Free Essay: Deception of Satan in John Milton’s Paradise Lost :: Milton Paradise Lost Essays

Deception of Satan in Paradise Lost  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speeches of Moloch, Belial, Mammon, and Beelzebub represent particular ways of looking at life. Milton derived these views from I John 2:15 and 16 which says, "Do not love the world or anything in the world. If anyone loves the world, the love of the Father is not in him. For everything in the world--the cravings of sinful man, the lust of his eyes and the boasting of what he has and does--comes not from the Father but from the world." Coming into the world, these demons transferred their philosophies to the human race. That is why these views are still common in today's world, even though the battle of the supernatural is often overlooked. Even at Christian schools, the effect of these philosophies can be seen. However, in hell and in the world they have proved a failure - the high ideas of the plans will not work with the separate realities that both hell and the earth represent. Only Beelzebub's idea seems to work, but that to will be proven false with time. In the Bible, Moloch was the god of the Ammonites who sacrificed their children to him, believing that then he would bring them power. They lusted after power and went to extreme, perverted measures to attain it. In Paradise Lost, Moloch also lusts after power. After being cast down to hell, he calls for the demons to wage war again on heaven. He believes (probably he has deceived himself) that they can defeat God now because they are strong with fury - the fury that comes from being cast out of glory. They have acquired the new, torturous weapons of hell that would that coupled with their wrath would prove victorious over God. "I just don't think I'll do well ... I don't understand the... As he strutted into the classroom, the two kids in conversation groaned. "So... " he intoned to one annoyed guy, "Have you studied for the test?" "Last night, yeah." More hesitantly, "How 'bout you?" "Oh yeah, piece of cake." A smile stretches across his face. "I heard you saying you don't understand, " he put his hand on her shoulder in a sort-of motion of comfort, "You'll do fine. " Again the smile, and he walked size off to another group of kids. The two kids rolled their eyes.

Developing Managers :: GCSE Business Marketing Coursework

Developing Managers: The Functional, the Symbolic, the Sacred and the Profane [*]. Author/s: Ken Kamoche Abstract This paper offers a new perspective on international management by examining the role of culture and management development in creating international expertise, a sense of identity and realizing organizational control. A critical analysis of the culture transmission and management development philosophy and practice of a UK-based transnational reveals how the transmission of culture accomplishes management development objectives, while management development itself serves as a vehicle for the transmission of the desired corporate values. This recursiveness is sustained by a corporate ideology that urges the creation of integrative values and, in turn, is legitimized by the quest for favourable functional and symbolic consequences. Descriptors: management training and development, culture, ideology, functionalism, symbolism Introduction Reconciling headquarter-subsidiary interests while maintaining a distinct identity continues to be a major challenge for multinational firms, hence the think global/act local paradox. For Ghoshal and Bartlett (1990) this problem can be addressed by effectively handling the network of exchange relationships. Other solutions include socialization and the management of expatriates (e.g. Edstrom and Galbraith 1977; Tung 1982); managing relationships between expatriates and host-country subordinates (e.g. Shaw 1990); creating cultural synergy (e.g. Adler 1980); fostering cooperative relationships and developing conflict-resolution mechanisms (e.g. Doz et al. 1981); diffusing 'best proven practices' (e.g. Rosenzweig and Singh 1991); reconciling organizational linkages (e.g. Borys and Jemison 1989) and diffusing and leveraging knowledge (e.g. Gupta and Govindarajan 1991; Kamoche 1996). Bartlett and Ghoshal (1989: 187) found that successful transnational firms used management development 'to build cultural norms, sha pe organizational processes and influence individual managerial behaviour in a way that reinforced worldwide strategies and organizational objectives'. This implies a potentially integrative role for culture and management training and development (MTD). Going beyond the typical concern with 'better skills', this study offers a much more complex and multi-faceted picture of MTD which reveals an intricate interplay between MTD and corporate culture. We show how managers in a multinational firm disguised as International Products (IP) account for their training and career development activities and how they rationalize such activities in terms of an integrative corporate culture. [1] Thus, MTD serves as a tool for the transmission of culture, while a putative integrative culture in turn furnishes the rationale for MTD. This recursiveness finds legitimacy in the ideological premise, promulgated by senior management, that it is in the joint interests of the firm and the managers to absorb and internalize the organizational values inherent in the corporate culture, because this helps managers to secure a high-flying career.

