Business Policy Essay Example | Topics and Well Written Essays - 500 words

Business Policy - Essay Example It is thus dynamic in nature so that the organization earns above average returns (Hitt, Ireland and Hoskisson, 2001, p. 6). Strategic management is a broad canvas, which includes strategic analysis, strategic implementation and control. It encompasses all functional areas within an organization. This paper aims to address these issues in the context of finance and marketing. For evolving appropriate corporate policies, it is imperative to do a competitive analysis. This will be done by using the SWOT and Porters five forces. SWOT analysis helps to understand internal environment of the company in terms of its relative strengths and weaknesses, and also external factors in terms of opportunities and threat. Further, as the company intends to enter into emerging markets, its global competitiveness will be examined by using the model suggested by Porter (1985), which includes five competitive forces, which determine the competitiveness of a product in a market. These forces are industr y competitions, potential entrants, substitutes, byers, and suppliers.

RRQ Essay Example | Topics and Well Written Essays - 250 words

RRQ - Essay Example After the end of the war, the southern states passed laws that the black codes which allowed the Africans in America rights such as, owning of property, legalized marriage and they were also allowed to have access to courts (Farr 236). On the other hand, they repudiated the right to testify and attend in the panel of adjudicators in the state militia or beginning to work without endorsement from the former employer. Carter supports his argument about Americans crisis of confidence, in that during the past three years he spoke about national concerns, the energy crisis reorganizing the governmental, national economy and the various issues of war and especially peace (Farr 234). He insisted on how the government should be doing to make sure the nation’s dreams and vision are accomplished (Farr 347). Carter says that in order for the nation economy, to flourish the government has to curb the entire crisis and focus on the national

