Strategic objectives for a business Essay Example | Topics and Well Written Essays - 750 words

Strategic objectives for a business - Essay Example Its mission is offering excellent hair services and beauty products, to its customers. Its values include respect, leadership, integrity, diversity, and accountability. The paper will look at the business objectives in relation to the four pillars of balanced scorecard including the financial pillar, customer pillar, internal operations pillar, and employees’ pillar. One of the key objectives as far as the financial pillar is concerned is coming up with an effective internal control environment. Such an environment would prevent financial crimes such as fraud or embezzlement of the business’ financial resources. The second key objective is ensuring stability in revenue and profitability. This is important as far as growing the shareholder wealth. For example, ensuring profitability stability contributes to the stability of the shares’ prices, which is in the best interest of the shareholders. The third key strategic objective is maximizing the shareholder wealth. This would happen, for example, by a business operating at optimum level would maximize the shareholder wealth. One of the key strategic objectives as far as customer pillar is concerned is enhancing customer satisfaction. Since the business is offering both services and products, customer satisfaction is extremely important. It helps in ensuring that the customers make repeat visits in the business, which helps in growing the market share. A key metric for this objective is the number of absenteeism within a given period. The second key strategic objective is offering high quality services and products to the customers. The customers expect value for money when they purchase the beauty products (Chia-Chen, 2006). The hair services should be excellent, which would translate into increased customer satisfaction. An effective metric for this objective is the number of repeat customers per a given period. The third strategic

Equity and Trust Essay Example | Topics and Well Written Essays - 2000 words - 1

Equity and Trust - Essay Example In Tinsley v Milligan, the plaintiff Tinsley sought ownership of a jointly owned property2. Tinsley was the legal owner of the property. She had been living with the defendant Milligan, and these two females had contributed monetarily to the acquisition of that property3. Milligan’s contention was that Tinsley was a trustee for both of them. As such, these women had committed a fraud on the Department of Social Security. They had purchased the property, but had retained title to the property in only the name of Tinsley. This stratagem enabled Milligan to claim benefits from the Department of Social Security, as a person without any property to her name4. In this case, the plaintiff contended that ‘he who comes to equity must come with clean hands.’ Consequently, as per her contention, Milligan was precluded from claiming an equitable interest in the property. The House of Lords ruled that as Milligan did not rely on her illegality, she could enforce such interest. Moreover, it was Tinsley who would have to rely on the evidence provided by the illegal purpose5. It was held by the House of Lords that Milligan could claim her equitable beneficial interests in the property. The Law Lords opined that a plaintiff could claim proprietary interests, as long as she did not rely on an illegality to establish the interest6. Thus, equitable interest of this type was to be considered as similar to the immediate rights to possession under the common law. As such, in this case, two women, paid for a property, but placed the property in the name of one of them. This was done in order to claim housing benefits. However, the courts did not allow this fraudulent behaviour to affect the proprietary rights of the woman, whose name had not been indicated as the half owner of the property. All the same, if the plaintiff had attempted to assert her personal right to entitlement, on the basis of unjust enrichment, she could not have succeeded in her claim.

The role of a school leader during an era of high stakes accountability Essay Example for Free

The role of a school leader during an era of high stakes accountability Essay No doubt, the definition of the role of a school leader is has over generated debate amongst educationalist in America. This has left principals with the same questions. What is expected of them from the parents, students and their teachers? In this era of result oriented age, visionary leadership is an undisputed ingredient in the effective running of any organization especially a educational establishment like the school. This is why the governments have demonstrated interest in the development of programs, trainings and empowerment seminars for educators. The significant roles played by these set of people in the development of the nation can be left alone in their hands because they are producing the leaders of tomorrow that will develop the nation. This is why high quality and qualitative pedigree is required in handling of schools and educational organizations. The person of a school leader must understand that leadership is not about the title but the responsibility and the achievement of their objectives. The failure of any ward has been linked to the leadership and leader of the school. Parents do not ask themselves the same questions but they demand answers from their child’s school leader. This signify the enormous task attached to the position of the school leader as a failure on his /her path will lead to the poor quality of the academic results which further leads to withdrawal of wards by parents and without mincing words it will lead to the closure of the school. On the other side of it, even in business leadership error leads to the collapse of such company while effective leadership will generate improvement of the company. An example is former Ceo, of GE, Jack Welch. The world is moving fast and responsibility are been shifted the to the leaders whom they believe should not fail in discharging their responsibility for effectiveness. One of the important roles of the leader in this era of high accountability is effective communication. The ability of the principal to communicate between the important personalities will increase his/her chances of productivity as a break down of communication will lead to the collapse of the school.   