay and the heavy workload in the nursing profession is already an identified given in the current health care practice. My role as a manager would now be geared towards using the tools I currently have in order to ensure the effective running of the paediatric care unit. Short of increasing the salary of the nurses and addressing the nationwide nursing shortage problem, the only means left in my arsenal are the solutions which are within my power and authority to effectively and realistically implement. By identifying the problem as improper work distribution in the paediatric unit, I am able to set it apart from the other problems which nurses perceive as their issues. The next step in the problem-solving process is to understand everyone’s interests. These interests are the needs which I would like to satisfy based on any given solution; in some cases, we often get do not take notice of our genuine interests because we have become obsessed or fixated with one particular solution (Hicks, 2010). It is important to note that the best solution which can be applied is one which would satisfy everyone’s individual interests and in order to come up with the best solution, the manager and the subordinates need to actively listen to each other, to put aside their differences, and to find a common ground which would satisfy all their needs (Hicks, 2010). In this case, my

Online shopping Research Paper Example | Topics and Well Written Essays - 2500 words

Online shopping - Research Paper Example mer premise, a major characteristic of online shopping provides a possibility of the transfer of customers shopping travels to a more effective products transportation that at the end has the possibility of producing constructive results on sustainability, use of land as well as mode of travel choices. The fact that online shopping is more popular in big towns and cities means that it will thus act as an incentive for the required changes in these cities that face the most obstacles for logistics (Cairns, 2005). There is a lot of controversy regarding the effects of online shopping on road use and the overall changes in consumers travel habits and the impacts of the changes. Some studies indicate good or desirable effects on road use while others indicate negative results with a final group indicating net neutral results. However, a good number of this research indicate that with the increasing popularity and expansion of online shopping, coupled with the adoption of the necessary changes required then online shopping is going to be the solution for most of the transport challenges we experience in our towns and cities (Cairns, 2005). In spite of transportation policy and regulations, online shopping continues to expand as more and more people accepts the system. Despite the fact that, business to business section dominates online shopping in terms of money value of all the completed transactions, the business to consumer section remains very vital for the possible effects on travel habits, patterns of land use, logistics in cities as well as the effects on sustainability. The highest level of efficiency in the use of roads and other transportation facilities is achievable through restructuring and reorganizing the transportation activities linked to business transactions (Hu and Saleh, 2005). There is the need to find out how the changes in the manner of conducting online shopping will influence the efficiency and the overall contribution towards a more

