Aggravated Assault essays

Aggravated Assault essays Aggravated assault is the unlawful threat of bodily violence or harm to somebody else, or an attempt to do such harm. The purpose of this paper is to inform the reader about all aspects of the personal crime of aggravated assault. It will illustrate the typical victim and offender and the situations that surround this crime from a citizen and criminologist perspective. Aggravated assault is more serious than assault because the offender inflicts an unlawful attack upon the victim for the purpose of inflicting severe or aggravated bodily injury. This type of assault is usually accompanied by the use of a weapon or by means likely to produce death or great bodily harm. In 1998, there were a total of 1,673,640 aggravated assault victimizations and 1,457,800 incidences. Victimizations indicate the number of people that were received the criminal offense. Incidences mean the scene and time of the assault. For instance, two people are robbed at gunpoint. It is counted as two robbery victimizations and one robbery incidence. Of all the criminal offenses measured by the National Crime Victimization Survey (NCVS), 5.3 percent of them were aggravated assaults. On average, about eight people in every one thousand people were the victims of aggravated assault. Out of one thousand people, 10.5 males were assaulted and 4.7 females. Black males and females are more likely to be the victim of aggravated assault between the ages of twenty to twenty-four. Twenty-six urban, black males out of every one thousand people are the victims. White males are more likely to be the victim between the ages of twelve to nineteen. White females are more likely to be the victim between the ages of sixteen to twenty-four. In all, black males are most likely to be the victim between the ages of twenty and twenty-four. Thirty-three percent of the victims had an income less than $7,500 annually. Such a low income is probably due to the young age...

10,000 Soldiers Die in Tyrol From Avalanches During World War I

10,000 Soldiers Die in Tyrol From Avalanches During World War I During World War I, a battle waged between Austro-Hungarian and Italian soldiers amidst the cold, snowy, mountainous region of South Tyrol. While freezing cold and enemy fire were obviously dangerous, even more deadly were the heavily snow-padded peaks that surrounded the troops. Avalanches brought tons of snow and rock down these mountains, killing at an estimated 10,000 Austro-Hungarian and Italian soldiers in December 1916. Italy Enters World War I When World War I began after the assassination of Austrian Archduke Franz Ferdinand  in June 1914, countries across Europe stood by their allegiances and declared war to support their own allies. Italy, on the other hand, did not. According to the Triple Alliance, first formed in 1882, Italy, Germany, and Austro-Hungary were allies. However, the terms of the Triple Alliance were specific enough to allow Italy, who had neither a strong military nor a powerful navy, to shirk their alliance by finding a way to remain neutral at the beginning of World War I. As the fighting continued into 1915, the Allied Forces (specifically Russia and Great Britain) began to woo the Italians into joining their side in the war. The lure for Italy was the promise of Austro-Hungarian lands, specifically a contested, Italian-speaking area in Tyrol, located in south-western Austro-Hungary. After more than two months of negotiations, the Allied promises were finally enough to bring Italy into World War I. Italy declared war on Austro-Hungary.on May 23, 1915. Getting the Higher Position With this new declaration of war, Italy sent troops north to attack Austro-Hungary, while Austro- Hungary sent troops to the southwest to defend itself. The border between these two countries was located in the mountain ranges of the Alps, where these soldiers fought for the next two years. In all military struggles, the side with the higher ground has the advantage. Knowing this, each side tried to climb higher into the mountains. Dragging heavy equipment and weaponry with them, soldiers climbed as high as they could and then dug in.   Tunnels and trenches were dug and blasted into the mountainsides, while barracks and forts were built to help protect the soldiers from the freezing cold. Deadly Avalanches While contact with the enemy was obviously dangerous, so were the frigid living conditions. The area, regularly icy, was particularly so from the unusually heavy snowstorms of the 1915-1916 winter, which left some areas covered in 40 feet of snow. In December 1916, the explosions from tunnel-building and from fighting took its toll for the snow began to fall off the mountains in avalanches. On December 13, 1916, a particularly powerful avalanche brought an estimated 200,000 tons of ice and rock on top of an Austrian barracks near Mount Marmolada. While 200 soldiers were able to be rescued, another 300 were killed. In the following days, more avalanches fell on troops both Austrian and Italian. The avalanches were so severe that an estimated 10,000 troops were killed by avalanche during December 1916. After the War These 10,000 deaths by avalanche did not end the war. Fighting continued into 1918, with a total of 12 battles fought in this frozen battlefield, most near the Isonzo River. When the war did end, the remaining, cold troops left the mountains for their homes, leaving much of their equipment behind.

The paradox of choice Essay Example | Topics and Well Written Essays - 1000 words

The paradox of choice - Essay Example Little does it nurture talent, as the developers put more emphasis on meaningless areas at the expense of personal talent development? Call it formal or informal, the system is set in such a way that little is doable by any party to make education more talent focused. As Robinson argues, every person is born with deep natural capabilities, unique in every person. However, the formal education is keen on suppressing the growth and development of these. He observes that the best way of b ringing personal development to young people is by cultivating these capabilities in an urgent, manner for economic, cultural and economic reasons. Proposing on how this can be done, he notes that dominant approaches to the said talents are the best way of nurturing talents. Marginalization of education system has transformed students to education slaves. Many people languish in silence on the extreme torture that they undergo in a curriculum that does not allow them freedom of choice. A student has to follow the system, to the later, and work hard to achieve define targets and goals. Further, Robinson extrapolates that the current form of education has terribly failed in offering answers to the specific problems that we face. Instead, it creates alternatives which barely get to answer the kind of challenges that we are faced with in life. In most countries, observes Robinson, the system is set in relevance to national policies and cultural attitudes entirely set in the past. The disadvantages of these systems are that they promote standardization, creating a narrow view of intelligence in comparison to the diverse and personal human talents. They also promote compliance whilst cultural progress and achievement depend on imaginative cultivation of creativity. Education systems are linear and rigid in change, while human talents are organic and are largely unpredictable. Thus, Robinson seeks to differ with the current system of education, arguing that it does not promote talent de velopment. True to this, education does not give room for personal development. Students are locked in bitter disagreements with the system that has little flexibility on the importance of various subjects taught in class and their relevance in life. A closer look at the system reveals that little is done to help a student grow individually, and personally. All syllabuses are designed in line with national goals and development agendas for the country. Classes meant for recreational and personal development are given less value. What happens to the most talented students who are poor in curriculum? Few schools focus on talent. In fact, there are no government sponsored institutions to nurture talents. The few that are in existence are Non-Governmental Organizations sponsored, or others are private institutions, owned and operated by individuals who share a similar thinking with Robinson. How many schools focus on training footballers or athletes in the world? Focus shifted from purp osive learning that is intended at instilling skills and behavioral change to instilling knowledge that is aimed at running the wheels of a country’s economy. It is startling how various people who have had an opportunity to develop their talents have had great careers that have subsequently catapulted them to fame and immense wealth. Gillian Lynne is an example of such people. She was a poor student in school,

