Tattered Wings an Example by

Tattered Wings Prostitution has been the oldest business in the world oldest and still not new in our present society today. According to an article concerning violence against women by the United Nations, violence against women is the most prevalent and the least punished crime in the world. And up until today there have been no clear solutions in addressing these crimes against women. Need essay sample on "Tattered Wings" topic? We will write a custom essay sample specifically for you Proceed By virtue of definition of the United Nations Office on Drugs and Crimes (UNODC), human trafficking is the acquisition of people by improper means such as force, fraud or deception, with the aim of exploiting them. From the State of World Population 2003, each year, the range of women and children trafficked into sex slavery ranges between 700, 000 and 4 million. These are ravaging values. It mirrors that for a lot of women and adolescents, their virginity was taken by force horrific but true. People should make a stand for this. This does not only wreck women emotionally, but physically and psychologically as well. A lot of women engaged in the sexual trade are posed to risks to their health and whole well-being. Women are at high risk in getting afflicted with HIV infection and other sexually transmitted diseases. They are also at high risks of unwanted pregnancies. In fact, according to WHO (2004), it is estimated that about 46 million pregnancies are terminated voluntarily each year with 27 million are done legally and 19 million are done outside the legal system. It is really alarming to have women subject to these kinds of treatments. Women deserve better than this. This issue requires more than just an acknowledgement and know-how. This issue requires movement and enforcement among different nations to finally stop women trafficking and sexual abuse. When are we about to act and start our move up until when we finally get to know someone exploited in the sexual trade? When our own friends end up being abused? When our own sisters, mothers and loved ones become sex slaves? Think again. There is no better time and moment to act, but now. Gender Inequality and Reproductive Health Sexual Violence and Trafficking Sexual violence is common in the lives of adolescent girls. This gross violation of their rights also harms their reproductive and sexual health. Only over the past decade has the extent of sexual violence against girls come to be understood and documentation begun. Studies in India, Jamaica, Mali, the United Republic of Tanzania and Zimbabwe found that between 20 and 30 per cent of adolescent girls had experienced sexual violence. COERCION The first sexual experience for many adolescent girls is forced. In South Africa, 30 per cent of young women indicate that their first sex was coerced. Sexual violence undermines girls development by making it difficult for them to remain in school, destroying their confidence in adults and in peers, and putting them at risk of STIs, unwanted pregnancy and short- and long-term physical or psychological damage. Male adolescents and adult men often tolerate or even condone sexual coercion. Young women, too, may view sexual violence or sex that is obtained through force, fear or intimidation as normal, reflecting perverse gender norms in some communities or societies. One study in South Africa found that sexual violence and coercion against young girls was so widespread it was referred to as everyday love. In another study of 30,000 young people, one man in four claimed to have had sex without a girls consent. Most young man and women expressed the belief that forcing oneself on someone one knows is simply rough sex, and not sexual violence, and the majority of women stated that women were responsible for sexual abuse. The circumstances of sexual violence almost everywhere are similar: girls are most often raped or otherwise abused by people they know, including family members. Sometimes assailants are respected members of their communities: teachers, employers and even religious leaders. Educators increasingly recognize the need to be proactive in countering the violence. The School of Public Health at the University of the Western Cape in South Africa developed an approach to combating sexual and gender-based violence as early as primary school, challenging teachers attitudes and encouraging them to convey anti-violence messages to students. TRAFFICKING IN YOUNG WOMEN AND GIRLS Estimates of the number of women and children trafficked each year into the sex trade (often through coercion or abduction) and labour enslavement vary widely, ranging between 700,000 and 4 million. The selling of young women into sexual bondage, a serious violation of their rights and threat to their health, has grown considerably over the past decade. Extreme poverty, the low status of women and girls, lax border checks, and the collusion of law enforcement all contribute to the expansion. In Asia and Eastern Europe, girls as young as 13 are trafficked as mail order brides. In India, an estimated two in five sex workers are below age 18. In Sri Lanka, a majority of child sex workers are boys. According to one regional estimation, between 1-2 million men and women are trafficked annually, the majority in Asia. Over 225,000 originate in South East Asia, and an additional 150,000 in South Asia. Many women from the states of the former Soviet Union are taken to Israel, other parts of the Middle East or Western Europe; many are under age 16. The justice system in many countries is more likely to jail or expel the young women than to punish the traffickers. Young sex workers are often kept from the view of authorities. In Cambodia, for example, an assessment of the 100 per cent condom use policy for sex workers found that young female sex workers were often hidden when police came to record their identities. Young sex workers, both female and male, are at high risk of HIV infection. They have little or no negotiating power to insist on condom use and are often targets of coerced or forced sex, which can increase the chances of HIV transmission. HIV prevalence among young sex workers tends to be high from an estimated 25 per cent in Cambodia to 48 per cent in parts of India and 70 per cent in Abidjan, Cte dIvoire. Some countries have begun to challenge the trafficking trade, often in alliance with community leaders. Thailands Government, for example, made assisting youth at risk of entering the sex industry a high priority in the early 1990s. Target areas include eight provinces in northern Thailand with high rates of HIV/AIDS and high percentages of girls who drop out of school. Teachers are trained to identify girls at high risk of being sold, and to work with their families to keep them in school and to earn money locally. Works Cited Ahman, Elisabeth and Iqbal Shah. Unsafe Abortion: Global and Regional Estimates of the incidence of unsafe abortion and associated mortality in 2000. 4th edition. 2004. World Health Organization (WHO). State of World Population 2003: Gender Inequality and Reproductive Health. 8 October 2003. United Nations Population Fund (UNFPA). UNODC on human trafficking and migrant smuggling. United Nations Office on Drugs and Crimes (UNODC). Violence against women remains widespread and largely unpunished UN officials. 25 November 2008. United Nations (UN).