Reflection Paper: Socialization and Self-Identity

Reflection Paper: Socialization and Self-Identity Introduction I grew up in an average middle class family, whereby I attended a public primary school during early years of my life. Life was quite simple in primary school because almost all pupils were friendly and there were no social divisions both in class and outside. However, life was different when I went to high school, with the existence of a caste system that drew distinct boundaries between the middle class students who were well behaved and the lower class students associated with rudeness and truancy. Socialization in Relation to Self Identity According to Styker (1980), sociological approach to self identity is based on assumption of an existence of a relationship between oneself and the society, whereby the self influences the society through individual actions thus creating groups, networks and institutions. Likewise, the society influences self through shared meanings and language that enable someone to engage in social interactions and reflect upon himself/herself as an object. My primary school life was greatly shaped by society within a conducive environment that never encouraged social divisions among pupils but embraced a unified community, where everyone seemed to conform to norms and regulations of the school. This is further supported by social identity theory that emphasizes on identity as being embedded in a social group or category rather than role behavior (Turner, Hogg, Oakes, Reicher, Wetherell 1987). Life in high school was quite different from that of primary school as I had to identify with either the middle class students who conformed to school regulations or identify with the lower class students, who were truant, rude and cared less about school rules and regulations. This called for need to reflect, evaluate and plan accordingly in order to bring out my future state and achieve consciousness with respect to my own existence in school. Initially, I was torn between the two cliques of students because much as I desired to perform well in school, I also wanted to drink, smoke and do the crazy things that teenagers do. After critical self evaluation, I found myself striking a balance between the two sets of students and had two different sets of social lives. I could occasionally identify with the middle class students who were well behaved when I needed to study and equally strike a balance in being popular with the truant group, especially when I needed to smoke, drink and m isbehave. Such decision came after some crisis (Mercia 2008). According to Marcias identity status theory, ones sense of identity is largely determined by choices and commitments made in respect to personal and social traits. Focusing on adolescent development, Mercia (2008) points out that adolescent stage consists neither of identity resolution nor identity confusion, but rather the degree to which one has explored and committed to an identity in a variety of life domains from education, religion, relational choices and gender roles among others. Marcias theory of identity achievement argues that two distinct parts form an adolescents identity, namely; crisis and commitment. He defined a crisis as a time of upheaval where old values or choices are being reexamined and further argues that the end outcome of a crisis leads to a commitment made to a certain role or value. Living comfortably with the two sets of students explains the notion that there are as many different selves as there are different positions that one holds in society as well as to different groups responding to self (James 1890). This brings out my overall self that has multiple identities, with each identity being tied to aspects of the social structure (Burke 1980). When associating with the truant group of students, the only things we did and discussed were those relevant to the group such as planning how to misbehave, where to drink, smoke and do other things that were against school rules. On the other hand, identifying with disciplined group of students restricted me to discuss and do things that were relevant to identity of the group such as class assignments and group discussions. This boosted my psychological well being as well as social skills that enabled me to fit well in school society as supported by Thoits (2001), who argues that greater psychological well- being all ows individuals to actively acquire multiple role identities over time. Furthermore research has proved that making roles and accumulating role identities equally fosters greater psychological well being. Being able to identify and associate with two sets of students in high school can be attributed to identity theory. Stryker (1980) describes identity theory as a micro- sociological theory that links self attitudes or identities to the role- related behavior of individuals. It takes into account individual role relationships and identity variability, motivation and differentiation. This implies that my behavior in any of the two groups was dependant on shared responses and behavioral expectations emerging from social interactions. Exchange theory further supports my interaction with two sets of students as it views commitment as being influenced by repeated exchange agreement, which generate emotional connection among group members in the form of satisfaction (Lawler Yoon 1996). Socialization in Relation to Academic Performance Ability to identify with the disciplined set of students gave me satisfaction, both academically and psychologically as learning requires diligence and obedience, qualities that are widely associated with feminists. On the other hand, associating with truant group of students gave me the excitement and drive to enjoy my teenage life as well as performance of masculinity, which is associated with the highest social status in state schooling environment, a status that I could only achieve through identifying with truant group of students (Fine 2003 Renold 2006). I was an extrovert, popular with my peers and a high academic achiever. Friends were my most enjoyable aspect of school and I accentuated communication and relationships with friends, while maintaining good heterosexual relationships that invested more in emotional instead of physical aspects of the relationships within the two sets of friends. Research has shown that high achievement in class does not necessarily constitute classroom isolation and unpopularity, thus students identified as high achieving are equally popular. Based on this observation, it can be argued that high academic achievement is not impending the popularity of a student and the sociability of a student may indicate that strong social skills contribute to high academic achievement as was my case (Jackson, 2006). Francis, Skelton Read (2010) indicate in their research that sociability of students results to increased levels of confidence for boys and girls regardless of their social class, pointing out that high performing students are often highly aware of their high academic achievement and this achievement awareness preoccupation delineates the notion of giftedness. I was able to excel academically because I was comfortable with my perceived high academic ability and I never underestimated my achievement in relation to my peers, unlike what most girls do. Being vividly aware of my own authenticity, I managed to construct my popularity based on my intrinsic merit factors such as friendliness, sociability and kindness. I was actively engaged in class work and worked hard, completing all assignments even in challenging conditions. Furthermore, I was an enthusiastic participant in class and was always ready to execute given tasks during classes. I was in good terms with teachers and this added value to my performance of attitude. My talks and actions frequently dominated during my days in high school as I was loud, assertive and at the center of events, unlike my low achieving and less popular peers, who were more extrinsic and obsessed with factors such as good looks. I however considered myself good looking and fashionable in appearance during those days. My physical attractiveness and stylish clothing enhanced my classroom relationships and contributed greatly in bringing a balance between my popularity and academic achievement. This i s in agreement with Butler (1993) and Kehily (2006) who indicate that physical appearance facilitates and contributes to sociability, confidence and sometimes academic excellence. My performance enhancing qualities are in agreement with self categorization theory that describes how people define themselves at group level as well as at an individual level, considering group and individual identities to be different levels of self categorization and more distinct from each other as opposed to social identity theory (Hogg and Terry 2000). Employing this theory gave me an opportunity to have unlimited range of identities based on context and convenience to achieve desired objectives based on targeted achievement with any particular kind of behavior. In their contribution to social identity theories, Lucey and Reay (2002) observe that academic success and excellence cannot exist without failure, supporting the fact that some students must be marked as failures for others to be identified as successful. This explains my academic excellence and equally explains poor performance for some of my peers. Conclusion Human beings are social beings and need each other to coexist, a fact supported by the existence of social theories of identity, which explain personal, interpersonal as well as group relationships. As a teenager and a student, social theories of identity worked to my advantage as I managed to strike a balance between different categories of social groups in favor of my performance and social life. I lived well in high school because I could use social theories to manipulate situations for the sake of a peaceful and harmonious existence, while at the same time quenching my curiosity for exciting teenage experience. If well used, social theories can bring success to ones academic performance and fruitful relationships that support peaceful coexistence within a given society.