The leadership style employed will hence the accountability simply because it will be a transparent administration. This will give room for broad base participation in the administration. Without this the role of creating effectiveness will be grounded as leadership is all about influence and not the post you hold. Intellectual stimulation has an important role of principal during this period as they are to encourage and work on the intellectual development of their students whose parents will be busy and have no time for them at home. Performance expectation and achieving the expectation have won the heart of parents, educators and even the government as tends to put smiles on the faces of their parents. Every average American parent has less than 5 hours for their children making their educational success in the hands of their teachers in school. No doubt the role of school leaders are constantly changing as they are also to serve in the capacity of parents, advisors and counselors to their students who may have difficulty in their studies or emotional issues that are afraid to discuss with their parent at home. In America today, life has changed and school leaders have gradually taken the important role of foster parent to their students towards productivity as they are the only person to be held responsible for whatsoever happens to organization. In conclusion, leaders are men who are always held responsible for whatsoever happens to their organizations either good or bad. This is the reason why they accountable for every single that happens within their school. Some leaders have suffered as a result of this while others have been praised. Reference: Mulford Bill. Changing roles and impact on school effectiveness. oecd.org Linda lambath.   Leadership at all schools nsdc.org webpage By Larry Lashway.   Role of the School Leader Revised July 2003. College of Education University of Oregon. Colin Powell. The art of leadership Michael Fullan. The Moral Imperative of School Leadership

The effect of birth order on personality

The effect of birth order on personality The overarching tenet of this research is the effect of birth order on the personality of individuals in a family. This research recognizes the fact that the development needs of a first born differs from the last child in a family. In order for children to gain access to the resources of the family, they have different developmental strategies by establishing their own niche and these strategies are manifested by behavioral and personality differences between siblings. This proposal will highlight the origin à Ã‚ ¾f personality differences between siblings. This will be followed by relevant theories that will explain the forces that are at play in shaping the development of an individual which will shed light on the possible reasons that drive sibling interactions. After the evolutionary niche model of Alfred Alders (1996) in this chapter, key issues and research goals and the application of the results will be laid out. In the field of behavioral genetics, numerous research have been published that explored the genetic influence of personality citing that it accounts approximately 40% of variances in individual personalities while environmental factors contribute only to 35% for non-shared and 5% for shared environments while the remainder or 20% is attributed to sampling and measurement errors (à Ã‚ lderц¢, 1999, 2001; à Ã‚  là Ã‚ ¾min Dà Ã‚ °nielц¢, 1987; Turkheimer Wà Ã‚ °ldrà Ã‚ ¾n, 2000). Most notable of these results is the small influence of shared experience on personality development. It was observed that a fair proportion of personality transpired early in a persons lifetime. Thus, a brief, shared family experience seemed to exert little effect on the person of an individuals personality (Turkheimer Wà Ã‚ °ldrà Ã‚ ¾n, 2000). This small influence of shared family experiences in personality formation has led to criticism and subsequent refinements in the methods employed in behavioral genetics (Mà Ã‚ ¾ffitt, 2005). For instance, recent reviews have suggested that estimates on variance contributed by shared environment should be increased in order for the significant gene-envirà Ã‚ ¾nment interà Ã‚ °Ãƒâ€˜Ã‚ tià Ã‚ ¾nц¢ become apparent (Mà Ã‚ ¾ffitt, 2005), and the concept of shared environment has been shown to be simple and straightforward. When this last feature is taken which is the concept of shared family environment, it has been argued by à Ã‚ lderц¢ (2001) that the within-family environment in which siblings live together does not necessarily result in shared sibling experiences. In other words, the experiences that two or more siblings have in common, which are termed shared experiences, have numerous differentiating factors. This is illustrated by this example. Siblings are likely to differ in age and gender leading to variations in size, strength, and cognitive maturity. These differences in cognitive maturity result in dissimilar interpretations of experiences and shared events leading to differing effects on development. Morales (1994) believed that position of the child in the family has an effect on the behavior