The Devil Restaurant Essay Example for Free

The Devil Restaurant Essay 1. Executive Summary 1.1 Business Innovation Korean Bibimbap, a new restaurant that is featured by healthy Korean food aims to provide white-collar workers with convenient service and business leisure under the help of e-commerce and efficient management. The main characteristics of Korean Bibimbap is as follows. ââ€"  Korean Bibimbap is set up as a restaurant selling healthy Korean meal sets at an acceptable price. Nowadays white-collar workers are faced with a dilemma on where to have dinner. On the one hand, despite the cheapness of food in staff canteen, some white-collar workers have been fed up with its distastefulness. On the other hand, many white-collar workers also complain that they can’t afford the food in restaurant because of its high price. Combined with high stress and long time of work, such a dilemme now has contributed to many health problems in white-collar workers. Based on the analysis of this situation, Korean Bibimbap will provide healthy Korean food in varied prices and an agreeable environment for white-collar workers to enjoy. ââ€"  Following the trend of e-commerce, Korean Bibimbap will use a electronic system including website and integrated management system for prospect background. Customers can not only come to the real shop for dinner but also place order through the internet. It deserves to be mentioned that online order service is still at its primary stage of development in China. This system will bring as much convenience as possible to consumers and in return expand the business of Korean Bibimbap. 2. Mission and Vission Our first responsibility is to provide every customers healthy food at a fair price as well as the pleasure of eating. We will make sure that every consumer receives a warm welcome on walking in our restaurant. We value employee’s active efforts on bringing health as well as pleasure to customers, and on spreading healthy diet culture to the world. We would like to join hands to advance and retreat as one with the development of our restaurant. By working closely, we can pave the way for a better prospect of our restaurant. 1.3 Food Stucture As its name suggests, at the start-up stage the main food provided in my restaurant is Korean Bibimbap sets, varying in variety and price. Korean Bibimbap will use advanced equipments to prepare and store food material on large scale without affecting the flavor and nutrition of Korean Bibimbap. More over, some special snakes will also be offered as a complement to deversification of food. At the expansion phase, Korean Bibimbap will add more food lines to the menu list. 1.4 Market Analysis The restaurant market is a competitive market with low entry barriers, where new restaurants emerge rapidly and compete with the existing ones. Base on the SWOT analysis, a successful restaurant should have both distinctive food and high quality service at least. Besides, exposure to lage numbers of mobile population also accounts for the success of some famous restaurant. To take all these into consideration, Korean Bibimbap decides to target on white-collar workers in International Trade Center in Beijing. 5. Management The management team mainly comprises five parts: administrative department, marketing department, human resource department, financial department and purchasing department, each of which has its specific responsibilities. Periodically, Korean Bibimbap will have personnel training, especially for these senior managers and gradually establish a comprehensive training system. At the same time, Korean Bibimbap will strengthen and perfect information management system on different levels, so as to facilitate the smooth and efficient operation. 1.6 Financial Planning Total investment for the first year is one million, which comprises 0.7 million from partnerships and 0.3 million of bank loan. At the early stage, Korean Bibimbap has to pay regular interests to investors every month. At the second year, Korean Bibimbap will have paid off all the debts and continue to operate the business with acculmulated capital. 7. Risk Analysis Major problems may come from the potential pandemic outbreak, some irresistible natural factors, external large-scale maligant competition, management risk, financial risk and policy risk. In order to minimize the negative effects of potential problems and risks, Korean Bibimbap will have special training on relevent staff to improve their ability to predict and evade risks. 1.8 Conclusion In short, Korean Bibimbap is a restaurant combined with healthy food and advanced management, targeting on the white-collar workers. With the joint efforts of all staff, Korean Bibimbap will have a good market prospect and further development in the future. 2. Business Description 1. General Descriprion of the Business Korean Bibimbap is a new restaurant featured by health and convenience, aiming to provide white-collar workers with convenient service and business leisure under the help of e-commerce and efficient management. ââ€"  Target Consumers More often than not, white collar workers is more likely to eat out. For modern white-collar workers, they lay more emphasis on both convenience and nutrition. At the same time, they are also curious about exotic flavour and attach importance to deliciousness of food. They also don’t have too much economic problem, so medium priced Korean Bibimbap will not make them hesitate too much. ââ€"  Site Selection Because the target customers of Korean Bibimbap are white-collar workers, the location is finally decided as International Trade Center, which is known as one of the biggest office building areas. ââ€"  High Quality Services All the staff have to be energetic and enthusiastic young people, who will have united training course about providing good service and should be interested in, if not familiar with, Bibimbap culture. Various characteristic services will be offered from the customers entering Korean Bibimbap till their departure. Furthermore, Korean Bibimbap will provide convenient online reservation and take-away services. 2. Industry Background As a traditional industry, the restaurant industry has played important roles in the economic development. In the long term, the strong growth of restaurant industry will continue. There are two major reasons as follows: ââ€"  Although There are many restaurants in Beijing, the amount of people eating out is still a small proportion of the total population. With the further development of economy, there will be still great potential for new restaurant to win decent profits. ââ€"  From the perspective of demand, people will attach more importance to diversified, healthy and quality food. These demend will contribute to the further development of the restaurant industry. In coclusion, the restaurant market is a competitive market with low entry barriers, where new restaurants emerge rapidly and compete with the existing ones. However, there is still great space for new restaurants as long as operators make efforts to establish their own features and improve the quality of service. 3. Goals and Potential ââ€"  Vission To bring health and happiness to the world. ââ€"  Mission To bring health by providing delicious food; To bring happiness by providing better services. ââ€"  Core values Healthy Delicacy Our first responsibility is to provide every customers healthy food at a fair price as well as the pleasure of eating. Consumers First We will make sure that every consumer receives a warm welcome on walking in our restaurant. We measure our work against how much satisfaction our consumers get from our services. The satisfactory smile of customers will be our best encouragement forward. Enthusiasm and Dedication It is the enthusiasm and dedication of our employees that keeps our restaurant going and expanding. We value employee’s active efforts on bringing health as well as pleasure to customers, and on spreading healthy diet culture to the world. Teamwork We would like to join hands to advance and retreat as one with the development of our restaurant. By working closely, we can pave the way for a better prospect of our restaurant. 4. Uniqueness of Product The distinctive food of Korean Bibimbap is featured by its nutrition and convenience. On the one hand, Bibimbap is nutritious food with low calories, for the main ingredients of Bibimbap are various vegetables. Compared to KFC and other kind of cuisines, Bibimbap lays more emphasis on nutrition and health. According to latest study, Korean chilli paste can stimulate the palate of people and in some sense improve the immunity of people. On the other hand, Bibimbap is also a delicious and convenient food to be offered at a short time. While operating the business, we will prepare some ingredient in large numer beforehand and use special equipment to store them. As Korean Bibimbap becomes stronger, more food series will be added, like Korean barbecue, to the menu of restaurant.

Radical Views of Defoe Exposed in Moll Flanders Essay -- Moll Flanders

Radical Views of Defoe Exposed in Moll Flanders      Ã‚  Ã‚  Ã‚   Daniel Defoe is a proponent of the unorthodox in his novel Moll Flanders in which he shapes many aspects of Moll's life after those of his own.   The concepts he puts forth in the work are radically different from beliefs customary to seventeenth century England.   Appealing to and championing the common man, Defoe constructs an iconoclastic piece that praises a common woman.    In spite of gender differences, Moll mirrors Defoe's life.   Defoe draws on his past, when he served time in debtors' prison after his business as a merchant failed.   He traveled to cities where he would become free from his creditors (Monarch Notes).   It is from these experiences that he begins Moll's adventure to survive.   After Moll's second husband, like Defoe, is arrested, Moll takes refuge in the Mint, for if the commissioners were to have been informed where [she] was, [she] should have been fetched up and all [she] had saved be taken away (Defoe 44).  Ã‚      Defoe uses his beliefs on morality, unusual for a man of his time, as a m...