Sleep and Culture Essay Example | Topics and Well Written Essays - 500 words

Sleep and Culture - Essay Example This study will guide the readers to understand how factors such as the environment and culture affect the sleeping pattern of a person. Keywords: sleeping pattern, environment, culture Sleep and Culture 2 Sleep and Culture Sleep is an essential activity of our body. The function of sleep has a significant effect in our body. One function of sleep is to repair and to restore both body and brain because during the waking life, our body and brain â€Å"produce wear and tear on the body and some mind/brain down time (Nairne, 2003)† and this can be fixed during sleeping. Another function of sleep is that it increases our survival value. It was believed that â€Å"sleep is an adaptive response to changing environmental condition, a form of behavior that is useful because it increases the chance to survive (Nairne, 2003)†. However, every person has his own sleeping pattern or practice. It is due to the factors such as the environment and culture that affects the sleeping patt ern of a person. The sleeping pattern is incorporated on our biological clock that is influenced by the environment (day and night, climate, lifestyle).

Our Beliefs Essay Example | Topics and Well Written Essays - 1000 words - 63

Our Beliefs - Essay Example According to the paper defying the norms of philosophical side of a person has been aided by the predicating idea about nihilism. Fathers and Sons is a whole new act of silenced revolution against various political dilemmas that blighted Russia in the past. This particular study shall be focused on Yevgeny Vassilyich Bazarov, a character in the story who presented strong defiance and negations against presumably futile facets of human life. Such things he tried to flout are those relating to abstractive features of life like love, attraction and hatred which presented haziness. From this study it is clear that Albeit, Bazarov was very arrogant and stubborn on his beliefs, he has presented an inspirational significance to the motive of the story. We have initially caught a glimpse of him owing to Arkady’s eyes. Further, we shortly realized that Arkady is among his followers. When the two of them parted and lived their own separate lives, we commence to notice the objectivity of Bazarov. He possesses the qualities of a frontrunner. He holds an authoritative disposition as well as a gist of prominence. The essence of his imposing personality resonated through his unassailable statements just like when he establishes his points on some philosophical views, he said to Pavel â€Å"In these days the most useful thing we can do is to repudiate – and so we repudiate†.Regardless of whether Bazarov appeals to be someone loathsome or endearing, he retains a definite allure that is conspicuous and indisputable.

Devaluation and Economic Recovery During the 1930s.