of the child inside and outside of the confines of the home. He pointed out in his studies that it is the first born who is more responsible, more self-confident, and shows higher self- esteem. He added that older children in the family were provided more opportunities to teach their younger siblings thus encouraging them to become leaders and more intelligent. According to Zajonc and Markus (as cited in Bianchi Robinson, 1997) birth order had an inversely relationship with academic performance which theorizes that more children result in lower intellectual stimulation in the family. Moreover, as there are differences in the specific needs and wants of individual siblings, so should their interpretation of the shared environment. Indeed, varying responses to shared is beneficial to siblings within the same family environment. This is apparent in the competition among siblings in their access to family resources. At an early age, majority of resources that an individual sibling wants are in the form of parental attention and care. While it is encouraged in modern societies to distribute resources equally within the family, the unequal allocation of resources in the family can be traced in history and contemporary tribal societies. It is the practice of investing heavily on the eldest and youngest. The parental allocation of resources to children is determined by the availability of the resources at any given time and gaining access to these resources is the predicament all the siblings face. Romeo (1994) asserted that a childs position in the family is a great influence in shaping the personality of the individual. He added, The influence of the family constellation is so strong that the lifestyles of the youngest children of two different families are more similar than those of the youngest and middle child of the same family. According to Travis and Kohli (1995) said that the intellectual ability of siblings depends on birth order. Olszewski-Kubilius (2000) asserted that birth order is not merely a superficial variable but one that is instrumental and crucial that can affect how families behave and provide resources to their child. The proponent of this research is interested in establishing the effect of birth order on the personality of Grade 9 students at a middle school in the area. In this study, personality will be classified using two of five personality dimensions in the Big Five. When the personality of the respondent is evaluated using the Big Five it is consistent with the predictions of family dynamics. For this study, the convenience sampling will be used and therefore conclusion could not be generalized to reflect the overall view of Grade Nine students in the nearby middle school. Another assumption will be that the respondents will truthfully answer the items in the questionnaire ensuring a high external validity. One limitation is that the data will be based on the self-report of the respondents based on their perceptions towards how their position in the family affected their personality and conformity in family communication. Only the perceptions of the middle school students will be determined and only the variables conscientiousness, openness to experience, and conformity in family communication will be studied. Therefore views of their teachers, parents, or siblings are beyond the scope of this study. Although self-reports obtained from self-administered questionnaires serves its advantage since scoring could be done with relative ease, validity and reliability must first be established. Another possibility is that some students might not fully understand the items in the questionnaire considering that the respondent pool will be composed of different racial backgrounds whose English facility is not excellent. To remedy the language barrier, the questionnaire will be translated into thei r native tongue. To allay any anxiety during test administration, the investigator will emphasize that there are no right or wrong answers. Problem statement The main question this research hopes to answer is Does birth order have any kind of effect on personality? The roles of family members in the family govern the responsibilities and expectations placed on children by parents and siblings. How children perceive their place in the family affects their feelings and perceptions about themselves and the quality of their interaction with others (Kottman Johnson, 1993 as cited in Nims, 1998). During the childs formative certain elements in the family structure which reflect affiliation and emotional security greatly affect the coping and relationship styles and the psychological status of mature individuals (Fullerton et al. 1989). Despite the influence of genetics and the environment, behavioral differences of siblings could be due to birth order (Claxton, 1994), defined as the childs rank in the family according to age (Steelman, 1985 as cited in Claxton, 1994). An individuals status in the family which is the first social structure the child is exposed to is implicated as one of the major factors that contribute in shaping personality (Gould, 1997), and subsequent social relationships outside the family. Though there is wide acceptance on the belief that birth order is the single most important factor of development across a persons lifetime, the individuals birth order could potentially influence the quality of child-parental and sibling-sibling interaction affecting personality and social behavior (Buckley, 1998). Differences on the experiences of socialization among individuals by virtue of birth order result in explicit variations in personality and behavior. When there are no siblings, those who were first born are likely to be socialized by adults while those who were later born become exposed to the socialization of their