An Online Degree Helps Avoid the High Price of Fuel Essay Example

An Online Degree Helps Avoid the High Price of Fuel Essay Example An Online Degree Helps Avoid the High Price of Fuel Essay An Online Degree Helps Avoid the High Price of Fuel Essay We are all aware of the fuel crisis that we are currently facing; it seems that every time that we visit the gas pumps the price per gallon has risen once again and there’s no end in sight. Experts are predicting a steady rise in fuel prices through the summer and some parts of the country could see as high as four dollars a gallon by the end of the summer. These fuel prices are simply unaffordable for the average working American; some who work far from home are having to weigh the pros and cons of keeping a job on which they are spending so much money to get to on a daily basis. We are all looking for ways to reduce our fuel costs this summer and for some of us that means changing jobs or working from home. For those of us who are pursuing an education – or are considering doing so this may be the perfect time to consider an online degree. With the Internet at our disposal, we have access to a variety of products, services, and programs that open up a variety of options and opportunities. An online degree program allows students to work from home – or any location that is most convenient for them. Through the Internet registered students can logon to receive assignments and complete the coursework that is required to achieve their degree. There is essentially nothing that differentiates an online degree from a traditional degree program other than logistics. Online degree programs tend to follow the same syllabus as the traditional on-campus programs but students are not required to attend scheduled classes on a campus; rather they can complete their work whenever it is most convenient for them – nights, weekends, as so forth. Better yet, an online degree program allows students to stay home and complete their education – saving themselves significant money on fuel that would have traditionally been used to travel to and from campus.

Bated vs. Baited

Bated vs. Baited Bated vs. Baited Bated vs. Baited By Sharon The expression with bated breath is recorded as appearing for the first time in William Shakespeares The Merchant of Venice towards the end of the 16th century. It refers to having subdued or restrained breathing because of some strong emotion. The verb to bate, which means reduce the intensity of; take away; or lower in estimation or amount (an archaic usage), has long since disappeared from common use. So its no surprise that its often misspelled as baited. According to Merriam Webster, bait means to persecute, harass or lure. Heres an example to illustrate the two meanings: She waited with bated breath to see if he would take the bait. Here are some quotations illustrating their usage: the end of the year approaches, practically everyone in the fashion, beauty and interior design industries waits with bated breath to see what Pantone will proclaim as the official color for the upcoming year. (www.chicagotribune.com) the world - or at least, the American public - waited with bated breath on Thursday for the National Archives to release its final batch of records related to the assassination of (www.usatoday.com) Channel and blue catfish are good on hot dogs, shrimp, Spam, and frozen shad. Yellow catfish are good on juglines baited with live perch. (www.chicagotribune.com) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Idioms About Talking"Gratitude" or "Gratefulness"?Present Participle as Adjective

Research Paper Example | Topics and Well Written Essays - 1750 words

Research Paper Example It will help in the employment of most effective treatments for rehabilitation of drug abusers. Keywords: Drugs, drug addiction, drug abusers, stress, relapse, reward. Drug Addiction The word â€Å"addiction† is derived from the â€Å"addicere† (a Latin verb), to bind or give an individual to one thing or another. It is generally employed in the field of drug to refer to compulsive, uncontrollable, or chronic drug use, to the level that an individual (an addict) may continue the drug forever. It typically implies a strong physical and psychological dependence that results in a withdrawal syndrome on ceasing the drug administration. Drug addiction entails instinctive search to utilize a substance, in spite of the latent negative psychological, physical and social consequences (Brown, 2003). The drug intake generates satisfaction and an intuitive drive that necessitates continuous or periodic drug to avoid the anxiety and distress and provide pleasure (Moal and Koob, 2007 ). Types of Drug use Recent analyses have focused on the following three kinds of drug use (1) Controlled, occasional, or social use. (2) Abusive or harmful use, and (3) Drug addiction. Clinically, the irregular but controlled exposure to a sedative drug is different from excessive drug use, lacking control over restraining drug intake, and the appearance of chronic obsessive drug-seeking that portrays addiction. One of the fundamental objectives of recent neurobiological research on addiction is to comprehend the neuroadaptive and neuropharmacological mechanisms within particular neurocircuits that arbitrates the transition in between controlled, occasional drug use and the failure to control behavior of drug-seeking and drug-taking that classifies chronic addiction (Moal and Koob, 2007). It is assumed that this transition corresponds to the channel from a normal to an allostatic state and consequently to a pathological one, i.e., a persistent and relapsing ailment. The critical na ture of the dissimilarity between harmful abuse and addiction is illuminated by epidemiological studies that show that a very limited percentage of the users will become dependent or addict. Stages of Addiction Drug-taking commences with collective drug-taking and severe reinforcement and occasionally, for a few individuals, then progresses in a pattern of growing compulsive use and lastly to withdrawal, dependence, and protracted abstinence. Since relapse is possible to occur, thus the cycle repeats (Robinson & Berridge, 2003). Characteristics of Drug Addiction Drug addiction, also termed as substance dependence is a persistent relapsing disorder usually characterized by (1) Urge to search for and take the drug (2) Loss of ability to control on limiting the drug administration (3) Development of negative emotions (e.g., anxiety, dysphoria, irritability) when drugs are avoided (Moal and Koob, 2007). Who are drug abusers? Drug abusers may be defined as individuals who are obsessive i n the drug administration behavior that they undermine other important aspects of life, like relationships, parenting, performing normal life activities, moral values etc. (Butler, 2009,). Reasons behind drug abuse Like various psychological disorders, substance dependence or drug addiction depends on numerous things. However two main factors are: Genes: Once the drug use has been initiated, the hereditary factors like genes

E-Customer Relationship Management Essay Example | Topics and Well Written Essays - 1500 words

