Achebe portrayed Ekwefi(TM)s relationship Essay Example

Achebe portrayed Ekwefi(TM)s relationship Paper The relationship between Okonkwo and his second with Ekwefi come across in various chapters of the novels; snippets of their relationship make a clearer picture as the novel progresses. Looking at Achebes language choices and narrative viewpoint their relationship shows a mixture of both anger and caring which comes apparent in the few scenes where Okonkwo lets his guard down around her. The fist glance at their relationship is a negative view as we see Okonkwo beating then shooting at his wife for going out Okonkwo heard it and ran madly into his room for the loaded gun, ran out again and aimed at her Okonkwo is easily angered this is apparent in all of his relationships with people but it also give Ekwefi a sense of character, strong willed as the wife who had just been beaten murmured something about guns that never shot showing a defiant streak then again resurfaces when she goes to look for her daughter and showing when she needs to be she possess a fiery spirit. We will write a custom essay sample on Achebe portrayed Ekwefi(TM)s relationship specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Achebe portrayed Ekwefi(TM)s relationship specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Achebe portrayed Ekwefi(TM)s relationship specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In spite of this we learn there was a strong bond between them many years ago when she was the village beauty Okonkwo had won her heart a few years later she ran away from her husband and came to live with Okonkwo It shows there certainly was a mutual feeling between them as time has passed we see that it is not as apparent. Okonkwos reputation as a cold and fearless warrior plays a large part of his apparent detachment from Ekwefi and as such we get the sense that he does not care about her greatly however rare moments in the book give an alternative idea. In chapter 11 when Enzima is taken and Ekwefi follows we see Okonkwo come to find her tears of gratitude filled her eyes. Okonkwo has always considered showing emotion to be weak but this shows us that beneath his exterior he does care. The narrative defining their relationship is somewhat fractured; switching between the past and present day. Achebe hints that Okonkwo has the closest bond with Ekwefi opposed to his other wives he knew it must only be Ekwefi. Of his three wives Ekwefi was the only one who would have the audacity to bang on his door thus giving us the impression he knows her best. The two characters are fairly alike in subtle ways put across by Achebe Ekwefi had become a very bitter woman. Was the only person in the happy company who went about with a cloud on her brow while Okonkwo describing his father his love of talk had grown with age and sickness. It tried Okonkwos patience beyond words Both have become somewhat cynical of others and it can be a common grounding point in their uneven relationship. Their relationship was founded upon physical intimacy even in those days he was not a man of many words. He just carried her into his bed and in the darkness began to feel around her waist for the loose end of the cloth Achebe uses this to suggest their relationship has become more confrontational with age as Okonkwo has taken more wives and children and in several instances simply lashes out at her a little more I said a little. Are you deaf? Okonkwo roared at her. Achebes narrative technique is more observatory than judgemental telling there relationship without leaning in favour of one or the other, without clouding the issue and as such Achebe gives a raw and honest sense to there relationship; seeing both the bad side and the good. Achebes description of their relationship gives a clearer understanding of the characters as individuals through how they act towards one another both caringly and aggressively and as such is an exploration into the Ibo culture itself. Ekwefi is Okonkwos second wife. Once a village beauty, she ran away from her home and husband to marry Okonkwo. She was smitten with Okonkwo when he beat the notorious Cat in a legendary wrestling match. Though its kind of romantic the Ekwefi ran away and eloped with Okonkwo, it turns out hes not Prince Charming. Ekwefi, like Okonkwos other two wives, suffers quite a bit under his forceful and aggressive rule of the household. At one point, just because he was in a bad mood, Okonkwo beat Ekwefi badly and even threatened to kill her with his gun. Regardless, Ekwefi is the most spirited of Okonkwos wives and frequently stands up to him and talks back. Ekwefis life has been full of sadness. She has bad luck with bearing children; despite giving birth to ten children, only one has survived. Thus, she nurtures a deep bond with her single daughter, Ezinma. Achebe paints Ekwefi as an extremely devoted mother. Her pain and bitterness in losing nine other children leads her to treasure her one daughter even above life itself. She dotes over and spoils her child, allowing her treats forbidden to other children and building a deep relationship of trust. Ekwefis history of loss and bitterness renders her a strong woman, capable of withstanding much pain and disappointment. This also leads to a sense of boldness in her, a rather unfeminine characteristic that sometimes annoys Okonkwo. She has the audacity to knock on his door at night and to talk back to him when he accuses her of killing a banana tree. But she also takes her punishment with gritted teeth and without complaint. This kind of strength and boldness has something masculine about it, which emerges even more strongly in her daughter, Ezinma. Though not explicitly stated, we think Ekwefi might be Okonkwos favorite wife, just like Ezinma is his favorite daughter. Achebe has portrayed the relationship between Okonkwo and second wife, Ekwefi, throughout various chapters in the novel. Achebe uses several language features to emphasise their relationship or lack of it in some cases. Achebe uses narrative viewpoint and choice of language to help demonstrate the contrast of anger with love and affection they share between them.

