Mba 653

MTV ARABIA – Case study MBA -653 Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 SWOT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Challenges†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Strategies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦.. 9 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 ABSTRACT MTV Networks (MTVN) had over the years developed a reputation for its ability to provide localized content without diluting what MTV stood for.However, the company faced the most challenging test in late 2007 with its launch of MTV Arabic in the Middle East, which some experts considered as the biggest launch in the channel’s history. While the market in the Middle East offered MTVN with huge opportunities due to its huge youth populace, MTV’s controversial content that was known for angering religious, political, and conservative communities could easily backfire in the conservative environment prevalent in the region. On the other han d, too much localization to suit the tastes of the region could dilute MTV’s global brand.The case discusses in detail the strategy adopted by MTVN to enter and expand in the Middle East and also the challenges faced by the channel. 1 SWOT Analysis 2 1. Experts felt that one of the biggest challenges faced by MTV while launching MTV Arabia was the prevalent culture in the Arab world. Discuss the Arab culture. How is it expected to pose a challenge to MTV? The Arab world stretches from Morocco across Northern Africa to the Persian Gulf. The Arab world is more or less equal to the area known as the Middle East and North Africa (MENA).It can also be defined as those countries where Arabic is the dominant language. Arab countries are religiously and ethnically diverse with Islam being the dominant religion in most countries. 22 Arab countries/areas: Algeria, Bahrain, the Comoros Islands, Djibouti, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Morocco, Mauritania, Oman, Palestine, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, United Arab Emirates, and Yemen. The Arab Culture is divided into three main parts, the Urban Culture (Al-Hadar), the Rural Culture (Al-Reef), and the Nomad Culture (Al-Badow).Typically, countries like Egypt, Iraq, Syria, Yemen, Sudan, and Morocco are considered Rural Cultures, while Arab states of the Persian Gulf, Libya, Mauritania and Jordan are considered Badow (Bedouins), while finally the Lebanon, Palestine, Tunisia, Algeria are considered Urban, yet most of the Arab Major Cities are recognized with Urban Cultures, like Cairo, Rabat, Baghdad, Alexandria, Damascus, Marrakech. The Arab countries are religiously and ethnically diverse. The Arab world is a location of several world religions (Islam, Christianity, and Judaism) and a multitude of ethnic and linguistic groups.However, the predominant religion is Islam and Arabic the dominate language. To be an Arab, like an American, is a cultural trait rather than racial. An Arab worldview is based upon the below concepts: 1. Atomism: Arabs tend to see the world and events as isolated incidents, snapshots, and particular moments in time. Westerners tend to look for unifying concepts whereas Arabs focus on parts, rather than on the whole. 2. Faith: Arabs usually believe that many, if not all; things in life are controlled by the will of God (fate) rather than by human beings. . Wish Versus Reality: Arabs, much more than Westerners, express emotion in a forceful and animated fashion. Their desire for modernity is contradicted by a desire for tradition (especially Islamic tradition). 4. Importance of Justice and Equality: Arabs value justice and equality among Muslims, and to a lesser degree to others. All actions taken by non-Arabs will be weighed in comparison to tradition and religious standards. 3 5. Family versus self: Arabic communities are tight-knit groups made up of even tighter family groups.Family pride and honor is more important than individual hon or. 6. Paranoia: Arabs may seem paranoid by Western standards. Many are suspicious of any Western interest or intent in their land. 7. Shame and Honor: Admitting, â€Å"I don’t know† is distasteful to an Arab. Constructive criticism can be taken as an insult. Be careful not to insult. And women wear headscarves as a show of respect, even if wearing Western clothing. 8. Family: Family is the center of honor, loyalty, and reputation for Arabs. And males are always the head of the Arab family. 9.Personal Space: Most Arabs DO NOT share the American concept of â€Å"Personal space† in public situations, and in private meetings or conversations. It is considered offensive to step or lean away! Women are an exception to this rule. DO NOT stand close to, stare at, or touch a woman. 10. Socialization and Trust: When conducting business, it is customary to first shake the hand of all males present, taking care not to grip too firmly. Allocate plenty of time for refreshmen t before attempting to engage in business. It is important to first establish respect and trust.Arab Perspective vs. Western Perspective Arab Western Family Considered the foremost, where the father is patriarchal Important, but not as central to the life of the individual Friends Part of life, but considered more periphery Core to a few, but mostly important in life Honor very important amongst Arabs. Honor will be protected and defended all costs. Typically not as important ShameAvoided as much as possible, especially in relation to family, where gossip, insults and criticism taken to heart typically not as important time less rigid.Approach to time is much more relaxed and showed than that in Western cultures. Very structured, deadlines must be met. Religion is central to all things varies with individuals, very personal, not discussed in polite conversation. SocietyFamily tribe is most important individual rights. Government Most governments are secular, but still emphasize reli gion. Purpose is to protect rights and improve standard of living. Age and wisdom honored. Youth and beauty praised. Wealth respected. 4 Some of the key differences identified are given here: Western youth were found to be generally pessimistic about the future, while Middle Eastern youth were generally optimistic. * Religion was seen to be â€Å"enormously important† to Middle Eastern youth when compared to their Western peers. * National identify and traditional values were extremely important to Arab youth, but not to their peers in the West. For Arab youth, â€Å"loss of traditional values and culture† was identified as one of the top three biggest challenges facing the world today, along with rising cost of living and corruption in government. Arab youth generally admired political, religious, and business leaders, while Western youth do not. * Arab youth wanted to â€Å"make a difference†, while Western youth mostly wanted to â€Å"get ahead†. * Mid dle East and Western male youths had very different opinions about gender equality in the workplace, with less than y in 10 Middle East males favoring it. MTV and the challenges posted by the prevalent culture As a result the Arab culture is known for reacting, and some think over reacting negatively to controversial content. The Middle East offered a huge population of youth with a rich and diverse culture.In an effort to adopt the strategy of â€Å"Think Globally, Act Locally† MTVN (Music Television Networks) executives made it a point to learn the cultures and make shows that relate to the cultures as oppose to exporting the American culture. In order to achieve this goal the channel adopted a decentralized structure and gave commercial and creative autonomy to the local staff. This venture was considered to be one of the biggest launches in MTV’s history because of the potential audience. MTV hoped to provide a culturally unifying agent within a region that has bee n known for its political tensions.Also, this channel may correct some misconceptions of the region and reduce tensions. The target audience for the channel would be the Middle East youth; providing them with access to music via mobile, broadband, and television. The challenges MTV expected to encounter included: the reputation of MTV airing sexually explicit programs and images in direct contrast of the socially conservative culture of the Middle East. Adjusting content to be suitable for each region may prove to be very challenging. For example, what is acceptable in Dubai may not be acceptable in other parts of Saudi Arabia.MTV also had to be careful not to lose the vision of their brand in its attempts to conform to localization. 5 In addition, issues such as the US invasion of Iraq complicated relation among the Americans and Arabs. There were also competitors that had already created a niche for them in the region. So, it’s not particularly difficult to see why MTV had a major challenge on its hands. Its content (music, videos and reality shows) could offend the cultural sensibilities of people in the Arab world especially in terms of * Too much skin show * Intermingling of genders * Use of disparaging or swear words References to alcohol * Discussion on religion or politics * Unaccepted gestures such as finger pointing, showing the soles of feet, etc. Another challenge before MTV was that the Arabs were generally considered paranoid by Western standards and they tended to be suspicious of any Western interest. MTV, in a way, stood for what the Arab world most reviled about Western / American culture. While MTV might argue that the values that it stood for were relevant to youth throughout the world, it may still be perceived as something contrary to Islamic ideals and the Arab culture.The launch of MTV in the Arab world could easily be perceived as an imposition of Western culture. Fanatics, or those who pretend to be guardians of Islam, could ea sily rake up the issue and create a lot of trouble for MTV. To complicate matters, the anti-American sentiments prevalent in a section of the Arab world too could pose step challenges to MTV. One may argue that with globalization and the advancements in information and communication technology, youth across the globe share similar aspirations and consumption behavior. And that a section of the youth population in the Middle East did want MTV.However, ignoring the cultural differences is fraught with danger, as the Arab youth consider religion â€Å"enormously important â€Å"and â€Å"loss of traditional values and culture â€Å"as a key challenge. 6 2. MTV’s Strategy in the Middle East . Do you think MTV will be able to succeed in this market? Our team was required to analyze MTV’s strategies in the Middle East and anticipate its success in this market. We believe that the company will do well due to its scientific approach to overcome the major challenges faced i n the region and efficient managerial decision making.Firstly, it was a good start to establish profitable relationship between AMG and MTV, where each of the sides will benefit from its correlation in terms of earnings, great name and people that provide MTV Arabia with a lot of resources. Secondly, Arabs have different tastes and preferences compared to US audience. These differences in taste transfer to all areas including music networks. However, MTV had taken the decision before launching new products to population of the Middle East to adapt the product to fit local taste.Thirdly, the extensive market research was conducted by the company in order to minimize the risk of failure by the determining the needs of the population and developing the product that will satisfy their needs. Same research revealed that Islamic biases toward Americanization will not affect development of the company within the region since majority of the participants’ associated MTV brand with ot her countries rather than US. In addition, the study helped to find vacant niche that could be served to attract larger part of the population and generate more profit. Strategies used by MTV: 1) Segmentation strategy: (a) Geographic segmentation: Targeted region: Middle East Saudi Arabia, Egypt, United Arab Emirates, Bahrain, Jordan, Kuwait, Oman, Qatar, Yemen, Palestine and Syria. (b)Demographic segmentation: Targeted Population: About 65 percent of the Arab population consisted of youth under the age of 25. (2) Targeting strategy: Before launching the channel, the extensive survey of the region was conducted to understand what people wanted. The survey team targeted people in the 18-24 age groups and travelled around the region to schools and universities canvassing opinions. (3) Positioning strategy: During MTV’s 25th anniversary, the company said that it would provide the audience in the region content that would be different from that offered by popular Arab music chann els. Though, the Arab market was crowded with more than 50 channels, none of them provided a global platform to export the musical talent of the local youth. (5) Niche strategy: To overcome competition, the channel proposed to establish itself as a platform wherefrom the Arab youth could voice their local concerns as well as advertise their music talent.For instance, MTV Arabia’s flagship show â€Å"Hip Hop Na†, where the winner from each city would get a chance to record a track for a compilation CD produced by Fred Wrecks. (6) Product strategy: Product provided: The channel’s programming was to have a mix of music videos, music-based programming, general life-style and animated programs, reality shows, comedy and dramatic series, news specials, interviews and documentaries where the key is obviously the language. About 45 percentage of MTV Arabia’s content was too produced locally, with the rest translated.New products were developed: MTV Arabia designe d new shows in Arabic to cater to pan-Arab youth audience. There would be a localized version of popular shows such as â€Å"Made†( Al-Helm) and â€Å" Boiling Point† (Akher Takka). (7) Promotion strategy: Celebrity attraction marked the launch of MTV in the Middle East. The launch featured performances by eminent stars as Akon, Ludacris and Karl Wolf along with local hip hop group Desert heart. (8) Distribution channels strategy: The Middle East had the potential to offer MTV numerous media like mobiles and the Internet to reach its end consumers.MTV Arabia wants to provide Middle East youth with the opportunity to watch MTV on mobile, on broadband, and on television. 8 (9) Technical innovative strategy: Products such as MTV Overdrive in which the user could download the video at broadband speed, and MTV Flux in which the online users could create their own TV channel were expected to help in luring the various Internet service providers in the region. (10) Marketâ₠¬â„¢s Entry strategy: MTV entered Middle East by tying up with a local partner; the Arab media group (AMG) (11) Investment and control strategy:The channel MTV Arabia was formed as a result of a licensing arrangement between MTV and AMG. MTV would earn an estimated US $10 million annually in licensing fees from AMG for 10 years. (12) Hybrid approach Refers to company’s ability to fit in local environment with its culture, traditions values, and perception of the reality. MTV Arabia was there to entertain people within the limits of Arab traditions and had no intention of showing disrespect to the local culture. It would be a channel for the Arabs and made by Arabs, where the launch team comprised a mix of Saudis, Palestinians, Emiratis, Iraqis and Lebanese.Conclusion This case gave us an understanding of the issues and challenges in entering and expanding operations in new markets which were culturally different from the organizations home/traditional/existing markets, Unders tanding the pros and cons of entering a new market with a standardized/adapted product to suit local preferences and made us go further in analyzing MTVN’s strategy in the Middle East, identify challenges and explore strategies that the channel could adopt in the future.This case was very useful it made us realize how MTV and other channels experience in global markets. And how localize strategies in various markets. The challenges MTV faced while launching in the Middle East also were disclosed we analyzed those challenges it faced in expanding its operations in the region and the strategy adopted by MTV in the Middle East. 9 References: http://www. arabianbusiness. com/the-revolution-will-be-televised-197356. html http://news. bbc. co. uk/2/hi/middle_east/7100252. stm ttp://www. businessweek. com/stories/2007-10-21/online-extra-mtv-presses-play-in-the-middle-east https://www. inkling. com/read/international-management-helen-deresky-7th/chapter-5/part-ii-comprehensive-case-4 http://www. businessweek. com/stories/2007-10-21/online-extra-mtv-presses-play-in-the-middle-east www. mtv. com WWW. mtvme. com http://www. arabianbusiness. com/ WWW. hrbusinees. com www. cnn. com www. bbc. com www. businessweek. com www. icmrindia. org/casestudies/catalogue/ www. hollywoodreporter. com