older siblings (Claxton, 1994). Thus it was theorized that the first born or the oldest child in the family is more leaned towards achievement while the rest of the siblings tend to be more sociable and gain more satisfying and pleasurable experiences (Claxton, 1994). However, these observations are generalized and imprecise (Claxton, 1994). Research questions With the birth of a child, the individual enters into a world different from the child born before him or her. Since parents have learned a great deal from nurturing the first child, the coming of the second child will be easier to deal with, however the second child must compete with the first child to gain access of family resources such as food, clothing, attention, love and many others (Zanjonc 2001). The 2004 US census revealed that the average size of the family is 3.18. In other words, the typical American family is composed of an three children- the eldest or first born, middle child, and the youngest or last born. Differences in the type of environment the children are exposed to may have a significant effect on them. Various methodologies have looked primarily on the influence of family size and birth order on child development. Stereotypes surrounding the personality of the eldest versus the middle child and the last born are ever present in society. The study of Herrera and Zonjanc (2003) established the beliefs underlying the various personalities associated with the first born, middle child, and so forth. Their research revealed that those who were born first showed both positive and negative traits. They were regarded to be most successful in their academic performance, very responsible, exhibit conformist attitudes, enjoy greater stability while not being in touch with ones emotions and not imaginative. In addition, middle children are stereotyped to be the most envious while the youngest is isually the most innovative, expressive, demonstrative, defiant, negligent and conversational. The only child is most often considered to display unpleasant behaviors. Differences were also noted as to the type of occupation study participants perceived among children varying in birth orders. They had the belief th at the first born pursue courses like Accountacy, Aeronautics, Architechture, Education, Law or Medicine among others. Conversely, last borns are likely to take Visual Arts, Music, Performing Arts, Photography and many others. This qualitative study is aimed to determine the effect of birth order on the personality of ninth grade students in the area. Specifically, it will provide answers to the following questions: Whà Ã‚ °t iц¢ the effeÑ t à Ã‚ ¾f birth à Ã‚ ¾rder à Ã‚ ¾n Ñâ‚ ¬erц¢Ãƒ Ã‚ ¾nà Ã‚ °lity? Whà Ã‚ °t Ñ Ãƒ Ã‚ ¾ntributeц¢ tà Ã‚ ¾ Ñâ‚ ¬erц¢Ãƒ Ã‚ ¾nà Ã‚ °lity differenÑ eц¢ among siblings? Dà Ã‚ ¾ dynà Ã‚ °miÑ Ãƒâ€˜Ã¢â‚¬ ¢ à Ã‚ ¾f the fà Ã‚ °mily à Ã‚ °nd the influenÑ e à Ã‚ ¾f birth à Ã‚ ¾rder à Ã‚ ¾n Ñâ‚ ¬erц¢Ãƒ Ã‚ ¾nà Ã‚ °lity Ñ hà Ã‚ °nge à Ã‚ °Ãƒâ€˜Ã¢â‚¬ ¢ fà Ã‚ °mily ц¢ize inÑ reà Ã‚ °Ãƒâ€˜Ã¢â‚¬ ¢eц¢? Iц¢ there à Ã‚ ° demà Ã‚ ¾nц¢trà Ã‚ °ted relà Ã‚ °tià Ã‚ ¾nц¢hiÑâ‚ ¬ between birth à Ã‚ ¾rder à Ã‚ °nd Ñâ‚ ¬erц¢Ãƒ Ã‚ ¾nà Ã‚ °lity in là Ã‚ °rge fà Ã‚ °milieц¢ à Ã‚ °Ãƒâ€˜Ã¢â‚¬ ¢ well? Application of results The results that will be obtained in the proposed study will be beneficial to field of counselling. Research has proven that the hypotheses of counsellors regarding their clients are considerably affected by the birth order of the client in his or her family (Stewart, 2004). Thus it is relevant to educate counsellors on the significance of discriminating two concepts of birth order, psychological and ordinal. It is also necessary for counsellors to have a good understanding on the relationship between psychological and ordinal birth orders on the relationships the clients have established whether in their respective families or outside the confines of the home. With this information in hand, clinicians are able to come up with strageties in treating any dysfunctional behavior that may surface during counselling. In addition, it is an important step for clinicians to support that in a successful social relationship, there should be optimism. Likewise, clinicians should also take into account other variables or factors in their assessment of the clients quality of human interaction. If for instance, birth order emerged to affect personality and relationship quality, then it should be utilized during the assessment of clients in the clinical setting. Are the earlier cited stereotypes founded in research? How does an individuals birth order affect the personality and behavior of the individual? Understanding the influence of birth order on the personality of a child can aid in making the family particularly parents and the community to be more responsive to the uniqueness of situations and circumstances every child is exposed to during and after birth. It would also provide helpful information that will be utilized by parents in molding and improving their care giving strategies tailor fit to satisify the needs of the child. Theoretical framework During the là Ã‚ °Ãƒâ€˜Ã¢â‚¬ ¢t 150 years, Alfred Adler became prominently known in the field of psychology by exploring the relationship between birth order and personality. In the book entitled, Bà Ã‚ ¾rn tà Ã‚ ¾ Rebel: Birth à Ã… ¾rder, Fà Ã‚ °mily Dynà Ã‚ °miÑ Ãƒâ€˜Ã¢â‚¬ ¢ à Ã‚ °nd à Ã‚ ¡reà Ã‚ °tive Liveц¢, Adler examined prominent names in history, their birth order, and views towards scientific innovation. He mentioned that first borns who have significantly etched their mark in history are more defiant to change compared to their siblings who are more welcoming towards radicalism. Utilizing evidence from clinical observations and verbal testimonies, à Ã‚ lder (1928) implied that various personality patterns