The Geographical Position of Great Britain

The Geographical Position of Great Britain There are two large islands and several smaller ones, which lie in the north-west coast of Europe. Collectively they are known as the British Isles. The largest island is called Great Britain. The smaller one is called Ireland. Great Britain is separated from the continent by the English Channel. The country is washed by the waters of the Atlantic Ocean. Great Britain is separated from Belgium and Holland by the North Sea, and from Ireland – by the Irish Sea.In the British Isles there are two states. One of them governs of the most of the island of Ireland. This state is usually called the Republic of Ireland. The other state has authority over the rest of the territory. The official name of this country is the United Kingdom of Great Britain and Northern Ireland. But it is usually known by a shorter name – â€Å"The United Kingdom†. The total area of Great Britain is 244,000 square km. They say that the British love of compromise is the result of the country's physical geography.This may or may not be true, but it certainly true that the land and climate in Great Britain have a notable lack of extremes. The mountains in the country are not very high. It doesn't usually get very cold in the winter or very not in the summer. It has no active volcanoes, and an earth tremors which does no more than rattle teacups in a few houses which is reported in the national news media. The insular geographical position of Great Britain promoted the development of shipbuilding, different training contacts with other countries.The Geographical Position of Great Britain There are two large islands and several smaller ones, which lie in the north-west coast of Europe. Collectively they are known as the British Isles. The largest island is called Great Britain. The smaller one is called Ireland. Great Britain is separated from the continent by the English Channel. The country is washed by the waters of the Atlantic Oc ean. Great Britain is separated from Belgium and Holland by the North Sea, and from Ireland – by the Irish Sea.In the British Isles there are two states. One of them governs of the most of the island of Ireland. This state is usually called the Republic of Ireland. The other state has authority over the rest of the territory. The official name of this country is the United Kingdom of Great Britain and Northern Ireland. But it is usually known by a shorter name – â€Å"The United Kingdom†. The total area of Great Britain is 244,000 square km. They say that the British love of compromise is the result of the country's physical geography.This may or may not be true, but it certainly true that the land and climate in Great Britain have a notable lack of extremes. The mountains in the country are not very high. It doesn't usually get very cold in the winter or very not in the summer. It has no active volcanoes, and an earth tremors which does no more than rattle teac ups in a few houses which is reported in the national news media. The insular geographical position of Great Britain promoted the development of shipbuilding, different training contacts with other countries.