National Health Service in the United Kingdom Essay

The National Health Service (NHS) was formed in the UK on July 5 1949. Its formation was part of the nationalization drive that epitomized post World War II UK which witnessed the establishment of the welfare state and the drive towards production of goods and services for public use instead of profit for private investors and owners. (Yergin and Stanislaw, 1998)[1] Thus reflecting the political economic philosophy of the time, the establishment of a free for all health delivery system within a country outside the Eastern socialist/communist block of nations was quite extraordinary as other systems of health care in most western economies had adopted the insurance system – i.e. pay for health care when healthy and use the care when ill.   Prior to the nationalization of health care under the NHS, health care providers like voluntary hospitals, municipal hospitals (that also provided mental health services), entrepreneurial cottage hospitals and specialist hospitals were already in existence. Local authorities also had departments responsible for health care services like midwifery and child welfare and also had authority to provide health care under the Poor Law. The NHS thus did not commence on a clean slate as these already existing health care establishments were inherited under the NHS. Also, health care for workers was covered under the Lloyd George’s National Insurance Act of 1911, though this did not extend to the families of workers. (Rivett, 1998)[2] Though the role of the general practitioner (GP) had been envisaged as crucial in providing non-specialised primary health care covering areas and activities like home visits and attending to patients in GP surgeries, prenatal and antenatal care, child welfare, venereal diseases, and industrial medicine, the reality of pre-NHS health care in the UK was very far from the realization of these ideals. According to Rivett (n.d.) the NHS in the UK was founded on the following principles: â€Å"The service was financed almost 100% from central taxation.   The rich therefore paid more than the poor for comparable benefits †¦ Everyone was eligible for care, even people temporarily resident or visiting the country.   Anybody could be referred to any hospital, local or more distant. Care was entirely free at the point of use, although prescription charges and dental charges were subsequently introduced Organisation was based upon 14 Regional Hospital Boards that funded and oversaw local hospital management committees.   The teaching hospitals were directly responsible to the Ministry of Health for they served the nation, not the locality.†[3] The NHS has three main interacting parties who have diverse stakes, responsibilities, and expectations in the running of the health service – those who need health care, the skilled personnel who deliver health care, and those responsible for raising money and ensuring that the money is spent properly on the NHS. (Rivett 1998)[4] Undoubtedly, the formation of the NHS has had an immense impact on health care delivery in the UK. For instance, life expectancy for females has risen from 71 years in the pre-NHS era to 80 years under the NHS. Life expectancy for males has also risen from 66 years in the pre-NHS era to 75 years under the NHS. Infant mortality rate (i.e. babies under 1 year old) has decreased from 34 per thousand to six per thousand. (Secretary of State for Health, 2000)[5] In spite of the altruistic principles upon which the NHS was founded, it has faced significant challenges of which finance is perhaps one of the most paramount. Rosenberg (1987) has for instance argued that the â€Å"implementation of developments has often been slower in the UK than in other countries. Partly this has been due to innate conservatism, but mainly it has been the result of financial restrictions.†[6] The former prime minister of the UK, Tony Blair, summarized the problems faced by the NHS as follows: â€Å"†¦ the NHS retains, in its essential values, huge public support. But over twenty years, it has struggled. Its funding has not kept pace with the healthcare systems of comparable countries. Its systems of working are often little changed from the time it was founded, when in the meantime virtually every other service we can think of has changed fundamentally. So urgent was the need for extra money for the NHS that many of the failures of the system were masked or considered secondary.†[7] Despite the apparent inability of the public purse to fund a free for all health delivery system under the NHS, government policy in the UK is firmly set against any form of payment of healthcare by workers as done in other western countries like France and Germany. Leaving healthcare in the hands of the market as in the United States has also been decidedly kicked against. (Secretary of State for Health, 2000) The UK government’s stance may be seen more as a decision of political expediency rather than an economic one, as the issue of free healthcare is a highly charged political debate that is top on the agenda not only of the ruling Labor government but also of the opposition Conservative Party. (BBC News 2004) On both sides of the political divide, it is highly improbable that privatisation of healthcare would be an option. Consequently, the future of the NHS, it appears, would not be based on the recommendations of health professionals and administrators, but rather the manifestos of political parties.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Though inadequate public funding has been the pivotal problem faced by the NHS, it is bedevilled with other problems that affect the ability of the system to deliver a proper service for the demands of the 21st century.   One such problem is the waiting times for care in accident and emergencies (A&E), GP surgery appointments and operations. In 2000, it was expected that by 2005 patients would have a maximum of 48 hours waiting time for a GP appointment, three months maximum for an outpatients appointment, six months maximum for an operation and the halving of A&E waiting times. (Secretary of State for Health, 2000) By 2007 however, these targets were far from a reality. A 2004 survey found that patients in England and Scotland had to wait for up to eight months for a cataract operation, eleven months for a hip operation, twelve months for a knee replacement, five months to repair a slipped disc, and five months for a hernia repair. (BBC News, 2004) Injection of more funds in health care in the NHS has been viewed by some health care professionals as inadequate to solve the problems of waiting times. A senior surgeon in the NHS is reported to have said that: â€Å"The government is increasing capacity by investing money but I’m concerned as a surgeon that the arrangements are not in the patient’s best interest. The individual patient may get their operation done quicker by the NHS funding treatment in the private sector but it will be with a different surgeon from the one they saw in the clinic.†[8] Though by December 2007, there had been significant reductions in the waiting times for inpatient and outpatient appointments, the problem delays in the NHS continues to persist. For example, 91.3% of patients in England waited for under 13 weeks for an inpatient appointment and 8.3% waited for over 13 weeks for an inpatient appointment. Also, 95.6% of patients waited for under 8 weeks for an outpatients appointment by December 2007. (Department of Health, 2008)[9] Evidently, lack of requisite skilled health workers has had an immense impact on the problems of long waiting times in the NHS. Funding the NHS from the public purse however presents problems of recruitment as remuneration has not been enticing enough for health care professionals and for potential training of needed skilled professionals from the communities. As stated earlier, the nationalization drive in post World War II UK precipitated the establishment of the NHS. Thus, centralized administration at the national level is a typical hallmark of the NHS. Over centralization has been identified as one of the major problems facing the management of the 21st century NHS. (Secretary of State for Health, 2000) Administration of a health service built for the population and health needs of the mid-20th century UK is still used for the needs of a country that has witnessed seismic growth in its population and especially in the size of its immigrant populations. Consequently, the organizational growth and modernization of the NHS has not kept pace with both population growth and modern organizational and administrative principles. The NHS today could be seen as a colossal, amorphous entity that that seriously needs a structural overhaul. The Secretary of State for Health (2000) also identifies the following as problematic within the current constitution of the NHS – â€Å"a lack of national standards†, â€Å"old-fashioned demarcations between staff and barriers between services† and â€Å"a lack of clear incentives and levers to improve performance†. (p.10) Thus the need overhaul the organizational structure of the NHS should affect the staff incentives and performance levels and effective communication and networking between the different health services within the NHS. Bibliography and References: BBC News, May 27 2004. ‘NHS Waiting Time Underestimated’. Retrieved February 14 2008 from http://news.bbc.co.uk/2/hi/health/3749801.stm Department of Health. February 1 2008, ‘Statistical Press Notice: NHS Inpatient and Outpatient Waiting Times Figures’. Government News Network, Retrieved February 14 2008 from http://www.gnn.gov.uk/environment/fullDetail.asp?ReleaseID=349539&NewsAreaID=2&NavigatedFromDepartment=True Rivett, G. (1998). From Cradle to Grave: Fifty Years of the NHS. London: King’s Fund Publishing Rivett, Geoffrey (n.d.) ‘National Health Service History’ http://www.nhshistory.net/shorthistory.htm Secretary of State for Health (2000). The NHS Plan: A Plan for Investment, A Plan for Reform. London: HMSO (Cm 4818-I) Rosenberg, C. (1987) The Care of Strangers: The Rise of America’s Hospital System. New York: Basic Books Timmins, N. (1995) The Five Giants: A Biography of the Welfare State. London: HarperCollins Yergin, D. and Stanislaw, J. (1998) The Commanding Heights: The Battle for the World’s Economy. New York: Touchstone [1] Yergin, D. and Stanislaw, J. (1998) The Commanding Heights: The Battle for the World’s Economy. New York: Touchstone [2] Rivett, G. (1998). From Cradle to Grave: Fifty Years of the NHS. London: King’s Fund Publishing [3] Rivett, G. (n.d.) ‘National Health Service History’. Retrieved February 14 2008 from http://www.nhshistory.net/shorthistory.htm [4] Rivett, G. (1998). From Cradle to Grave: Fifty Years of the NHS. London: King’s Fund Publishing [5] Secretary of State for Health (2000). The NHS Plan: A Plan for Investment, A Plan for Reform. London: HMSO (Cm 4818-I) [6] Rosenberg, C. (1987) The Care of Strangers: The Rise of America’s Hospital System. New York: Basic Books, p.7. [7] Secretary of State for Health (2000) op cit p.8 [8] BBC News, May 27 2004. ‘NHS Waiting Time Underestimated’. Retrieved February 14 2008 from http://news.bbc.co.uk/2/hi/health/3749801.stm [9] Department of Health. February 1 2008, ‘Statistical Press Notice: NHS Inpatient and Outpatient Waiting Times Figures’. Government News Network, Retrieved February 14 2008 from http://www.gnn.gov.uk/environment/fullDetail.asp?ReleaseID=349539&NewsAreaID=2&NavigatedFromDepartment=True

Managing Finance assignment 3 Essay Example | Topics and Well Written Essays - 2000 words

Managing Finance assignment 3 - Essay Example 2. Penetration pricing- Penetration Pricing: The strategy of setting a products price relatively low in order to generate a high sales volume. The strategy is commonly associated with pricing new products that do not have identifiable price-market segments. It is used to secure rapid penetration of a market. . This is the strategy use by many Chinese companies. It priced its products very much than its Western counterparts and it is making a head way for a quite number of computer products. 3. Profit Maximization - In economics, profit maximization is the process by which a firm determines the price and output level that returns the greatest profit.. Hence, based on the above concept. The strategy requires the price combinations that would yield the highest profit. Hence, a company can use this to have higher profits. Directly or indirectly this is used my many food business like Jollibee food chains. If one enters an outlet one would observe packaging their meals into different combinations of food items. Such strategy is profit maximization. 4. Competitor indexing. It is a price setting technique used by marketers. Generally, it involves using the price of competitors products in determining the price of your own products. Its main advantage is ease of use. Extensive marketing research and statistical analysis are not required 5. Target rate of return pricing- It is a pricing method used almost exclusively by market leaders or monopolists. You start with a rate of return objective, like 5% of invested capital, or 10% of sales revenue. Then you arrange your price structure so as to achieve these target rates of return.

Managing a Project's Human Resources Assignment

Managing a Project's Human Resources - Assignment Example With this new organizational emphasis on innovation, however, came a corresponding emphasis on stringent work elements (Lashinksky 2012). As such Apple is regarded as a highly stratified organization, with great degrees of privacy. In addition, there is tremendous emphasis within the organization on production and commitment to excellence with employees expected to adhere to these organizational elements or risk termination (Lashinksky 2012). Although Job’s has since left the organization, in terms of structure Tim Cook has assumed the chief executive officer position. Cook reports to a board of directors the head of which is Arthur Levinson. Cook then oversees a diverse array of departments that then oversee subordinate departments (Organizational Chart Apple, 2012). As this is a large scale organizational project the project manager will be CEO Tim Cook who will oversee Industrial Design head Jonathan Ive, Software Engineering design head Craig Federighi, and Hardware Engine ering design head Bob Mansfield (Organizational Chart Apple, 2012). These individuals will in turn oversee sub-teams of designers under them. The stakeholders are both inter-organizational interested parties, as well as stockholders. 2. There are a variety of methods of project control and coordination. Lock (2007) articulates a number of overarching notions in regards to coordination and control mechanisms, including compiling a work breakdown schedule, planning a timescale, and managing changes and managing costs. To an extent these coordination mechanisms function as large-scale signposts in the project design. In these regards, the project underwent a two-year timescale. During this period the work breakdown schedule was segmented such that overall organizational goals were on a need to know basis, with Tim Cook and Project Management heads being the only individuals informed of the true scope of the project. Project management teams within these spectrums of division undertook specific tasks. Project costs were established from a top-down structure and reassessed accordingly. In terms of managing change, an agile management approach was implemented. Agile management, also referred to as extreme project management, has been noted to be useful new method for technology companies implementing software or hardware development (Maex 2011). Agile management is an approach to design that implements dynamic iteration and change. Figure 1 below demonstrates the iteration process implemented in the project design. Fig. 1 Project Feedback Loops In these regards, upon task completion as distinguished by the previously established timescale, coordinating project elements would be combined and these elements would then undergo project iteration. Apple, Inc. is unique in its limited emphasis on customer feedback, as such iteration was conducted internally, the results of which were then reincorporated into further project design and management. In this context of unders tanding, the project was coordinated and managed in the most efficient way possible. Still, ultimate success will be determined based on return to stockholder equity, as such the market will determine if differing project management should have been undertaken. 3. There are a variety of leadership qualities that a Project Manager must possess. Kouzes (1997) indicates that one of the overarching elements is that the individual inspire a shared vision. In the context of Apple, Inc. product design has