E-Customer Relationship Management - Essay Example   Although e customer relations management is a fairly new area of study for businesses and related stake holders, there has been research taken up to show the possible solutions to the   business problem as presented above. These solutions have been projected to help the organizations increase and maintain their customers through the provision of quality customer relations. The first solution that shall be looked into is developing customer focused business strategies. This involves considering the consumer throughout the process of developing a business strategy (Shanmugasundaram, 2008). This means the organization has to understand the needs of the consumers as well as the demands and through this they can be able to project what demands the consumers might make in the future. The most effective way of getting to the level where an organization can make projections into the future about the demands of their clients, is by providing channels of communications that enable the cl ient to give their views on the products provide4d as well as communication what the consumer would like the organization to improve or include in the line of their production (Romano and Fjermestad, 2006). By so doing the client gets to choose which channel of communication best suits them and thereafter the organization can use that to communicate on a personal level to the consumer telling them of new products and of upcoming sales. This creates a personal feel to the relationship.... Following research undertaken to understand the potential markets and increased profit presented by the Internet, e customer relationship management has come forth as an area that has not yet been fully looked into. Studies continue to show that online based organizations do not offer competitive customer service to counter their offline competition whose customer relations management supersedes that of the online based firms. According to the research report by Lee-Kelley, Gilbert, and Mannincom (2003), many firms in the U.K that went online were blinded by the perception that the Internet provides a near perfect market. This belief led most of the firms to decrease the attention on other strategies of pleasing the client and instead focused on setting the price. This led to aspects such as feature, quality and customer relations being compromised and this meant the organizations did not enjoy the full potential of opportunities created by the Internet. One of the rationales for the concentration of setting the prices is the fact that with online transactions, the consumer is able to compare different firms offering the same item and this creates price wars. This makes firms engage in an act that eventually benefits the consumers more. Although e customer relations management is a fairly new area of study for businesses and related stake holders, there has been research taken up to show the possible solutions to the business problem as presented above. These solutions have been projected to help the organizations increase and maintain their customers through the provision of quality customer relations. The first solution that shall be looked into is developing customer focused business

Juvenile Justice Essay Example for Free

Juvenile Justice Essay Crimes are usually assumed to have been committed by adults, unfortunately, in today’s society; crimes are committed by juveniles at a growing rate. Maybe juveniles are viewing too many violent television shows or movies, playing too many violent video games, or maybe juveniles are committing crimes out of boredom. Nevertheless, the pertinent issue is the fact that juveniles are participating in the commission of criminal activity at an adult level. Juveniles are no longer stealing candy bars from the local grocery store, but they are committing violent crimes against other people. Even more astounding is the fact that these same juvenile offenders are walking away with only probation as their punishment. For the most part, juveniles commit offenses pertaining to property, public nuisances, and underage drug and alcohol related crimes. Violent crimes against other persons such as assault and battery and murder are now included in the list of crimes committed by juveniles (Torbet, 1996). In order to understand why specific crimes are committed, one must carefully examine the juvenile offender. Juvenile offenders are both male and female. Some come from broken or single-parent homes lacking adequate supervision of the juvenile during the evening hours. Some juveniles are suffering from an undiagnosed psychological disorder whereby making it difficult for the juvenile to understand the consequences of his or her criminal actions. Finally, some juveniles have become associated with local gangs or gang members as a means of joining the group. Probation is a necessary factor within the juvenile justice system. There is however, the lingering question as to what crimes constitute a probationary sentence and what crimes mandate incarceration. First time offenders have almost always been guaranteed probation as a means of scaring the juvenile into straightening out their life (Gaines Miller, 2008). Juveniles having committed petty larceny, underage drinking violations, and simple assaults may also be good candidates for probation, but juveniles who have committed felonies should not be afforded probation. Juvenile probation enacts specific mandates in order to retrain and discipline the offender for his or her wrongdoing against society. Community service and attending school are most common requirements of probation. Some courts even order the juvenile to pay restitution to the victims. Curfews are strictly enforced as are daily or weekly reporting to the assigned probation officer (Torbet, 1996). In certain cases, substance abuse counseling and attending groups such as narcotics anonymous or alcoholics anonymous are provisioned. Counseling is generally enforced as a condition of probation and may include anger management classes and social skills building therapy (Gaines Miller, 2008). If a juvenile fails to meet any provisions set forth by the probation officer, the juvenile’s probation could ultimately be revoked. It is difficult to combat or devise a universal solution to the juvenile delinquency problem in this country. Many programs have been created in order to aid the juvenile justice system by attempting to discourage repeat offenders. Some courts may find it necessary to require random urinalysis screenings of any or all juvenile offenders. Juvenile probation officers may discover in the course of monitoring certain juveniles that family counseling may be necessary in order to provide the juvenile with structure and stability. In more severe cases, it could be suggested that the juvenile may need to be removed from the home and placed into foster care in order to protect the juvenile from imminent danger created by addicted parents or crime filled neighborhoods. The juvenile justice system is in dire need of reorganization, and the best starting point would definitely be in the juvenile probation department.

Ironclads Of The Civil War :: essays research papers

IRONCLADS OF THE CIVIL WAR   Ã‚  Ã‚  Ã‚  Ã‚  The book I read is called IRONCLADS OF THE CIVIL WAR. When you think of the Civil War you think of on land battles, but there were also many battles in the water. The Civil War introduced the Ironclads, which are huge ships made of iron with no sails and very destructive.   Ã‚  Ã‚  Ã‚  Ã‚  The first built and launched ironclad was in 1855 and it was named the Merrimac. Europe just starting building ironclads and sent her to Norfolk. The Merrimac was still there when Virginia seceded from the Union in April of 1861. The Union then sank the Merrimac and set her afire but the hull of the shop and the engines settled in the bottom of the river. The Confederates found it and raised the parts out. It took 1,500 men to work on the Merrimac. It was a very slow process because there was not many supplies or tools. The Merrimac needed needed on thousand tons of iron. It was difficult to get some because there was very few iron manufacturers anywhere in the South and there was just one able to supply enough. The Merrimac got a small share of iron and then went to work. It took over a year to get this ship finished. The captain was Franklin Buchnan and he had 300 men for a crew.   Ã‚  Ã‚  Ã‚  Ã‚  Most of the men were soldiers recently assigned out of artillery regiments. And there were very few sailors in the South, so most were clueless on where to go or what to do. When everything was done and she began to move it looked like the Merrimac was capable of doing what she was meant to do. The Northerners were warned about this ironclad â€Å"monster† and were waiting for this moment a long time. When the Merrimac came into view she fought the Cumberland and ended up destroying it. The shell burst into the rail and knocked down nine men of the Cumberland. In the end the Merrimac destroyed the Cumberland. But no ship in the navy ever fought as hard or as brave as the Cumberland did.   Ã‚  Ã‚  Ã‚  Ã‚  Once the word got around about the ironclad everyone started to make them. France built the Gloire and England built the Warrior. By the Civil War was a year old the navies were being complemented with ironclad. And the Union knew that they had to have an ironclad to ever beat the South Merrimac Captain John Ericisson