Government Changes And Rules Of The Law Social Work Essays

Government Changes And Rules Of The Law Social Work Essays Government Changes And Rules Of The Law Social Work Essay Government Changes And Rules Of The Law Social Work Essay The 1989 Children Act counsel required Local Authorities to supply educational chances for looked after kids and support, and that this must be included in their attention program ( Goddard, 2000 ) . In 1994 the Department of Health and Department of Education to boot stressed the importance of co-operation between schools, societal services and Local Authorities. Yet, in 1995 these steps to advance instruction for looked after kids were found to hold made small difference ( Social services Inspectorate and the Office for Standards in Education, 1995 ) . In response the Government set specific marks for Local Authorities with regard to education alongside a demand to print counsel on the instruction as per that from the Department for Education and Employment and the Department of Health, 2000. This ensured all local governments were working towards the same end and by the same guidelines. Equally good as presenting new guidelines for instructors, designated to back up looked after kids and each looked after kid was given a personal instruction program ( PEP ) . Another portion of the mark was to guarantee that no arrangement was given before an educational arrangement could be secured. The amended Children Act 2004 implemented new responsibilities advancing the educational accomplishment of looked after kids. The schools nevertheless are merely expected to take a proactive attack to the instruction of looked after kids and organizing with different sections there is merely an outlook. If the school believes it does non hold the reso urces to back up one looked after kid so it will non be rebuked because of it. : There have been a figure of debuts of legislative policies and counsel for illustration Bettering the educational accomplishment of looked after kids ( Department for kids, schools and households, 2009 ) this introduced new cardinal elements affecting the instruction of looked after kids presenting a practical school caput whom keeps path of every looked after kid to guarantee all have appropriate commissariats. Care affairs: clip for a alteration ( 2007 ) was introduced to better the results of looked after kids. This policy addresses the corporate parenting, wellness, instruction and societal work pattern and committee of looked after kids services to better arrangement pick and stableness. Similarly The Children go forthing attention Act ( 2000 ) was introduced to heighten proviso for attention departers, For illustration, giving Local Governments a responsibility to guarantee they continue to run into the looked after kid s demands until 21 old ages old, and apportion an adviser who would take duty for co-ordinating support. This thesis will see the grounds why there are still a relatively little figure and proportion of looked after kids with good educational results. By and large and more specifically why an even smaller comparative proportion of looked after kids enter third instruction. The thesis will besides see what societal workers can make to advance an instruction docket for looked after kids. Previous research has shown that looked after kids have low educational attainment ( Jackson, Ajayi and Quigley, 2005 and Jackson et Al, 2002 ) . 6 % of looked after kids go on to entree third instruction. Several important beginnings indicate a go oning deficiency of formal makings among kids in attention, with subsequent chances for come ining higher instruction less likely. Research has shown ( Berridge, 2006 ) a broad scope of grounds why looked after kids do non entree third instruction. These grounds vary from child experiences of maltreatment, the type of arrangement the kid has, attachment jobs and hapless services given to kids who are looked after. McLeod ( 2008 ) found that kids in local authorization attention need a positive and sustained relationship with their societal worker to advance their well being and underscore the importance of instruction and other facets of the looked after kid s life that may hold been antecedently ignored. As such, a societal workers functi on to work with a kid holistically to guarantee all their demands are met, has profound deductions for instruction. The grounds presented here suggests that the instruction of kids looked after by Local Authorities continues to be debatable. This reappraisal will besides oppugn if going a looked after kid is necessarily negative in footings of the kid s opportunities to entree third instruction is this was the instance so relatively looked after kids in other states should hold the same results. Presently the Governments precedence is to contract the spread between the educational accomplishments of looked after kids and that of their equals. In 2008 14 % of looked after kids achieved five A*-C classs at GCSE compared to 65.3 % of all other kids ( Department for Children, Schools and Families ( 2009 ) . New enterprises include public service understandings for illustration Public Service Agreement 11 purposes to contract the educational accomplishment spread between kids from low income and disadvantaged backgrounds and their equals. This understanding involves taking for the looked after kids to make 3 national marks. Including to take for 20 % of looked after kids get derive 5 GSCE s A*-C, for 55 % of looked after kids to make flat 4 of cardinal phase 2 in mathematics and 60 % to make cardinal phase 2 in English. Local governments must now back up looked after kids enrol in higher instruction and go on with it by allowing bursaries if they desire to go on their instruction . Universally the grounds presented above suggests that there is a general understanding amongst informed authors that looked after kids continue to hold poorer educational results than their equals. There are legion grounds postulated for this shortage, looked after kids face jobs that their equals do non. First, many have faced great upheaval and accordingly some may hold behavioral jobs compared to the general population impacting the relationship with other kids, instructors and hence impacting their work and relationships within school. Weyts ( 2004 ) high spots that looked after kids are expected to execute lower than their equals so may non be given the same encouragement as others. The major job facing looked after kids with regard to instruction nevertheless would look to be upheaval caused by alteration of arrangements ( OSullivan and Westerman, 2007 ) , which may show troubles in acquiring used to different schools, friends and instructors all set uping their instruction an d results. Yet with positive arrangement, and promoting carers so there is grounds that kids may achieve good educational results ( Jackson, 1998 ) . It may besides be the instance that the theoretical account of public assistance adopted at national degree, will besides impact upon single results for looked after kids, as is apparent from some international comparings ( Petrie, Boddy, Cameron, Wigfall and Simon, 2006 ) ) . This thesis will link the information from the research gathered to reply the research inquiry. Using a best grounds attack to synthesize the information to guarantee all facets of the research inquiry can be answered efficaciously. Methodology As referred to in my research proposal, this thesis will follow a systematic reappraisal attack ( pg.4 of research proposal ) . This type of reappraisal will supply a synthesis of research on this subject. A systematic reappraisal identifies all available literature on a specific subject whilst depicting a clear method. Bryman ( 2008 ) defines a systematic reappraisal as one which summarises briefly all the best grounds that address the research inquiry. An inclusion and exclusion standard is set to guarantee merely the best research is used in the reappraisal. The research documents will so be critiqued and a best grounds attack method for reviewing the documents will be used. Decisions will be drawn by uniting observations from the reappraisal with bing theories and theoretical accounts. A best grounds attack selects literature which has most relevancy to the research inquiry. The literature that gives the best reply to the research inquiry and has a good grounds base are the docum ents more likely to be most effectual in replying the research inquiry. This literature reappraisal was derived from hunts of the undermentioned databases via the Leicester University Library web site: Sage diaries online Intergentaconnect Cambridge Scientific Abstracts, Applied Social Sciences Index and Abstracts ( ASSIA ) Oxford University Press E-Journals Social Care online Wiley online library Searchs were carried out on each database utilizing the undermentioned hunt footings: Looked after kids or kids in attention Educational results or educational attainment or educational accomplishment The hunt will be restricted to cover between 1980 and 2010. This bound was chosen as most research is between this epoch and to hold a wider inclusion bound would impact on the range of the thesis. The consequences will be filtered manually utilizing the undermentioned standards: The relativity to the topic of looked after kids and accessing third instruction Theoretical or empirical research Harvard referencing will besides be adopted The looked after kids population in the United Kingdom The term looked after was introduced in the Children Act, 1989. Looked after kids are those under the age of 18 who are capable to a attention order it besides includes kids who are accommodated voluntarily for over 24 hours. Presently there are about 60,900 kids who are looked after by local governments in England ( Department for kids, schools and households, DCSF ( 2009 ) . Of this population 57 % was male and 43 % female. The per centum of looked after kids increased when comparing the age of the looked after kid. The greater the age group of looked after kids the higher the per centum. There was a important addition from ages 5 to 9 to that of the age group of 10 to 15 increasing from 17 % to 41 % . From the age group 10 to 15 and 16 over the per centum of looked after kids decreases to 21 % ( See appendix 1 ) ( DCSF, 2009 ) . Statisticss from DSCF ( 2009 ) show that that chief class of demand of the looked after kid is because of maltreatment or disregard at 61 % , which has nt changed greatly over the past five old ages. Other grounds for being in attention are ; the kid holding a disablement, parental unwellness, the household is in hurt, disfunction in the household, socially unacceptable behaviors, low income and absent parenting. In 2009 most kids in attention were of white British beginning ( 74 % ) . 36,200 kids were looked after on a attention order in 2009. This is a lessening of 2 % from the old twelvemonth s figure of 36,900 and a lessening of 10 % from 2005 ( DCSF, 2009 ) . When kids are capable to a attention order parental duties are vested in the local authorization through the societal services section. A attention order is a tribunal order made under subdivision 31 of the 1989 Children Act which places a child compulsorily in the attention of a designated local authorization. The tribunal can merely do this order if they are satisfied that a kid is enduring or is likely to endure important injury. The local authorization assumes parental duty every bit good as the parents for the kid. Other grounds why kids may be looked after are if there is no responsible grownup available to look after the kid and if the kid is being adopted but is non yet lawfully adopted by the new lasting household. Harmonizing to the 1989 Children Act, all local governments have a statutory responsibility to advance instruction and to advance looked after kids s educational accomplishment. They should see all the determinations sing arrangement they make on behalf of the looked after kid to guarantee their instruction is non impinged upon. The local authorization must guarantee those kids looked after are offered everything that kids who are nt looked after receive, so they perform the function every bit parent every bit near as possible. Of those in attention, 73 % were kids looked after in surrogate arrangements, 10 % in unafraid units, kids s places A ; inns, 7 % with parents, 4 % placed for acceptance, and 5 % in other attention ( this included residential schools and other residential scenes ) ( DCSF, 2009 ) . Sing the types of arrangements the looked after kid has the instruction of the carers needs to be considered. All persons involved with arrangements and giving attention to looked after kids need to be given a degree of instruction so they are able to carry through the kid s demands and guarantee that educational results are to be achieved. Looked after kids belong to the kids in demand group within the UK. When kids and households require assist their appraisal of demand becomes the first mechanism. The province should so be involved in back uping the households fulfil their duties as parents. If the province decides that the kid s developmental demands are non being met so they should step in. If the kid has experienced important injury is there is a likeliness of sing important injury so the kid should be removed from the household to measure the state of affairs. The Children Act ( 2004 ) states that the kid s development is the footing of specifying demand. The chief dimensions involve societal, physical, rational, behavioral and educational. This had so been developed within the looking after kids dimensions and includes wellness, individuality, household and societal relationships, instruction, emotional and behavioral development, societal presentation and self attention accomplishments ( DOH, 1995 ) . To understand the definition of what demand is involves understanding the criterions that should be met. Bradshaw ( 1972 ) suggested that there are four dimensions to necessitate these include normative demands which most professionals define for populations, felt demands which include what people say they need, expressed demands including what people want by actions and comparative demands which are those demands established when comparing to another group. This apprehension of demands is needed to give the best responses as societal worke rs and other professionals to run into the demands. The underpinning theories which contribute to understanding the demands of a kid include Maslow s ( 1968 ) Hierarchy of Need which includes physiological, societal, security, narcissistic, and psychological dimensions. Bowlby s ( 1988 ) fond regard theory besides underpins the apprehension of demand. Attachment theory has become an of import portion of working with kids and pattern, it gives understanding of development and the impact that loss or injury can impact kids. Understanding each of these dimensions of a kid s life aid s in pattern when measuring the kid s demands and how to react. Looked after kids and instruction There have been a figure of enterprises ( SEU, 2003 ) introduced in the UK which highlight a go oning job with respect to low educational results for looked after kids and immature people in comparing to the general population. Basic jobs, such as a high rate of exclusion for looked after kids have been identified, and are now good known, but have proved hard to eliminate and go on to do relentless jobs for the looked after kids. These include the impact of frequently regular alterations of arrangement, the possibility that the outlooks of instructors or societal workers may be lower for looked after kids than would be typical for most parents aspirations for their ain kids. Many kids taken into attention have a history of household crisis and have experiences of injury whether through direct maltreatment or more general disfunction within the household. The impact of this frequently affects the looked after kid s ability to larn or come on through school without excess support ( REF ) . When kids enter the attention system it is about neer the program for them to stay looked after for a drawn-out period. Social workers are merely excessively cognizant of the possible negative effects of clip in attention ( REF ) and so the bulk of kids who come into attention return to household attention fleetly. For some kids nevertheless, normally those with the most complex jobs and intractable household state of affairss, being looked after can go long term. The impact of being looked after nevertheless will impact the kid s educational attainment no affair what age they are. The latest figures from the Department for Children, Schools and Families, published in 2009 show that while 66 % of looked after kids in twelvemonth 11 from old ages 2007 to 2008 passed at least one GCSE OR GNVQ 99 % of other kids achieved this degree. In 2007 to 2008 14 % of looked after kids passed at least 5 GCSEs or GNVQ s at classs of A* to C compared to 65 % of other kids. Primary school consequences are besides low. Cardinal Phase trials at age 7, 11 and 14 ( SEU, 2003 ] for illustration found that at Key Stage one 57 % of looked-after seven year-olds achieved at least flat 2 in reading in 2008, compared to 84 % of all kids. At Key Stage level two 46 % of 11 year-old kids looked after achieved degree 4 in English, compared with 81 % of all kids. In Key Stage three maths, 33 % of looked-after immature people achieved flat 5, compared to 77 % of all kids ( DCSF, 2009 ) . Looked after kids in the United Kingdom may accordingly be argued to be a vulnerable group who as a consequence of the inequality of the instruction system frequently face exclusion from society in a more general sense, frequently widening long after their period of clip looked after has come to a decision, and throughout their grownup lives. Hugh ( 2009 ) argues that looked after kids tend to be from less flush households, proposing correlativity between poorness and hapless educational results. Hugh ( op cit ) extends this statement to propose that societal exclusion will impact many countries of looked after kid s life, one major concern if holding hapless educational experience. The SEU ( 1998 ) found that those kids who miss big sums of schooling are more likely to be exploited. Harker, Ober, Lawrence, Berridge and Sinclair ( 2003 ) further suggested that looked after kids are over represented within the group of excluded kids, and that many have behavioral and particular educational demands likely to impact their advancement through instruction. Research by Daniels, Cole, Sellman, Sutton, Visser and Bedward ( 2003 ) found that lasting exclusion from school normally followed a history of behavioral jobs. This survey found that four out of five of the excluded immature people had received two or more fixed term exclusions prior to them being for good excluded. Research by the SEU ( 1998 ) found that kids in attention were 10 times more likely to be excluded from school than other kids but besides that this disagreement was widening. Quality Projects Research ( 2003 ) found that the bulk of excluded kids failed to subsequently complete their schooling or have any educational accomplishments. The SEU ( 2003 ) paper Better Education for Children in Care highlighted five large issues impacting the accomplishment of looked after kids. These included Instability, ( frequent alterations in arrangement frequently besides require a alteration of school ) . Too many kids in attention are fring big sums of clip out of school because of exclusions or as a consequence of holding no unafraid school topographic point. Relatively hapless place environments for looked after kids are besides identified as a factor that will impact educational attainment, likewise differences in encouragement and support at place by the carer affects the kid s results and these incompatibilities need to be addressed with, the concluding issue identified as the emotional, physical and mental wellness of the kid in attention. As a consequence it is of import for the school, societal worker and carer to understand that extra support may be needed for kids in attention, particularly if they are bullied or hav e experienced legion alterations of relationships and friendly relationship webs, declarative mood of a high potency for disrupted fond regards ( SEU, 2003 ) . Education undertakings was launched in 2003 by the Department of Health and the Department for Education and Skills, its purpose was to better educational results for looked after kids. Concentrating on multi-agency working, Education undertakings recommended the debut of local authorization preparation for designated instructors within schools. It besides provided support to be used to develop new educational schemes across local governments. The Department for Education and Skills so published The Role of the School in Supporting the Education of Children in Public Care ( 2003 ) likewise urging specific enterprises with looked after kids affecting Personal Education Plans, Attendance and hooky and Transition planning and admittance to call but a few. The SEU ( 2003 ) highlighted the five debatable countries sing the educational results of looked after kids which have prevented alteration, or slowed it down ( Cocker and Allain, 2008 ) . These five countries included Capacity mentioning to the vacancy rates within the kids s societal attention work force, proposing limited penetration into the specific educational demands of looked after kids. Management and leading with respect to staff at senior degrees deficiency of clip and attendant committedness they can offer in this country taking to feelings of impotence to impact existent alteration. Limited resources, including for illustration incompatibilities between countries in the UK and which resources are available to looked after kids, impacting the support available to looked after kids. Similarly the attitudes of the societal workers and professionals who work with looked after kids were besides deemed to lend to low outlooks of the educational results of looked after kids. The concluding job highlighted was systems and construction within local governments impacting on inter bureau communicating and impacting the work between the bureaus, hence impacting their pattern with looked after kids ( SEU, 2003 ) ( Cocker and Allain, 2003 ) . The Every Child Matters ( 2004 ) green paper included five results critical for all kids, including good wellness, an chance to remain safe, achieve economic well being, enjoy and achieve and do positive parts towards society. Most late the white paper Care Matters, clip for a alteration ( Department for instruction and accomplishments, 2007 ) proposes that looked after kids should be given the highest precedence in school admittances. The paper for illustration requires Local Governments to guarantee looked after kids s arrangements were non changed within twelvemonth 10 and 11 of school, to forestall the break of their instruction. The paper highlighted once more the importance of a designated instructor to work with looked after kids to go statutory, whilst besides presenting the practical caput instructor within each authorization. Their duty is to track the advancement of the kids in the local authorization who are go toing school and those moved into a different local authorization. A designated instructor has duty for the looked after kids within a school. They are expected to recommend on behalf of the kids and immature people in attention and they should guarantee that each has a personal instruct ion program ( Department for Education and Skills, 2005 ) . The paper implemented more support for looked after kids sing absences and exclusion. The paper besides proposed the providing of a grant of ?500 yearly to be used for support for illustration one to one tutoring. Jackson and Martin ( 2002 ) pull attending to jobs that looked after kids face when seeking to happen a suited beginning of instruction, whether this is because they need to travel due of arrangement alterations or because of old exclusions from other schools. Most schools need to maintain a high degree within the conference tabular arraies in order to guarantee support is continued. With this is mind many are loath to take on looked after kids. Many schools stated that they did non understand what these kids faced and that they did non hold the resources to back up them ( Jackson et al, 2002 ) . Berridge ( 2006 ) has identified the spreads of informations when accessing statistics. The societal procedures behind organizing the statistics may non straightforward. Interpreting the footings within statistics may do farther jobs. Berridge, besides highlights force per unit areas from outside groups to acquire indexs of why looked after kids have low educational results. The statistics gathered sing looked after kids have restrictions. First 27 % of the looked after population who had been in attention for over 12 months have a particular educational demands statement, compared to 2.7 % of the overall population ( DCSF, 2009 ) clearly impacting the public presentation of a big group of looked after kids. Second the educational results of looked after kids who have been in attention more than 12 months are published, there is besides the overall consequences of looked after kids. These kids may merely be in attention for a short period because of household jobs. Berridge ( 2006 ) argues that if we are to utilize these statistics at that place needs to be a clip period given for societal workers and other professionals to be responsible for the looked after kid to turn their state of affairs about. Social services can non be responsible for giving the looked after kid a start in life if they have merely entered attention as an stripling and have bing e ducational troubles.