Russia Revolution Essay Example | Topics and Well Written Essays - 1500 words

Russia Revolution - Essay Example Nicholas II didn't have political will, didn't have emperor's charisma and was short-eyed politician. His surrounding was unqualified men too and neither they nor he had a clear idea about the situation in the country as they lived in the world of luxury. It's enough to remind that situation in 1917 in Russia was very uneasy: Russia barely survived revolution of 1905, working movement inspired by Marxist ideas was growing on the hand with nationalism in Poland, Finland, Ukraine, Baltic provinces and Caucasus. Imperial government policies were very ineffective and in many respects suppressed dynamic development of province. Domestic and foreign policy caused nation's anger and disrespect both in the eyes of own people and foreigners. As a result, Russian defeats and casualties on the WWI battlefields became a culminating point of Russian troubled times - the March Revolution began. Ultimately, Czar's rule was replaced and two main powers appeared: Provisional Government, which consist ed of wealthy elite, and local Soviets, which represented the majority of population. Power dualism in the society ruled only by chaos was not successful. Provisional government with progressive western ideas of future reforms saw Russia as a democratic state ruled by elective parliament and government. Provisional government was established as a government organ to rule the country before the constituent assembly was elected. Provisional government was a legitimate body as prince Mikhail gave it plenary powers after tsar Nicholas II abdicated in favor of his brother prince Mikhail. Provisional government was formed from the most influential political figures of Russian empire: aristocrats, politicians from Duma (including social democrats) and military men. Provisional government proclaimed that it would continue war with Germany until the victory and that constituent assembly would be elected after victory in the war. Besides Provisional government proclaimed the course directed on the spread of civil liberties and democratic freedoms. Provisionary government made attempts to establish monopoly over bread trade and over provisions trade in general in order to avoid speculation, growing social unrest and in order to prevent famine. But in Russia nearly everyone was sure that neither Provisional Government nor the Soviets could adequately solve a number of economical and political problems: only the constituent government would have such plenary functions. At the same time a number of democratic reforms proposed by Provisional government which got the favor of both progressive ruling classes and low classes (workers and peasants) were postponed until the elections to constituent assembly. Property reforms, working day length, economical reforms and political reforms remained to be projects until the end of the war as it was proposed by Kerenskiy (the head of the Provisional government). Provisional government had utopian illusion that victory in the war over Germany would solve economical and political problems, but by the 1917 tensions in soci ety caused by wartime hardships reached the top. Such policies led to the four issues of political crisis in the country. The first crisis started in April after Provisional government failed to find consensus in the issues of participation in the war as socialist members of Provisional gover

Helvetica Reflection Essay Example | Topics and Well Written Essays - 250 words

Helvetica Reflection - Essay Example In these conversations, one can understand the ideas behind the creative designs as well as the aesthetic value of the models as perceived in particular cities. Gary invokes the viewers of his film to reflect on the diverse number of designs, adverts as well as communication in the world today. He comes from a psychological point of view. This is because designs, adverts as well as most communication nowadays are shaped so that they have a positive psychological impact on the target group. From my point of view, I think Garys film is a milestone in provoking the world to develop a keen eye on typography, design advertising and more importantly communication. It shows the importance of the above areas of type in our lives. Gary suggests that these fields can be perused as excellent careers by engaging renowned designers in conversations who talk about the great deal of success they have achieved. The movie brings an urge to the viewer of the need to appreciate designers innovativeness. Gary accomplishes this by bringing on board famous artists in the film crew such as Neville Brody, David Carson and

Mistakes Made in Casey Anthony Trial Investigation and Prosecution Research Paper

Mistakes Made in Casey Anthony Trial Investigation and Prosecution - Research Paper Example The accused was acquitted on July 5th, 2011. The Orlando, Fla., jury held that Casey Anthony was never guilty of killing her daughter culminating in a stunning end to the trials that had significantly fixated the country, thus, raising serious similar questions of forensic expertise and evidence featuring in The Child Cases. The case was weakened by a flawed state’s forensic case hence attracting a lot of questions concerning the strength of the forensic evidence. The Florida prosecutors never proved beyond a reasonable doubt how the two-year-old died. Also, they never proved where the body had been prior to being uncovered in garbage bags in swampy woods adjacent to the Anthony’s family home. Therefore, the case greatly relied on cutting-edge forensic evidence that the defense tagged, ‘junk science’ and too experimental for the Courtroom. Therefore, there was a real danger from the case as scientific precedents turned out scary. Therefore, a greater percentage of the forensic techniques relied on the prosecution team had never been permitted in any trial in the U.S. Indeed, an average juror lacks such an advanced expertise to distinguish between ‘junk science’ and ‘good science’ therefore; the Court expunges then to eliminate dubious evidence. Howeve r, there could have been a mistake made by jurors in this particular elimination of the ‘dubious evidence’ The Court juror never bought the evidence and attempted to validate the functionality of the system. Therefore, the state’s case had a number of hard questions unanswered leaving the juror with a single option to acquit the accused. Charging someone with murder must result from the evidence of how she is killed or why one might have killed someone. Also, it calls for where, when why and how someone was killed or might have been killed. However, the prosecutor relied on junk science that had never answered a single question. Indeed,

Critique Essay Example | Topics and Well Written Essays - 750 words - 12

Critique - Essay Example The paper is critique based on her book about online writing classes and whether the approach is beneficial to the learners (Kiefer, 2007). Kate Kiefer’s article discusses the various reasons on how it is challenging to teach writing online compared to face to face interaction between the learners and the teacher. She argues that teaching writing in small classes help to manage classes while at the same time provide learners with multiple opportunities and ready feedback targeting their effectiveness in writing. Basing on her experience in teaching languages especially writing, I believe that she has written a strong article with very supportive arguments. However, the article seems to be in support of teaching writing through face to face interactions rather than teaching writing online (Kiefer, 2007). The author argues that teachers who teach writing value shared classroom interactions for a number of reasons. She explains that students are more motivated when they recognize learning community and are more likely to chat and share with colleagues in classroom than when they are alone and learning online. The author asserts that writing cannot take place in a vacuum. She explains that classroom or face to face learning enables students to engage and interact with one another. In addition, students are able to help each other and learn from colleagues on how to improve as writers as well as readers. The depth of conversation about texts and writing further develops the potential of each writer. She argues that writing engagement encourages acquisition of writing skills that can be applied in all classrooms as well as other applications beyond academy (Kiefer, 2007). She states that the preconceptions of the students about their roles in online courses as well as technological chall enges have worked against important interactions in online classes. I agree with the author’s argument