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

A Study of Mrs. Warren’s Profession Essay

Although George Bernard Shaw finished writing Mrs. Warren’s Profession in 1893, he was unable to get a license to stage it until 1902. Since this play deals with the double standards between rich and poor and men and women the inability for it to be performed in London for nine years is both poignant and ironic. This time lapse emphasizes the â€Å"the victimization of young women and girls, not just in brothels . . . to which society conveniently turned a blind eye† (Dierkes-Thrun 293). The royal censor chose to ignore the issues Shaw’s play presents in favor of more conventional, happier plays. Although nominally about Mrs. Warren’s profession as a prostitute and madam, the play also deals with incest, the relationship between Victorian men and women, and the relationship between Mrs. Warren and Vivie Warren. The theme that drives the play is the victimization of the poor caused by the underpaying and overworking of women and men by the social institutions in England. Broad and Broad cite the preface to Getting Married† where in 1908 Shaw wrote, â€Å"I have shewn [sic}]that Mrs. Warren’s Profession is an economic phenomenon produced by our underpayment and illtreatment [sic] of women who try to earn an honest living† (64-5). Shaw illustrates this victimization with the relationships between the four male characters and the two women. These men all appear to have the same interest and relationship in Vivie as they do in her mother, Kitty Warren. Praed, the first male appearing on stage has an artistic temperament and a long term friendship with Mrs. Warren. He denies that he has a sexual relationship with her and has had â€Å"nothing to do with that side of Mrs. Warren’s life [her profession as a prostitute and madam], and never had. † He claims that he is just a friend who helps Kitty Warren â€Å"escape from her own beauty† (Shaw 66). He appears to have come to meet Vivie and become her friend in the same fashion. The effect is that both women are his friends and serve the same role as one another. Sir George Crofts represents the English upper class gentleman and is later revealed as Kitty Warren’s business partner. The two have a long history together: they were intimate before he became Sir George and she became Mrs. Warren. Crofts has an eye for both Mrs. Warren and Vivie. This prospect that he may be Vivie’s father does not deter him. Almost immediately after meeting Vivie, Crofts queries Mr. Praed to find out if he knows who Vivie’s father is. When Praed denies the knowledge Crofts asks for the favor of being told if he knows because he feels attracted even though he may be Vivie’s father. He assures Praed that â€Å"it’s quite an innocent feeling. That’s what puzzles me about it. Why, for all I know, I might be her father† (Shaw 66). Despite his protests of innocence his interest appear more sinister than not. When Frank Gardner first appears on stage he reveals to Praed, who appears to be becoming a confidant for all of the characters, that he knows Vivie and that she loves him (Shaw 67). Despite this declaration Frank Gardner flirts outrageously with Kitty Warren that evening even suggesting that she accompany him to Vienna. She responds and gives him a kiss before she dismisses him by telling him to go and â€Å"make love to Vivie† (Shaw 69). The last gentleman is the Reverend Samuel Gardner, father of Frank, who represents the Church. He had an indiscretion with Kitty Warren prior to his having studied for the clergy. During their romance he wrote her several love letters and later, embarrassed by what she has become and fearful of what she might do with the letters, he asks for them back. Mrs. Warren flatly refuses to return the letters because â€Å"[k]nowledge is power . . . and I never sell power† (Shaw 68). Apparently Sir George Crofts, Reverend Gardner, and Mrs. Kitty Warren have a past together when they were young and were known as George Crofts, Sam Gardner, and Miss Vavasour (Shaw 68). Later in the play Crofts tells Frank Gardner that Vivie is his half-sister as a result of the liaison between Reverend Gardner and Kitty Warren. The similarity between the way these men treat both women indicates they view women as interchangeable parts instead of having value as individual people. It is not just the men who uses Mrs. Warren; Vivie also makes use of her mother as a tool. Shaw describes Vivie as â€Å"an attractive specimen of the sensible, able, highly-educated young middle-class Englishwoman† (Shaw 62). At the beginning of the play Vivie does not even bother picking up her mother at the train station. This is understandable because Vivie does not really know her mother who has spent most of her time in Brussels and Vienna with occasional visits to England (Shaw 64). Although she admits her mother always provided for her by paying for her caregivers and schools, there is no daughter-mother relationship. Vivie fancies herself as being in control of her life. She plans on being the modern woman or new woman who will make her own way by using the mathematics she has studied and excelled in to work â€Å"in the City, and work at actuarial calculations and conveyancing [sic] . . . with one eye at the Stock Exchange† (Shaw 63). She wants nothing from her mother except my fare to London to start there to-morrow earning my own living . . . † (Shaw 64). This is clearly the boasting of someone who has never had to provide for herself but has had her livelihood and education handed to her. She tells of her work experience when she had She had worked for six weeks the previous May where she did calculations, but her view of working is not realistic with thoughts of day to day working that may become drudgery, but more like the imaginings of a school girl who temporarily worked beneath her financial station as lark. She imagines this experience has not only provided her with tools to make her own living, but will satisfy her social life as because when she stayed with her friend Honoria she spent her evenings with her friend where â€Å"in the evenings we smoked and talked, and never dreamt of going out except for exercise. And I never enjoyed myself more in my life. I cleared all my expenses . . . (Shaw 63). Vivie is naive and innocent of the realities of life. Doing something for six weeks as a lark is one thing; doing the same thing for the rest of your life just â€Å"clearing expenses† and being subject to the accidents and difficulties one faces in real life is something quite different and, at times, not that enjoyable. Vivie challenges her mother by saying â€Å"Everybody knows my reputation, my social standing, and the profession I intend to pursue† (Shaw 74). The implication being that her mother’s life has been hidden and she should make it known. When Vivie declares that, â€Å"The poorest girl alive may not be able to choose between being Queen of England or Principal of Newnham; but she can choose between ragpicking [sic] and flowerselling [sic], according to her taste. People are always blaming their circumstances for what they are. I don’t believe in circumstances. The people who get on in this world are the people who get up and look for the circumstances they want, and, if they can’t find them, make them† (Shaw 75), it becomes too much for Mrs. Warren and she tells Vivie about her circumstances. When she worked fourteen hours a day as a waitress and dishwasher Kitty Warren earned only four shillings per week and board. When Vivie discovers her mother’s profession she finds herself shocked but admiring her mother for the sacrifices she has made, â€Å"my dear mother: you are a wonderful woman† and asks her mother if they can be friends (Shaw 77). However, the next morning when Crofts tells her that he is her mother’s partner and they are still operate brothels throughout Europe, Vivie changes her mind about her mother and immediately leaves to start her working career