Multinational corporation Essay Example | Topics and Well Written Essays - 1250 words

Multinational corporation - Essay Example The areas of corporate social responsibility are such as management of the environment, maintaining labour standards and good working conditions, engagement of stakeholders, observance of human rights and practicing good governance. A multinational corporation will show corporate irresponsibility on failure to take the social responsibility measures (Adeyeye, 2012). According to McIntyre et al (2009) one of the corporate irresponsibility incidents of multinational corporations is the violation of human rights by these corporations, and another one is environmental mismanagement. For instance the MCNs in oil extracting countries have been observed over the years to have violated the rights of the oil bearing communities. The violation usually arises from the conflicts between the two groups concerning land rights and compensation for the ecological damages that are caused by these corporations during oil extraction. The extraction mainly causes negative effects on the environment and the MNCs show corporate irresponsibility by not finding the appropriate measures of managing the effects caused. The multinational corporations further fail to meet the expectations of these communities concerning compensation as well as environmental management. The result of this corporate irresponsibility is frustration of the communities arising from unfulfilled expectations as well as violence as form of response. The operations of these multinational corporations have been attributed to the cases of underdevelopment in the countries (Sornarajah, 2010). The efforts of free trade markets to better the global economy and making sure that multinationals are accountable for their effects on the environments and stakeholders, have failed since the multinational corporations are making more efforts to cover their abuses on the environment as well as the human rights instead of preventing them. Among the multinational

Diversity at work - organisational politics to employees Essay

Diversity at work - organisational politics to employees - Essay Example As the case study shows, Isobela intelligently participates in the organizational politics at TopNotch and eventually gets a promotion after the retirement of James, their CEO. Alternatively, participating in organizational politics can have adverse effects on the careers of various individuals as happened to Alexis and George in the case study under consideration. The main issue that Alexis, George and Chetan are facing is their participation in organizational politics in an effort of seeing their efforts at the organization recognized and in turn get promotions. Their participation takes place when Alexis discovers that a former minister in New Zealand plans on hosting celebrations for his seventieth birthday. Alexis sees this as an opportunity of advancing her own agenda through playing politics to assist the company in achieving their objective of attracting latent clients while strengthening their status (Schermerhorn, Osborne, Uhl-Bien & Hunt, 2011). Alexis relies on rumors tha t are circulating within the organization concerning their relationship with their competitors. This enables her to obtain vital information concerning their organization of the various parties they have contracted (Martin, 2005). On the other hand, the company’s CEO also utilizes organizational politics in eliminating his competition in the attainment of contracts. He is able to threaten the management of ExcelEvent with the possibility of cutting ties with their major catering organization that is run by his relative. It is this move that enables him to eliminate part of their competition leaving one company vying for the same contract as his company (Sievers, Long & Lawrence, 2006). This therefore implies that the organizational politics utilized by the CEO of TopNotch were beneficial for his company (Case Study 2, 2012). Isobella is also perceived to have begun the steady rise in her career through the use of organizational politics. She reportedly manages to get the prom otions through having dinners with the company’s CEO and her family’s background. Isobella is said to be incompetent and leaves most of her duties to her assistant, a Mr. George. She utilizes the time she would have been performing beneficial duties for the company in blackmailing, gossiping and making negative reports concerning her subordinates to the CEO. This strategy enables her to propel her career to levels which other employees within her company only dream about. She additionally utilizes threats to damage the image of her subordinates who have not been complying with the organizations regulations (Champoux, 2010). For instance, she utilizes the pictures she had taken of George dating a colleague since the company has strict regulations concerning the relationships that exist between their workers. The types of organizational politics that are utilized by Isobella are meant to help her in pursuing her self-interests through the promotions she will get (Daft & Willmott, 2010). Alexis on the other hand uses her skills of negotiating directly with officials from other organizations in the pursuit of excellence for the company (Samuel, 2005). She uses her influence through positive organizational politics that would greatly have helped the company in achieving their desired objectives (Schermerhorn, Osborne,