Devaluation and Economic Recovery During the 1930s. a) Evaluate the evidence of the relationship between devaluation and economic recovery during the 1930s. b) Evaluate the mechanisms by which devaluation had an impact on economic recovery during the 1930s. Although a wide range of uncoordinated policies were implemented in the 1930s, including devaluation, it is possible to classify the major trading nations into different trade policy regimes (Kitson and Solomou, 1990): the sterling bloc that devalued with or soon after Britain and linked their currencies to sterling; other countries which also devalued either early (before 1932) or later (1932 and after); the exchange control group, that was reluctant to devalue for fear of inflation; and the gold bloc countries which remained, at least in the short term, committed to the system. During the 1929-32 depression, world output declined by more than 6% per annum. The sterling bloc exhibited the mildest contraction, with GDP falling by an annual rate of less than 2% per annum, and just 0.5% if Canada is excluded from the sample (Canada was particularly adversely affected by its large agricultural sector and its links with the United States). This suggests that devaluation policies may have helped to mitigate the adverse effects of the depression. Leaving gold provided less help for the other devaluers group although there is evidence that those who devalued early experienced a milder depression than those who delayed and devalued late. Thus, the timing of the policy response was important. The positive relationship between devaluation and the economic recovery in the 1930s is depicted in specific countries and some groups of countries. Eichengreen and Sachs (1985), claim that devaluation benefitted initiating countries, and Bernanke and James (1991) demonstrate a strong link between deflation, depression and adherence to gold in their analysis of 24 countries. Shibamoto and Shizume (2014) find that exchange rate shocks independently had strong influences on the real economy in Japan. Their historical decomposition demonstrates that the exchange rate contributed to production growth after Japan left Gold in December 1931. However, a limitation is that their results may contain measurement error because their effective exchange rate is constructed using 1917 weights. On the other hand, Reinhart and Reinhart (2009) argue against the hypothesis of a positive relationship between devaluation and the economic recovery in the 1930s. They find that their timing variable is insignificant and the date of exit from gold does not help to explain the depth or duration of the downturn when examining 37 countries. However, a limitation is that their results posits having a large number of countries does not necessarily improve the reliability of results. Other literature argues that national heterogeneity played an imperative role in determining the relationship between devaluation and recovery. Later when Reinhart and Reinhart repeated Eichengreens 14 country 1929-37 analysis but using real GDP per capita rather than Industrial production as a proxy for growth, they found significant results supporting a positive relationship between devaluation and the economic recovery during the 1930s. It can be affirmed that devaluation was a beggar-thy-neighbour policy, in which one country attempts to remedy its economic problems by means that tend to worsen the economic problems of other countries, and thus explains why we see the relationship between devaluation and recovery vary for different groups of countries. For the period of recovery, from 1932-37, most countries exhibited reasonable cyclical growth. The exception was the gold bloc countries. Constrained by their commitment to their exchange rate parities they had to adopt tight monetary and fiscal policies to maintain internal and external balance. Thus although output was depressed, the French government in the early 1930s adopted contractionary fiscal policies to prevent destabilising exchange rate speculation. Reinhart and Reinhart (2009) states that the benefits of competitive devaluation went to the first movers and for those that devalued later it merely allowed for catch-up for lost competitiveness. It can be seen that US monetary policy was hampered by beggar-thy-neighbour problems as almost all devaluations relative to gold produced an appreciation relative to the dollar. A simple comparison of growth performance during recovery can be misleading, as it will include both a cyclical component (the automatic recovery from a deep depression) and policy induced effects. An alternative is to examine inter-period, peak to peak growth performance. Looking at the change in the annual rate of growth of GDP during 1929-37 relative to 1924-29, the results for the world economy indicate a retardation of the growth path. This is consistent with other findings that the shock of the Great Depression had persistent effects on the level of output. The performance of the different policy regimes, however, provides important contrasts. The countries that devalued, particularly those that devalued early, experienced only a small (or zero) fall in trend growth. Those countries that had the limited benefits of exchange controls experienced a deterioration in annual growth of 3.3%. The poorest performing group was the gold bloc, which had little flexibility to initiate poli cies for domestic recovery. Further evidence of the striking contrasts in performance of different policy regimes is shown in figures for annual growth of industrial production. These indicate that those countries which devalued, and to a lesser extent those that introduced exchange controls, had a milder industrial depression, faster recovery and a better inter-period growth performance. Evidence on the unemployment performance of the different policy regimes shows that the high unemployment that developed during the depression persisted throughout the period of recovery. Only for the sterling bloc was there any fall in the unemployment rate; for the other regimes unemployment increased during 1933-37. In part this reflects employment lagging output, plus changing activity rates and demographic shifts. But it is also evidence of the persistent effects of the Great Depression, the long-term unemployed having difficulty re-entering the labour market. As always, there are some authors (Beenstock et al, 1984) who argue that it was wage movements that accounted for the cyclical fluctuations in output, both for the Great Depression and subsequent recovery. It is true that real wages (adjusted for price changes) did move counter-cyclically over the 1929-37 cycle in Britain rising relative to trend during the recovery but the causes of the output fluctuations lay elsewhere, and the timing of the wage fluctuations do not actually fit the claim that recession was caused by wage rises and recovery caused by wage cuts. We have shown elsewhere (Michie, 1987) that this wage-output correlation itself does not, in any case, hold outside those particular years a finding which reinforces the argument that the output and wage series are independently generated, with output influenced crucially by the level of demand for output and wages by factors such as productivity levels and bargaining strength. Growth and improved economic performance during the 1930s was dependent on countries untying themselves from strictures of the gold standard and adopting independent policies, with different exchange rate regimes created and with some countries also reaping the advantages of increased protectionism and fiscal expansion. What is apparent, however, is that the cooperative regime failed and uncoordinated policies were a vast improvement. Almunia et al (2010) finds large defence spending multipliers of 2.5 on impact and 1.2 after the initial year. These demonstrate the large potential impact fiscal spending could have on the economy. Moreover, in Japan real gross national expenditure rose by 45% 1931-36 alongside which the economy approached full employment. However, Almunias findings have limitations as multipliers reduce to 0.43 on impact and 0.13 when total government spending is used instead of defence spending. The absolute size of fiscal expenditure in countries was actually relati vely small and thus despite potentially large multipliers, was unable to drive the economic recovery in the 1930s. The use of uncoordinated policies may have led to some resource misallocation effects. The overriding impact, however, was positive as independent policies overcame the deflationary bias of the gold standard and led to increased resource mobilisation. Despite these economic gains some commentators persist in identifying the 1930s as a period of economic nationalism which helped to usher in totalitarian and fiscal political regimes. This is a complete misreading of history. The rise of racism and fascism in the 1920s and 1930s was fuelled by mass unemployment and the destructive economic policies imposed on Germany at Versailles and on the rest of the world by the gold standard. Keynes had warned as much in The Economic Consequences of the Peace (1919) and The Economic Consequences of Mr Churchill (1925), but to no avail. Currency stability was of greatest importance. Devaluation can have beneficial impacts through a number of mechanisms. First, it can directly alleviate the balance of payments constraint on growth. Shifts in relative prices and improved competitiveness can raise exports and depress imports. The conventional account of this process is that it is a beggar-my-neighbour policy (Healey and Levine, 1992), as the improvement in trade performance is reflected in an improving trade balance for the initiating country and a deteriorating trade balance for trading partners. This account, however, ignores the effects of an independently pursued trade policy on the level of economic activity. Increasing exports and reducing the propensity to import will raise the level of demand in the domestic economy. With unemployment and excess capacity, such a policy initiative will raise output and employment as well as leading to an income-induced increase in imports, so that there need be no change in the actual trade balance. Indeed, this is precisely the reason why, although Britain devalued and adopted widespread protectionism in 1931, the current account deficits persisted throughout the 1930s. If countries get locked into a pattern of trade which constrains domestic expansion, an active and independent trade policy provides one means of overcoming the problem without necessarily affecting adversely other trading partners. Empirical support for this mechanism is found in Eichengreen and Sachs (1985) where they found that countries who devalued were successful in raising their Tobins Q. However, there is a limitation, Tobins Q represents the incentive to invest as opposed to actual investment, hence this does not actually tell us if investment had a real effect on the economic recovery. Nevertheless, increased investment demand which resulted from devaluation is likely to have had significant effects on economic recovery. The second benefit of devaluation is that it removes the exchange rate constraint on domestic policy, encouraging expansionist policies. In particular, monetary policy can be relaxed and therefore interest rates can be determined by domestic economic conditions rather than by the need to maintain the exchange rate or by the need to prevent excessive loss of reserves. For instance, Britains suspension of the gold standard allowed the government to pursue a more expansionist policy after 1932. This cheap money policy has been identified as a permissive policy for economic revival, especially important in stimulating a housing boom. Conversely, the reason that the British Governments claims on September 16, 1992 (that it would remain in the ERM by raising interest rates as far as was necessary) lacked credibility was that raising interest rates by 5% in one day in the midst of the longest economic recession for 60 years was not believed to be a feasible policy option. Eichengreen and Sa chs (1985) explore a more general model and depict that devaluation might give rise to interest rate differentials among countries, creating not only the expenditure-increasing effect but also an expenditure-switching effect. Due to data limitations in the 1930s it is hard to draw strong inferences regarding the impact of devaluation on interest rates. Eichengreen and Sachs (1985) do however find a positive relationship between exchange rates of countries and changes in the CB discount rate. Support for this is provided by Almunia (2010) who finds that countries abandoning Gold were quicker to cut interest rates in response to the slump. However, Eichengreen and Sachs (1985) find that the CB discount rate does not reflect market conditions. Therefore, devaluation is likely to have reduced interest rates in devaluing countries boosting investment and spending. The positive effect of devaluation on export growth is likely to have given a positive short term gain effect to economic recovery. Bernanke and James (1991) find large and statistically significant results on output growth for real export growth. Shibamoto et al (2014) argue that anticipated devaluation generated expansionary expectational effects in Japan. However, their use of railway traffic is a very poor proxy for GDP and thus their results are unreliable given that they are generated from poor quality data. Instead, we support the thesis that expectational effects were seen with a lag of 1 to 2 year as it took time for people to learn the effects of devaluation. Hence, in the US we can explain the lack of a lag in expectational effects as US agents had learnt from the European experience of devaluation. Thus, there is support for an expectational mechanism through which devaluation impacted on economic recovery but with a 1 to 2 year lag. Devaluation and the accompanying intro duction of other expansionist policies also led to a third, less mechanistic, benefit. Under the prevailing world conditions of uncertainty and monetary and financial turbulence, the reorientation of policy towards the domestic economy improved business confidence. The prospect of a stable and growing economy encourages home producers to increase, or at least bring forward, investment and expand production.