The Reading Process Essay Example for Free

The Reading Process Essay When a child is speaking many words and using them as an integral part of his personality, he is ready to read them. In teaching reading to young children, word selection is often the first place where we go wrong. We pull words from thin air and try to put them into the child. Often we make matters worse by putting these strange words into printed context outside the realm of the childs experience and expecting him to readand he cannot. Children can learn to read any word they speak. One of the greatest hoaxes in all of educational pedagogy is that which says that reading vocabulary must be developed in a predeter ¬mined logical sequence. This simply is not the case. Linguists tell us that when a child comes to school he has all the language gear he needs in order to learn reading and all the other skills of lan ¬guage. The trouble is that we do not use his gear. We manufacture artificial systems of language development and methods of teaching reading, and we impose them on children. It is almost as though the child has to learn two languages in order to be able to read-one for communication and one to get through his reading books. More study has been done in the area of reading than in any other area of the elementary school curriculum. This is justifiable because reading is an important skill needed for learning. But it is not the most important method of communication. It is important only to the degree that it communicates. Much confusion exists about this research. It is the sec ¬ond place where we go wrong. We have built up a vast store ¬house of knowledge about reading, but all the needed knowledge is not yet known. And, because there are great gaps in that knowledge, we have turned to the next best source-the opinion of the experts in the reading field. Many experts have advocated their systems of teaching reading, basing them on known truths but filling in the gaps with their own ideas. When gaps in knowledge are filled in with opinions, we often confuse the two. As a result, schools have often adopted a reading system so wholeheartedly that teachers are not permitted to skip one page of a basal reading book or omit one single exercise in the reading manual that accompanies the text. Many teachers have simply become intermediaries, transmitting the ideas of the authors of a basal series to the children and not daring to use their own ideas to teach reading as a communication skill. This course of action takes all the sense out of language skill development and reduces the role of the teacher to that of a pawn. Undoubtedly, no imagination can break through such rigid orthodoxy. Teachers are teaching experts. Their training has made them this. Reading experts can help with a multitude of ideas, but they cannot possibly know the problems of any one teacher with any one group of children. Basal readers and teachers manuals work only if they are tailored to the group of children using them; they can be invaluable when used this way but are almost useless when they are not. Teachers should endeavor to do activities, which relate to the experiential background of the children they are teaching. In fact, doing activities that are foreign to the child’s background is like teaching another language in order to get them to read. Every reading programme needs to take first into account the particular group of children and each child within that group. If this is not the case then the approach is pseudoscientific. Only a teacher can know and understand the needs of the children he or she teaches. If any significant progress is to be made in any reading programme, then the teacher indeed must know his or her children. Reading is most effectively taught when the teacher becomes the source of the plan of the teaching and when he or she is able to make use of the experts books, resources, learning aids, procedures, and ideas to help her devise her own plan for her own particular group of children. Since teaching is a creative role, the teaching of reading must be a creative process. Linguistic research over the past forty years has given us greater insights as to how reading should be taught. Reading is the active process of constructing meaning from words that have been coded in print. Printed and spoken words are meaningful to the young child only to the extent where his field of experience overlaps that of the author of the printed text. The reader learns from a book only if he is able to comprehend the printed symbols and rearrange them into vivid experiences in his mind. A child’s ability to think, to rationalize, and to conceptualize makes it possible for him or her to accept new ideas from a printed page without actually experienc ¬ing the new idea. He or she must however, possess the knowledge of each symbol that helps make up the new idea. Ideally, the teacher would show a picture of an object and, through discus ¬sion, build the understandings necessary to give children a correct visual image of the object. Because of the unusual shape of some words (e. g. kangaroo) chil ¬dren memorized them quickly, but nothing is usually learned until the words take on meaning. The teacher should give the words meaning by using the childrens experiences. Experience combined with the power of imagery will make it possible for children to acquire new understandings, concepts, and learn ¬ings from their reading of each new word. Reading is not word calling; it is getting the meaning of the printed word from the page. The teaching of reading means assisting children to obtain those skills needed to get the meaning of the word from the printed page. However, the gaining of all the skills is of little or no worth without the experience with the words to make them meaningful. This is a basic component to all reading. It should now be clear why young children, before they can really learn to read, must have a wide range of expe ¬riences to which they have attached a multitude of oral symbols. It should be clearly understood too, why the primary program in reading must be loaded with experiences to which children and teachers apply symbolic expression. This will permit the children to be constantly building up new words in their oral vocabulary so that they will be able to read them. The children’s ability to read is a skill or tool that makes it possible for an author to communicate with them. Children read because they are curious about what is on the page. The reading process itself is not sacred. It is what the reading communicates to the child that is crucial. Reading is not the only important means of communication nor is it the best. To assure the successful development of a good primary literacy program, children must have a large background of experiences, the ability to listen well, and a good oral vocabulary that labels their experiences meaningfully. With this background, almost every child can be taught to read, provided, of course, he also has the required intelligence and has no serious physical, so ¬cial, or emotional problem. Teaching reading as a subject rather than a means for communication can be boring and tedious for children. No one reads reading. The child reads something, be they letters, books, poems, stories, newspapers — and he reads with intent. Each reading experience with chil ¬dren should have meaningful content, obvious purpose, and pleas ¬ant associations. The wide socioeconomic and experiential backgrounds of children, combined with their physical development and intellectual ability, will determine the points at which children are able to begin the formal reading process effectively. The teacher is responsible for the continued development of the child as a whole, and to deprive him of a rich variety of experiences so that he may spend time reading from books is the quickest way to insure reading difficulty among children, in both ability and attitude. When a first-grade teacher sees the teaching of reading as her most important objective and allocates a major part of the childs day to reading, she is capitalizing on the exceptional experiences the home and the kindergarten have provided for the child. For, after all, these give meaning to his reading stories, which, at the first grade level, are based on his first-hand home and school ex ¬periences. She may flatter herself on the excellent reading ability of her children and be smug in her knowledge that she can teach any child to read! What she fails to realize is that unless she continues to provide suitable additional experiences in social studies, community contacts, literature, music, and so forth, she is depriving succeeding teachers of their privilege of doing a good job in teaching reading. This explains why, too often, children start out as good readers but experience reading difficulty by the time they reach third grade. They lose meaning in their reading because planned background experience stops when formal read ¬ing begins. Their real first interest in reading lies in their joy at dis ¬covering they can read. To exploit this joy, and to use it for need ¬less repetition, means to soon destroy the only motivation children have.

Emission Reduction Essay Example for Free

Emission Reduction Essay In every economic activity, both positive and negative implications compound such activities. The positive implications include employment increase, supply of goods and market, supply of public goods, environmental control above others. However, every economic activity is as well a compound of negative implications. These are called negative externalities. They include pollution, environmental degrading, increase in crime, and social evils above others. Emission reduction like any other negative externality calls for a very dynamic tools of control. Generally, the basic control of negative externalities by corporations in the economy is through the government taxation imposition. The government would impose a corporate tax levy which is substantially equivalent to the cost of the emission to the environment. Through such levy, the government uses passive methods of compensation to the community over such impacts of the emission. Through the tax levy, the cost of operation to the plant is increased. (Prencipe, Davies, Hoboday, 2003) Economically, taxation provides two cost related variables with which the plant should choose from. Firstly, through higher cost of production which may perhaps outweigh its level of market profits, the plant may be forced out in the market. This is because high tax levy is synonymous to an increase in the cost of production. With high cost of production the plant is at a competitive disadvantage in the highly competitive market. It may then opt to choose an alternative method of investment. (Prencipe, Davies, Hoboday, 2003) Elsewhere, such tax is a disincentive in the choice of production method. From the broad alternative of energy production e. g. use of electric turbines to generate power. Use of environmental friendly method would then call up such tax levied formerly. The basic purpose of higher taxes by the government towards negative externalities is to provide a disincentive in specific lines and methods of operation which are harmful to the environment. It is a tool for choosing alternative methods of production.