in London. When she is followed by Praed, Frank, and her mother, she summarily dismisses them from her life and determines to make her own way in life. One cannot help but wonder if Vivie Warren would not have suffered the same or a similar fate as her mother if she had not had the benefit of her mother’s money that allowed her to study at college and to go into business. At the play’s end Vivie Warren has been liberated. She has said goodbye to her mother, Frank, and the others, with the possible exception of Praed who may still be a friend. She has rejected the possible romance with Frank, who may be her brother, she has refused the marriage proposal of Sir George Crofts, who may be her father, and has rejected the lifestyle of her mother who continues to make money from her brothels. She has chosen to an unconventional life, but in a rather more acceptable, conventional fashion than did her mother. Although it was rare in the Victorian age for a woman to work in an office it was far more acceptable than being either a madam or a prostitute and was becoming more acceptable with each passing year. Ultimately, there is not that much difference between Vivie and her mother. Each sought and found a way to create independence for herself. Vivie has been forced to make a decision that is not popular with society to gain her own independence, just as her mother had to do twenty years earlier. Just as her mother had to reject her conventional life, Vivie had to reject the life offered to her by Kitty Warren. Liggins offers an interesting analysis about Vivie’s rejection of her mother’s lifestyle by making mention of the concept of the new woman. Vivie sees herself as a new woman who has time for nothing other than business. Liggins posits that Mrs. Warren’s Profession is about the relationship between the new woman and the prostitute. Shaw portrays Kitty Warren as a incorrigible flirt who could never be accepted in society. Vivie chooses a life that exempts her from being a part of society as she has no regard for it. The new woman has carved out a new niche in life but the new woman, just like the conventional woman and conventional man regards prostitution as immoral and consequently opens the door to continued economic poverty for the poor. Mrs. Warren’s Profession is a very interesting play. By today’s standards it is fairly tame and is suitable for high school students. Shaw does a good job attacking conventional mores. However, he pulls his punches and fails to finish off the Victorian conventions (Harris 176). Therefore the reader is not entirely satisfied. One feels it could have been a stronger play than it is. Harris writes that â€Å"there is no play in all Shaw’s works as full of magnificent misses as this one. It could be one of the greatest dramas of all time and it is unforgettable, but it fails to achieve timeless greatness† (Harris 176). Harris suggests two reason why the play does not quite work; he believes that either Shaw did not know how to handle the issues, which appears to be a good conclusion since Shaw does not describe or even name Mrs. Warren’s Profession; or Shaw â€Å"was afraid to drive right through to the end of it. † In either case, as written Mrs. Warren’s Profession fails to resolve the issues; virtually everything is the same at the final curtain as it was at the beginning of the play. Kitty Warren is a madam, Vivie Warren is an independent new woman and the men are left trying to resume their â€Å"pre-Vivie lives. † Unfortunately the double standards between rich and poor, and man and woman remain. The poor are still victims of these double standards. A Study of Mrs. Warren’s Profession Essay Although George Bernard Shaw finished writing Mrs. Warren’s Profession in 1893, he was unable to get a license to stage it until 1902. Since this play deals with the double standards between rich and poor and men and women the inability for it to be performed in London for nine years is both poignant and ironic. This time lapse emphasizes the â€Å"the victimization of young women and girls, not just in brothels . . . to which society conveniently turned a blind eye† (Dierkes-Thrun 293). The royal censor chose to ignore the issues Shaw’s play presents in favor of more conventional, happier plays. Although nominally about Mrs. Warren’s profession as a prostitute and madam, the play also deals with incest, the relationship between Victorian men and women, and the relationship between Mrs. Warren and Vivie Warren. The theme that drives the play is the victimization of the poor caused by the underpaying and overworking of women and men by the social institutions in England. Broad and Broad cite the preface to Getting Married† where in 1908 Shaw wrote, â€Å"I have shewn [sic}]that Mrs. Warren’s Profession is an economic phenomenon produced by our underpayment and illtreatment [sic] of women who try to earn an honest living† (64-5). Shaw illustrates this victimization with the relationships between the four male characters and the two women. These men all appear to have the same interest and relationship in Vivie as they do in her mother, Kitty Warren. Praed, the first male appearing on stage has an artistic temperament and a long term friendship with Mrs. Warren. He denies that he has a sexual relationship with her and has had â€Å"nothing to do with that side of Mrs. Warren’s life [her profession as a prostitute and madam], and never had. † He claims that he is just a friend who helps Kitty Warren â€Å"escape from her own beauty† (Shaw 66). He appears to have come to meet Vivie and become her friend in the same fashion. The effect is that both women are his friends and serve the same role as one another. Sir George Crofts represents the English upper class gentleman and is later revealed as Kitty Warren’s business partner. The two have a long history together: they were intimate before he became Sir George and she became Mrs. Warren. Crofts has an eye for both Mrs. Warren and Vivie. This prospect that he may be Vivie’s father does not deter him. Almost immediately after meeting Vivie, Crofts queries Mr. Praed to find out if he knows who Vivie’s father is. When Praed denies the knowledge Crofts asks for the favor of being told if he knows because he feels attracted even though he may be Vivie’s father. He assures Praed that â€Å"it’s quite an innocent feeling. That’s what puzzles me about it. Why, for all I know, I might be her father† (Shaw 66). Despite his protests of innocence his interest appear more sinister than not. When Frank Gardner first appears on stage he reveals to Praed, who appears to be becoming a confidant for all of the characters, that he knows Vivie and that she loves him (Shaw 67). Despite this declaration Frank Gardner flirts outrageously with Kitty Warren that evening even suggesting that she accompany him to Vienna. She responds and gives him a kiss before she dismisses him by telling him to go and â€Å"make love to Vivie† (Shaw 69). The last gentleman is the Reverend Samuel Gardner, father of Frank, who represents the Church. He had an indiscretion with Kitty Warren prior to his having studied for the clergy. During their romance he wrote her several love letters and later, embarrassed by what she has become and fearful of what she might do with the letters, he asks for them back. Mrs. Warren flatly refuses to return the letters because â€Å"[k]nowledge is power . . . and I never sell power† (Shaw 68). Apparently Sir George Crofts, Reverend Gardner, and Mrs. Kitty Warren have a past together when they were young and were known as George Crofts, Sam Gardner, and Miss Vavasour (Shaw 68). Later in the play Crofts tells Frank Gardner that Vivie is his half-sister as a result of the liaison between Reverend Gardner and Kitty Warren. The similarity between the way these men treat both women indicates they view women as interchangeable parts instead of having value as individual people. It is not just the men who uses Mrs. Warren; Vivie also