Dtlls †Enabling Learning and Assessment Essay

Coursework 1 – Reflective Account of Peer Assessment Activity Within this piece of work I will be reflecting on an assessment activity used by a peer whilst I was observing their lesson for A-level psychology. The learners were all aged 17-19 and the lesson was on theories of depression and was a revision session for learners before their exams the following month. The assessment activity was an informal formative assessment where the students were placed into groups of two or three learners and were then given an area of the subject matter, the learners then had to create revision notes as a group on a piece of flipchart paper using their own notes and text books. The learners were then given 15 minutes to revise these notes, once this time was up the tutor then asked the learners to all find a new partner and then teach their revised notes to their peer. The ‘tutor’ peer would try to give all their key notes without looking at the flipchart, but some learners we re allowed when they got stuck on certain points. The ‘student’ peer would have to take written notes to aid with their revision. The learners would then swap in their pairs and the roles would be reversed, after both learners had shared their revision notes they would then swap again to find a new learner to pair with, this process continued until all learners had a full set of revision notes for the subject. Brown et al on the subject of assessment ‘validity’ state ‘It is often described as the match between what is intended to be measured and what is measured.’ (Brown et al., 1997, p.239). I believe this activity was very valid as it allowed the tutor to assess the notes the learners would be revising from for a summative exam in the future. The aims of this assessment were explained in full detail and the learners understood what was expected of them from this activity. The point of the activity was for peer learning to take place to aid revision in the subject of theories of depression; this was definitely achieved by the end of the lesson as every learner had a full set of revision notes on each aspect of the subject confirming the validity of the assessment. The students were in charge of creating their own notes in each group and then passing these notes onto their peers, this does cause some reliability issues as with all learners some students may have put more effort into their revision notes than others. Therefore you may get a learner who has put as much information into his or hers notes as possible giving a vast amount of knowledge on a certain area of the subject and they may then  receive from a peer basic knowledge of another area of the subject. Reece and Walker talk of ‘reliability’ as ‘the ability of a test to consistently measure what it is supposed to measure.’ (Reece and Walker, 2007, p.348), I believe this method of assessment does not consistently measure but the tutor did circulate the classroom at all times aiding learners if they were finding it hard to put key points down on paper. This method does however aid differentiation as less able learners were given the chance to gain knowledge of the subject from more able learners. The more able learners also had the chance to practice and develop their subject knowledge aiding revision in the class. Word Count: 520 References Brown, G., Bull, J. and Pendlebury, M. (1997) Assessing Students Learning in Higher Education. Oxon, p.239. Reece, I. and Walker, S. (2007) Teaching, Training and Learning: A Practical Guide. 6th ed. Sunderland: Business Education Publishers Ltd, p.321. Coursework 2 – Assessment Information within own Organisation Assessment information within my own organisation is recorded from the beginning of a learner joining the college. Every potential student as part of the interview stage takes part in a minimum core assessment; this is a basic screening test to assess the student’s literacy and numeracy skills. This initial assessment allows us to correctly place the learner on the right level of course. These results are placed in the college database, following the enrolment of each learner the minimum core results form a group differentiation profile for each class; put together by the course leader. This profile is used by the tutor so they can differentiate learning tasks and understand individual learner’s needs from the very beginning. Once the course commences formative assessments are created by the tutor and used in each lesson. Each learner receives feedback from these assessments and if needed, targets can be set so the learner is clear on what is expected of them. Validity and reliability of assessments used during a course are checked at regular standardisation meetings within curriculum teams, these take place to sample marking of formative and summative theory assessments. Allowing tutors to internally verify samples of learners work so all tutors  in the department are consistent in their marking. Reece and Walker explain ‘validity’ as ‘how well the test measures what it is supposed to measure† (Reece and Walker, 2007, p.321). Within these meetings the team will also evaluate and create formative and summative assessments for future use; a chance to share good practice. The meetings are also used to discuss practical assessments as different tutors can have differing views on as sessment criteria; this aids the reliability of the assessments. Summative assessments are entered on a standardised tracking document which every tutor in the department can access. Updating this tracking document then enables each tutor or the head of department to see the progress of every learner helping to identify any ‘at risk’ students who may need more attention or end up not completing the course. This document is shared with the learners; they can see what still needs to be achieved to gain their qualification and how far they have come in terms of progression, this aids motivation in the classroom and also a sense of achievement to see how much they have already completed. The learners have logbooks provided by the awarding body VTCT, this is where tutors record all practical summative assessment and sign off to say they have met the criteria set by VTCT. The logbook is used by the learner to build a portfolio of consultations forms and photographs from practical’s, written assignments and any online tests the learner has to complete during the course. The college also uses Pro-Monitor a computerised package which tutors can record individual learner progress and set targets for learners to achieve by a certain time. Learners can access Pro-Monitor and input individual targets they wish to achieve, it can also show them graphs and visual aids on how much of their qualification they have achieved, this is brilliant for more visual learners who may find written feedback harder to understand. These different ways of recording assessment information are vital in enabling tutors to identify when students are falling behind and planning for future development, a side effect of not using these implements could be learners nearing the end of their course without completing assessments that are mandatory. References Reece, I. and Walker, S. (2007) Teaching, Training and Learning- a Practical Guide. 6th ed. Sunderland: Business Edition Publishers, p.321. Coursework 3 – Evaluation of Assessment Activities Assessment is defined by Gravells and Simpson as ‘a measure of learning, at a given point in time. Relevant skills, knowledge and/or attitudes can be measured towards a subject or qualification.’ (Gravells and Simpson, 2008). There are three main types of assessment; initial, formative and summative; these types of assessment can then be informal in the way of crosswords, gapped hand-outs, quizzes, discussions and journals or they can be formal in the way of exams, assignments, tests and observations. Formative assessment, used properly, is such an integral part of the teaching and learning process that it could be argued that it shouldn’t even be called assessment. When we consider teaching and learning methods, many of them – questioning, case studies, and projects – are also assessment methods used as learning checks. Scales states ‘Assessment for learning is based on the belief that everyone can learn and formative assessment is a key strat egy to help learners improve and develop’ (Scales, 2010) With this in mind the first assessment activity to be evaluated is a crossword used as an informal summative assessment. Crosswords are a simple and easy way of assessing learner’s knowledge during a unit. Crosswords can be uploaded to the college interactive website ‘cloud’, learners can then download the activity as a form of homework or as an extension task during directed studies. These can then be handed in to the tutor for marking. A more effective method is to use a crossword as learning check during a lesson; once the learners have completed the crossword they can then discuss as a group the answers. The tutor can also use extended questioning, asking more able learners to explain in more depth an answer to help aid differentiation. Feedback from learners suggests that crosswords are a challenging way of testing knowledge and encourages the learners to look at subject matter in different ways without having to sit tests all the time, which can be very daunting for certain learners. Something gained from feedback from a group of level 1’s, is that because a majority of the learners have learning needs which affects their literacy; they find the crossword in itself challenging to complete. To overcome this it has been noted that providing learners with a word bank of key words for each unit has helped in completing such tasks as  crosswords, as the learner still needs to know which word they are looking for but aids in developing their spelling for the future. Feedback is the most important part of formative assessment; research suggests that immediate oral feedback is the most effective, whether this is done by one on ones or as a group discussion. The feedback provided should be developmental and make the learners extend their thinking and learning to a higher level and should also focus on positive points first before moving onto more ‘developmental’ area’s for the learner to consider. By conducting formative assessment it can ensure that the teacher gains a full understanding of the learners existing capabilities so that realistic goals can then be set and additional support if needed can be organised. With this feedback individual targets can then be created for each learner and placed on the college Pro-Monitor system where the learners can access their targets as and when needed to see how they are developing in the course. Learners are also encouraged to create their own personal targets on Pro-Monitor, using feedback from formative assessments it allows learners to realise key strengths and weaknesses to help in creating these targets. The use of this feedback is very much like the idea of ‘scaffolding’, Bruner (Wood et al., 1976) coined this term in the 1950’s and believed using a more knowledgeable other to challenge the learner to achieve more by providing ‘scaffolding’ to help them climb to higher levels. Learners in dialogue with teachers can see where they want to reach but initially may need help in the form of questions, prompts and pointers to get there. Summative assessment is the assessment of learning and it leads to the gaining of qualifications and grades. Weeden suggests ‘Summative assessment is a snapshot judgement that records what a learner can do at a particular time.’ (Weeden et al., 2002, p.19) This process of qualification is important for learners and it is good to keep in mind the emotional aspects and design of assessment in relation to validity and reliability. With this in mind the second assessment activity to be evaluated is a practical observation used as a formal summative assessment. Practical observations are used throughout all 3 NVQ levels in beauty therapy as the subject is extremely vocationally based. Beauty therapy NVQ’s are broken down into units, for each unit there will be practical assessments that have to be completed at the end of the unit, where the learner is observed and assessed by the teacher. VTCT are  the awarding body for the beauty therapy NVQ’s and they set out the practical assessment criteria for each unit, this criteria is printed in the learners logbooks which is where each assessment is signed off if a pass has been achieved. To aid the reliability of the practical assessments all beauty lecturers at the college come together at standardisation meetings where the criteria is discussed in detail and a learner marking sheet is created which includes each of the areas the learner has to meet to gain a pass in the assessment. If this was not done each teacher could interpret the assessment criteria in different ways therefore learners would not be assessed fairly and reliably. Petty states ‘the same examiner should give the same mark if they unknowingly mark a script twice on different days’ (Petty, 2009), using standardisation this means that even with practical based assessments the results should always be the same. To help learners during practical assessments learning outcomes are written on the whiteboard to highlight key points they will need to show competency in or do to achieve a pass in the assessment. During the observation the teacher will also ask questions to the learners to help achieve the unit criteria, this is also where differentiation of the learners can take place as more able learners will be asked more open-ended and higher order questions then less able learners who will be asked standard criteria questions. The use of cameras in practical assessments is something that is still fairly new and is being experimented with but does seem to show some success. As part of the observation learners have to keep their working area clean and tidy and show due regard for health and safety, the teacher can now take pictures of each learners working area before the assessment takes place and then at the commencement of the assessment. With regards to practical assessments like nail art, make-up and face painting the finished article can also be documented by a photo that the learner can then be used in their own portfolio to be sent to the awarding body. From these pictures the teacher can then feedback to the learner at the end of the assessment any positive points of the practical and also any areas that the learner would need to further develop, the learner can then have these pictures as a visual aid to understand how they can improve for the next assessment and also works as a good revision aid for the future. Another approach to embrace ICT in assessments is to video learners assessments so they can themselves evaluate  and feedback on client care and professionalism during their observation. It has been noted that using cameras in practical observations has been received well by the learners, they have commented that it brings a new dimension to receiving feedback and allows them to visualise areas they need to focus on improving and reinforces the assessment criteria for them too. Feedback from practical observation is given individually immediately after the learners assessment, feedback is given verbally with key points both positive and ones for development are written on the bottom of the consultation form the learner completed during the assessment (these consultation forms also go into the learners portfolio). Practical assessments can leave a lot to interpretation by the teacher so it is important the practical marking sheet is filled in during the observations and a pass or fail is determined by how many of the boxes the learner showed competence in, depending on which level the learner is currently studying determines the number of criteria they need to meet. Learners can feel very nervous and daunted by practical assessments at the beginning of the year as it the proverbial ‘unknown’, formative practical assessments do help to calm learners worries as they are a ‘trial run’ of the summative assessment, also setting out some time to explain and discuss the unit assessment criteria and what will be expected of them from this. During the practical observations themselves the use of cameras also seems to help learners forget the formalness of the observation and relax into the assessment. In conclusion all assessment methods should be a positive contribution to learning and good assessment activities are important to aiding teaching. However assessments are only worthwhile if they assist the learner and teacher to move through the learning outcomes of the unit, otherwise it is irrelevant. Designing assessment activities which stretch the learner’s abilities and promotes their development is a skill that comes with experience and understanding of the current learners on your course and it is definitely something that will always be tweaked and changed throughout your career. Word Count: 1,594 References Gravells, A. and Simpson, S. (2008) Planning and enabling Learning in the Lifelonf Learning Sector. Exeter: Learning matters, p.50. Petty, G. (2009) Teaching Today – A practical guide. 4th ed. Cheltenham: Nelson Thornes. Scales, P. (2010) Teaching in the Lifelong Learning Sector. Berkshire: McGraw-Hill Education, p.180. Weeden, P., Winter, J. and Broadfoot, P. (2002) Assessment: What’s in it for schools?. London: Routledge Falmer, p.19. Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. In: Journal of child psychology and psychiatry., pp.89-100.