Play in Childhood Essay

Play is one of the most defining features of childhood in Western society. It is something that all children have in common and what makes a child’s world different from adults. In answering the question, this essay will first examine the different opinions held by theorists as to why children play. I will then look at role play, which is one of the many types of play that children engage in. Finally I will look at children’s play as a social process using examples from other cultures and then briefly consider the reasons that children themselves believe they play. It is wrong to assume that children have always played. Historian, Aries (1962 in Book 1 Understanding Childhood Chapter 2) claimed that childhood was a social construction and that the view of childhood as a separate state did not occur until around the 16th and 17th century – before this, children were economically useful and not valued for the simple joy that children can bring. This was further illustrated by Mayhew (1861 in Book 1 Understanding Childhood Chapter 1), who’s observations from his meeting with the watercress girl led him to state that she had been deprived of her childhood. This was largely due to the fact that the girl’s work responsibilities did not allow time for play and she had no knowledge of parks or anything associated with play. From this it could be deduced that Mayhew felt children should play. Mayhew’s example also showed that play is a social construction, as although it was clear that the ‘watercress girl’ did not play, the fact that Mayhew suggests this is abnormal may simply be constructed from his own opinions that childhood should be a time of play. One of the first attempts to explain the importance of play came from the publication of Emile by Jean Jacques Rousseau in (1762 in Book 3 Understanding Childhood Chapter 1). In this, Rousseau emphasized that childhood should be a time of play and children should have the freedom to do this. For Rousseau, play is consistent with a happy healthy childhood, which is often linked with the romantic discourse. This is in contrast with the Puritan discourse which believes that allowing children to play is a risk to the civilization processes, as this can only be achieved through strict discipline. It also believes parents should be responsible for channeling children’s play into creative forms of work which will help  children to learn morally and intellectually. It is obvious therefore that these theories differ in their approaches to play. For the Romantic perspective – play is a way that children can express themselves, but for the Puritan approach, play is the way throu gh which children learn. Other opinions, such as those from developmentalist’s like as Piaget (1896 – 1980 in Book 3 Understanding Childhood Chapter 1) saw play as an opportunity where children learn, practice and consolidate new skills and furthermore play provides them with a time where failing during a task was not going to have disastrous consequences. Vygotsky’s view on the reason why children play is different (1896-1934 in Book 3 Understanding Childhood Chapter 1) as he believed that play was a crucial part in children’s social development in that it helps them acquire skills to learn to cop-operate with others. Play is also important for children’s cognitive development as children use psychological tools during play such as language and memory. Through play children learn, explore and extend their skills, for example Vygotsky suggested that when children play ‘make-believe’, they can experiment with adult roles and ways of that otherwise wouldn’t’t be possible for them. It is obvious therefore that for Piaget and Vygotsky, the reason children play is to learn. However, psychoanalysts like Freud(1920 in Book 3 Understanding Childhood Chapter 1) were more interested in the significance of play for their emotional development, suggesting that a child’s psyche could be revealed through their play. Freud suggested from his research that play could have a therapeutic effect as it allowed children to rid themselves of negative feelings. Freud’s views were the building block for others like his daughter Anna who set up nursery for children during the second world war and recognised that observing children’s play had potential as a method of diagnosis, as well as being of therapeutic value for children who had experienced emotional trauma in their lives. Similarly, Klein used miniature dolls as resources that children could use to enact out their inner feelings and anxieties. This shows that psychologists such as Klein and both Anna and Sigmund Freud felt that children play to deal with emotional events in their lives. There are several different types of play, but I shall concentrate on role play now and why children engage in this type of play. This has been widely researched by Mead (1934 in Book 3 Understanding Childhood Chapter 1),who felt pretend and make believe situations are crucial for children’s personal development. Through role play, children are able to imagine themselves in other roles which helps their developing sense of identity, and through this children develop a sense of who they are and also how others see them. This was highlighted in Activity 2 (p8 in Book 3 Understanding Childhood Chapter 1) which contained an extract from Bascom’s (1969 in Book 3 Understanding Childhood Chapter 1) research in Nigeria. It involved interviewing a father while his 3 children observed the process and invented a new game from these observations. The activity asked us to think about the significance of this new game. The first child sat on ‘Bascom’s’ chair holding a pen and paper; the second child sat in the ‘interpreter’s’ chair (occupied previous to this by their father) while the third child sat on the bench imitating the ‘informer’. In the example, the second child told the third child to tell the first child about Odua. The third child then replied and from this the second child ‘interpreted’ this and relayed it to the ‘anthropologist’ in a string of meaningless sounds, supposedly echoing the English language. The first child who was meant to be the anthropologist then wrote on the paper and replied in more meaningless sounds, and so the sequence was repeated. The role-play that the Yoruba children undertook involved skilful imitation to impersonate the 3 adults and their gestures, even their language and the sequence of events. A similar study occurred in the UK by Kehily et al (2002in Book 3 Understanding Childhood Chapter 1) whose research was carried out through extensive interviews which were audio taped with children in their school. It was found that children incorporated the tape recorder into their games and discussions often imitating the structure of the interview process, even when they weren’t being recorded. Both of these researches on role play support Meads theory (1934 in Book 3  Understanding Childhood Chapter 1) that children have the ability to observe others and then use these observations to imitate others. The reasons children do this according to Mead is that it helps them to make sense of new and unfamiliar situations. Role play is further explored in video 3 band 3 ‘pretend play’ featuring Melissa and Hadleigh aged 4, playing mummy and baby at nursery school. This example further supports Mead’s claim by showing that pretend play helps children to act out imaginary roles. Perhaps one of the most important features of play is that it is a social process. Thomas Gregor (1977in Book 3 Understanding Childhood Chapter 1) studied children’s games in Mehinaku, Brazil, and believed that games mirrored the structure and values of adult society. He observed a game of teneju itai (women’s sons), this involved children marrying and carving a baby from a lump of earth. The ‘mother’ then mimics cradling the baby, which later dies, and is ‘buried’ in a hole. As early childhood death is a common occurrence for this Brazilian tribe, this game prepares children for the possible death of a sibling or playmate. This game also shows it is non competitive, did not involve hierarchies and did not identify winners or losers. In contrast, in the UK, Laura and Aalliyah (Video 3 band 3) use their imaginations in their role play acting out difficult emotions such as rivalry, conflict and death. These children are in a culture where they are protected from issues such as death and pretend play may offer children a way of exploring themes and issues that are not part of their daily life. Both examples also support Freud’s theory that children use play to act worrying or troublesome situations, and that play is a way in which children can express their feelings. Play, as a social process is not always a positive experience as Mead’s theory seemed to suggest. During play children can have many decisions to make and negotiate such as who can or can’t play, meaning play can sometimes produce power relations and social hierarchies amongst children. This was shown in research by Thorne (1999 in Book 3 Understanding Childhood Chapter 1) who’s observations found that in the games that they played, children  created gender boundaries with single sex friendships, and that children may use play to achieve a position of high status within their group. Furthermore, play helps children’s identities develop as research with boys in Western societies showed that the play which boys engaged in involved language and physicality which was often competitive, and that they engaged in this type of play in order to help them achieve their masculine identity. This was further supported by research by Epstein (1997 in Book 3 Understanding Childhood Chapter 1) which suggested that children engage in skipping rhymes and games such as ‘kiss chase’ in the playground in order to help construct their gender identity. Finally, it was also suggested by Back (1990 in Book 3 Understanding Childhood Chapter 1) that the play that these boys engaged in was not just play for playing sake but was also a method used to test the boundaries of friendship, and to decide who was or was not included in their ‘group’. Finally, as the research so far has been from adults, it is important to consider what children’s views are on why they play. One reason why children play is that it is a time when they can withdraw from reality and create their own fantasy world. This is seen with Joshua, (VIDEO 3 BAND1) who’s favourite type of play seems to be reading. He states that he reads because through doing this he can escape into an imaginary world. He reads, believing it to be important as it broadens his imagination and aids his learning. This example also shows that as well as being a social process, play can also be solitary. This video also shows Tinco who states that he plays at the temple to find peace and freedom which he does not experience in his home village. The reason Sean seems to play is that he enjoys being in the dark tunnel with his friends playing scary, daring games. These examples show simply that children themselves play for reasons such as to learn, find enjoyment and to have peace and freedom away from adults. These examples showed that it is evident all children play but the way they play can vary depending upon culture. This was also highlighted by Opie and Opie (1969) who researched on children’s playground culture which found that  the same rhyming games had been around for a long time, they just varied from culture to culture. We have seen therefore that different approaches have contrasting reasons as to why children play, and furthermore that children have different reasons as to why they play.One type of play which children engage in is role play which has been said to play an important part in the development of children enabling them to make sense of situations and form identities. Furthermore, children play as it is a social process which allows children to act out roles in order to help them make sense of situations around them, enabling them to gain an understanding of how others see them which in turn aids their identity development. REFERENCES Book 1 Understanding Childhood Chapter 2 U212 Understanding Childhood, The Open University, Milton KeynesBook 1 Understanding Childhood Chapter 6 U212 Understanding Childhood, The Open University, Milton KeynesBook 3 Understanding Childhood, Chapter 1 U212 Understanding Childhood, The Open University, Milton KeynesBook 3 Understanding Childhood, Study Guide Audio and Visual notes, Unit 16 U212, The Open University, Milton KeynesBook 3, Understanding Childhood,; Video 3 band 1; My SpaceU212 Understanding Childhood, The Open University. Book 3, Understanding Childhood,; Video 3 band 3; Pretend PlayU212 Understanding Childhood, The Open University.