makes use of her mother as a tool. Shaw describes Vivie as â€Å"an attractive specimen of the sensible, able, highly-educated young middle-class Englishwoman† (Shaw 62). At the beginning of the play Vivie does not even bother picking up her mother at the train station. This is understandable because Vivie does not really know her mother who has spent most of her time in Brussels and Vienna with occasional visits to England (Shaw 64). Although she admits her mother always provided for her by paying for her caregivers and schools, there is no daughter-mother relationship. Vivie fancies herself as being in control of her life. She plans on being the modern woman or new woman who will make her own way by using the mathematics she has studied and excelled in to work â€Å"in the City, and work at actuarial calculations and conveyancing [sic] . . . with one eye at the Stock Exchange† (Shaw 63). She wants nothing from her mother except my fare to London to start there to-morrow earning my own living . . . † (Shaw 64). This is clearly the boasting of someone who has never had to provide for herself but has had her livelihood and education handed to her. She tells of her work experience when she had She had worked for six weeks the previous May where she did calculations, but her view of working is not realistic with thoughts of day to day working that may become drudgery, but more like the imaginings of a school girl who temporarily worked beneath her financial station as lark. She imagines this experience has not only provided her with tools to make her own living, but will satisfy her social life as because when she stayed with her friend Honoria she spent her evenings with her friend where â€Å"in the evenings we smoked and talked, and never dreamt of going out except for exercise. And I never enjoyed myself more in my life. I cleared all my expenses . . . (Shaw 63). Vivie is naive and innocent of the realities of life. Doing something for six weeks as a lark is one thing; doing the same thing for the rest of your life just â€Å"clearing expenses† and being subject to the accidents and difficulties one faces in real life is something quite different and, at times, not that enjoyable. Vivie challenges her mother by saying â€Å"Everybody knows my reputation, my social standing, and the profession I intend to pursue† (Shaw 74). The implication being that her mother’s life has been hidden and she should make it known. When Vivie declares that, â€Å"The poorest girl alive may not be able to choose between being Queen of England or Principal of Newnham; but she can choose between ragpicking [sic] and flowerselling [sic], according to her taste. People are always blaming their circumstances for what they are. I don’t believe in circumstances. The people who get on in this world are the people who get up and look for the circumstances they want, and, if they can’t find them, make them† (Shaw 75), it becomes too much for Mrs. Warren and she tells Vivie about her circumstances. When she worked fourteen hours a day as a waitress and dishwasher Kitty Warren earned only four shillings per week and board. When Vivie discovers her mother’s profession she finds herself shocked but admiring her mother for the sacrifices she has made, â€Å"my dear mother: you are a wonderful woman† and asks her mother if they can be friends (Shaw 77). However, the next morning when Crofts tells her that he is her mother’s partner and they are still operate brothels throughout Europe, Vivie changes her mind about her mother and immediately leaves to start her working career in London. When she is followed by Praed, Frank, and her mother, she summarily dismisses them from her life and determines to make her own way in life. One cannot help but wonder if Vivie Warren would not have suffered the same or a similar fate as her mother if she had not had the benefit of her mother’s money that allowed her to study at college and to go into business. At the play’s end Vivie Warren has been liberated. She has said goodbye to her mother, Frank, and the others, with the possible exception of Praed who may still be a friend. She has rejected the possible romance with Frank, who may be her brother, she has refused the marriage proposal of Sir George Crofts, who may be her father, and has rejected the lifestyle of her mother who continues to make money from her brothels. She has chosen to an unconventional life, but in a rather more acceptable, conventional fashion than did her mother. Although it was rare in the Victorian age for a woman to work in an office it was far more acceptable than being either a madam or a prostitute and was becoming more acceptable with each passing year. Ultimately, there is not that much difference between Vivie and her mother. Each sought and found a way to create independence for herself. Vivie has been forced to make a decision that is not popular with society to gain her own independence, just as her mother had to do twenty years earlier. Just as her mother had to reject her conventional life, Vivie had to reject the life offered to her by Kitty Warren. Liggins offers an interesting analysis about Vivie’s rejection of her mother’s lifestyle by making mention of the concept of the new woman. Vivie sees herself as a new woman who has time for nothing other than business. Liggins posits that Mrs. Warren’s Profession is about the relationship between the new woman and the prostitute. Shaw portrays Kitty Warren as a incorrigible flirt who could never be accepted in society. Vivie chooses a life that exempts her from being a part of society as she has no regard for it. The new woman has carved out a new niche in life but the new woman, just like the conventional woman and conventional man regards prostitution as immoral and consequently opens the door to continued economic poverty for the poor. Mrs. Warren’s Profession is a very interesting play. By today’s standards it is fairly tame and is suitable for high school students. Shaw does a good job attacking conventional mores. However, he pulls his punches and fails to finish off the Victorian conventions (Harris 176). Therefore the reader is not entirely satisfied. One feels it could have been a stronger play than it is. Harris writes that â€Å"there is no play in all Shaw’s works as full of magnificent misses as this one. It could be one of the greatest dramas of all time and it is unforgettable, but it fails to achieve timeless greatness† (Harris 176). Harris suggests two reason why the play does not quite work; he believes that either Shaw did not know how to handle the issues, which appears to be a good conclusion since Shaw does not describe or even name Mrs. Warren’s Profession; or Shaw â€Å"was afraid to drive right through to the end of it. † In either case, as written Mrs. Warren’s Profession fails to resolve the issues; virtually everything is the same at the final curtain as it was at the beginning of the play. Kitty Warren is a madam, Vivie Warren is an independent new woman and the men are left trying to resume their â€Å"pre-Vivie lives. † Unfortunately the double standards between rich and poor, and man and woman remain. The poor are still victims of these double standards. Works Cited Broad, C. Lewis and Broad, Violet M. Dictionary to the Plays and Novels of Bernard Shaw. London: A. & C. Black, 1929. Dierkes-Thrun, Petra. â€Å"Incest and Trafficking of Women in Mrs. Warren’s Profession: ‘It Runs in the Family. ‘† English Literature in Transition 1880-1920 49, 3 (2006): 293-305. Dukore, Bernard F. Bernard Shaw, Playwright: Aspects of Shavian Drama. Columbia, MO: University of Missouri Press, 1973. Harris, Frank. Bernard Shaw. New York: League of America, 1931). Liggins, Emma. Prostitution and Social Purity in the 1880s and 1890s. Critical Survey 15, 3 (2003). Shaw, Bernard. The Complete Plays of Bernard Shaw. London: Constable, 1931. Note, this edition does not include line numbers of the play so the page number is used for citations.