How To Create Your Best Counter-Argument

How To Create Your Best Counter-Argument Counter Argument Writing Tips One of the best assignments in your students’ time is writing a counter-argument. Why you may ask? Such a task will make any student not only improve his writing skills but also his thinking. This skill will remain with you all during your life and will be very helpful for your future career. This type of assignment will help make your own arguments even stronger. You will be able to participate in any argument and prove your point of view. When you address the counter-argument in your argumentative essay, you exponentially sublimate your essay. Your writing will be more mature, academic, and developed. You show your high-level thinking when you develop the counter-argument to the toughest point of view. It’s really essential to build a strong case and provide the relevant evidence; and to reach this, you have to be aware of the counter argument within your essay. If your essay is written with no regard to the really obvious counter-argument, it is poor. Instead, when you’re able to create a sound counter-argument, it will influence positively your personal life. Master this skill – and you will be able to see other people’s perspective even if someone’s opinion is different from yours. Thanks to that skill, you will become an emotionally intelligent and compassionate person. What Is a Counter Argument? Almost every essay contains an argumentative aspect. As a rule, students provide a thesis and search for arguing in favor of their thesis. Your task is to provide the details, facts, and some research supporting the thesis to show why it is correct. According to Harvey, when you provide a counter-argument in your essay, you show your confidence. When someone has a skeptical attitude, placing a counter argument helps you predict all the objections your reader might have and be ready for them. You present yourself as a person who considers all the alternatives before arguing for one point of view. It means that you don’t avoid difficulties, but confront them, and all this makes you interesting to a reader. The counter-argument has to disagree with your thesis and is the most obvious point of your essay. For that reason, it has to be worth addressing. So including it to your writing would be a good choice while your teacher would appreciate it if you are able to recognize the points of view which disagree with yours. A solid counterargument is built via three steps: A student raises an objection against his argument. A student expands on the position of the objection and then rejects it. A student reaffirms why his position was correct originally. The aim of the counter-argument is to convince other people successfully. However, there is no sense to address an argument no one agrees with. When providing your counter-argument, the reader has to reflect that this is really true and become interested in how you are going to refute it. Imagine how this works in court – â€Å"objection, your honor† – and the judge gives you few seconds to provide a reason for your objection, and it’s very important, while someone’s fate depends on it. So the counter-argument in your essay has to be as strong as in court. Steps for Writing a Counter-Argument Think of the three most obvious objections to your point of view and write them down. Think which of them is the weakest and which the strongest one. Then you have to select the most convincing objection and use it in your essay as the counter-argument. Choose a transitional word/phrase and offer an issue with your argument. For example, someone draws a different conclusion. You can propose a better, alternative solution, for instance. Develop your counter-argument. Now write some more sentences and explain why people have to believe your objection, give some daily-life examples. Now use a transitional word/phrase to get back to your thesis and show that this counter-argument is not valid. Give explanations, it is very important. Reaffirm your thesis more precisely. It’s crucial to do the thesis in a way that makes it more precise and stronger. You have to keep in mind an average reader, persuade him deeply. Let’s Start a Counter Argument From the very beginning, your counter argument should slip into your essay. So it’s crucial to use proper transitional words and phrases. This way, you will show your reader that you are able to deviate from the main path in your essay and get back to it in a while. In order to make your counter argument look properly, you shouldn’t sound upset, but your reader has to be redirected from the main argument’s idea. In this case, transition words are crucial for starting your counter-argument. Transition Words The success of your counter argument and your essay in total depends on the transition words you use. A transitional phrase has to be strong to help your reader understand your line of thinking and understand it well. And, of course, your mark will be much higher. Examples of transition words â€Å"Admittedly†¦ (state objection)† â€Å"On the one hand, some experts argue that†¦Ã¢â‚¬  â€Å"Conversely, some argue that†¦Ã¢â‚¬  â€Å"Some might object, claiming†¦Ã¢â‚¬  You can also use some questions, as: â€Å"Nonetheless, why†¦?† â€Å"However, does that†¦?† Try different combinations until you feel comfortable with them. Counter Argument Rebuttal One of the most pleasant parts of the essay is a counter-argument rebuttal. In this part, you discuss why you are right and why your counter argument is wrong, also, you show why your thesis is surpassing. This rebuttal should convince your reader that your thesis is correct and that overall counter argument is absolutely wrong. The best examples of the counter argument essays will show you how to refute properly. The more solid the rebuttal is, the more integral is your argument. Some very confident students can address how some parts of the counter argument provided are valid, however, that this validity doesn’t matter at all, for example, if they are irrelevant, or if they don’t address certain groundwork of the topic. The aim of the rebuttal is to show how the counter-argument isn’t consequent to the entire correctness of your thesis. It’s not necessary to follow a structure in your rebuttal paragraph; however, it might be very helpful. A more concrete structure is more comfortable for many students: Create an opening sentence that is strong and sums up the core of the argument you object. Admit the claims’ validity. Choose the transition to link it to a strong topic sentence, which clearly asserts why the counter-argument is completely wrong. Support the topic sentence with the experts’ research in the form of quotation or even paraphrase. Explain or expand the evidence of the expert, as well as its importance and significance. Provide some example from current events or even history to support your position and make your rebuttal stronger. A concluding sentence has to illustrate how exactly counter-argument fails and shows that the main argument was superior. Examples of Counter Argument Homeschooling On the one hand, some experts in child development claim that homeschooling has multiple benefits. It is one of the best options for too sensitive or creative children, for those who can’t succeed in traditional school. Besides, children who are trying to reach professional goals, such as athletes or musicians very often can’t attend school and homeschooling is the only alternative for them. Homeschooling allows adjusting the curriculum to the needs of the kid so the kid is able to succeed. Rebuttal Example Conversely, some argue that homeschooling might have some advantages, such as more attention on the student or more personalized lessons. However, those obvious â€Å"benefits† are liabilities to the development of a child. A unique environment offered by the traditional school forces a child to cope with the challenges, such as mean teachers, bullying, embarrassment, teasing, etc. The traditional school provides various unpleasant experiences. On the other hand, these experiences make the child develop and become stronger. Every successful person becomes successful only through competing against worthy opponents.   School environment stimulates students to overcome obstacles and improve themselves. According to Dalien, the traditional school prepares children for the real world by making them interact with different people. During lessons, children learn to work in groups and negotiate the world without parents supervising or intervening them. Homeschooling isn’t abl e to provide children with social skills which are so important for them to enter the world of adults. Drinking Age Nonetheless, why a young person can drive at 15 and go to the army at 18? Does it make sense that a person can drive all over the country, lose his or her life for the country, and still can’t order a glass of beer in a bar? America’s European neighbors raise their children with a less serious approach to alcohol. This makes the United States look too puritanical and old-fashioned. It makes the impression that America is raising young people who have an unhealthy attitude toward alcohol. Rebuttal Example Admittedly, the drinking age in America is higher than in other countries of the world, and there are certain reasons for that. The American nation has always been individual and not concerned about what other nations were doing. According to statistics, children usually manage to access alcohol drinks at an inappropriate age. Parents believe that a lowered drinking age would cause alcohol abuse among teenagers, and this concern is very essential. In the case the legal age to buy a drink is lowered, teenagers all across the country will drink and even over-drink. This is about human psychology. Moreover, it is necessary to know that 21 is not the random age chosen by Congress. The reason was that the number of young people killed annually in car accidents was twice higher before the 21 law was enacted in 1984. By the end of 2005, the selected drinking age saved about 25,000 lives in America, according to Dean-Mooney, 2008. Nothing can be more important than saving young lives. Thus, other laws related to age or what other nations think of us do not matter. Only keeping young people safe from those substances they can’t cope with because they are not wise enough to use them is important. Conclusion Creating a counter argument and refuting it gives you a chance to show your teacher your critical thinking abilities, and how you actually worked on your essay from different points of view. You show yourself as a refined student when admitting the validity of people who have a viewpoint different from your own. You can prove that you understand how your opponents think. And it is the quality of an experienced writer. Ability to add a counter argument and refute it makes you a better person, while you can consider things from others’ viewpoint. As a student, you should give counterargument and rebuttal examples until you are able to write your own ones. It will help you develop your critical thinking skills as well as emotional intelligence.