Describe the different forms of disguise and deception that feature in the Twelfth Night

Disguise and deception play significant roles in Shakespeare's romantic comedy Twelfth Night. Shakespeare places emphasis on these somewhat â€Å"wickedness† (A2 S2 L26) traits to somehow create a traditional romantic comedy; where despite the negative ideas of disguise and deceit play a prominent role, love blossoms and a happy ending prevails. The tireless use of these ideas in different forms and guises, which endure throughout the whole play highlights the themes of love, madness and appearance versus reality; where disguise and deceit both take credit for possessing a major responsibility in providing twists, turns and humor in the main and sub-plots. Orsino is the first character introduced to the play. He is the Duke of Illyria and therefore the most powerful character implemented into Shakespeare's play. Upon his arrival to the story, he immediately disguises his ignorance of love by speaking in poetics form to deceive the audience and the characters around him. If music be the food of love, play on† (A1 S1 L1) is promptly contrasted in line 7 â€Å"Enough, no more; ‘Tis not so sweet as it was before†. This contradiction implicates his ignorance of what love is really about. His vocabulary and figurative language, both influenced by poetic speech does well to fool everyone that he is not what he se ems. People would see Orsino as a likeable character that carries the aura that he can achieve anything; he is a self-absorbed man who thinks very highly of himself.What is the difference between a figurative and a literal analogy? But this is obviously not the case as Orsino has been shown to be just like everyone else, even with his power in Illyria, Orsino has his flaws too. Feste also uses his language to disguise aspects of his character. However, contrasting the stance of Orsino, Feste shows his wit and intelligent by smugly playing on words and with the medium of music. An example of Feste's clever play on words was during the conversation he had with Viola who was at the time disguised as Cesario; â€Å"†¦ send thee a beard† (A3 S1 L45). Although everyone had been fooled by Viola in convincing them that the Cesario character is real, Feste (who is the fool) hints that he may know Cesario's true identity. Feste himself does not describe himself as Olivia's fool â€Å"but her corruptor of words† (A3 S1 L37). Indeed it can be viewed that he is only paid to be the fool, to act like a madman with wit; and in actual fact he is the most sane character and intelligent in the play. He shows his intelligent by irrelevantly expressing his words in another language, â€Å"cucus, non facit monachum:† (A1 S5 L53). Feste is the only character wrapped up in all the plots yet keeps an outside perspective of each by showing no emotion in his speech or actions. But in light of this, his emotions are brought to the surface when he entertains people with his music. The realization that Feste is has the most knowledge of love, or what real love is, begin to seep through as he sings. â€Å"What is love? ‘Tis not hereafter, Present mirth hath present laughter:† (A2 S3 L48). Unlike Orsino who believes that everything will work out okay when you fall in love, Feste believes that the future is always uncertain â€Å"What's to come is still unsure† (A2 S3 L50). He also concretes his perspective that love should not wait as we will not be young forever; â€Å"Youth's a stuff will not endure† (A2 S3 L53). Although his character does not show emotions whilst playing his role in each plot; his music, which varies from melancholy ballads to contemplative, express that there is much more to Feste than meets the eye. Feste's past is shrouded in mystery, and elements of his past still live in his music. â€Å"And we'll strive to please you everyday† (A5 S1 L 407) ends the play. Regardless of his past that he disguises through music, Feste feels that his duty now is to make people laugh. He expresses with this idea that our duty in life is to be happy and to make others happy, something he harassed Olivia about in Act1 as she mourned her brother's death. Despite many features of Feste's character that show his has much more depth than what we are led to believe; he also uses disguise and deceit to concrete his role as a fool, a clown who provides humor and entertainment for the audience. â€Å"Sir Topas the curate, who comes to visit Malvolio the lunatic† (A4 S2 L22). Upon learning of Sir Toby and Maria's gulling of Malvolio, Feste decides to join in the fun. He does this by pretending to be someone else when visiting Malvolio, to further his torture and suffering. Malvolio and Feste's turbulent past had been briefly documented when in Act 1 Malvolio says â€Å"I marvel your ladyship takes delight in such a barren rascal† (A1 S5 L81). It's interesting to take into account that Feste is supposed to be the fool of the play, but he doesn't setup the humorous gulling of Malvolio and fails to provide the entertainment and humor Sir Toby Belch and Sir Andrew Aguecheek bring to the play. Instead Feste takes part of the humor only with revenge on his mind and not to provide humor, and relies only on quick plays on words to supply humor. This could be Feste disguising that he is not comfortable with his role in life as the fool. Viola's role in the play is purely based on the ideas of disguise and deceit. She initially deceives everyone by disguising herself as a man, Cesario, in order to serve Orsino, â€Å"For such disguise as haply shall become: The form of my intent† (A1 S3 L54). In doing so she deceives everyone else in the play, with the exception of Feste, and as a result causes confusion among and between the characters and mayhem in the overall play. As a result of her disguise, Olivia and her brother Seabastian, get married as she thought that Sebastian was Cesario, â€Å"would thou'dst be rul'd by me! † (A4 S2 L63). That's an example of confusion resulting from Viola's disguise. Mayhem is caused when the jealous Sir Andrew Aguecheek attacks the tough and skilled Sebastian, assuming he was the soft and timid Cesario. As a result of this attack, Sebastian beats down Sir Andrew Aguecheek and causes mayhem and tension between characters like Olivia and Sir Toby Belch, â€Å"Where manners ne'er were preach'd! Out of my sight! † (A4 S1 48). These are just two examples of confusion and mayhem instigated by Viola's disguise. Other examples include the conversation between Sebastian and Feste, when the latter thought Sebastian was Cesario, â€Å"†¦ ungrid thy strangeness† (A4 S1 L15); and when Antonio thought he was backstabbed by Sebastian, but was in reality talking to a clues Viola, â€Å"Thou hast, Sebastian, done good feature shame† (A3 S4 L375). The many outcomes of Viola's disguise bring entertainment and humor to the audience to add comedy to the romance. In disguising herself as Cesario, Viola falls in love with Orsino to bring the romance aspect to the play, â€Å"Whoo'er I woo, myself would be his wife† (A1 S5 L42). This deceit also intertwines humor and romance, with Olivia falling in love with Cesario causing the humor, and the unspoken love from Viola to Orsino bringing out the romance. Viola is like Feste in the sense that they both play on words; both doing so as a way of showing that there is more to them than what meets the eye. She almost cries out to Orsino by telling giving hints as to her true identity, â€Å"I am all the daughters of my father's house,: And all the brothers too† (A2 S5 L121), often speaking in riddle. She also has an encounter with Feste where she counters his play on words that he may know her identity by saying, â€Å"I am sick for once, [Aside] thought I would not have it grow on my