British Author Research Paper Essay Example for Free

British Author Research Paper Essay Lord Bryon once said, â€Å"Fools are my theme, let satire be my song†. A satire is a literary composition, in verse or prose, in which human folly and vice are held up to scorn, derision,or ridicule (dic.com). A well recognized satire is George Orwell’s Animal Farm. Orwell wrote this allegorical novella in England when the wartime alliance with the Soviet Union was at its height and Stalin was held in highest esteem in Britain both among the people and government. George Orwell wrote Animal Farm to fuse political purpose and artistic purpose into one whole, thus addressing the downfall of the Russian Revolution which was caused by its corrupt leaders and ignorant citizens. George Orwell was born Eric Arthur Blair. He was born on June 25th 1903 in Bengal, India to a British colonial civil servant. About a year after his birth, Orwell was brought back to England by his mother along with his older sister. He began writing poems at the age of four, ultimately getting one of his poems published in a local newspaper. In 1911 he went to St. Cyprians, on a partial scholarship, in the coastal town of Eastbourne, where he got his first taste of Englands class system. There he began to read the works of Rudyard Kipling and H. G. Wells. He was exceptionally intelligent that he received a scholarship to study at Eton college. After graduating, Orwell joined the India Imperial Police Force in 1922. After five years, he resigned his post and returned to England. He wanted to try his luck as a writer. He would spend his time between England and Paris, thus writing his first major work Down and Out in Paris and London. He felt that it would embarrass his family, so he published it under the pseudonym George Orwell. He was not successful and began to take up any job offer just to make ends meet. He later published Burmese Days, which offered a dark look at British colonialism in Burma, then part of the countrys Indian empire. Orwells interest in political matters grew rapidly after this novel was published. In 1937, Orwell traveled to Spain, where he joined one of the groups fighting against General Francisco Franco in the Spanish Civil War. He was injured and left back for England. For years, Orwell had periods of sickness, and he was officially diagnosed with tuberculosis in 1938. Later, he landed a job with the BBC as a producer and in 1943 he became the literary editor for a socialist newspaper. Orwell is best known for two novels, Animal Farm and Nineteen Eighty-Four, both of which were published toward the end of his life. Animal Farm was published in 1945 and Nineteen Eighty-Four was published in 1949. Orwell, however, was not able to enjoy his success due to his battle with tuberculosis. He died on January 21, 1950, in a London hospital. England is a country that is part of the United Kingdom. It shares land borders with Scotland to the north and Wales to the west; the Irish Sea is to the north west, the Celtic Sea to the south west, while the North Sea to the east and the English Channel to the south separate it from continental Europe. It has a population of 53,013,000 inhabitants. The official language is British English. Christianity is the most widely practised religion in England. The major form of Christianity practised is Anglicanism. English folklore is big part of English Culture. Some of the characters and stories are present across England, but most belong to specific regions. Common folkloric beings include pixies, giants, elves, bogeymen, trolls, goblins and dwarves. Since the Early Modern Period the food of England has historically been characterised by its simplicity of approach and a reliance on the high quality of natural produce. Traditional examples of English food include the Sunday roast, featuring a roasted joint served with assorted vegetables, Yorkshire pudding, stuffing and gravy. Other prominent meals include fish and chips and the full English breakfast. Various meat pies and sausages are consumed by the British. Lancashire hotpot is a well known stew. Frequently consumed alcoholic drinks include wines, ciders and English beers, such as bitter, mild, stout, and brown ale. England has a strong sporting heritage, and during the 19th century codified many sports that are now played around the world. Sports originating in England include association football, cricket, and rugby. The basic political system in England is a constitutional monarchy and parliamentary system. Today England is governed directly by the Parliament of the United Kingdom. The monarch is Queen Elizabeth II and the prime minister is David Cameron MP. Animal Farm was published by Orwell on August 17th , 1945. This novel shows how potential ignorance and indifference to problems within a revolution could allow horrors to happen if a smooth transition to a peoples government is not achieved. The novel starts out with Old Major, a prize-winning boar, gathers the animals of the Manor Farm for a meeting in the big barn. He tells them of a dream he has had in which all animals live together with no human beings to oppress or control them. He tells the animals that they must work toward such a paradise and teaches them a song called â€Å"Beasts of England,† in which his dream vision is lyrically described. The animals greet Major’s vision with great enthusiasm. When he dies only three nights after the meeting, three younger pigs—Snowball, Napoleon, and Squealer—formulate his main principles into a philosophy called Animalism. Late one night, the animals manage to defeat the farmer Mr. Jones in a battle, running him off the land. They rename the property Animal Farm and dedicate themselves to achieving Major’s dream. At first, Animal Farm prospers. Snowball works at teaching the animals to read, and Napoleon takes a group of young puppies to educate them in the principles of Animalism. As time passes, however, Napoleon and Snowball increasingly quibble over the future of the farm, and they begin to struggle with each other for power and influence among the other animals. After chasing Snowball away, Napoleon assumes leadership of Animal Farm and declares that there will be no more meetings. From that point on, he asserts, the pigs alone will make all of the decisions—for the good of every animal. Napoleon orders the animals to construct a windmill, and the animals devote their efforts to completing it. One day, after a storm, the animals find the windmill toppled. Napoleon claims that Snowball returned to the farm to sabotage the windmill. He uses this as an excuse to rid the farm of various animals who have allegedly participated in Snowball’s great conspiracy by giving them instant death at the teeth of the attack dogs. With his leadership unquestioned, Napoleon begins expanding his powers, rewriting history to make Snowball a villain. Napoleon also begins to act more and more like a human being by sleeping in a bed, drinking whisky, and engaging in trade with neighboring farmers. The original Animalist principles strictly forbade such activities, but Squealer justifies every action to the other animals, convincing them that Napoleon is a great leader and is making things better for everyone even though the other animals are cold, hungry, and overworked. Mr. Frederick, a neighboring farmer, cheats Napoleon in the purchase of some timber and then attacks the farm and dynamites the windmill, which had been rebuilt at great expense. After the demolition of the windmill, a pitched battle ensues. Napoleon then sells his most loyal and long-suffering worker, Boxer, to a glue maker in order to get money for whisky. Years pass on Animal Farm, and the pigs become more and more like human being by walking upright, carrying whips, and wearing clothes. Eventually, the seven principles of Animalism, known as the Seven Commandments and inscribed on the side of the barn, become reduced to a single principle reading â€Å"all animals are equal, but some animals are more equal than others.† Napoleon entertains a human farmer named Mr. Pilkington at a dinner and declares his intent to ally himself with the human farmers against the laboring classes of both the human and animal communities. He also changes the name of Animal Farm back to the Manor Farm, claiming that this title is the â€Å"correct† one. Looking in at the party of elites through the farmhouse window, the common animals can no longer tell which are the pigs and which are the human beings. The story is meant to symbolize the downfall of the Russian Revolution and the corruption of Stalin. Old Major represents Karl Marx, as he originated Communism, hence Animalism. Napoleon represents Joseph Stalin, while Snowball represents Leon Trotsky. The attack dogs represent the Red Army, while Boxer represents the soviet workers. The rise of Stalin after the Russian Revolution inspired Orwell to write Animal Farm. It is satire on equality, where all barnyard animals live free from their human masters tyranny. Inspired to rebel by Major, an old boar, animals on Mr. Jones Manor Farm embrace Animalism and stage a revolution to achieve an idealistic state of justice and progress. A power-hungry pig, Napoleon, becomes a totalitarian dictator who leads the Animal Farm into All Animals Are Equal / But Some Are More Equal Than Others oppression. As an English author, Orwell traditionally used fictional characters to represent actual humans. The novel is an exceptional work of satire and meets its purpose of portraying the truth about the Soviet Union and turning point of the Russian Revolution.