Bay Of Pigs :: American America History

Bay Of Pigs The story of the failed invasion of Cuba at the Bay of Pigs, which is located on the south coast of Cuba about 97 miles southeast of Havanna, was one of mismanagement, poor judgment, and stupidity ("Bay of Pigs" 378). The blame for the failed invasion falls directly on the CIA (Central Intelligence Agency) and a young president by the name of John F. Kennedy. The whole intention of the invasion was to assault communist Cuba and put an end to Fidel Castro. Ironically, thirty-nine years after the Bay of Pigs, Fidel Castro is still in power. First, it is necessary to look at why the invasion happened and then why it did not work. From the end of World War II until the mid-eighties, most Americans could agree that communism was the enemy. Communism wanted to destroy our way of life and corrupt the freest country in the world. Communism is an economic system in which one person or a group of people are in control. The main purpose of communism is to make the social and economic status of all individuals the same. It abolishes the inequalities in possession of property and distributes wealth equally to all. The main problem with this is that one person who is very wealthy can be stripped of most of his wealth so that another person can have more material goods and be his equal. The main reason for the Bay of Pigs attack on Cuba was the change to communism. On January 1, 1959, Cuban dictator Fulgencio Batista fled the country for the safety of the Dominican Republic (Goode, Stephen 75). Fidel Castro and his guerrilla warriors overthrew the old government dictated by Batista. During the next couple of weeks, Castro established a new government and on February 16, he was officially declared premier (Finkelstein, Norman H. 127). The United States accepted this new regime as a relief from the harsh, corrupt, and unpopular government of Batista. Soon after everything settled down, Castro and his men made a rapid move to change their political course. He announced his transformation to Marxism-Leninism and avowed his friendship with the Soviet Union (Goode, Stephen 75). These events upset the United States and there were concerns about Castro becoming too powerful. One reason was the friendship with the Soviet Union because Cuba was receiving armed forces to expan d and improve its army.

Wuthering Heights Essay

Topic: Heathcliffs whole aim in the novel is to gain revenge. Does he succeed? Discuss Why does he want revenge? Heathcliff through the book Heathcliff’s Revenge Introduction Define revenge Conclusion Body Con’sPro’s The people he takes revenge Did he succeed? Kills Hindley Catherine Hareton raised by Nelly Thrushcross Grange and Wuthering Heights he gambles Topic: Heathcliffs whole aim in the novel is to gain revenge. Does he succeed? Discuss Revenge is to inflict hurt or harm on someone for an injury or wrong done to oneself.Heathcliff seeks revenge for everything he has been through, the hurt, abuse he suffered at the hands of Hindley. Two main subjects push Heathcliff to boiling point: his desire for Catherine’s love and his need for revenge. His love for Catherine endures, as his need to get revenge on Hindley which occurs after Mr. Earnshaw’s death. It is only after Catherine’s death that Heathcliff’s revenge towards Hindley, Edg ar begins getting worse as Heathcliff assumes control of Hindley’s house and son, as well as verything that is Edgars like Thrushcross Grange. Heathcliff wants to own ‘Wuthering Heights’ and ‘Thrushcross Grange’! Heathcliff is a heavy drinker and a gambler which is why he gambles in the hope to win Thrushcross Grange. When Heathcliff visits Catherine Linton he realises that Isabella Linton is infatuated with him. Heathcliff treats Edgar with absolute contempt,† Cathy, this lamb of yours threatens like a bull. †Edgar realises that he needs to fight Heathcliff to break down in fear.Though Edgar is humiliated, Heathcliff departs saying,† I wish you joy of the milk-blooded coward, Cathy! † Heathcliff’s plan for revenge on Edgar and Catherine is to marry Isabella, who is ignorant of love and men because she has never experienced either. Heathcliff wants to hurt Edgar because of his marriage to Catherine, and wants to get rev enge on Catherine by making her jealous, which will show her that there is no love left for them to be together.This will hurt Catherine tremendously as she has always loved Heathcliff but it degrades her to marry him. Heathcliff is haunted by the ghost of Catherine because he is till motivated by the need for revenge and tries to get young Cathy away from Edgar by having her marry his son, Linton. Heathcliff never finds peace even after he dies. He meets Catherine in death and that is when he truly becomes happy. Heathcliff succeeds to take things from those who he thought had wronged him, specifically Hindley. Word count: 360

Which Edward Thomas Presents Feelings About Death in ‘Rain’