Audiovisual Translation Avt

Audiovisual Translation Avt What is audiovisual translation. Audiovisual translation is defined as the translation of recorded audiovisual material (Karamitroglou, 2000, p. 2). The concept of recordedness underlines the fact that there is a difference between the translation of recorded film products and the simultaneous subtitling or revoicing which should be regarded as a type of interpretation (Karamitroglou, 2000). AVT is also known as screen translation or film translation. Screen translation stresses on the location of the medium where the translation product appears (e.g., TV, cinema or video screen). On this basis, the translation of websites which can be viewed on computer monitors is considered as a type of screen translation. Film translation, on the other hand, is a restricted term due to some researchers who limit the term film to full-length feature films; namely, movies and sometimes only cinema movies. According to this view, the concept of film does not include series, sports programs and docum entaries. In AVT, the audio and visual aspects of communication are focused (Karamitroglou, 2000). Unlike books, radio, telephone or sign language which only use one semiotic channel, audiovisual communication benefits simultaneously from both the acoustic channel through air vibrations and the visual channel through light waves (Delabastita, 1989). 1.2. Translation theory and AVT The consideration of AVT as a subfield of translation Studies may lead to raise a number of questions. Oshea (1996) distinguishes between AVT and (written) literary translation as the main objective of general translation theory because of a set of limitations which root in the audio-visual nature of the target and original products. These limitations can be considered as: a) temporal constraints in revoicing, b) spatiotemporal constraints in subtitling, c) the accompanying visual source-culture elements in both revoicing and subtitling, d) the accompanying aural source-language elements in subtitling, e) the lip-sync imperative in dubbing, f) the cross semiotic nature of subtitling, and g) the inability of backtracking (with the exception of video) in both subtitling and revoicing (p. 240). These parameters may result in the consideration of audiovisual translation as adaptation rather than translation (Delabastita, 1989). What makes translation vs. adaptation a problematic issue is not merely a property of audiovisual translation; in fact, quite a few translated or adapted texts have raised the same issue within the field of literary translation (Delabastita, 1989). What plays a pivotal role in this case is the attitude we choose in defining the term translation. Considering Tourys definition of translation as any target-language utterance which is presented or regarded as such within the target culture, on whatever grounds (1985, p. 20), we can freely include AVT as a part of translation studies. Karamitroglou (2000) presents the following set of reasons to emphasize on the inclusion of AVT as a part of translation studies: a) Audiovisual translation has more in common with written translation than one might primarily assume (Whitman-Linsen, 1992:103). Most audiovisual translations at the present time are performed with a written form of the original source text in hand (cf. Remael, 1995:128), sometimes even without any further access to the film product itself. b) Typological studies in audiovisual translation have previously managed to present the various audiovisual language transfer methods within the general frame of translation studies and along with the other traditional language transfer methods, in a coherent and scientific way, on the basis of the multiplicity of the semiotic channels involved and the relative time of presentation of the source and target products (Gottlieb, 1994b:271; Gottlieb, 1998:246; cf. Delabastita, 1989:199). Other studies in audiovisual translation have revealed connections between certain audiovisual language transfer methods and established concepts from general translation theory, as for example with subtitling and overt translation (Ascheid, 1997:35). c) Audiovisual translation was born out of the same drive that conducted literary translation: the necessity to overcome the communication barriers imposed by linguistic fragmentation (Luyken et al., 1991:3). d) Just as it is the discovery of the hierarchy of factors (constraints, parameters) which operate in translation processes, procedures and products which constitutes a major task for translation theory (Even-Zohar Toury, 1981:ix), the discovery of a similar chain of the factors that function within audiovisual translation is also the task of audiovisual translation theory. (p. 11) 1.3. Branches of AVT A quite number of various taxonomies have been made for AVT among which the one prepared by Luyken et al. (1991) is known as the most outstanding. His suggested subfields for AVT are as follow: a) lip-sync dubbing, b) voice-over/narration, and c) free-commentary. (p. 40) Gambier (1994) also presents the following audiovisual language transfer methods: a) subtitling, b) simultaneous subtitling, c) dubbing, d) interpreting (pre-recorded and consecutive), e) voice-over, f) narration, g) commentary, h) multilingual broadcast, i) surtitles and supratitles/supertitles, and j) simultaneous translation. (p. 277) 1.4. Subtitling Subtitling can be defined as the translation of the spoken (or written) source text of an audiovisual product into a written target text which is added onto the images of the original product, usually at the bottom of the screen (Gottlieb, 1994a; Gottlieb, 1998: Luyken et al., 1991; Delabastita, 1989; qtd. by Karamitroglou, 2000, p. 5). It can be both intralingual (or vertical), when the target language and the source language are the same, and interlingual (or diagonal), when the target language and the source language are different (Gottlieb, 1994; Gottlieb, 1998; qtd. by Karamitroglo, 2000). Subtitles can be open, when the target text constitutes a physical part of the translated film and is transmitted in addition to the film sound and image, or closed, when the target text is stored in a digital/teletext format which is transmitted in as well as accessed via a separately coded channel at the discretion of the viewers (Luyken et al., 1991; Gottlieb, 1998; qtd. by Karamitroglou, 2000). Subtitles are different from displays which are fragments of text recorded by camera letters, newspapers, headlines, banners etc. (Gottlieb, 1994a; qtd. by Karamitroglou, 2000) or captions (or toptitles) which are pieces of textual information usually inserted by the programme maker to identify names, places or dates relevant to the story line (Luyken et al., 1991; cf. Gottlieb, 1994a; qtd. by Karamitroglou, 2000, p. 5). In this thesis, subtitling refers to interlingual open subtitling which does not include displays or captions. 1.5. The concept of metaphor Metaphor is a trope based on which one thing is spoken of as if it is another thing. It is the permanent feature of language. The ability to understand and produce metaphor is the characteristic of mature linguistic competence so that metaphors are used in intelligence test or to evaluate creativity. Metaphor is basically used to state the experiences and concepts that literal language does not seem to be sufficient for their expression. Therefore, it happens to increase the range of articulation in language. Metaphor can refer to a novel and at the same time amazing use in language (e.g., He slept off the fumes of vanity). I van also refer to the frequently-used terms in the form of conventional metaphors (e.g., I see as I understand); or completely known dead metaphors (e.g., to grasp a concept). Whether occupied with metaphors novel or commonplace, theorists of language and of cognition have come to recognize that no understanding of language and linguistic capacities is complete without an adequate account of metaphor (Asher, R. E., 1994, p. 2452). 1.6. Purpose of metaphor The most important rhetorical function of metaphor is to stimulate imagination, to arose feelings and to prompt action (Elliot, 1984). Metaphors are applied to beautify the ordinary language and to increase the effect of language use. Moreover, they express our intended concept in a more subtle way. In this case, metaphors highlight a particular feature of a phenomenon while leaving out other aspects in a way that we look at the phenomenon in hand form a certain angle. For example, in Life is a stage we merely look at life as a stage regardless of its other features like sorrow, pain and the like. Newmark (1981) believes that the main and one serious purpose of metaphor is to describe an entity, event or quality more comprehensively and concisely and in a more complex way than is possible by using literal language. The process is initially emotive, since by referring to one object in terms of another (a wooden face, starry-eyed), one appears to be telling a lie; original metaphors are often dramatic and shocking in effect, and , since they establish points of similarity between one object and another without explicitly stating what these resemblances are, they appear to be imprecise if not inaccurate, since they have indeterminate and undeterminable frontiers. (p. 84) Newmark (1981) states that I have never seen this purpose of metaphor stated in any textbook, dictionary or encyclopedia. The issue is clouded by the idea of metaphor as an ornament, as a figure of speech, or trope, as the process of implying a resemblance between one object and another, as a poetic device. Further linguists assume that scientific or technological texts will contain mainly literal language, illustrated by an occasional simile(a more cautious form of metaphor), whilst the purpose of metaphor is merely to live up other types of text, to make them more colourful, dramatic and witty, notoriously in journalism. All emotive expression depends on metaphor, being mainly figurative language tempered by psychological terms. If metaphor is used for the purpose of colouring language (rather than sharpening it in order to describe the life of the world or the mind more accurately), it cannot be taken all that seriously. ( p. 84) 1.7. Definition of metaphor The term metaphor roots