chin† (A3 S1 L47). In countering in a war of wits, she riddles to Feste that she is in fact a woman. Viola's brother Sebastian also manages to have a role in the deceit over his short period of time in the play. His only relationship that occurs throughout the play is with Antonio, the man who saved his life. There are suggestions that Antonio has repressed homosexual feelings for Sebastian that he disguises by pretending to only be his close friend, â€Å"If you will not murder me for your love, let me be your servant† (A2 S1 L34). Sebastian himself lives part of the play in deceit by pretending to know what is going on when he enters the plot when he has no idea. He asks â€Å"Are all the people mad? † (A4 S1 L26). Nevertheless, even though he believes everyone to be mad, he plays along with Olivia who believes he is Cesario, and living in this dream, Sabastian marries her. This serves of the purpose of enhancing the romantic conclusion to the play. Olivia herself is in self-deceit. The mourning over her brother's death is very dramatic, but she just lives the idea of mourning as she feels that this would do the death of her brother justice. However, this mourning does not last long. Feste manages to entertain a mourning Olivia, much to Malvolio's chagrin, â€Å"I marvel your ladyship takes delight in such a barren rascal† (A1 S5 L81). She attempts to disguise all this under a veil, but to no avail as her real personality shone through. Olivia as part of her mourning, promised that no man would see her face â€Å"till seven years' heat† (A1 S1 L26). But regardless of this, falls in love with Cesario, â€Å"Unless, perchance, you come to me again,:To tell me how he takes it† (A1 S5 L285). Olivia is disguising her flirtatious movements towards Cesario by pretending that she only wants her to come back to bear news of Orsino's reaction to her rejection. To further disguise her feelings, and deceive her promise and herself even more, she tells a blatant lie to Malvolio, â€Å": he left this ring behind him,† (A1 S5 L305). Her deceit shows that an esteemed â€Å"virtuous maid† like herself also has flaws. It also provides a lot of humor for the audience, as a woman falling in love with another woman dressed as a man provides entertainment for the audience. â€Å"I marvel your ladyship takes delight in such a barren rascal† (A1 S5 L81). This quote has a lot of deceit attached to it. Malvolio is jealous that Feste can entertain Olivia even when she is mourning. This is because he has feelings for Olivia which is later exposed in the play, â€Å"‘Tis but fortune, all is fortune† (A2 S5 L23), this being his initial belief that Olivia loves him, even before reading the letter from Maria. Malvolio disguises his true colours by being the unlikable Puritan character in the play. In fact, Malvolio's true colours show him to be an arrogant, hypocrite who is even more unlikable than his initial Puritan personality. His arrogance provides humor for the audience as he thinks, â€Å"that all that look on him love him† (A2 S3 L151) and makes him looks stupid. He deceives everyone to believing that he is a Puritan character and deceives Olivia into thinking he is a nice person. However in actuality, Feste is the fool who in reality is the most intelligent and sane character of the play, after mocking Feste, we learn that Malvolio is the opposite. He acts as if he is the most intelligent and sane character of the play when he's really the fool of the play, the character who provides the most humor. He believes Olivia is playing along with his game, when he speaks to her at her level and with added sexual connotations, â€Å"To bed? Ay, sweetheart, and I'll come to thee† (A3 S4 L31). This provides the most humor, as he believes that they are disguising their love and deceiving all the other character when in reality, he is the only person being deceived. He looks like the fool, and the gulling of Malvolio in particular gives the audience added satisfaction because he is such an unlikable character. The mastermind behind the gulling of Malvolio has also disguised aspects of her personality. The others see Maria as jus the maid of Olivia, but as the play moves on we as an audience, and the characters of the play learn that Maria is cunning and more intelligent than what she lets everyone believe. She deceives everyone by masterminding the gulling of Malvolio. She also has self-deceit along with Sir Toby Belch as both have hidden feelings for each other, which they refuse to acknowledge. We know of this because by the end of the play, the two get married. Looking at their relationship throughout the play, Maria is the mother figure who takes care and guides Sir Toby Belch, â€Å"Ay, but you must confine yourself with the modest limits of order† (A1 S3 L8). But we gain knowledge that she is not fulfilling the mother role, but more the role of a wife. Sir Toby Belch is also a scheming character within the play as he deceives Sir Andrew Aguecheek into challenging Cesario to a fight for his own personal entertainment, as both Aguecheek and Cesario are seen as cowards; thus Sir Tovy creating his own sub-plot. Sir Andrew Aguecheek is as a clumsy coward of a knight. However Aguecheek's past is a mystery to the audience, and we have a sense that there is much more depth to Aguecheek than what meets the eye when he says, â€Å"Someone loved me once too†. This shows that Aguecheek has disguised himself to be a clumsy and immature man when in reality he has feelings too, and has a more sensitive side to his character. He also disguises himself to be a brave knight by challenging Cesario to a fight as he feels this would win Olivia's heart. However, as seen through his letter, Aguecheek is a coward who couldn't hurt anyone. â€Å"and God have mercy on one of our souls! He may have mercy on mine,† (A3 S4 L167), Aguecheek provides humor by his supposedly threatening letter. The fact he ends this letter by calling Cesario â€Å"Thu friend† (A3 S4 L 169), shows him to be a nice but gullible man. He is gullible to Sir Toby's instructions and the direction Sir Toby leads him into. The play as a whole is one big disguise. â€Å"An improbable fiction† (A3 S4 L127) is what Fabien describes the play to be. He acts as if the real life situation is like a play, and in essence makes it all a play within a play. The characters share dialogue that expresses what they are trying to say but also has a double meaning, which tells the audience that the play is not real life and is essentially just a play. â€Å"You are now out of your text: but we will draw the curtain and show you the picture† (A1 S5 L235). This is an example of subtly letting the audience realize that they should not be fully wrapped up in the play as it is just a play. This idea coincides with what Olivia is saying in the context of the play as she is letting Viola see her face. The play contains a number of little subtexts to regularly remind the audience that the play is fictional. All these subtexts are disguised within the context in which the character is talking about. There is obviously an inextricable link between both the ideas of deceit and disguise, as when one of the ideas is created, the other promptly follows; as is seen in throughout the play. Twelfth Night is situated in the genre of â€Å"romantic comedy†, and both of which have been built upon from the foundations disguise and deceit have created. The two roles define what the play is all about; because of the â€Å"wickedness† (A2 S2 L26) behind disguise and deceit, the outcome is both the themes of romance and comedy, which is what the play effectively revolves around. Shakespeare uses both ideas as the foundation to create the whole of the story, emphasizing both the drama and comedy involved.