Language Key Stage 1 2 Teaching Essay

Language Key Stage 1 2 Teaching Essay Research, such as that undertaken by Piaget (1978) and Vygotsky (Krause et al, 2003), Erikson (1997) and, later on, Bronfenbrenner (Krause et al, 2003), has put child development within social, economic and environmental contexts. Language, its acquisition, and how children talk, are recognised an essential constituents of these approaches. For example, at a Piagetian level, language acts as an indicator of a childs age and stage. For Vygotsky and Erikson, it reflects the students pre-conceptions, interpretations and understandings of the world and its workings as well as levels of pro-social skills. For Bronfenbrenner, language reflects the individuals environments within specific systems ranging from personal (microsystems family, peers, teachers) to external (macrosystems culture, beliefs). Currently, the value to student learning of specific talk types has come to the fore. For example, the importance of exploratory talk (Dawes et al, 2004) within the classroom talk context (Grugeon et al, 2005) has been realised as a means of developing pro-social and thinking skills. The first section of this essay extends this validation of childrens linguistic development. It does this through a survey of how theory, reason and practise combine to define childrens talk at primary level. It also looks at the formats that have been generated to support this (e.g. National Curriculum for Key Stages 1 and 2 and the National Literacy Strategy for Key Stages 1 and 2). The second section gives a general discussion of forms of talk. The third section focuses on the classroom environment and the teachers role in an increasingly holistic approach to students language and learning. It looks at the different language forms as exemplified in Figure 1 and how a teacher can best develop a students skills through talk. As the brief survey above shows, the basic human urge to communicate has been much studied, qualified and quantified. Many of the educational models of communication (eg Lasswells, 1948 adaptation of the 5 Ws and Johnsons processes of interpersonal communication, 1986, both cited in Marsh, 2004) place parameters on childrens talk by encouraging specific forms of talk. The National Curriculum emphasises exploratory and questioning (see Table 1) language. It provides frameworks within each learning area and stage where these forms of talk can be scaffolded into a students means of communication. Understanding how children interpret, manage and convey information in important in order to effectively encourage questioning and exploration. Table 1. Examples of talking and listening in the National Curriculum Examples from the National Curriculum frameworks of teaching talk Listening Mathematics Group discussion and interaction Religious education Group discussion and interaction Science Speaking Design and technology Listening PSHE Listening Information and communication technology Listening Art and design Group discussion and interaction Music From the perspective of childrens talk, language must move through a number of stages and in doing so reflects both physical and cognitive development. It could be argued that two functions of talk, at the early stages, are as a means of learning and as something to be learnt (although arguments to a universal basic grammar point to language as instinctual eg Chomsky, 2000: Jackendoff, 1993). Gradually the parameters for this talk develop into more efficient tools with which to gather, interpret and communicate knowledge. It is important to bear in mind that language is more than just a tool for representing knowledge(Karmiloff-Smth, 1979, p.14). The influences on the childs way of, and purpose in, talking, may start as parents and carers and their specific attitudes and values their cultural capitol as Bourdieu would put it (cited in Webb et al, 2002). They also include culture and environments and, as Jackendoff (1993) points out, society. Children arrive at school with this background of child-directed speech. The amount and type of expansion and recasting appears to be linked to social, cultural and economic environments and impacts upon how a child can interpret and respond to school. Whilst this essay cannot give syntactical, phonetic, semantic or grammatical elements in childrens language development the space they deserve, their importance is acknowledged. However, the importance of oral language is now enshrined in the National Curriculum and integrated across the Key stages. As Dockrell et al (2004) point out in their examination of methods of supporting language development in young children, the approach initiated in Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999) increasingly focuses on teacher modelling. Research shows (e.g. Hart and Risley, 1995; Peterson and Siegal, 1999) how socio-economic factors and environments can influence a childs basic linguistic knowledge (eg the literacy hour (National Literacy Strategy, 1999) has intended to make up for short fall in a students pre-existing language. As the previous section briefly covers, the mode of childrens talk helps identify cognitive stage, personal knowledge, preconceptions, pro-social skills and terms of reference. It also mentions the reciprocal determinism, as Bandura (cited in Krause et al 2003)would put it, where environment is a product of both the individuals internal and external factors. However, this next section takes a level playing field approach to modes of talk. For example, leaving learning difficulties and ESL aside for the moment, a teacher would not expect a five year old to still be using the telegraphic speech (two word sentences) typical of a two year old. You may expect some over and under-extension, but essentially key stage 1 students should be demonstrating more metalinguistics awareness. Encouraging the development of metalinguistic awareness runs throughout the National Curriculum. For example the English section states: Pupils should be taught about how speech varies: in different circumstances [for example, to reflect on how their speech changes in more formal situations] to take account of different listeners [for example, adapting what they say when speaking to people they do not know]. Clearly, at the basis of this are two fundamental skills the ability to explore an issue and the ability to communicate within the parameters that have been established. Exploratory talk, as pointed out by Dawes and Wegerif (1998) is an essential skill that, for many primary school situations, needs to be taught. Their example is with regard to the use of computers by small groups. It stresses the need for children to learn to take turns talking, to listen to each other, respect each others opinions, question each other, discuss and finally agree on an outcome. Students need to know the necessary formats for this to work. For example, one student may have a very clear idea of the issue but may not be able to explain it well. Without the tools to communicate effectively, the students knowledge cannot contribute to the group. This brings us to the issue of the teacher as facilitator of constructive talk. language acquisition cannot take place in the absence of shared social and situational contexts (Chapman, 1978, cited in Bransford et al, 2000, p.94) With the goal of allowing students to develop their communication skills (and the associated processes such as literacy, pro-social skills etc), teachers need to provide a learning environment based on building confidence in enquiry. This guiding introduces a number of important issues. Firstly, the teachers must be aware of their own preconceptions, attitudes and values. For example, the curriculum demands that teachers maintain high expectations for their students. Without this, students can at best loose their enthusiasm for learning in specific areas, and at worst can sabotage their own learning. As much as a students language reflects their background values and conceptions, so can a teachers. An effective teacher needs use a number of strategies to enable students to contribute orally in a number of different formats. Modelling and motivation are just two of these strategies at work in each format. Both through drama and other exploration, children can develop a better understanding about effective communication, both verbal and non-verbal. Speaking, Listening, Learning: working with children in Key Stages 1 and 2 DfES 0626-2003 p.7 Good modelling is an essential part of a teachers repertoire. The words confidence and fluency run through the National Curriculum and one part of achieving this is to provide the students with both the vocabulary a situation demands and the means of using it. For example, Listening Mathematics involves practical activity, exploration and discussion (5.1.a Mathematics, National Curriculum). However, as Dockrell, Stuart and King (2004) consider, difficulties in defining a good oral go beyond modelling: it is not sufficient simply to provide good models; the language from the adult needs to be carefully tuned to the childs language. It needs to be offered in such a way as to extend and support, and children need plenty of opportunity to practise their fledgling skills. Dockrell et al, Supporting early oral language skills, 2004 A positive learning environment needs several elements. One, as Figure 1 shows, is motivation. This is a key element in producing types and forms of childrens talk. Young children will often talk out loud as they explore a problem, new situation, and put the issue into self-questioning and self-resolution. At this early stage, exploratory talk is often self-generated. At primary level, the teacher takes responsibility for ensuring that valid learning is taking place. Whilst exploratory talk is to be encouraged, it is more guided and learning more scaffolded, be that in a constructivist paradigm or a more structured setting. If the teacher can catch the students interest, then motivation occurs naturally. The curriculum gives four groups of speaking, listening, group discussion and interaction (Speaking, listening, learning: Working with children in KS1 and KS2 extends and supersedes the Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999)). Specifically, the teacher needs to provide individuals with talking formats and opportunity to practice them. The following is one from the English Framework: What is being talked about? Who is talking? What kind of talk? Speaking, Listening, Learning: working with children in Key Stages 1 and 2 DfES 0626-2003 (2003) Added to this could be what does this mean and how should I respond? Sadly, there is no space here to go into the excellent lesson plans and strategies (see for example Grugeon et al, 2005) for enhancing enquiry learning through exploratory talk or activities such as Talk Box activities (Dawes et al, 2004). In summary, the effective teacher needs to: develop a safe and motivational learning environment be clear and explicit (Johnston, 2004) provide and scaffold the basic tools for communication to listen and judge how successful their strategies are and reflect on how to improve them to tailor communication to individual learning styles to provide ample opportunity for students to practise these skills to use small group work develop a students metalinguistics awareness encourage a students self-regulatory processes enthuse and encourage students maintain high expectations These are just a few of the important elements in producing well-rounded, confident students. It should also be taken into account that school is a format in itself, for example playground talk is a valid component of student learning. Therefore, it is as important to listen to the vernacular as to teach confidence in the more formal contexts. Finally, this essay hopes to have conveyed an understanding of the importance of oral language. It also recognises the effect that talk has on other areas of a students learning. Good oral work enhances pupils understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts. The NLS Framework for teaching YR to Y6 References and further reading Bransford, J.D., Brown, A.L., and Cocking, R.R. (eds) (2000 expanded ed) How People Learn: Brain, Mind, Experience and School. Commission on Behavioural and Social Sciences and Education, National Research Council, Washington, DC: National Academy Press Chapman, R.S. (1978) Comprehension strategies in children. Pp.308-329 in Speech and Language in the Laboratory, School and Clinic. J. Kavanaugh and W. Strange, (eds) Cambridge, MA: MIT Press Chomsky, N. (2000) New Horizons in the Study of Language and Mind. Cambridge, UK: Cambridge University Press Dawes, L. and Sams, C. (2004) Talk Box: speaking and listening activities at Key Stage 1. London: David Fulton Publishers Dawes, L., Wegerif, R. and Mercer, N. (2004) Thinking together: Activites for Key Stage 2 Children and Teachers. Birmingham: Imaginative Minds DfES. The NLS Framework for teaching YR to Y6 DfESFramework for teaching (DfES 0500/2001) National Literacy Strategy: DfES Speaking, Listening, Learning: working with children in Key Stages 1 and 2 (DfES 0626-2003) DfES Grammar for writing (DfEE 0107/2000) National Literacy Strategy DfES Developing early writing (DfEE 0055/2001) National Literacy Strategy DfESMathematicalvocabulary book(DfES 0313/2000) National Numeracy Strategy DfES NLS Framework for teaching(DfES 0500-2001). National Literacy Strategy Dockrell, J., Stuart, M., and King, D. (2004) Supporting early oral language skills in Literacy Today, September 2004 Vol. 40 Erikson, E.H. (1997) The Life Cycle Completed: Extended version New York: W.W. Norton and Co. Gee, J.P. (2004) Situated Language and Learning: a critique of traditional schooling. Abingdon, Oxfordshire: Routledge Grugeon, E., Hubbard, L., Smith. C. and Dawes, L. (2005) Teaching Speaking and Listening in the Primary School. London: Fulton Press Hart., B and Risley, T.R. (1995) Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria: Thomson Jackendoff, R. (1993) Patterns in the Mind: language and human nature. Hemel Hempstead, Herts: Harvester Wheatsheaf Johnston, P.H. (2004) Choice Words: how our language affects childrens learning. : Portland, Maine :Stenhouse Publishers Krause, K.L., Bochner, S., and Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria:Thomson Karmilloff-Smith, A. (1979) A Functional Approach to Child Language. Cambridge: Cambridge University Press Marsh, C. (2004) Becoming and Teacher: Knowledge, skills and issues. (3rd ed). Frenchs Forest, NSW: Pearson Education Australia Peterson, C.C., and Siegal, M. (1999) Representing inner worlds: Theory of mind in autistic, deaf and normal hearing children. Psychological Science, 10(2), pp.126-129 cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria: Thomson Piaget, J. (1978) success and Understanding. Cambridge, MA: Harvard University Press Robertson, M., and Gerber, R. (Eds) (2000) The Childs World: triggers for learning. Melbourne, Australia: The Australian Council for Educational Research Webb, J., Schirato, T and Donaher, G. (2002) Understanding Bourdieu. Crows Nest, Australia: Allen and Unwin Winch, G., Johnston, R., March, P., Ljungdahl, L., and Holliday, M. (2004) Literacy: reading, writing and childrens literature. (2nd ed). Oxford: Oxford University Press Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., and Nosworthy, M. (2004) Learning for Teaching: Teaching for Learning. Southbank, Victoria: Thomson Wolfe, P. (2001) Brain Matters: translating research into classroom practice. Alexandria, VA: Association for Supervision and Curriculum Development Websites Play and effect. http://www.genkienglish.net/playandaffect.htm. Accessed 5 Jan 2006 National Curriculum. http://curriculum.becta.org.uk/docserver.php?docid=728. Accessed 3 Jan 2006 Oral language skills.http://www.literacytrust.org.uk/Pubs/dockrell.html Accessed Jan 4 National Curriculum frameworks. http://www.standards.dfes.gov.uk/literacy/publications/framework/