Interest Groups in American Government Essay

Interest groups play an important role in American Government. The large numbers of interest groups present in government represent the reciprocal power and influence that government and business have with one another. This paper will offer reasons why there are so many different interest groups. Interest or lobbying groups provide a means by which â€Å". . . to channel citizens’ concerns to policy makers and administrators (Thomson Nelson). † Interest groups may represent small or large companies, industries, or individual citizens. Due to increased government regulations that affect citizens’ and businesses, interest groups work to make sure the voice of those affected by new laws are heard prior to official legislation or policy being rendered. Interests groups are also large in numbers due to the number of policies that the government is seeking to render. Each policy or bureaucratic legislation the government renders influences a certain sector of society, leading to interest groups trying to influence government policy makers to their favor. Lastly, interest groups are large in numbers due to increased dollars allotted toward funding these lobbying groups. Interest groups have become intricate players for many businesses and are allowed full funding in order to fully advocate for specific interests. In all, interest groups are large influencers in American Government. There are many reasons such as number of policies, increased funding, and increased government regulations that have increased the numbers of interests groups in America today.

French Canadians, and English Canadians Essay

Throughout the 20th century, the relations between the French and the English in Canada had a significant negative impact on Canadian history. The defining moments that changed French-English relations in Canada were the WWI conscription crisis, the creation and the governing of the Union Nationale Party in the 1930s, and Quebec’s Quite Revolution in the 1960s. The WWI conscription crisis considerably weakened the relations between the French and the English in Canada during WWI. By 1917, the casualty rates at the front in France and Flanders exceeded 109 4891 soldiers. As the number of volunteer soldiers was only about 64 3392 men, the lack of reinforcements forced Prime Minister Robert Borden to make conscription or compulsory military service a law for Canadians to ensure victory in war. However, many French Canadians opposed forcing men to enlist in the armed forces because they did not want to get involved in a European war and felt no obligation to defend France who had abandoned Quebec to defend its culture and language on its own in 1759. On the other hand, the English felt an obligation to defend Britain and could not comprehend why Quebec had only provided twenty percent3 of the volunteers in proportion to its population to defend France. As a result, the social unity of the French and the English in the country was threatened. The vote for conscription was split fifty-fifty4 along linguistic lines and the tragic outcome of this crisis was that civil war almost broke out in Canada when the French rioted in Montreal against fighting a foreign war. The demonstrations and protests in Quebec against conscription and the mistrust of the English who felt that a vote against conscription was a vote for Germany’s victory proved that conscription was disastrous to French-English social relations because of national unity had been destroyed for only 45 0005 recruited soldiers. Similarly, the long-term effects of the WWI conscription crisis caused extensive damage to French-English unity and proved to be a disaster in politics for the Conservative Party. Because Robert Borden and the Conservative Party passed laws such as the Military Voters Act and the War Time Elections Act to make conscription a law during WWI by giving votes to soldiers and women, the French turned against the Conservative Party because they saw them as the representatives of the English. These long-term political disasters that resulted from conscription crisis continued to demonstrate the weakened  French and English relations to this day since Quebec had no Conservative Party premier for the past hundred and fifteen years.6 Because of the violent social conflicts such as riots and bitter political catastrophes such as the French mistrust of the Conservative Party, the WWI conscription crisis strained French-English relations and created bitter feelings that would affect the peacetime. Another defining moment in Canadian history that greatly weakened French English relations was the creation and the government of the Union Nationale Party in Quebec in the 1930s. During the Great Depression, the agricultural industry’s prices plummeted, forced over fifty percent7 of Quebec’s population to migrate to cities and search for work. In 1936, Maurice Duplessis from the newly formed Union Nationale Party became Quebec’s Premier and took seventy-two of the ninety seats8 in the government, with his promises to help French rural society and improve labor rights for the French factory workers who were struggling in the cities. However, during its time in power, the Duplessis government resisted change and encouraged the preservation of French values and traditions by adopting nationalistic policies and continuing to allow the English to dominate the majority of Quebec’s business. The Duplessis government ruled in an almost totalitarian manner to protect the French culture and managed to hold power of Quebec until 1959. They vigorously protected French values and beliefs during