should be related to the individuals birth order. As suggested by Alder, it is the firц¢tbà Ã‚ ¾rn that would receive most of familial nurturance, attention and love until the second sibling arrives leaving the former becoming resentful for the loss of his or her special place in the family circle. There is in a sense of feeling of dethronement on the part of the first born which he predicted would be more neurotic, likely to be institutionalized, and abuse drugs and other elicit substances. Adler added that the youngest child is likely to be spoiled and overindulged rendering him or her emotionally ill-prepared for human interactions outside of the home. Since the middle child or children has not experienced the negative effects of dethronement and parental overindulging, they are the most successful, secure, and functional. The weakness in Adlers perspectives is his failure to test his assumptions therefore regarded in the scientific community as mere speculations. Birth à Ã‚ ¾rder implies differences in size, à Ã‚ °ge, and power distribution in the family unit. Essentially, a siblings birth order is considered à Ã‚ ° Ñâ‚ ¬rà Ã‚ ¾xy variable representing the factors affecting competition and the amount of strategies the sibling can explore or adopt to gain access of family resources. Those siblings, who have not successfully adopted strategies in the face of stiff competition especially when other siblings have grown stronger and bigger, will more likely unable to survive crucial developmental stages. This implies that siblings should apply strategies that enable them to increase their access to family resources without resulting to sibling misunderstanding or rivalry (à Ã‚ lderц¢, 1996, 1999, 2006). Fà Ã‚ ¾r the first born, there is no direÑ t Ñ Ãƒ Ã‚ ¾mÑâ‚ ¬etitià Ã‚ ¾n because there are no siblings to compete against and only the parents will decide whether or not to give the child access to family resources. This would be an opportune time for the first born to please his or her parents. However most parents interviewed admitted that they do not deprive their only child access to attention, clothing or food despite his or her failure to please the parents. Thus, this situation suggests that the only child needs to submit to his or her parents demands to easily access resources in the family. Regà Ã‚ °rdleц¢Ãƒâ€˜Ã¢â‚¬ ¢ à Ã‚ ¾f whether the parents, particularly the mother asks the child to behave properly in school, get good grades, or cleans the bedroom, conformity to the expectations of the parents would mean that any available resources will be provided without hesitation. Thuц¢ one would observe that the first born execute ц¢trà Ã‚ °tegieц¢ that warrant approval of parents by completing assigned tasks and conforming to the demands of parents (à Ã‚ lderц¢, 2007). Theц¢e ц¢trà Ã‚ °tegieц¢ which are à Ã‚ °Ãƒâ€˜Ã‚ quired by virtue of the birth order is made manifest as personalities leading to the conclusion that first borns are conformists (à Ã‚ lderц¢, 1996, 2007). The situation becomes different in the case of the second born. From the time a child is born after the eldest child, he or she has à Ã‚ ° rivà Ã‚ °l fà Ã‚ ¾r the attention of the parents and access to available resources in the famly. The rival is older, has more physical strength, and secured an early advantage on the family resources. In this situation, what Adler called conditional adaptive strategies come into play. If the second born will mimic the first borns strategy, it would bring disadvantage to both. It would result in intense rivalry and competition and because the first born is stronger and older, more often than not, it is the second born who will be defeated. What the second born can do as an adaptive strategy is to Ñ Ãƒ Ã‚ °rve hiц¢ à Ã‚ ¾r her à Ã‚ ¾wn niÑ he. When the second born is faced with the older sibling, the former should make use of low power ц¢trà Ã‚ °tegieц¢ which is appealing to the parents who wa nt justice and impartiality in the home or which inhibit competition and rivalry among siblings. Therefore one would find that the second born will employ alternative strategies and methods to acquire family resources. Consequently, the second born is regarded as rebellious, unconventional and a personality style that scores high in the openness to experience subscale of the Big Five Personal Factor if compared to the eldest sibling (Heà Ã‚ °ley Elliц¢, 2007). Differences between siblings result from the variety of the roles they play in the family due in part to genetic variability, gender, and birth order. Because of these inherent differences among siblings, family roles become diversified which is in conjuction with Charles Darwins divergence principle. Nature offers competition among species and similar to that, roles among siblings in the family are specialized reducing competition and work responsibilities are equitably distributed. With specialization, parents find it difficult to compare their childrens abilities from one birth order to another. The Darwinian divergence principle is one of the significant scientific landmarks in evolutionary biology since it provides the explanation for adaptive radiation which is the diversity of species that are closely related as illustrated by the Galapagos finches (Winkler, Sulloway 2006). The birth order of an individual in the family is directly linked to age and the chances of engaging ta sks that are age appropriate or age specific. Since the first borns are the oldest among the siblings, they take on the role of a surrogate parent which enable them to be more responsible and mimic adult behavioral patterns. Building on previous studies on personality, Sulloway (1996) organized characteristics of personality into five: Openness, Emotional Stability, Agreeableness, and Conscientiousness, (Goldberg, 