Marks & Spencer PESTLE Analysis Essay

Major Firms cannot survive and continue to prosper without analyzing their general environment and acting upon the trends identified. Scanning and monitoring the general environment are activities they cannot afford to ignore. Discuss this statement with reference to the performance of the UK retailer Marks & Spencer over the last 10 years. Introduction Marks and Spencer is a major British multinational retailer headquartered in Westminster, London. It has a network of 766 stores in the United Kingdom and 418 stores spread across more than 40 countries. It was founded in 1884 by Michael Marks and Thomas Spencer in Leeds. It specializes in the selling of clothing and luxury food products. Michael Marks was from Russia and Thomas Spencer was a cashier from Yorkshire. In 1884, Michael Marks started his own business in Kirkgate Market, Leeds by opening a penny bazaar stall. Then to develop his business he opened a shop at Manchester with the partnership of Thomas Spencer. Initially, the company used to be known as Marks & Sparks but over the years, the company decided to settle down for Marks & Spencer. In 1998, it became the first British retailer to make a pre-tax profit of over ?1 billion. It is listed on the London Stock Exchange and is a constituent of the FTSE 100 Index. PESTLE Analysis An organization’s environment is made up of: The Internal Environment: Staff, office technology, wages, finance, etc. The Micro Environment: External customers, agents, distributors, suppliers, etc. The Macro Environment: Political, economic, social, technological, legal, environmental etc. This is also known as the PESTLE environment. PESTLE analysis describes a framework of macro-environmental factors used in the environmental scanning component of strategic management. It is a part of the external analysis which gives an overview of the different macro-environmental factors that the company has to take into consideration in order to achieve its goals. Let’s talk about the different factors of the PESTLE environment for Marks & Spencer in depth. Political Political factors are those factors that are made, run and changed by the government. These factors show the level of anticipation by the government in different trades and businesses. Specifically the sectors in which government’s anticipation is the most are trade policy, labor law, trade restrictions, tariffs, and political stability. These factors also include goods and services needed or provided by the government. This is decided by the government what kind and quantity of goods and services can enter or go out of the country. These policies are directly worked by government and can only be changed by them. Other than these political factors government have a large anticipation in health, education, infrastructure and defense of the country. The government has its own sets of rules and regulations which every company has to abide such as health & safety, planning for hazard identification, risk management and risk control. If somehow a company doesn’t follow these rules and regulations, the companies will have to face strict consequences and outcomes, which include heavy fines or even closure of the company. Marks and Spencer was accused of not abiding the standards for and was charged for neglecting the safety regulation after a door fell on an employee. Marks and Spencer was not pled guilty of this trial. Marks and Spencer was the first company to achieve fair trade policy route which is cut salt and fat in M&S food. Marks and Spencer’s believes that it is very important to interact and work with the government to protect an  organization’s legitimate interests and to develop policies which addresses wider public objectives. Marks and Spencer’s respond to the government queries which are available publically on their sites. The company has full support from the government because of its rich historic values and fair means of trade practice. Because Marks & Spencer has become a very powerful organization in the retail world, new competitors find it very difficult to keep up with the quality of products and services that Marks & Spencer provide. The two political f actors that affect the company are political stability and VAT. Political stability is the government works their way whereas Marks and Spencer’s wants things differently. VAT is the terms known as value added tax which is set by the government and paid by the companies. It definitely affects Marks and Spencer’s because if the government increases VAT, M&S also has to increase their prices or else it would decrease the firm’s income. Economic Economic factors are determinants of an economy’s performance that directly impacts a company and have long term effects. For example, a rise in the inflation rate of any economy would affect the way companies’ price their products and services. It would also affect the purchasing power of a consumer and change demand/supply models for that economy. Economic factors include inflation rate, interest rates, foreign exchange rates, economic growth patterns etc. It also accounts for the FDI (foreign direct investment) depending on certain specific industries who’re undergoing this analysis. The United Kingdom has an open economy and ranks among the fourth largest in the world. Fiscal and monetary policies are properly managed because of that there is low inflation and strong government finances in the country. Marks & Spencer needs to organize a complete economic analysis. It is essential to consider the state of economy in the short- and long-terms. Issues such as i nterest rates, inflation, GDP, employment levels, etc. need to have hold in the marketing plan so that the strategies adopted encounter all such issues and ensure sustainability of competitive position. Current economic situation in the UK is favorable with low-to-moderate interest rates which signal a healthy economy. A healthy economy is a sign of increasing disposable income which, in turn, is good for the business. Marks & Spencer needs to concentrate more in the fashion arena as younger  generation spends most of their disposable incomes on clothing. Social Social factors are fundamentals that one cannot directly control but they definitely affect your business and marketing strategies. Basically, to know your social environment and to deal with it, you have to think about ‘people’ here. The aspects that we need to consider in order to understand people are cultural aspects, age distribution and emphasis on environment concerns. Trends in social factors affect the demand for a company’s products and how that company operates. Marks & Spencer has modified itself a lot according to its consumer’s wants. M&S core shops typically feature a selection of the company’s clothing ranges and a food hall. In UK, people are seen to live longer now, which means now they can spend more during their lifetime. As Marks & Spencer’s most of the customer were people aged over 40, with a large proportion of them over 55, this is why the clothing range offered by M&S is of a conservative nature. Now, as peopleâ€℠¢s choices of attire have been changing since last ten years, Marks & Spencer is improvising its clothing line in accordance with the customers changing tastes. The clothing line sold and the space given to it basically depends on the locality and customer demographic. Say for example, some shops located in London do not stock the Classic Collection, instead they go with the stock Limited Collection and a full Autograph range. The latest recession had played an important role in increasing the level of unemployment. This caused a decrease in Marks & Spencer’s sales as people’s purchasing power declined. Eventually, Marks & Spencer lowered its price for customer’s convenience. As it was estimated there will be rise again in the level of employment, people would have money to spend, eventually a rise in sales was seen. Now a days, people want to feel unique, up to date and convenient. Therefore, people have started using credit cards to satisfy their desires. Another factor is that since credit card came into action, an increase of more than 10% happened in all trade (BBC News, 2000). Since 18 April 2000, Marks & Spencer allowed its customers to pay with credit cards. They did so because they wanted to compete with its competitors who had started accepting credit cards a long time back. Another significant social effect that took place in the recent years is the environmental. Marks &  Spencer have recognized an increase in the number of their customers who say they will tak e environmental action. It is not only the usual buying concerns such as price, quality and style which attracts their customers but also making sure all these things are underpinned by sustainability. This sets Marks & Spencer apart from its opponents and assures its customers that they can trust them to do the right thing. Marks & Spencer are continuing to drive hard to reduce, reuse, recycle and reinvent to become more capable across their operations. In UK, stores have been set as â€Å"Simply Food† that cater to customer’s demand in convenient locality. In 2009 the company also began selling a limited range of other brands such as Coca-Cola and Stella Artois without dropping the number of Marks & Spencer goods they sold. Technology Constant evolution in technology has helped businesses operate efficiently in competitive markets such as retail as modern IT systems help increase productivity & lower costs. Furthermore, consumers across the globe are harnessing the power of internet to purchase items online & get them delivered straight to their homes. Online shopping has enabled M&S to automate & accelerate purchases & reduce the supply cycle for products sold online. M&S has already invested ?100m on new technologies and ?150m on a new model for its website that will be completed by 2014. This clearly shows that M&S is investing heavily in technology to increase its efficiency. Analysts expect sales figures to be somewhere between ?800 million to ?1 billion once the website is fully revamped. Recently, M&S stores in UK were equipped with free Wi-Fi. M&S hopes that customers will use the Wi-Fi to explore other products the company has to offer. Additionally, customer assistants in stores have been given iPads to help shoppers by providing them with more information about different products. This move has helped M&S to integrate its internet & high street offerings. Other tactics involve installing big screens in stores which promote clothing & interactive screens placed strategically which enables customers to browse through the products & place orders. M&S believes that their â€Å"hospitality offer† is an advanced way to get more business. Probably the biggest advancement in M&S’s books would be the opening of M&S’s distribution centre in Castle Donington. The reason for its remarkableness is that it’s a 900,000 sq. ft. by 25 metre  high centre that has been exclusively made to serve as a warehouse for online orders. Because of its tremendous size, it is arguably the biggest distribution centre in UK. The centre is capable of processing 1 million products per day & hold 16 million products as inventory. The centre is fully automated & fitted with world class warehousing technology which involves automated storage & retrieval systems. More than 150,000 different variety products are stored in the warehouse. Work g oes inside 24Ãâ€"7 & 50 vehicles are uses every day for inventory management. As for employees, 1,200 people are employed during peak seasons. Lastly, the site has been built with an eco-friendly outlook. The centre has solar panels installed on its outside to harness solar energy & use it to heat the centre during cold weather. Legal Like any other firm, Marks & Spencer has also had to deal with some legal issues. In September last year, BBC news reported that M&S was fined 1 million GBP over asbestos risk. It failed to protect the staff and customers from the risk of asbestos which is a highly heat resistant silicate mineral. The judge, Christopher Harvey claimed that the company was more interested in making profits rather than planning for asbestos removal .However the company claimed that it acted responsibly and was disappointed. On 8th august 2010, M&S was accused for sweatshop scandal where Indian workers were paid just 25p per hour and forced to work overtime. Some workers have even claimed that they were paid half the amount for the overtime they worked and those who refused to work were asked to leave and find new jobs. M&S admitted that the suppliers had worked excessive overtime and that their own audits found a number of other violations which was described as high risk issues in documentations and conditions .The observer found that the company was using workers hired through middlemen and were being forced to work for 7 days a week, a practice that is condemned by their union as, â€Å"slave labor† but the company again refused all these claims and said that they were ethical in their working and they would not tolerate anything in their supply chain. On 19th May 2013, it was found out that M&S was involved in a tax fraud like that of Amazon. Moreover, earlier M&S claimed to be doing the same business as Amazon whereas it wasn’t. The sales revenue that was supposed to go to the UK was sent to Ireland because of the tax rate being  26% in the United Kingdom and 20% in Ireland. Even though Marks and Spencer claimed to do the same business as Amazon, it was rather saving up on its sales revenue. M&S was actually engaging in unethical practices such as evading tax. Environmental It is to be noted that M&S is one of the most sustainable brands out there in the market. Infact, they launched an initiative called â€Å"Plan A† in January 2007. They set out 100 commitments that were to be achieved in a time frame of 5 years. Currently, they’ve extended their Plan A to achieve 180 commitments by 2015 & with that they are aiming at becoming the â€Å"world’s most sustainable retailer.† One of M&S’s Plan A programs is â€Å"shwopping.† The idea of shwopping is simple. You donate your old clothes. Your old clothes are sold to Oxfam. Oxfam either recycles your clothes or re-sells them to third world markets where there is demand for clothes but consumers do not have enough money to pay for them. Over the four years, shwopping has seen more than 11 million clothing items get donated which comes out at around 8 million GBP of charity in the form of recycled clothes. By engaging in sustainable practices, the company has improved energy efficiency in stores by 10% & reduced packaging by 15%. Another thing is that the distribution centre M&S has in Castle Donington, it’s been equipped with Europe’s largest solar-wall. The walls of the centre are equipped with solar panels which helps heat the building. The project is carbon neutral & half of the structure has been built from concrete that was from a former power station. Currently, M&S charges 5p per plastic bag that a consumer needs for carrying items. All profits generated from selling plastic bags are forwarded to Groundwork which invests in projects that improve parks, play areas & public gardens in and around UK. One time, when concerns were raised by customers about the production of Angora Wool, M&S took action and conducted additional visits to the farms. On 12th December 2013 it announced that it would stop selling products containing Angora Wool and that it has updated its animal welfare policy to remove all Angora from its supply chain. By engaging in sustainable practices, M&S has been able to cut down on carbon dioxide emissions by almost 40%. The company also has been accredited with efficient electricity usage, reduced gas leaks & better waste recycling levels. They also encourage their suppliers to practice eco-friendly techniques & helped them go green & achieve higher efficiency. Conclusion With the help of PESTLE analysis, we were able to gain insight into Marks & Spencer’s business environment. Although there are a lot of factors which affect every business, we think were able to highlight the important factors that affect M&S on a macro level. No doubt, M&S has been very successful & highly competitive in their drive to provide unparalleled high quality goods & services for decades. Economic slowdowns have compelled to compete against cheaper, younger & more fashion conscious clothing lines. The sustainable approach that M&S has adopted definitely deserves another mention. Firms like M&S actually make younger & smaller firms think about their practices & inspires them to undertake a similar approach to business. Agreed, there are some initial costs that have to be incurred while going green, but in the long run, there is a lot you get back, both from customers & Mother Nature. References 1. Marks & Spencer. 2014. Marks & Spencer. [ONLINE] Available at: http://www.marksandspencer.com/. [Accessed 01 March 14]. 2. HubPages. 2014. Marks & Spencer’s PEST Analysis. [ONLINE] Available at: http://mr-gadget.hubpages.com/hub/Analyse-your-own-organisation-or-division-in-organisation. [Accessed 02 March 14]. 3. Tripod. 2002. A Marketing Analysis of Marks and Spencer. [ONLINE] Available at: http://betty-sung.tripod.com/marks_&_spencer.htm#_Toc23588767. [Accessed 02 March 14]. 4. issuu. 2010. A case study analysis report of Marks and Spencer Plc. [ONLINE] Available at:http://issuu.com/emmabunce/docs/m_s_case_study. [Accessed 01 March 14]. 5. The Telegraph. 2012. Marks & Spencer installs wi-fi in e-commerce push. [ONLINE] Available at:http://www.telegraph.co.uk/finance/newsbysector/retailandconsumer/9504384/Marks-and-Spencer-installs-wi-fi-in-e-commerce-push.html. [Accessed 02 March 14]. 6. Marks & Spencer. 2013. Marks & Spencer. [ONLINE] Available at:http://corporate.marksa ndspencer.com/investors/press_releases/mands-opens-new-distribution-centre-in-castle-donington. [Accessed 02 March 14].