in the Greek word metaphora which includes two parts: meta meaning over and pherein meaning to carry. It refers to a particular set of linguistic processes whereby aspects of one object are carried over or transferred to another object, so that the second object is spoken of as if it were the first (Terence Hawkes, 1972, p. 1). The earliest definition of metaphor had been presented by Aristotles The Poetics- quoted by I. A. Richards (1965) as a shift carrying over a word from its normal use to a new one (p. 89). As it can be viewed, this definition is so broad that can contain other figures of speech such as allegory, synecdoche, metonymy and the like. Most dictionaries refer to metaphor as a way of expressing something through the establishment of a comparison between that thing and another thing and without using the words like or as. The Concise Oxford Dictionary (COD) defines metaphor as the application of a name or a descriptive term or a phrase to an object or action to which it is not literally applicable (e.g., a glaring error, and food for thought). The Longman Dictionary of Contemporary English defines the metaphor as a way of describing something by comparing it to something else that has similar qualities without using the words like or as (e.g., the sunshine of her smile). In brief, metaphor as a figure of speech belongs to rhetoric. It helps us to use a word, which denotes a certain meaning, figuratively to refer to another meaning. This is basically done through a likeness or analogy between two things. Other definitions of metaphor taken from the Purdue Universitys OWL (1995) include: The act of giving a thing a name that belongs to something else. The transferring of things and words from their proper significance to an improper similitude for the sake of beauty necessity, polish, or emphasis. A device for seeing something in terms of something else. Understanding and experiencing one thing in terms of another. A simile contracted to its smallest dimensions. 1.8. Structure of metaphors In the view of I. A. Rechards (1936; qtd. in Wikipedia), metaphor has two parts: the tenor and vehicle. The tenor is the subject to which attributes are assigned. The vehicle is the subject from which the attributes are borrowed. Other writers use the general terms ground and figure to denote what Richards identified as the tenor and vehicle. In All the worlds a stage, and all the men and women merely players, the phrases the world and men and women are respectively tenor and vehicle. Larson (1998) believes that metaphor is a figure of speech which is based on a comparison. Accordingly, he states that metaphor is a grammatical form which presents two propositions in its semantic structure. Each proposition includes a topic and a comment about that topic. In John is tall, John is topic and is tall is comment. Translating a metaphor is highly dependent on analyzing that metaphor and discovering the two propositions in its semantic structure. The relation between two propositions is comparison which can be detected in the comments of two propositions. Comments may be alike or identical. In John is a beam pole, the two propositions in the semantic structure can be discussed as follow: 1. John is tall 2. A beam pole is tall. Here, the topic of the first propositions compared with the topic of the second. Comments are identical. The topic in the second propositions often called image. The point of similarity exists in the comments. Therefore, metaphor has four parts (see Beekman and Callow 1974 for more discussion): Topic: the topic of the first proposition (nonfigurative), i.e., the thing really being talked about. Image: the topic of the second proposition (figurative), i.e., what it is being compared with. Point of similarity: found in the comments of the both of the propositions involved or the comment of the EVENT proposition which has the image as the topic. Nonfigurative equivalent: when the proposition containing the topic is an EVENT proposition, the COMMENT is the nonfigurative equivalent. According to the above-mentioned points, the propositions in The moon is blood are as follows: 1. The moon is red. 2. The blood is red. An analysis on these propositions can lead us to the following results: Topic: moon Image: blood Point of similarity: red In The righteous judge will give you the crown of life, the metaphor includes a sentence which is encoding an event proposition. Hence, four parts should be discovered here: 1. (The officials) give (the victorious athlete) a crown. 2. (God), who judges righteously, will give you (eternal life). Topic: God who judges righteously Image: officials Point of similarity: receive a reward for doing well Nonfigurative meaning: will give you eternal life What looks helpful in analyzing metaphors is to write down the propositions which make a vital role in the comparison. It includes topic, image, point of similarity and nonfigurative meaning (in case of Event Propositions). In fact, an adequate translation is only possible when the above points have been clearly discovered. Besides the up-coming view, Newmark (1981) has also considered the following parts in the structure of a metaphor: a) Object that is, the item which is explained by the metaphor (Refered to by Beekman and Callow (1974) as topic). b) Image that is, the item in terms of which the object is explained (Richards vehicle). c) Sense that is, Richards tenor, Beekman and Callows point of similarity, which illustrates in what particular aspects the object and the image are similar. d) Metaphor the word(s) taken from the image. e) Metonym a one-word image which places the object, which may later turn into a dead metaphor, e.g. the fin of a motor cycle. In many cases, a metonym is figurative but not metaphorical, since the image distinguishes an outstanding feature of the object. It may also be a synecdoche (the seven seas is the whole world) which the translator may have to clarify within the text, and would normalize. (p. 85) 1.9. Types of metaphor Metaphors have been taxonomized in different ways. A more commonly identified taxonomy of metaphors is as follow (Wikipedia): a) A dead metaphor is one in which the sense of a transferred image is not present. Examples: to grasp a concept or to gathered what youve understood Both of these phrases use a physical action as a metaphor for understanding (itself a metaphor0, but in none of these cases do most people of English actually visualize the physical action. Dead metaphors, by definition, normally go unnoticed. Some people make a distinction between a dead metaphor whose origin most speakers are entirely unaware of (such as to understand meaning to get underneath a concept), and a dormant metaphor, whose metaphorical character people are aware of but rarely think about (such as to break the ice). Others, however, use dead metaphor for both of these concepts, and use it more generally as a way of describing metaphorical cliche. b) An extended metaphor, or conceit, sets up a principal subject with several subsidiary subjects or comparisons. The above quote from As You Like It is a very good example. The world is described as a stage and then men and women are subsidiary subjects that are further described in the same context. c) A mixed metaphor is one that leaps from one identification to a second identification that is inconsistent with the first one. Example: He stepped up to the plate and grabbed the ball by the horns, where two commonly used metaphoric grounds for highlighting the concept of taking action are confused to create a nonsensical image. The following is another less common classification of metaphors which is not universally accepted (Wikipedia): a) An absolute or paralogical metaphor (sometimes called an anti-metaphor) is one in which there is no discernible point of resemblance between the idea and the image. Example: The couch is the autobahn of the living room. b) An active metaphor is one which by contrast to a dead metaphor, is not part of daily language and is noticeable as a metaphor. c) A complex metaphor is one which mounts one identification on another. Example: That throws some light on the question. Throwing light is a metaphor and there is no actual light. d) A compound or loose metaphor is one that catches the mind with several points of similarity. Examples: He has the wild stags foot. This phrase suggests grace and speed as well as daring. e) A dying metaphor is a derogatory term coined by George Orwell in his essay Politics and the English Language. Orwell defines a dying metaphor as a metaphor that is not dead (dead metaphors are different, as they are treated like ordinary words), but has been worn out and is used because it saves people the trouble of inventing an original phrase for themselves. In short, a clichà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã‚ ¡. Example: Achilles heel. Orwell suggests that writers scan their work for such dying forms that they have seen regularly before in print and replace them with alternative language patterns. f) An epic metaphor or Homeric simile is an extended metaphor containing details about the vehicle that are not, in fact, necessary for the metaphoric purpose. This can be extended to humorous lengths, for instance: This is a crisis. A large crisis. In fact, if youve got a moment, its a twelve-story crisis with a magnificent entrance hall, carpeting throughout, 24-hour porterage and an enormous sign on the roof saying This Is a Large Crisis.'