Generic Skills Focus of Higher Education Agenda †Education Research Paper

Generic Skills Focus of Higher Education Agenda – Education Research Paper Free Online Research Papers Generic Skills Focus of Higher Education Agenda Education Research Paper Prompt According to Jones (2001): ‘In the last decade, the concept of a set of generic skills, qualities and attributes that support lifelong learning has become firmly placed on the national and international higher education agenda.’Discuss the major factors which have led to such a concept being placed on the ‘higher education agenda’. Is there general agreement at a national and international level about what is included in ‘ a set of generic skills, qualities and attributes that support lifelong learning’? During the last ten years, the agendum of higher education institutions at a national and international level had been placed on by a set of generic skills, qualities and attributes that support lifelong learning. There are mainly four major factors which have led the concept of a set of generic skills being placed on higher education agenda, they are employment, government, society and higher education institutions themselves. Among the set of generic skills, there is a general agreement which support lifelong learning at a national and international level. In this essay we will discuss these major factors separately, then we will focus on to what extent does a set of generic skills that support lifelong learning can get agreement at a national and international level. To begin with, the most obvious factor in this case is employment. Because of the external pressure from employment sector, higher education institutions have to put generic skills on their agendum, otherwise their graduates can’t find satisfactory job (Jones, 2001). Employment sector can be regarded as customer in this case, and higher education institutions are entities that provide their products- graduates to the customers. For example, in recent years, many multi-national companies pay much more attention on their employees’ communication skills, because their employees have a variety of backgrounds, so whether they can express themselves correctly or communicate with each other without misunderstanding become a significant issue. To this regard, employers ask for employees with good communication skills, then higher education institutions put this skill into their agendum. In other words, most of universities nowadays have to make responses on their agendum as soo n as possible as long as employment sector make any changes about its requirements of future employees (NCVER, 2003). So, employment sector becomes the most obvious factor that promotes universities put generic skills on their agendum. Secondly, government is another important factor that put generic skills being placed on the higher education agenda. Recently, governments have a higher standards of its people in such a fast moving world in order to have highly responsible citizens (Jones, 2001), so governments require their people equipped with generic skills whatever their occupations are. At the same time, there are still some universities do not want to put generic skills on their agendum, to attract these universities’ attention, governments (refers to western and Australian governments in particular) provide funding and quality assurance that linked with generic skills (James, Lefoe, Hadi, 2004). These procedures, in turn, promote generic skills been spreaded among higher education institutions largely. As a result, government become another important factor that place a set of generic skills which support lifelong learning on higher education agenda, using grants and policies. Another factor that support integration of generic skills and higher education institution agenda is society. With the development of globalisation, the society becomes more and more competitive (NCVER, 2003), and employees nowadays have to compete with more competitors, maybe two or three times more than 10 years ago to get a good job. In such a fierce society or world, higher education institutions should try their best to equip their graduates with more advanced skills, or special selling points, in this case, they refer to generic skills. Therefore, universities are always ready to make any changes that relate to generic skills to their agendum, and inform students and employers about the changes as soon as possible. This can enable students make more informed choice on which university would suit them the best, universities can also promote themselves to potential employers (Fraser, 2001), thus increase their reputation. However, for universities which do not put generic skills into their agendum, it will be very difficult to attract potential students and get grants for their research projects unless they have very high reputation, like Cambridge or Harvard University, but such universities usually have their own generic skills been placed on their agendum. Consequently, the concept of a set of generic skills being placed on higher education agenda because of the competitive society. Last but not least, higher education institutions themselves also play a part in the process of putting generic skills on their agendum. Since they want to gain a higher reputation, they have to show that they provide the latest skills and knowledge, and their graduates are the best equipped to fit into future work places. So universities are always eager to make any changes that apply to their agendum, especially for generic skills, which is the focus during recent years. For those universities that do not have generic skills in their agendum, it will be very difficult for them to get a high reputation at a national and international level. So, there won’t be many students who want to continue their study in such universities, and governments won’t provide funding to such universities. For this reason, most of the universities put generic skills into their agendum for their own good. Although there are lots of advantages provided if higher education institutions put the concept of a set of generic skills that support lifelong learning into their agendum, yet some people still argue that there is no point for universities to do this. They argue that the pursuit of the goal of graduates with desirable generic attributes and skills, equipped to participate effectively in society for life, is either unrealistic (Kemp and Seagraves 1995; Drummond, Nixon Wiltshire 1997; Preston 1999) or a ‘wasteful chimera-hunt’†¦which ‘should now be abandoned’ (Hyland and Johnson 1998). Personally, I do agree with this point of view to some extent, cause we do not expect higher education institutions teach their graduates everything about generic skills, there is no point to do so, and also unrealistic. Universities can only teach their graduates specified knowledge, and some generic skills, graduates should develop the other generic skills through ever yday life. In addition, to what extent a person can develop enough generic skills is still in question, since everybody have different characters, moral and ethical standards, so what is included in a set of generic skills in different people’s point of view is slightly different. Therefore, even the higher education institutions claim that they have a set of generic skills in their agendum, we still can’t expect that every graduates from the university can have the same generic skills. There is a general agreement about what is included in a set of generic skills, qualities and attributes that support lifelong learning at a national and international level. However, the contents and name of the contents in a set of generic skills in different countries are slightly different from each other, yet they are the same in essence. For example, Jones (2001) categorize generic skills into four groups: 1. the acquisition of a body of disciplinary knowledge, 2. the critical understanding which comes from the communication, application and evaluation of a body of knowledge, 3. the commitment to ethical action and social responsibility, 4. a capacity for employment and lifelong learning. However, in NCVER (2003), generic skills are splited into 6 categories: 1. basic or fundamental skills, 2. people-related skills, 3. conceptual or thinking skills, 4. personal skills and attributes, 5. skills related to the business world, 6. skills related to the community. From these two dif ferent articles, it seems that there is great difference between what is included in generic skills at the first glance, but they are the same if you study them a little bit. For example, body of disciplinary knowledge in Jones (2001) is the same with basic or fundamental skills in NCVER (2003), and the commitment to ethical action and social responsibility in Jones (2001) is an equivalent to skills related to the community in NCVE (2003). Moreover, these two kinds of ‘generic skills’ all include lifelong learning in their contents, such as the fourth one in Jones (2001), and conceptual or thinking skills as it is so called in NCVER (2003). So, generic skills which have different names in different countries are basically the same, and they all support lifelong learning. To sum up, there are four major factors that put the concept of a set of generic skills which support lifelong learning on higher education institutions agendum at a national and international level, they are employment, government, society and higher education itself. In additon, there is a general agreement about what is included in a set of generic skills that support lifelong learning at a national and international level. However, I do think our expectation is too high on higher education institutions, because universities can’t teach their graduates everything included in a set of generic skills, so we should release some pressure from universities, and put it on to graduates, employers, and society as a whole. This maybe the future direction of generic skills development. References: Jones, J. (2001). Generic Attributes: an Agenda for Reform or Control. Paper presented at Changing Identities: Language and Academic Skills Conference, University of Wollongong. Retrieved November 29-30, 2001, from http://learning.uow.edu.au/LAS2001/selected/jones 2.pdf James, B., Lefoe, G., Hadi, M. (2004). Working ‘through’ graduate attributes: A Bottom-up approach. Proceedings of HERDSA 2004 – higher Education Research and Development Society of Australasia, Annual Conference: Transforming Knowledge in Wisdom: Holistic Approaches to Teaching and Learning. Retrieved March 2, 2005, from uow.edu.au.about/teaching/attributes NCVER (National Center for Vocational Education Research). 2003. Defining Generic skills: At a glance. Adelaide: NCVER Fraser, S. (2001). Graduate attributes and generic skills at Macquarie University. And Gladly Teche, vol. 1. 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All About Maps Essay Example for Free