Posthumous and Posthumously

Posthumous and Posthumously Posthumous and Posthumously Posthumous and Posthumously By Maeve Maddox Researching another topic altogether, I came across this startling use of the word posthumously: Nicholas Schmidle, whose narrative account of the death of Osama bin was completed without ever interviewing any members of SEAL Team 6, posthumously wrote an article entitled â€Å"In the Crosshairs’’ in The New Yorker. Posthumously means â€Å"after death.† An article may be published posthumously, but writing one posthumously would be quite a feat. The adjective posthumous is applied to an action or reputation occurring, arising, or continuing after death. For example, John Kennedy Toole acquired a posthumous reputation for his novel A Confederacy of Dunces, which wasn’t published until eleven years after his death. Posthumously, he won a Pulitzer Prize for Fiction. Or perhaps the passive would be better here: He was awarded the prize posthumously. The word comes from the classical Latin adjective postumus that was used to describe a child born after the father’s death. The h in the English word may be the result of folk etymology by association with the word humus (earth), or by someone’s learned desire to associate it with the Latin verb humare, â€Å"to bury.† Here are examples of posthumous and posthumously used correctly on the Web: Murdered NYPD officers Rafael Ramos and Wenjian Liu were posthumously promoted to the rank of detective. The posthumous birth of a child has been a common occurrence throughout human history, but now â€Å"posthumous conception† has become possible. The technology that permits parents to bank sperm and eggs for later use has created legal problems no one could have anticipated a few decades ago. I did find this quotation in which the word posthumously is used in an unexpected way: Novelist Nadine Gordimer told writer Christopher Hitchens that â€Å"A serious person should try to write posthumously.† Hitchens interpreted her unusual use of the word to mean to write as if the â€Å"usual constraints of fashion, commerce, self-censorship, public and, perhaps especially, intellectual opinion- did not operate.† Bottom line: Ordinarily, people who are still alive can’t do anything posthumously. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:How to Punctuate References to Dates and Times55 Boxing Idioms40 Irregular Verbs That Can End in â€Å"-t†