(Blackadder) g) An implicit metaphor is one in which the tenor is not specified but implied. Example: Shut your trap! Here, the mouth of the listener is the unspecified tenor. h) An implied or unstated metaphor is a metaphor not explicitly stated or obvious that compares two things by using adjectives that commonly describe one thing, but are used to describe another comparing the two. An example: Golden baked skin, comparing bakery goods to skin or green blades of nausea, comparing green grass to the pallor of a nausea-stic person or leafy golden sunset comparing the sunset to a tree in the fall. i) A simple or tight metaphor is one in which there is but one point of resemblance between the tenor and vehicle. Example: Cool it. In this example, the vehicle, Cool, is a temperature and nothing else, so the tenor, it, can only be grounded to the vehicle by one attribute. j) A submerged metaphor is one in which the vehicle is implied, or indicated by one aspect. Example: my winged thought. Here, the audience must supply the image of the bird. k) A synecdochic metaphor is a trope that is both a metaphor and a synecdoche in which a small part of something is chosen to represent the whole so as to highlight certain elements of the whole. For example a pair of ragged claws represents a crab in T.S. Eliots The Love song of J. Alfred Prufrock. Describing the crab in this way gives it the attributes of sharpness and savagery normally associated with claws. Black (1962a) believes that the only entrenched classification is grounded in the trite opposition between dead and live metaphors. On this basis, he asserts that this is no more helpful than, say, treating a corpse as a special case of a person: A so- called dead metaphor is not a metaphor at all, but merely an expression that no longer has a pregnant metaphorical use. His classification of metaphors is as follow: 1. Extinct metaphors whose etymologies, genuine or fanciedÃÆ' ¿propose a metaphor beyond resuscitation (a muscle as a little mouse, musculus) 2. Dormant metaphors where the original, now usually unnoticed, metaphor can be usefully restored (obligation as involving some kind of bondage) 3. Active metaphors that are, and are perceived to be, actively metaphoric (p. 25) Black (1962a) also distinguishes between two types of active metaphor: an emphatic metaphor whose producer will allow no variation upon or substitute for the words used, and a resonant metaphor which supports a high degree of implicative elaboration. (p. 26) Newmark (1988) considers the following six types of metaphors in his suggested taxonomy: a) Dead metaphor which frequently relates to universal terms of space and time, the main part of the body, general ecological features and the main human activities. Dead metaphors have lost their figurative value through overuse and their images are hardly evident (e.g., reflect as think and shine as excel). b) Clichà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã‚ ¡ metaphor is usually known to be a murky area between dead and stock metaphor which consists of two types of stereotyped collocations; figurative adjective plus literal noun (simplex metaphor), as in filthy lucre; or figurative verb plus figurative noun (complex metaphor), as in explore all avenues, leave no stone unturned, and stick out a mile. This type of metaphor has outlived its usefulness, and is used as a substitute for clear thought, often emotively, but without corresponding to the facts of the matter. c) Stock or standard metaphor is an established metaphor, which in an informal context is an efficient and concise method of covering a physical and/or mental situation both referentially and pragmatically. Unlike dead metaphors, a stock metaphor is not deadened by overuse. Examples of this kind of metaphor include: she wears the trousers and he plays second fiddle. d) Adapted metaphor usually includes proverbs or is actually a stock metaphor that has been adapted into a new context by its speaker or writer (e.g., almost carrying coals to Newcastle). e) Recent metaphor is produced through coining and spreads rapidly in the source language (e.g., pissed as drunk, fuzz as police, spastic as stupid, skin as bankrupt, and greenback as note). f) Original metaphor is created or quoted by the SL writer, and in the broad sense, contains the core of an important writers message, his personality, his comment on life. Examples are lets weight the night of a village, the slumber of a gazelle, and I can hear the clear sound of solitude, opening and closing its window, and where the Norweyen banners flout the sky, and fan our people cold. (p. 106-112) 1.10. How to interpret metaphors Larson (1998) believes that understanding metaphors is not always an easy task. A literal or word-for-word translation of metaphors in target language may lead to a partial or complete misunderstanding on the part of readers. On this ground, he presents a number of reasons to emphasize on the fact that the translation of metaphors is not always an easy task and literal translation of metaphors, in some cases, might not be the adequate one. These reasons are as follows: First, there is a possibility that the image of metaphor is unknown in the receptor language. For example, I washed my clothes snow white might be meaningless in some parts of the South Pacific because people in these religions have no idea about snow; instead, the images in seashell white or bone white are quite comprehensible for these people. Lack of clearance over the topic of a metaphor may result in some problems for readers. In The tide turned against the government, the phrase public opinion has been left implicit and hence is kind of vague for readers. The hardness in understanding metaphors may be due to the implicit concept of the point of similarity. For example, the point of similarity is uncertain in a sentence like He is a pig.A reference to pig may connotes different concepts such as dirty, gluttony, stubborn and the like in different cultures. An even more serious problem is that the point of similarity may be understood in two cultures in two entirely different ways so that one certain image may be used with different meanings. In different cultures, a sentence like John is a rock may convey different meanings such as He is still, He cant talk, He is always there or He is very strong. Linking a person to ship may raise a wide variety of images in different cultures (e.g., long-haired man, a drunkard, a person who doesnt answer back, one who just follow without thinking and a young fellow waiting for girls to follow him). Therefore, it can be concluded that a literal translation for He is a ship without determining the point of similarity will be misleading in the second language. On the other hand, the comparison in Target Language (TL) may be done in a different way compared to that of Source Language (SL). For example, despite of the SL metaphor in There was a storm in the national parliament yesterday, storm may have never been used in the receptor language to speak of a heated debate. Keeping this metaphor in the translation, we will have no choice but to replace the image of the SL metaphor (a storm at sea) with a familiar equivalent image for TL readers (e.g., fire to refer to heated debate). Languages differ in how they produce metaphors and how often they use them. If the production of new metaphors is a common issue in a language, it is possible to create new metaphors when translating to that language. However, one should be assured that the newly-made metaphor will be practical in the receptor language. There are other languages, as well, with a very low frequencyin producing metaphors. For such languages, direct translation of SL metaphors may result in the hardness of understanding on the part of SL readers. In languages with high frequency of metaphor usage, most images have already had metaphorical meanings. Therefore, using an image in a different way in the Source Text may cause misunderstanding due to its difference with the accepted common image in the receptor language. For Example, the literal translation of John is a rock when it means He is severe in the SL and he has hard muscles in the TL will only make wrong meaning. 1.11. How to translate metaphors The translation of metaphors has always been focused by translation experts and linguists due to The problems in the way of understanding and interpreting metaphors and their direct influence on translating this figure of speech. Accordingly, Larson (1998) suggests the following strategies for translating metaphors: 1. The metaphor may be kept if the receptor language permits (that is, if it sounds natural and is understood correctly by the readers) 2. A metaphor may be translated as a simile (adding like or as) 3. A metaphor of the receptor language which has the same meaning may be substituted 4. The metaphor may be kept and the meaning explained (that is, the topic and/or point of similarity may be added) 5. The meaning of the metaphor may be translated without keeping the metaphorical imagery (p. 277-279) Newmark (1988b) has also presented seven strategies to translate metaphors. These strategies which could won the attention of language and translation experts and later will be focused in this thesis to process its data are as follows: 1. Reproducing the same image in the TL 2. Replacing the image in the SL with a standard TL image which does not clash with the TL culture 3. Translation of metaphor by simile, retaining the image 4. Translation of metaphor (or simile) by simile plus sense, or occasionally metaphor plus sense 5. Conversion of metaphor to sense 6. Deletion. If the metaphor is redundant or serves no practical purpose, there is a case for its deletion, together with its sense component 7. Translation of metaphor by the same metaphor combined with sense. The addition of a gloss or an explanation by the translator is to ensure that the metaphor will be understood (p. 107) 1.12. Rationale of this study Cinema is considered as one of the most influential media in the field of culture. What gives cinema such a high status is not merely due to its great potential in entertaining its audience. It is a medium which sends rather important messages to the people of a community or peoples in different communities. These messages can cover a wide range of issues including science, imagination, religion, morality, culture and the like. On the other hand, language is known to be among the most outstanding ways of transferring such messages particularly in the field of culture. Thus, the study of subtitling metaphors in cinema movies could be significant in different ways. Metaphors have been long regarded as cases of untranslatability. This is mostly due to their unique structure based on which one cannot guess the meaning of a metaphor from its constituent parts. So the matter of subtitling metaphors turns to reveal unique features and constraints. Another outstanding point about the translation of metaphors is in regard with their role as the key cultural components in language. Metaphors root in the culture of a nation so th