the Great Depression, but they failed to protect the French and English business relations that quickly weakened. They promises of the Union Nationale to provide protection for French workers with better labor laws such as higher minimum wages, workers’ compensation, and pensions quickly raised English suspicion and mistrust toward the French because these capitalists owned and ran most of the corporations in Quebec. The fact that the Union Nationale saw the English corporations as exploiting the poor and wanted certain labor rights for French workers did not strengthen the economical relations between the English began to distrust the French as they saw them nationalizing and beginning to pose threats to their business profits. In addiction to that, the English and French were further divided by the social conflicts caused by the governing policies of the Union Nationale. This occurred because the Union Nationale government encouraged the Catholic  Church to control education and other social programs in Quebec, obstructed to federal encroachment on provincial rights during WWI, and preserved traditional values and beliefs of the French such as the nobility of the plough to prevent them from being assimilated into the English culture. This destabilized French English political, economical and predominantly social affairs in Canada because the French withdrew into a defensive shell and viewed any English intrusion and change to Quebec as harmful to the preservation of their culture. Therefore, the governing policies of the Union Nationale in the 1930s created greater French nationalism and the desire for separation from the rest of Canada to preserve their culture and weakened the relations between French and English Canadians by planting the seeds for another major conflict that would arrive suddenly and once again disrupt the nation’s unity. Indeed, the arrival of the next conflict that split the French and the English in Canada did arrive suddenly between 1950-66 and was marked as Quebec’s Quite Revolution, which was disastrous for the nation’s unity. When Maurice Duplessis of the Union Nationale Party died in 1959, Jean Lesage became Quebec’s new Liberal Premier, winning fifty-one and a half percent9 of the popular vote. This ended Quebec’s isolationist policy and started Maitres chez nous or Masters in our own house policy, which served as a strategic base for the upcoming changes in Quebec. The Quiet Revolution was a period of non-violent steady reform, modernization in Quebec, and the redefinition of the role of French Canadians who wanted equality with the English within Confederation. However, the end of this peaceful movement came suddenly in 1966 with the creation of nationalist groups such as the Parti Revolution who adopted separatist ideologies and took control of the province of Quebec that was desperately seeking equality. Although the goal of the Quiet Revolution was to make French equivalent within the Confederation, its own ideology failed to strengthen the social and economical relations with the English Canadians. The new Liberal government refused to accept federal funding to modernize education, improve the labor code for French workers, and nationalize hydro-electric facilities in Quebec. As a result, the provincial taxes on individuals and corporations in Quebec became the third highest10 in Canada. Consequently, bitter social and  economical conflicts occurred between the English federalists and Quebec’s business owners who became infuriated with the French because they refused federal funding in order to achieve greater power and therefore equality within Confederation. Furthermore, even greater political and social conflicts between the French Canadians and English Canadians were result of Quebec’s Quiet Revolution. These major arguments were initiated in 1964 when the Liberal Party forced the Federal government to grant Quebec the right to opt out of thirty11 of the country’s cost sharing programs with full compensation. The English in Canada as well as the federal government were greatly angered since only the province of Quebec was given this special status and their political differences with the French widened because the French did not see their special status as privilege, but rather as a way to gain more control and improve their position within Canada. Therefore, Quebec’s Quiet Revolution was a catastrophic failure for French-English unity in Canada as it caused conflicts between federalists and nationalists in Quebec and in the federal government and failed to make any two provinces equal within Confederation. Throughout the twentieth century it was evident that the French and the English engaged in severe social, political, and economical conflicts that prevented Canada from merging as a country. The WWI conscription crisis in 1917 bitterly split the nation at a time when national unity was important to ensure victory in the war as it made the French feel like a minority and caused great mistrust of the English who viewed them as being unpatriotic to the country. The government of the Union Nationale during the 1930s caused even stronger breakdowns to French-English relations as it build a defensive shell around Quebec and isolated the French from the rest of Canada in an attempt to protect their traditions. Subsequently, Quebec’s Quit Revolution from 1960-66 failed to bring an end to these conflicts as it caused greater English mistrust and resulted in the formation of militant groups in Quebec who believed that only a violent revolution would finally allow them to achieve total independence and equality within Confederation.