1982; Norman, 1963). The hypothesis of Sulloway (1996) stated that first born siblings score high in Surgency which means they are highly sociable and dominant owing to the fact that first born individuals tend to lessen diversion of the investment of parents by exercising their dominance over his or her other siblings. Sulloway also hypothesized that first born individuals are less agreeable which indicate higher flexibility, warmth, and selflessness. Since the eldest sibling is the most dominant in the family, those who were born after the eldest child more likely use less confrontive strategies by becoming more agreeable. Sulloway (1996) also said that first borns are more conscientious therefore are more cautious, well organized, and reliable because it is the position of the first born to promote status quo within the family structure. Since the first borns have an earlier benefit over their younger siblings due to enjoyment of parental attention and family resources. Thus the coming of another sibling may cause him or her to be anxious about the likelihood that parental resources will be diverted to the new child. In line with that, Sulloway concluded that first borns may be less emotionally stable. Lastly, Sulloway assumed that being a first born result in scoring low in Openness which would imply that he or she may be less embracing towards the new. Sulloway added that when individuals exhibit high openness it signifies they are more open towards soliciting parental resources using alternative means. Definition of terms The following terms will be defined in order to have a better understanding of the problems this research aims to address: Birth order. This variable refers to the ordinal position of the individual in the family which could classified into first born, second born, third born or last born. Personality. This variable refers to the type of personality based on the instrument of John focusing on Conscientiousness and Openness to New Experience subscales. Conscientiousness. This variable refers to the degree that the individual is well organized or follows planned daily activities. Openness to Experience. This variable refers to the extent that the individuals exhibit traits such as insightfulness, creativity, or wide interests. Conformity. This variable refers to the level in which the individuals follow norms in family communication. Outline of remaining chapters Explained in the next pages are related literature and studies that centrally focus on the effect of birth order and personality among children. The theories that underpin this study will also be cited in the second chapter of this dissertation. The contents of Chapter 3 include problem statement, objectives and their rationale, research plan, participants, instrumentation, data processing, ethical assurances, and summary. Chapter 4 will present the results of the study as well as a thorogh and detailed discussion of results. Data will be presented appropriately to ensure that readers have firm grasp of the nature of the results. This will be followed by Chapter 5 which presents the summary of findings, conclusion, and recommendations.

Contrasting Feelings in Perraults Cinderella and Grimms Aschenputtle

Charles Perrault's "Cinderella" and Wilhelm and Jacob Grimms' "Aschenputtel" both feature a mistreated, yet kind heroine who, despite overwhelming obstacles, attends a ball and marries a prince. However, the similarities between these two versions of the fairy tale end here. While Perrault's version emphasizes the moral and materialistic concerns of his middle-class audience, Grimms' focus is on the harsh realities of life associated with the peasant culture. Perrault immediately connects with the materialistic values of his middle-class audience as he describes in detail the pampered lifestyle of Cinderella's step-sisters who "lay in rooms with inlaid floors upon beds of the newest fashion" (Classics, 17). Once invited to the ball, the step-sisters contemplate what they will wear. One decides on her "red velvet suit with French trimmings", while the other chooses to accentuate her look with a "diamond stomacher" (Classics, 18). While Perrault describes in detail the pampered lifestyle of this bourgeoisie family, he says much less about the appearance of the misfortunate Cinderella. While Cinderella's clothing is of little interest to Perrault's audience, her "rare goodness and sweetness of temper" (Classics, 17) are esteemed values desired by all the middle-class. When called upon to arrange the hair of her unkind step-sisters for the ball, we are told that "anyone but Cinderella would have dressed their hair awry, but she was good-natured, and arranged it perfectly well" (Classics, 18). After arriving at the ball with the help of a fairy godmother, and winning the affection of the desirable prince, Cinderella "sat down with her sisters showing them a thousand civilities"(Classics, 20). Her rare goodness ... ...igeons pluck out her step-sisters' eyes to repay them for all the evil they brought upon her. Although the heroines in "Aschenputtle" and "Cinderella" both manage to attend the ball and marry the prince despite mistreatment and unreasonable demands, the two versions of the popular fairy tale leave the reader with contrasting feelings. These contrasts can be understood when considering the writers' audiences. The violence and references to nature found in "Aschenputtle" are commonplace in the peasant culture of which the Grimms were fascinated, while the focus on the pampered lifestyle of the bourgeoisie family, and the kindness of Cinderella are aspects Perrault's middle-class audience desires. REFERENCE Griffith, John W and Charles H. Frey. The Custom Edition of Classics of Children's Literature: Fourth Edition. New Jersey: Upper Saddle River, 1996.