similarities beetween willy and biff in deATHof a salesman essays

similarities beetween willy and biff in deATHof a salesman essays Similarities Between Willy and Biff in Death of a Salesman Arthur Millers Death of a Salesman is the tragic story of Willy Loman whos life is a continuous torture. He feels as if he had failed in achieving anything for himself or his family. One of his dreams was to become a successful salesman, but instead, he supports his family with the loans he receives from his friend because his job earns him nothing. He lives with his wife Linda, and his two sons, Biff and Happy. Biff was another dream of Willys. Biff was to be a professional football player, but he gave up his efforts in life after catching his father cheating on Linda. When Willy realizes the results of his adulterous actions, he commits suicide. Willy and Biff are very similar in that they both had no positive role models, both feel that success is more important than enjoyment, and both had dreams taken away from them. The first way in which Biff and Willy is their lack of a positive role models. Willys father left him when he was a baby, and never had anyone to guide him through life. In effect, this left Biff with no positive role model. Willy had never received good influential parenting and never learned how to positively influence Biff. All of the good advice Biff received from Willy is shattered when he learns of his fathers adulterous relationship. He says, You fake! You phony little fake! to Willy, indicating that everything Willy had told him is disregarded. Biff feels disillusioned by his role model and believes that everything he learned about life from his father is meaningless, and he gives up on life. Another way in which Willy and Biff are similar is their idea that success is more important than enjoyment. Willy is shown to have a great interest in gardening and carpentry, but he insists on being a salesman. He believes that respect is only given to the successful and he would never take up ...

Learning Through Volunteer Work Essay Example | Topics and Well Written Essays - 3000 words

Learning Through Volunteer Work - Essay Example From missing the morning bus and learning to be punctual to dealing with people and learning how to be cold and warm in different situations, everything gives people something to learn from. People usually post their efforts into learning something new in order to achieve a certain goal. For example, learning a new language might help a person in improving his skills and thus open up new horizons for him with regard to choosing a career option. Through this paper, I have attempted to underline the various goals that I have been able to achieve by very significant learning experiences that I have incurred during the course of my lifetime, and how the same has helped me in growing as an individual into a better person with more sensitivity towards society. A person can never stop learning something even when he consciously makes an effort not to. This is because even in such a situation, it is evident that he will understand something that will definitely help him later in life and thu s, nothing is wasted. All time spent, even idly, teaches a man how to spend his time more responsibly so as to not regret the future. Every learning experience provides the individual to learn and achieve some goal or the other. For the purpose of listing down the learning experiences that I have had, I have also talked about the various goals aimed to achieve because they provide incentives to doing something, and have explained subsequently what these goal areas mean to me and how I have been able to achieve them with the learning experiences that I have had the opportunity to have. The first goal area focused on is engaged citizenship. Engaged citizenship refers to when as a member of society, one immerses him into work in order to be in touch with other members as well as provide them with the help that they need. For example, being a shop owner and interacting with people on a daily basis engage one engaged with other citizens in terms of his professional life. Helping out thos e in need like charities and orphanages also provides for engaged citizenship because it allows individuals to be engaged with others and help each other out by understanding the problems that others have. The second goal area is personal growth – this is simple to understand as every learning experience helps an individual to grow and develop from within. From spending time with older people at old age homes and teaching young children to read and write, personal growth within an individual will always be achieved as one understands the art of patience and even learns from others in the process. The third goal is self-directed learning as it involves learning by being a part of an experience. This goal assists an individual to put himself headfirst into a situation and think on his feet while trying to find a solution for the problem that he is in. In essence, it assists him to grow better while teaching himself rather than learning something from an external source. The fou rth goal area being focused on is one’s career and education – learning experiences account for some of the best opportunities that a person has to improve himself and his life and these opportunities mold a person in such a manner that he can also apply the experiences that he has had to his professional

What are the key factors in developing successful brand Dissertation

What are the key factors in developing successful brand - Dissertation Example The present study would analyse the branding strategies of FMCG major Procter and Gamble. The choice of organization assumes significance considering the fact that it is one of the most reputed brands of the globe that has a large array of product offering in different and diverse markets across the globe. The study would include an analysis of the literature that would highlight the essential ingredients of a good branding strategy. This would be followed by an analysis of the existing brand strategy of Procter and Gamble and its effectiveness in the present business environment. The study would finally present a conclusion that would summarise the findings of the study and would also try to suggest few points that could be used by the organization to create a sustainable competitive advantage in the market. The present age of business environment largely calls upon business organizations to induce greater distinction between their brands and the competitors so as to gain competitive advantage. In this regard it has become immensely important for business organizations to concentrate towards improving their brand image. ... ars owning to the fact that consumers are largely using brands as a distinctive element to segregate among products and services available in the market. Brands are essentially being used by consumers across the world to recognize their preferred products and services. Companies like Apple, Starbucks draw competitive advantage based on their brand image. A good and formidable brand image not only helps in attracting new customers but also helps in retaining the existing customers by promoting customer loyalty (Mansfield, 2005, p.17). In addition to customers brand image and identity also plays a major role in shaping a firm’s image towards its employees and the prospective employees. Employees have a tendency to resort towards less switching if they work for a reputed brand. This further makes an organization more efficient as human resources are the most valuable assets for an organization. Brands also have considerable influence on the aspect of positioning of the product or service in the minds of the consumers. It has been stated in numerous research reports that successful brands have a formidable positioning that largely helps these brands to retain their competitive edge in the market (Peca, 2009, p.106-161). The present study would analyse the aspect of branding particularly in relation to Procter and Gamble. Procter and Gamble established in the year 1837 is presently one of the most formidable brands in the industry. The company has its business operations spread across numerous areas of the globe and has a wide range of product offering under its brand that seeks to cater to the needs and wants of every section of the customers in the market. The core principle in the organization is to remain as close to the customers as possible so that they can have a