â€Å"Remembering again that I shall die† Discuss ways in which Thomas presents feelings about death in ‘Rain’ The oblivion of nothing is accepted by Edward Thomas as he contemplates over the nature of both life and death. Aside, Thomas’ usual theme of preserving England’s nature a theme of isolation, darkness and melancholy takes over in ‘Rain’ and was, understandably, common within poets around the First World War. In particular Thomas’ collection is reflective of the work by Thomas Hardy and Wilfred Owen.Introspection of Thomas’ own death is portrayed in ‘Rain’ and ‘The Glory’. Thomas is particularly affected by the contemplation of the effects of war due to the brutality and inhumanity. Words such as ‘broken’, ‘pain’, ‘solitary’ are used through the poem, ‘Rain’, and the repetition of these melancholic words exemplify his introspection of deat h, particularly his own, which further evokes sympathy as we identify his mental suffering due to the work of war.Similarly in ‘Aspens’ the absence of humanity due to the war is exposed through the portrayal of emptiness from the use of the simile ‘empty as sky’, which emphasises the emptiness as so vast it is overpowering. This suggests Thomas contemplates his significance as an individual in the war. Emptiness is also a theme in the poem ‘As the Team’s Head Brass’ where a conversational tone conveys the effects the war has had on a farm. Thomas seems to accept the oblivion of nothing and the idea of love and death becomes a psychological theory.Thanatos is the motivation or desire to escape and therefore this completion of oblivion seems to conclude the poem. Further the ‘tempest’ brought Thomas a vision of nature of both life and death as it ‘tells me [him]’ and gives him a glimpse of death, which is at once a ‘bleak’ sense of consolidation. The epiphany that Thomas experiences gives this sense of awareness of mortality and the value of life. The oblivion of death is contrasted with the gift of life as Thomas describes himself as ‘helpless among the living and the dead’, which shows his introspection of his personal significance in the world.Although similar poets the World War 1 era looked at the effects of war all poets revealed different perspectives. In ‘The Solider’ by Rupert Brooke the poet looks at his own significance of his life after death by asking the reader to think of ‘forever England’, unchanged and undamaged, ‘if I [he] should die’ rather than contemplating the negative side of death unlike Thomas does so in ‘Rain’. A further contrast to make would be with Wilfred Owen’s ‘Dulce et Decorum Est’ as it reveals the horror of war and the deaths of soldiers, rather than looking at his own suffering and death.Another comparison to make is with the poem ‘A Man I Killed’ by Thomas Hardy who identifies not what war does to the villages back home but what war does to the soldier. His introspection of his actions suggest his guilt and shame of killing a man who, if ‘met where any bar is’, would be a simple friend. This is complimented by the suggestion of the analogy between ‘broken reeds’ and broken men as a result of the war within the poem ‘Rain’. Thomas further expresses his identification of death through the structure of the poem.Particularly his experimentation of spondee and iambic pentameter is used to show the continuity of the rainfall and perhaps reflects the sense of infinite damage due to the war and vulnerability for soldiers in the war, including the exposure of Thomas’ life. Further, the use of blank verse conveys Thomas’ thought process as unremitting and overwhelming thus suggesti ng that Thomas is incessantly contemplating the oblivion of death and the value of life. Specifically, the use of enjambment present in the first 6 lines conveys the flow of Thomas’ thought process and his contemplation of the value of life and the reality of his mortality.In comparison, the 18 line unbroken stanza that forms ‘Tears’ by Thomas is appropriate in connection to the content of the poem where a sense of continuity allows the reader to identify the suitability of free verse as it reflects Thomas’ thought process. In further contrast, the familiarity of iambic pentameter and the repetition in the stresses of the line mimics the rhythm of the conversation as it lacks dynamism, which therefore conveys the emptiness of the field. Thomas contemplates death as inevitable within ‘Rain’ and introspects how it affects him as an individual and as a soldier.The simile ‘like a cold water among broken reeds’ suggests Thomas pictures those in trenches, possibly including himself, as being ‘like a cold water’. In other words, ruined by guns and changed through the sin of killing. Melancholy is a major theme in this poem shown through words such as ‘helpless’, ‘solitude, ‘pain’, which further portrays the presentation of death from Thomas’ perspective. His personal introspection is reinforced from the use of first person narrative and his deep thought process, which allows the reader to identify his with his misery and understand his contemplation further.