All About Maps Essay Maps are the world reduced to points, lines, and areas, using a variety of visual resources: size, shape, value, texture or pattern, colour, orientation, and shape. A thin line may mean something different from a thick one, and similarly, red lines from blue ones. A photograph shows all objects in its view; a map is an abstraction of reality. The cartographer selects only the information that is essential to fulfil the purpose of the map, and that is suitable for its scale. Maps use symbols such as points, lines, area patterns and colours to convey information. A map gives a miniature â€Å"picture† of a very large space. A map is a guide to a space you have not encountered before. Maps have distance, mountains, rivers, and shapes of places or destinations. With a map, one does not have to depend on local directions. For a small price, it is a direction finder and a dependable way to take a journey. An atlas is a collection of maps in book form. Atlases are made for different regions and areas, and are prepared for desk use or travel use. A travel atlas is usually packaged for easy use during a trip, often with spiral bindings so it can be folded flat, and with maps at a large zoom so that they can be easily consulted on the go. A desk atlas features sizes and bindings that are typical for reference books: usually a paperback or hardcover format. These are imaginary lines that circle the world in an east-west direction. They tell you how far north or south a place is from the Equator. They are drawn parallel to the Equator. There are five main lines of latitude. They are the Equator, the Tropic of Cancer, the Tropic of Capricorn, the Arctic Circle and the Antarctic Circle. Longitude is the angular distance, measured in degrees, east and west of the Prime Meridian, which is at 0o. These are imaginary lines that run across the Earth’s surface in a north-south direction, from the North Pole to the South Pole. Since a map is a reduced representation of the real world, map symbols are used to represent real objects. Without symbols, we wouldn’t have maps. Both shapes and colours can be used for symbols on maps. A small circle may mean a point of interest, with a brown circle meaning recreation, red circle meaning services, and green circle meaning rest stop. Colours may cover larger areas of a map, such as green representing forested land and blue representing waterways. To ensure that a person can correctly read a map, a Map Le All About Maps. (2016, Dec 16).

Knowledge Management Assignment Example | Topics and Well Written Essays - 750 words

Knowledge Management - Assignment Example Reflectively, after the release of the first I-phone, Blackberry’s management aimed at creating touch screen ‘I-phone killer’ contrary to keypad phones which the company had specialized in and was best known for. Some of the front-line persons in the management were not of the idea and they disagreed saying that the company should produce a more advanced keypad phone and layback on creating the touch screen; for the sake of the company’s reputation and its customers. However, the idea was insisted on, and hence came the Blackberry z10 phone; unfortunately, this was after some of the Co-CEOs opposing the notion to the extent of even quitting the board. The Blackberry z10 was on top of the list for most disastrous products that the company had ever produced and manufactured;Â  primarily, because of a massive write down of Z10 phones that sat, unsold and unwanted, about eight months after they first hit the market (Sean 2013). The outcome resulted to a lot of losses i.e. 965 million dollar loss, cut-off of over 45,000 jobs (forty percent of the company’s work force). Basically, the company took a downfall due to the ignorance of the need for knowledge in the field of technology by its management faculty; moreover, the company experienced a cultural problem with some of them proposing a keypad enhanced mobile phone (simply because it did well with corporate customers) and others the touch screen, despite the company’s lack of adequate knowledge in the area (Justine 2014). On the other hand, the Apple Company, during this time was experiencing a totally different occurrence. Since the release of the first I-phone the company has been excelling in every I-phone release altogether with great sales and a lot of support from its customers. According to a research, the company has able to succeed due to a number of reasons: ignoring their critics, turning the ordinary into something beautiful (through the knowledge of