Analyzing The Theme Of Nature In Literary Devices English Literature Essay

The subject of nature is really of import to each of the texts to be discussed in this essay: The Fat Black Woman ‘s Poems by Grace Nichols ; Death of a Salesman by Arthur Miller and Wide Sargasso Sea by Jean Rhys. In a sense, the fact that each work is created within a different literary genre to some extent dictates the indispensable differences amongst them. However, this essay sets out to analyze how, in add-on to comparing literary devices, nature is used as a different jussive mood in each of the selected texts. Throughout the drama, Willy escapes back into his memories and it is profoundly important, hence, that the countryside is allied to this: ‘I was driving along, you understand? And I was all right. I was even detecting the scenery. You can conceive of, me looking at scenery, on the route every hebdomad of my life. But it ‘s so beautiful up at that place, Linda, the trees are so thick, and the Sun is warm ‘[ 3 ]Loman both belongs in the state and out of it because he has merely used it, as he has used both things and people, to acquire in front. The fact that he has been unsuccessful is hence a treachery of his ain and a generic dream that is ne'er fulfilled nor justified, merely as the narrative he begins to state Linda, his married woman, ends non in revery on the idyllic, as it started, but on loss of control: ‘all of a sudden I ‘m traveling off the route! ‘[ 4 ]Miller uses nature, hence, as an emblem of Willy ‘s supplanting: ‘Many of Willy ‘s activities can be seen as extremely symbolic. He workss seeds merely as he workss false hopes: both will decease and ne'er come to fruition, mostly because the house has become excessively hemmed in by the metropolis. ‘[ 5 ]In add-on, a farther lost dream of Willy ‘s has been connected with nature, that of his brother, Ben ‘s, offer to fall in him and do his luck beyond the suburban life Willy has lived: ‘William, when I walked into the jungle, I was 17. When I walked out I was 21. And, by God, I was rich! ‘[ 6 ]For Willy, hence, nature has become a topographic point of lost hope where ‘the grass do n't turn any longer ‘[ 7 ]; it does non belong and nor does he: ‘A victim of both a hardhearted capitalist society and his ain ill-conceived dreams, Willy ‘s eventual self-destruction is presented with tragic dimensions. His beliefs may be misguided, but he stays true to them to the terminal. Although he has neither soc ietal nor rational stature, Willy has self-respect, and he strives to keep this as his life falls apart around him. ‘[ 8 ] Supplanting is besides a major characteristic of Jean Rhys ‘s novel, Wide Sargasso Sea. First published in 1966, it is a prequel to Charlotte Bronte ‘s Jane Eyre, foremost published in 1847. The fresh uses nature as a agency of developing the narration of Rochester ‘s first married woman, Bertha Mason, here known as Antoinette Cosway, a immature adult female who feels herself displaced following the liberation of the slaves who had worked on her household ‘s plantation. ‘The really word â€Å" topographic point † occurs many times in the novel ‘[ 9 ]and Antoinette seeks consolation in what she sees as an Eden garden, her former place, from which she is cast out: ‘A really of import early set piece is Antoinette ‘s description of the garden at Coulibri, where she was a kid, a garden which was likely based on Rhys ‘s memories of her female parent ‘s household estate at Geneva. It marks childhood as taking topographic po int in a damaged Eden. ‘[ 10 ]The description of the garden is therefore really of import to an apprehension of Antoinette and of the manner Rhys uses her connexion with nature to help her character and thematic development: Our garden was big and beautiful as that garden in the Bible – the tree of life grew at that place. But it had gone wild. The waies were overgrown and a odor of dead flowers assorted with the fresh life odor. Underneath the tree ferns, tall as forest tree ferns, the visible radiation was green. Orchids flourished out of range or for some ground non to be touched. One was serpentine looking, another like an octopus with long thin brown tentacles bare of foliages hanging from a distorted root. Twice a twelvemonth the octopus orchid flowered – so non an inch of tentacle showed. It was a bell-shaped mass of white, mauve, deep purples, fantastic to see. The aroma was really sweet and strong. I ne'er went near it.[ 11 ] The genitive pronoun with which this paragraph opens instantly establishes the duality of Antoinette ‘s state of affairs. This is her place, it should experience like hers but it does non. The ‘beauty ‘ she infers has a ambidextrous luxuriance because it has ‘gone wild ‘ , symbolic of a land which has lost control, albeit for a positive ground. The ‘living ‘ and the ‘dead ‘ mix and encroach upon one another, and there is a snake in the garden in the ‘snaky ‘ orchids. Furthermore, the ‘twisted root ‘ implies a deformation of what was meant to be, metaphorically repeating Antoinette ‘s supplanting. In add-on, this is non the lone illustration of topographic points looking resonant of temperament and/or state of affairs: ‘Places are highly alive in this novel: the menacing, exuberant garden at Coulibri, the cryptic bathing pool at Coulibri, sunset by the huts of the plantation workers, the route fr om the small town of Massacre up to Granbois, the sea and sky at sundown from the ajoupa or thatched shelter at Granbois, the bathing pools at Granbois ( the bubbly pool and the nutmeg pool ) the forest where Antoinette ‘s hubby wanders until he is lost, the route to Christophine ‘s place, the trees and bamboos around the house at Granbois. ‘[ 12 ]Here, Antoinette appears at the same time intoxicated and repelled by the ‘sweet and strong ‘ of the garden, which possibly says something about her similarly ambivalent attitude towards those around her and they to her: ‘The image we now have of Rhys and her heroines is that of a inactive, impotent, self-victimized schizotypal personality who, comfy with failure, wields her weakness like a arm — all every bit natural as being female. ‘[ 13 ]The presentation of nature at the ‘honeymoon house ‘ is likewise hard to put, looking to be one thing but really being another, but her form er place is ‘a sacred infinite where Antoinette hugs to herself the secret hidden in Coulibri ‘ .[ 14 ]It is, so, these secrets in isolation, echoed in the descriptions of Antoinette ‘s fatherland that make the representation of nature in Wide Sargasso Sea so clearly an jussive mood of the text: Equally long as Antoinette can retrieve and order the events of her memories into a temporal or causal sequence, make even an semblance of sequence and keep a mensural sense of infinite and clip, so she can keep her life and ego together. Her act of narrative becomes an act of avowal and coherence, a nod to the universe and its conventions, an effort to forestall herself from fade outing. When, in Part Three, Antoinette lies encaged in Thornfield Hall ‘s dark, cold loft, the togss that hold her to the world that the universe perceives as saneness eventually interrupt. These togss are the elements of conventional narrative: additive chronology, sequence, narratorial clarity, distance. She herself admits at this point that ‘time has no significance ‘ ; sequence disintegrates into a confusion of present and past and finally into a dream which narrates her hereafter.[ 15 ] This has been quoted at length because it addresses many of the literary devices that the novelist, as opposed to the dramatist or poet, can utilize to develop a subject. With respect to nature, it is used by Rhys, as suggested above, to make a temporal infinite for Antoinette that is symbolic of the individuality she has lost. The abandon which is infringing upon the Eden of the garden, subsequently to be wholly destroyed, is an illustration of the manner in which the novelist can utilize one strong image to take into another, both being resonant of the yesteryear. Indeed, once more as stated above, the act of stating the narrative creates the character in the head of the reader and the locations in which she is placed are connected to that, as is the temporal disruption which memory green goodss and which is frequently, as with Antoinette, declarative mood of her province of head. The evocation of nature as a turbulent and affectional presence adds to this, with the sea as the ulti mate semiotic of challenge, pandemonium and disruption. Grace Nichols ‘ 2nd aggregation of poetry, The Fat Black Woman ‘s Poems, published in 1984, besides uses nature to arouse a peculiar image. However, as this is poesy, the lingual and literary devices used are really different from either those of the dramatist and/or novelist. ‘Nichols grew up in Guyana ‘[ 16 ]but has made her life and calling in England, ‘she has lived and worked in Britain since 1977 ‘[ 17 ], and this cross-cultural jussive mood is really much evident in her work: ‘her poems often acknowledge the foreigner clime, geographics, and civilization of England ‘s metropoliss ‘[ 18 ]Within The Fat Black Woman ‘s Poems, Nichols seeks to arouse a different perceptual experience of beauty from that which is shown in white Western civilization: ‘Nichols besides deploys the fat black adult female as a powerful challenge to the dictatorship of Western impressions of female beauty ‘[ 19 ]and therefore ‘ engender a new heroine, a adult female who revises the aesthetic of female beauty. ‘[ 20 ]One of the techniques Nichols employs to make this is uniting nature with an facet of the physical ego, as here in ‘Thoughts floating through the fat black adult female ‘s caput while holding a full bubble bath ‘ : Steatopygous sky Steatopygous sea Steatopygous moving ridges Steatopygous me[ 21 ] The unfamiliar word, ‘steatopygous ‘ ( intending holding to the full rounded natess ) is repeated for accent and juxtaposed with images of nature so as to bring forth an emblem of the black adult female as stopping point to nature, her organic structure shaped like the sky, moving ridges and sea. Nichols is authorising black adult females in image by making this as she does by giving the black adult female her ain alone voice: ‘In doing the fat black adult female the speech production topic of many of these verse forms, Nichols signals her refusal to busy the topic ( erectile dysfunction ) place designated for the black adult female by history and to take a firm stand on more complex subjectivenesss. ‘[ 22 ]Nichols is besides concerned that the voice should look realistic and hence the natural images perform yet another map: ‘Like many Afro-Caribbean authors, Nichols infuses her poesy with the religious energy of the tradition of adult females before her , a tradition that has little written record. ‘[ 23 ] In another verse form from the aggregation, ‘Beauty ‘ , this reproduction of a different image of physical entreaty can besides be seen to be connected with nature: Beauty is a fat black adult female walking the Fieldss pressing a breezed hibiscus to her cheek while the Sun lights up her pess Beauty is a fat black adult female siting the moving ridges floating in happy limbo while the sea turns back to embrace her form[ 24 ] Again, the adult female is juxtaposed with nature, supplying a integrity between the character and her milieus which is both actual and metaphorical. Repeat is used one time more by the poet to underscore the connexion between the subject of the aggregation and beauty in abstract. Indeed, the word ‘Beauty ‘ , the merely capitalised word in the verse form, is set entirely on a line, as is ‘hibiscus ‘ , as if to emphasize its importance as an emblem or iconic of what Nichols says is an imperative i.e. that this is what beauty unambiguously is. There is a common embracing between the adult female and nature, she ‘pressing ‘ the ‘hibiscus/to her cheek ‘ and ‘the sea bend [ ing ] back/to hug her form ‘ . It is as if Nichols is proposing that the ‘fat black adult female ‘ who is ‘riding the waves/drifting in happy limbo ‘ is in unison with nature and recognised by it as being so. All of nature, so, like â⠂¬Ëœthe Sun [ that ] lights up her pess ‘ is lauding her and she it. There is no punctuation in the poetries, underscoring the smooth, natural flow of the descriptions and the manner in which they are intended to connote all that is inherently natural. As Nichols writes in ‘The Assertion ‘ , ‘This is my birthright ‘[ 25 ]and therefore the probe of beauty within the verse forms becomes a socio-political jussive mood, excessively. In decision, all three texts – Miller ‘s Death of a Salesman, Rhys ‘s Wide Sargasso Sea and Nichols ‘ The Fat Black Woman ‘s Poems – all use nature as a manner of enlarging upon and more efficaciously showing their cardinal concerns. An of import component of this is the manner in which hapless false belief is used by the writers, i.e. nature reflecting and/or proposing a temper or subject. As the three texts discussed here are from different genres, they of class usage nature in different ways, using different literary devices, as has been shown. However, for each of the writers nature is singularly of import and enriches the single texts immeasurably. In the concluding analysis, hence, it might be suggested, so, that nature itself becomes about a communicative character within each of the really different plants discussed within this essay, as its importance to the creative activity and communicating of each can non be overestimated.