Managerial Economics and Business Strategy

Dr. David J. St. Clair Managerial Economics and Business Strategy 3551 #6 Answers – Summer 2012 1. What type of evidence did Dupont introduce in its plastic wrap trial that proved decisive in its acquittal? __ It brought in cross elasticities to show that there were many substitutes for plastic wrap. It then argued that the market had to be defined to include all substitutes. This broadened the definition of the market to the point where DuPont’s market share was small. ___ 2. What had Alcoa done that made the judge find it guilty of being a monopoly? It had a market share above 90%_. Did the judge rule that Alcoa was a â€Å"dirty† firm? _ No ___ 3. Why did the verdict in the U. S. Steel antitrust case confuse everyone? __ U. S. Steel was ruled to be â€Å"reasonable† under the courts â€Å"Rule of Reason† doctrine. This was confusing because the company had a notorious reputation for price fixing and uncompetitive practices __ 4. Bill Gates took a very aggressive approach to dealing with the Justice Department in the Microsoft case even though Microsoft had an â€Å"Alcoa Problem. † What was Microsoft’s â€Å"Alcoa Problem? ___ Microsoft had a large market share approaching the 90% threshold established in the Alcoa case ___ 5. When something is illegal â€Å"per se,† what does this mean? __ The government only has to prove that you did it; motive or intent does not matter ___ 6. What was the remedy in the Standard oil and American Tobacco cases? __ divestiture (i. e. , the companies were broken up) ____ 7. What, according to Andrew Carnegie, was destructive competition? ___ excessive and ruthless competition among big firms that eliminated profits but not competitors __ 8. When we were discussing oligopoly, we referred to the two faces of oligopoly.Which face of oligopoly was Carnegie referring to in his discussion of ‘destructive competition? ’ the non-cooperative, extremely competitive r ivalry _ 9. What does the Hart-Scott-Rodino Act require? ___ pre-merger notification and approval by the Justice Department and the FTC ____ 10. What is a tying contract (or agreement)? __ a firm refuses to seel product that you want unless you also buy one of the firm’s other products ___ 11. The Sherman Act was short and sweet. It outlawed two things. Identify both: a. ___being a monopoly ______________________ b. ___trying to become a monopoly __________________________ 2. Which antitrust act made vertical market foreclosure a violation of antitrust laws? __ the Celler-Kefauver Act __ 13. What was the reason why the European Union blocked the merger of GE and Honeywell? __ It violated the EU’s â€Å"portfolio power† doctrine __ 14. What is a â€Å"soft loan? † ___a government loan that is never going to be paid back; a disguised subsidy __. Why have many American economists likened â€Å"portfolio power† to a soft loan? ___They argue that portfo lio power is a disguised protectionist policy masquerading as an antitrust policy___ 15. What was IBM’s defense in its mainframe computer antitrust case? _ It challenged the government’s narrow â€Å"large main-frame computer† definition of the relevant market ___ 16. What was DuPont convicted of in the GM case (be specific). ______ vertical market foreclosure ____ 17. What precedent did the Pabst Brewing case set? __if the market is a local, then the relevant market must be local ____ 18. What precedent did the Staples/Office Depot case set? ___the Justice Department or the FTC can disallow a merger based on the anticipated price and competitive consequences ________________ 19. What happened to U. S. antitrust policy following the E. C. Knight case? __ as a consequence of the E.C. Knight case, antitrust laws did not apply to manufacturing and there was a wave of mergers in the manufacturing sector __ 20. In the 1890s, German courts were taking a very different approach to cartels and antitrust. What did the German court rule in the pulp cartel case? __ cartel agreements were legally enforceable contracts; cartels were legal and socially beneficial ___ 21. What was Brown Shoe accused of in the Kinney Shoe antitrust case? ____ vertical market foreclosure _____ 22. What was the remedy in the Brown Shoe/Kinney Shoe Case? ____ The merger was disallowed and the two firms were separated _______ 3. What does the firm have to do in a consent decree? _ stop the offending practices without admitting guilty _. What does the Justice Department agree to do in return? ___ drops the case _ 24. Why do most firms prefer a consent decree to a trial, even when they feel that they are innocent? __ the case is quickly resolved and there is no conviction that can be used to expose the firm to civil suits seeking triple damages __ 25. Are interlocking directorates illegal per se? Yes. Is price fixing illegal per se? Yes 26. Are tying contracts illegal per se? Y es Is price discrimination illegal per se? _ No 7. How can the Justice Department