Mayan Civilization City of Copan, Honduras

Mayan Civilization City of Copan, Honduras Copn, called Xukpi by its residents, rises out of the mist of western Honduras, in a pocket of alluvial soil amid rugged topography. It is arguably one of the most important royal sites of the Maya civilization. Occupied between AD 400 and 800, Copn covers over 50 acres of temples, altars, stelae, ball courts, several plazas and the magnificent Hieroglyphic Stairway. The culture of Copn was rich in written documentation, today including detailed sculptural inscriptions, which is very rare in precolumbian sites. Sadly, many of the booksand there were books written by the Maya, called codiceswere destroyed by the priests of the Spanish invasion. Explorers of Copn The reason we know so much of the inhabitants of the site of Copn is the result of five hundred years of exploration and study, beginning with Diego Garcà ­a de Palacio who visited the site in 1576. During the late 1830s, John Lloyd Stephens and Frederick Catherwood explored Copn, and their descriptions, and particularly Catherwoods illustrations, are still used today to better study the ruins. Stephens was a 30-year-old attorney and politician when a doctor suggested he take some time off to rest his voice from speech making. He made good use of his vacation, touring around the globe and writing books about his travels. One of his books, Incidents of Travel in Yucatan, was published in 1843 with detailed drawings of the ruins at Copn, made by Catherwood with a camera lucida. These drawings captured the imaginations of scholars the world over; in the 1880s, Alfred Maudslay started the first excavations there, funded by Harvards Peabody Museum. Since that time, many of the best archaeologists of our time have worked at Copn, including Sylvanus Morley, Gordon Willey, William Sanders and David Webster, William and Barbara Fash, and many others. Translating Copan Work by Linda Schele and others has concentrated on translating the written language, which efforts have resulted in the recreation of the dynastic history of the site. Sixteen rulers ran Copn between 426 and 820 AD. Probably the most well-known of the rulers at Copn was 18 Rabbit, the 13th ruler, under whom Copn reached its height. While the level of control held by the rulers of Copn over the surrounding regions is debated among Mayanists, there can be no doubt that the people were aware of the populations at Teotihuacan, over 1,200 kilometers away. Trade items found at the site include jade, marine shell, pottery, sting-ray spines and some small amounts of gold, brought from as far away as Costa Rica or perhaps even Colombia. Obsidian from Ixtepeque quarries in eastern Guatemala is abundant; and some argument has been made for the importance of Copn as a result of its location, on the far eastern frontier of Maya society. Daily Life at Copan Like all of the Maya, the people of Copn were agriculturalists, growing seed crops such as beans and corn, and root crops such as manioc and xanthosoma. Maya villages consisted of multiple buildings around a common plaza, and in the early centuries of the Maya civilizations these villages were self-supporting with a relatively high standard of living. Some researchers argue that the addition of the elite class, as at Copn, resulted in the impoverishment of the commoners. Copn and the Maya Collapse Much has been made of the so-called Maya collapse, which occurred in the 9th century AD and resulted in the abandonment of the big central cities like Copn. But, recent research has shown that as Copn was being depopulated, sites in the Puuc Region such as Uxmal and Labina, as well as Chichen Itza were gaining population. David Webster argues that the collapse was merely a collapse of the ruling elites, probably as a reuslt of internal conflict, and that only the elite residences were abandoned, and not the entire city. Good, intensive archaeological work continues at Copn, and as a result, we have a rich history of the people and their times. Sources This glossary entry is part of the Guide to the Maya Civilization and the Dictionary of Archaeology. A brief bibliography has been assembled and a page detailing the Rulers of Copn is also available. The following is a brief bibliography of the archaeological literature related to the study of Copn. For more information about the site, see the glossary entry for Copn; for more information about the Maya Civilization in general, see the About.com Guide to the Maya Civilization. Bibliography for Copn Andrews, E. Wyllys and William L. Fash (eds.) 2005. Copan: The History of a Maya Kingdom. School of American Research Press, Santa Fe. Bell, Ellen E. 2003. Understanding Early Classic Copan. University Museum Publications, New York. Braswell, Geoffrey E. 1992 Obsidian-hydration dating, the Coner phase, and revisionist chronology at Copan, Honduras. Latin American Antiquity 3:130-147. Chincilla Mazariegos, Oswaldo 1998 Archaeology and nationalism in Guatemala at the time of independence. Antiquity 72:376-386. Clark, Sharri, et al. 1997 Museums and Indigenous Cultures: The power of local knowledge. Cultural Survival Quarterly Spring 36-51. Fash, William L. and Barbara W. Fash. 1993 Scribes, Warriors, and Kings: The City of Copan and the Ancient Maya. Thames and Hudson, London. Manahan, T. K. 2004 The Way Things Fall Apart: Social organization and the Classic Maya collapse of Copan. Ancient Mesoamerica 15:107-126. Morley, Sylvanus. 1999. Inscriptions at Copan. Martino Press. Newsome, Elizabeth A. 2001. Trees of Paradise and Pillars of the World: The Serial Stelae Cycle of 18-Rabbit-God K, King of Copan. University of Texas Press, Austin. Webster, David 1999 The archaeology of Copan, Honduras. Journal of Archaeological Research 7(1):1-53. Webster, David 2001 Copan (Copan, Honduras). Pages 169-176 in Archaeology of Ancient Mexico and Central America. Garland Publishing, New York. Webster, David L. 2000. Copan: The Rise and Fall of a Classic Maya Kingdom. Webster, David, AnnCorinne Freter, and David Rue 1993 The obsidian hydration dating project at Copan: A regional approach and why it works. Latin American Antiquity 4:303-324. This bibliography is part of the Guide to the Maya Civilization.