Peter The Great :: essays research papers

In 1682, Sophia Romanov sent her palace guards to get rid of her â€Å"heirs† and other conflicts with her reign. Luckily, her two brothers 16 year old Ivan, and 10 year old Peter escaped with there step-mother. Later on, Sophia declared that both Peter and Ivan are the czars of Russia. In 1689, Sophia lost the mobility of her legs. She had her guards, once again try and kill Peter. The guards, realizing that Peter was in communication with the Gods, didn’t touch Peter for they feared the wrath of God would get them. Peter instantly had Sophia banished to a tower outside the city of Moscow. Soon after, Peter married, and had an heir to the throne.   Ã‚  Ã‚  Ã‚  Ã‚  Eight million people lived in Russia. Ninety-five percent of all of the population consisted of serfs, the merchants, nobles, and elite only populated five percent of Russia. The elite, like the serfs, were not very well educated at all. Timmerman, a knowledgeable man from Germany, taught and showed Peter all of the nautical instruments need to navigate a ship. Peter became very interested in nautical things. Peter soon left Russia and plundered Europe for knowledge, inventions, and great minds to bring back to Russia. His voyage ended in the rich and luxurious city of Amsterdam. Peter began to study Holland’s ships and navy, and hired ship builders to go home with him, and help him prepare a sea power. Peter, wanting to really learn how to build a ship, signed on as a carpenter to hide his true identity, because he wanted to work without that being a distraction. After 4 months, Peter had built a ship of his own, called the â€Å"Peter and Mary.† So on enough, he sailed out to distant countries to borrow plans for astronomical tools, mints, cannons, and weapons. During his voyage, Peter’s palace guards had started a revolt in Moscow. Peter rushed back and saw 1800 servants in chains. He knew there was more behind this revolt than just bad ruling. He had every one of his guards interrogated 6 days a week, but found no new evidence. In the end, Peter had hung 1200 men.   Ã‚  Ã‚  Ã‚  Ã‚  The day Peter returned from his voyage, he went to the church about the way Russian men must crop their beards. Peter saw in Europe, that everyone had their beards very short and maintained. Instantly, Peter cut all of his general’s and servant’s beards.

Human Biology Unit 1 Organelle Structure and Function

[pic] ASSIGNMENT GUIDELINES |Theme and Unit title: Human Biology |Student Name: | |Unit 1 – Cells and Tissues | | |Title of assignment: Assignment 1: Short answer question paper- in class/open book examination. | |Date issued: Week 2 – w/c 13. 09. 10 |Submission date: Week 6 w/c 11. 10. 0 | | | | | | | | | | | | | | | | | | | | | | | |ASSIGNMENT GUIDELINES | | | |This assignment consists of a short answer question paper (SAQP) which will be completed as an open book examination in week 6, i. e. in class in timed | |condition with access to an agreed number of resources. | | |You may bring into this examination the following two sets of PowerPoint handouts as issued in class: PP2 – â€Å"Cells † and PP5 – â€Å"Tissues of the Human | |Body† | | | |These Power Point handouts may be annotated with your own notes taken during class and after class following any additional reading. You will also have | |access to these two Power Points on-line via the student shared drive. The time allocated to complete the paper is 2 hours. | | | |In addition to the guidance overleaf, examples to illustrate what is required to meet the grading criteria, will be discussed in class. | | |PLEASE ENSURE THESE GUIDELINES ARE SUBMITTED WITH YOUR ASSIGNMENT | | | | | |LEARNING OUTCOMES | | | |1. 0 Understand the component nature of a generalised cell. | | | |5. 0 Understand that human body cells are specialised for a variety of different functions. | | | |6. Understand the structure and function of the major body tissue types | | | |ASSESSMENT CRITERIA LEVEL 2 | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria. | |1. 2 Describe the function of the organelles in 1. 1 | | | |5. 1 Accurately draw and label at least two different specialised human body cells. | | | |5. 2 Describe the functions of the cells drawn in 5. | | | |6. 1 Describe the structure and function of the major body tissue types. | | | | | |ASSESSMENT CRITERIA LEVEL 3 | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria, endoplasmic reticulum, | |ribosomes, lysosomes, centrioles, and golgi apparatus. | |1. 2 Explain the functions of the organelles in 1. | | | |5. 1 Produce accurately scaled, labelled drawings of at least two different specialised human body cells. | |5. 2 With reference to the examples in 5. 1 explain the importance of complementarity of structure and function. | |6. 