Chemistry Lab Essay Example

Chemistry Lab Essay Example Chemistry Lab Essay Chemistry Lab Essay Physical and Chemical Change Objective: Recognize and distinguish between chemical and physical changes. Materials: lab balance lab burner 5 test tubes test tube rack test tube holder watch glass glass square microspatula dropper pipet mortar and pestle magnet insulating pad safety goggles lab apron or coat copper sulfate pentahydrate iron fillings sodium chloride hydrochloric acid silver nitarate sulfur Procedure: magnesium ribbon paper (5 cm x 10 cm) birthday candle matches 1. Place a small amount of wax from a birthday candle into a test tube. Heat gently ver a burner flame until the wax melts completely; then allow the sample to cool. Next, light the candle, secure it to a glass square, and allow it to burn until it extinguishes itself. Proceed with rest of the experiment while the candle burns. 2. Tear a piece of paper (about 5 cm x 10 cm) into small pieces. Set a watch glass on an insulating square and place the pieces of paper on the glass. Ignite the paper with a match and allow to burn. . Add a microspatula of NaCl (sodium chloride) to a small quantity of water (about 5mL) in a test tube. Shake the contents of the tube. Next, use a dropper to add 10 drops of 0. silver nitrate to the NaCl-water mixture. 4. Obtain a piece of magnesium ribbon about 5 cm long. Tear the ribbon into I-cm pieces. Place two of the pieces into a test tube and a few drops of 6 M HCI (hydrochloric acid). Caution: Use extreme care in handling this acid. It will cause severe bur ns if allowed to come in contact with the skin. Touch the bottom of the test tube with your fingertip. 5. Use a mortar and pestle to grind several crystals of CuS04 5H20 into a uniform powder. Place one microspatula of the powder into a test tube. Heat gently over a burner flame for 5 minutes. Allow the sample to cool and then add a few drops of ater. 6. Using a lab balance, measure out the following samples: ). 50 g of iron fillings and 0. 50 g of powdered sulfur. Test each sample with a magnet. Mix the two samples thoroughly in a test tube. Run the magnet along the bottom and sides of the test tube. Observations and Data: Procedures Description of what Happened Type of change Melting a wax test tube Wax turned to liquid Physical change (melting is a phase change) Melting a candle Melted down to nothing Chemical change (carbon dioxide was produced since candle was burned) Burning paper Turned to ashes Chemical change (carbon dioxide is produced) Mixed NaCl water. NaCl dissolved in water Physical change (homogenous mixture) AgN03 added to salt water mixture Mixture turned white Physical change (change in color) Water was added to test tube containing HCI Bubbling occurred and test tube heated up. Chemical; the bubbling meant that there was a production of a new substance which was hydrogen gas) Copper sulfate was heated Turned white Water was added to copper sulfate after it was heated Turned back to blue Physical change (color change) Iron fillings were mixed with sulfur Magnet was used to separate the iron fillings Physical change (mixtures can be separated physically) Iron and sulfur were heated Iron lost its conductivity. Physical change (conductivity is a physical property) When elements combine and form a compound they have different properties then when they exist in their elemental form. Conclusions and Questions 1. . Melting candle wax physical g. tearing Mg ribbon physical b. burning a candle chemical h. adding HCI to Mg c. tearing a paper physical i. grinding CuS04 5H20 physical d. burning paper chemical J. heating CuS04 5H20 chemical e. dissolving NaCl physical mixing Fe and S physical f. mixing NaCl and AgN03- l. heating a mixture of Fe and S chemical 2. Two possible indications that a chemical change has taken place are bubbling of a substance and burning of paper. For example, in the experiment when I poured Hydrochloric acid in a test tube and then one magnesium ribbon, the substances started to bubble. Other than that, when I took the wooden split and lit it, I burned the green paper and it changed brown around the edges of the paper. 3. The new substances that were formed as a result of chemical change were many. When I took the candle and lit it, it burnt and formed smoke. When I took the wooden split and lit the paper on fire, the color around the green paper changed to be brown, urnt and changed into ashes. Also, I poured Hydrochloric acid and magnesium ribbon in a test tube and it started bubbling and it heated up in the bottom. 4. The following examples do not always indicate chemical change. For example, change in color will always indicate chemical change because the color changes but it does not change the substances physical properties. The apparent loss in mass is a phase change; therefore the entire substance goes through a physical change. The apparent disappearance of a substance is a chemical change and will always be a hemical change because it might result of a soluble substance dissolving in a liquid and changes the entire substance in a chemical phase. . Substances in a mixture can be separated depending on the substances involved. You can use a magnet to separate a magnetic substance form a non-magnetic one, filtering, and evaporation. For example, when I put the iron fillings and powdered sulfur into a test tub, I used a magnet to separate the substances. Substances in a compound can be separated by distillation, evaporation, or condensation process because to separate the components will be dif ficult.