Michael E. Porter devised theoretical frameworks for analysing both an Essay

Michael E. Porter devised theoretical frameworks for analysing both an organisation's external environment (the Five Forces Mo - Essay Example Moreover, they allow companies to understand the issues or challenges in the environment, supporting them in looking into appropriate solutions (Abuawad, 2013). For this paper, we will be analysing McDonalds through these models in order to understand how the two help in developing a successful strategy for the company. Five forces Model Five forces model of Michael Porter is based on the theory that every external environment for a business could be judged based on five primary forces or dimensions. These dimensions are Threat of competition/Rivalry among firms, Threat of new entrants, Threat of substitutes, Bargaining power of suppliers and Bargaining power of buyers. The company essentially need to understand the external environment surrounding them in each country, city or town they function. This is crucial for formulating a winning strategy given the McDonalds is a franchise being run worldwide (Abuawad, 2013). Rivalry among firms/Threat of competition Since McDonald's operate s in the fast food industry, therefore, it faces an intense competition worldwide. the Fast Food industry has experienced a massive growth in just a couple of years. Thus the industry is highly competitive and McDonalds faces the threat of competition. ... Major competitors are Burger King and the Yum Brand Inc. So, McDonalds experiences intense rivalry within the fast food industry (Aydrose, 2012). Threat of new entrants The fast food industry has no particular regulatory limit of the number of firms to be allowed to enter and is in fact quite a profitable industry. The startup costs for this industry are low, thus making it simpler for new entrants to start up fast food restaurants. Although, the industry has well-known market leaders who possess majority of the market share. These market giants are McDonalds, Burger King and Wendy's which using their power could hinder the new entrants from introducing their business in this industry. This makes the threat of new firms entering the industry to be moderate (Abuawad, 2013; Aydrose, 2012). Threat of substitutes Numerous substitutes exist of McDonalds' product offerings. For breakfast menu, the substitutes include the cheaper diners providing breakfast, or coffee houses like Gloria Jean s. Moreover, for meals like burgers, substitutes include the burgers of Wendy's, KFC, Burger King and small diners or restaurants. For beverages like coffee and milkshakes, again diners, coffee houses and beverage companies provide substitutes for McDonald's beverages. So the threat from substitutes is quite high for the company (Aydrose, 2012). Bargaining power of suppliers Since McDonald's is globally the largest fast food chain operating in terms of sales, therefore, it has bargaining power over its suppliers. The suppliers bargaining power thus is low, leading to lower costs and ability to charge competitive prices. So McDonald's do not face the threat of being forced to buy costly raw material since