and the FCC respond to a notification of merger filed under the Hart-Scott-Rodino Act? (Hint: they have three options. ) __1) approve; 2) deny; or 3) approve with conditions __ 28. English Common law became the basis for American Common Law. What dos the Common Law say about damages for parties injured by restraint of trade? ___ injured parties are can collect triple damages ____ 29. Which type of elasticity is often important in antitrust cases? _ cross elasticity __ 30. Why did the Justice Department allege that Microsoft was using a tying agreement or contract? ___The Justice Department alleged that Microsoft was tying the MS-DOS operating system to the purchase of its browser ___ 31. Bill Gates was rather arrogant and combative in dealing with the Justice Department in the Microsoft case. He seemed unaware of Microsoft’s â€Å"Alcoa problem. † What was Microsoft’s â€Å"Alcoa problem? † _________This is a duplicate question – see above____________ 32. How did IBM’s mainframe computer antitrust suit end? ___ the Justice Department dropped the case because the court was unlikely to accept its narrow definition of the relevant market ____ 33.Why was Microsoft accused of â€Å"vertical market foreclosure? † ___ Microsoft was accused of using its operation system monopoly (MS-DOS) to foreclose browser maker from the market ___ 34. Why was Nabisco giving up on its strategy of seeking to create a cracker of biscuit monopoly? __It was unable to eliminate competition, especially the competition of capitals __ 35. Why was Nabisco so open in its 1901 annual report about discussing its efforts to monopolize the cracker (biscuit) industry? __Because of the E. C. Knight Case, there were no antitrust laws in 1901 that pertained to manufacturing firms _ 6. In its 1901 annual report, Nabisco announced that it was giving up on its efforts at cre ating a cracker or biscuit monopoly. What was the company’s new strategy going to be? ____Nabisco was going to concentrate on making better products and creating a more efficient and competitive firm ___ 37. What did Liggett accuse Brown & Williamson Tobacco of doing in its law suit? (don’t simply say â€Å"of being a monopoly† or â€Å"violating antitrust laws†) ___Liggett accused Brown & Williamson of engaging in predatory pricing by selling it cigatettes at below Brown & Williams’ AVC______ 8. Under the Areeda-Turner test, predatory pricing is defined as a firm selling its product at a price ____below its average variable cost_____ 39. Was the Areeda-Turner test upheld (validated or confirmed) by the court in the Liggett vs. Brown & Williamson’s case? ___No, the Areeda-Turner test was replaced by the â€Å"recoupment test† ___ 40. What must a plaintiff (the one who files the law suit) do (show) in order to keep a predatory pricing law suit from being dismissed (thrown out even before it goes to trial) under the â€Å"recoupment test? ____The plaintiff must show that the defendant did have a reasonable chance of raising prices in the future to make up for, (that is, to recoup) its short term losses due to the low prices ___ 41. Does the recoupment test introduced in the Liggett vs. Brown & Williamson case make predatory pricing law suits more likely, less likely, or equally likely compared to the old Areeda-Turner test? ____less likely _____ 42. The courts have held that predatory pricing cases require a showing that a firm has reduced price below its costs. What is the relevant cost for this criterion? ________average Variable cost (AVC) _________ 3. Many economists have used the concept of â€Å"barriers to entry† in their criticism of predatory pricing antitrust laws. Explain their criticism. __Predatory pricing only makes sense if the firm can raise prices after using it to attain a monopoly and if it has barriers to entry that can keep new competitors out. However, if it had such barriers in the first place, it would probably not need predatory pricing. Predatory pricing does not give the firm the required barriers to entry, unless one envisions constant predatory pricing. But constant predatory pricing is nothing more than price competition. ___ 44.During the 1930s, large American cigarette companies faced competition from small cigarette companies offering new brands at 10 cents per pack. How did they meet and deal with this competition? __They resorted to predatory pricing, i. e. , they dramatically reduced their prices (in some case to below costs) in order to drive the new competitors out of the market ___ 45. Did the response of the â€Å"Big Four† tobacco companies to the challenge from the new 10-cent brands competitors in the early 1930s work? Why or why not? _the Four Majors were unable to drive out two competitors created by the 10-cent brand episode.They h ad a 91 percent market share before the episode and only a 69 percent market share after. Two formidable competitors emerged and the Big Four became the Big Six__ 46. What was the verdict