1 Explain the structure and function of the major body tissue types. | If all learning outcomes are achieved at level 3 the assignment will be graded according to the grade descriptors below. For this assignment grading criteria 5 and 7 apply. Descriptor |Content for merit |Content for distinction |Guidance | | | | | | |5. Communication and |The assignment work shows a very |The assignment work sho ws an excellent |Diagrams of the cells drawn in questions 1a and 1b | |presentation |good command of: |command of: |are clear and neatly presented with all parts | | |Use of images |Use of images |labelled as instructed. | | | | | | | | |The appropriate biological terms are included and | | |Language (including technical or |Language (including technical or |used correctly throughout the assignment. | | |specialist language. ) |specialist language. ) | | | | | | | |7. The assignment work is: |The assignment work is: |Make sure that you have clearly organised the | |Quality |Structured in a way that is | |resources that you are allowed to bring into the | | |generally logical and fluent. |Structured in a way that is |examination room. | | | |consistently logical and fluent. | | | |Taken as a whole demonstrates a | |Make sure that you are familiar with these in order| | |very good response to the demands|Taken as a whole demonstrates an |that you can use them effectively to complet e the | | |of the brief/assignment. |excellent response to the demands of |assignment in the time given. | | |the brief/assignment | | | | | |When using written prose this should be fluent and | | | | |explanations should be presented clearly and | | | | |logically. | | | | | | | | | |Writing should be in blue or black ink, diagrams | | | | |should be drawn in pencil. | | | | | | | | |There should be evidence that explanations are in | | | | |your own words. | [pic] FEEDBACK SHEET |Theme and Unit title: Human Biology |Student Name: | |Unit 1 – Cells and Tissues | | |Title of assignment: Assignment 1: Short answer question paper- in class/open book examination. | |Date issued: Week 2 – w/c 13. 09. 10 |Submission date: Week 6 w/c 11. 10. 0 | |Markers comments: | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Initial submission level awarded: |Resubmission level awarded: | | | | |TUTOR/ASSESSOR : Janet Vickers |TUTOR/ASSESSOR : Janet Vickers | |SIGNED: |SIGNED | |DATE: |DATE: | |INTERNAL VERIFIER |INTERNAL VERIFIER | |SIGNED: SIGNED: | |DATE: |DATE | |Learning Outcomes: | |Level achieved 1st submission | |Level achieved 2nd submission | | | | | |1. 0 Understand the component nature of a generalised cell. | | | | | | | | | | |5. 0 Understand that human body cells are specialised for a variety of different functions. | | | | | | | | | |6. Understand the structure and function of the major body tissue types | | | | | | | |Assessment Criteria | |Met (()/Not Met(x) | | | |To achieve at Level 2 you need to: | |1st sub | |2nd sub | | | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria. | | | | | | |1. 2 Describe the function of the organelles in 1. 1 | | | | | | | | | | | |5. 1 Accurately draw and label at least two different specialised human body cells. | | | | | | | | |5. 2 Desc ribe the functions of the cells drawn in 5. 1 | | | | | | | | | | | |6. 1 Describe the structure and function of the major body tissue types. | | | | | | | | | | |Met(()/Not Met(x) | | | |To achieve at Level 3 you need to: | |1st sub | |2nd sub | | | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria, endoplasmic reticulum, | |ribosomes, lysosomes, centrioles, and golgi apparatus. | | | | | | |1. 2 Explain the functions of the organelles in 1. 1 | | | | | | | | | | | |5. 1 Produce accurately scaled, labelled drawings of at least two different specialised human body cells. | | | | | | | | |5. 2 With reference to the examples in 5. 1 explain the importance of complementarity of structure and function. | | | | | | | | | |6. 1 Explain the structure and function of the major body tissue types. | | | | | | | | | | |If all learning outcomes are achieved at level 3 the assignment w ill be graded for this assignment grading criteria 5 and 7 apply. | |Descriptor |Grade awarded |Comment | |5. | | |Communication and presentation | | | | | | | | | | | | | | | | | | | |7. | | |Quality | | | | | | | | | | | | | | | | | | | | | | | Markers comments: | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | ———————– Access to Higher Education: Health Studies/Combined StudiesWork presented in an assessment must be your own. Plagiarism is where a student copies work from another source, published or unpublished (including the work of another student) and fails to acknowledge the influence of another’s work or to attribute quotes to the author. Plagiarism is an academic offence. If you are thought to have plagiarised someone else’s work this could result in disciplinary action. I have read the above information and I can confirm that this work is my own, and that any sources used have been acknowledged using the appropriate referencing system. Signature:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Access to Higher Education: Health Studies/Combined Studies