Essay --

Everything we need is in our daily life is based on demand and supply. The country is based on the effects of both demand and supply. Whenever demand is affected it lead to shortage of various needs that are in demand and whenever supply is affected it leads to shortage of supply in the country’s economy. Moreover the things we need in our daily life is also affected on both demand and supply. Demand leads to the total quantity on goods or services that are needed to buy various commodities and supply is the quantity of goods and services business will make available to make profits. Thus in our daily life everything is based on the demand and supply from a small commodity to a large corporations. Moreover the company’s shares or bonds are also based on the effect off demand and supply. Lower the demand will be the lower price of goods and services and vice-versa. And higher the supply will lead to high price of goods and services. Demand lowers supply in a simple case price of each and every commodity will be affected by demand and supply. Whenever the demand change it will lead to change in the taste of the customer and will lead to change in the taste of fashion for customers, also lead to change in price of related goods i.e goods are not related with each other thus they are of different taste of preference is different. Change in demand will lead to change in number of buyers of economy because when demand changes or exceeds it leads to increase in number of commodity and whenever demand lowers it leads to increase in prices of goods and services. For instance – The price of canada’s farmland is rising on strong demand so that this will increase the number of buyers for various reasons and there will be effect on price of va... ...ses, still moving ahead throughout some days so this increase the demand and supply issue to much extent as both are affected through same number of days with most of the important content with demand and supply related issues. After this we can also bring up after several years of back to back record settings gains. Some investment funds which have already been scaled back on the purchases and are still moving ahead but at a more cautious pace. Both demand and supply are now most important thing that constitutes the world of and economy as most of the economy is dependent upon the demand and supply affect but prices of farmland are rising on strong demand and supply effect. So in Canada now according to other countries demand of particular goods have been increased related to others in the economy. Thus price of demand and supply is related to price in the economy.

Pride And Prejudice :: essays research papers

Pride and Prejudice, by Jane Austen is a novel that goes into great detail discussing the reasons for marriage. Marriage in the 1800's, when this novel took place, was very different from conventional marriages today. In that period in time, reasons for marriages were wealth, convenience, and most uncommonly, love. The first of these reasons is the subject of wealth. The opening sentence of Pride and Prejudice states, "It is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife." In the 19th century, women usually only wanted to marry men if they were rich. This was the guys' way of getting a wife, if they were fortunate enough. As Mrs. Bennet says, "If I can see one of my daughters happily settled at Netherfield†¦and the others equally married, I shall have nothing to wish for." One easily realizes how obsessed Mrs. Bennet is with having rich son-in-laws. All that matters to her is having her daughters married to wealthy men. This one concern was not scarce in the era. The second of the three reasons is convenience. Charlotte Lucas says it best: "I only ask a comfortable home; and considering Mr. Collins character, connections, and situation in life, I am convinced that my chance of happiness with him is as fair as most people can boast†¦" Collins isn't wealthy, but all that Charlotte wants, he can give her. This marriage is by far the most convenient of the novel. Another great example of a marriage of convenience is Mr. and Mrs. Bennet. This convenient marriage is not as easily seen, though one notices how formal they are with each other. Mr. and Mrs. Bennet don't seem to like each other at all. This seems to be very far from Jane Austen's view of marriage, though. The third reason for marriage is love. Although a marriage brought about by love was very uncommon at this time, Jane Austen believed it was the only true reason. Elizabeth Bennet was Jane Austen's "mouthpiece" regarding this. Austen showed her new fangled views of marriage though the character of Lizzie. A prime example of marrying for the reason of love is Jane and Mr. Bingley. These two characters were attracted to each other from the very beginning, and are the only characters in the novel that truly married out of a devout love for each other.