in the 10-cent brands cigarette case? _____the major cigarette companies were found guilty of violating the antitrust laws______ 47. Was predatory pricing the government’s primary allegation against the majors in the 10-cent brands cigarette price wars? If not, what was the primary complaint? _the court focused primarily on the collusion among the majors to fix prices__ 48.What was the court’s remedy in the 10-cent brands cigarette case? ___the court fined the guilty parties and restricted their ability to communicate and work together ____ 49. Why do most economists argue that antitrust laws prohibiting predatory pricing are actually anti-competitive? ____ Most economists argue that antitrust laws prohibiting predatory pricing are actually anti-competitive because any firm that lower s it's prices to compete against it's market competitors are susceptible to being charged with predatory pricing, even when no such intent probably exists.Furthermore, filing an antitrust lawsuit related to predatory pricing is often abused and a convenient way for businesses to compete with their competitors without matching their competitors price cutting especially since antitrust laws concerning predatory pricing are sometimes difficult to distinguish from predatory pricing, market competition, and competitive business practices. __ 50. Suppose there are five (5) firms in an industry with the following market shares: 15%, 20%, 2%. 45%, and 18%. What is the Herfindahl Index for this industry? _______2,978_______. According to the 1992 Horizontal Merger Guidelines, how would this industry be classified? ___It would be classified as a ‘highly concentrated’ market. _____ 51. Ceteris paribus, would a merger that raised the Herfindahl index from 1900 to 1941 be likely to trigger interest by antitrust regulators? Why or why not? ____No, because while this market would be classified as ‘highly concentrated,’ the merger does not raise the HHI by more than 50 points and will therefore not trigger the interest of regulators. ___ 52. Ceteris paribus, would a merger that raised the Herfindahl index from 750 to 985 be likely to trigger interest by antitrust regulators? Why or why not? ___No, because a market with a Herfindahl Index below 1,000 is considered to be ‘unconcentrated’ and mergers in unconcentrated markets are unlikely to be challenged by regulators. _____ 53. Tying contracts are illegal per se under American antitrust laws. However, enforcing their illegal per se status has proven to be very difficult.What is the problem here? ___While tying contracts are illegal per se under antitrust law, there seems to be no way of getting around some tying during the course of routine business, e. g. , left shoes tied to right shoes , etc. This therefore introduces the element of intent and competitive consequences; two features that are not supposed to figure into illegal per se allegations. Currently, this problem is most pronounced in the practice of ‘bundling’ in high tech markets. ____ 54.In the YouTube video on Monopoly, what did Milton Friedman think was the primary cause of longer-lasting monopolies? ____government market restrictions ___________ 55. In the YouTube video on Monopoly, what did Milton Friedman think was the very best policy for dealing with monopolies and market power? ____free trade or measures to make trade more free and open _______ 56. In the YouTube video on Monopoly, Milton Friedman never mentioned or discussed Smith’s Formula. However, based on his comments, what do think his position would have been on our 200-year old question? __Friedman would definitely argue that markets had, if government leaves them alone, sufficient competition to make Smith’s For mula society’s primary line of defense against monopoly abuse. __ 57. What happened when Coca-Cola tried to introduce its new soft drink Peppo in the late 1960s? ____Dr Pepper sued for trademark infringement and Coka Cola had to change the name of the product to ‘Mr Pibb’. _____ 58. How did the FTC end up defining the relevant market in Coca Cola’s proposed acquisition of Dr Pepper? _The FTC took a very narrow view and defined the relevant market as the ‘pepper-flavored soft drink market’ __. How did the FTC rule on the proposed acquisition? __The FTC denied the request for merger approval. __ 59. Both the FTC and Coca Cola introduced Herfindahl Indexes in support of their positions in the proposed acquisition of Dr Pepper. What was the critical point on which the proposed merger was decided? ____The definition or scope of the relevant market ____

History of Special Education Law Essay

Education is beyond doubt an important aspect of life. Through education, an individual develops his talent and acquires knowledge that is necessary in understanding all aspects of life. Apart from that, education is the very stage at which one develops his discernment as to what is good and what is not. More importantly, values are strongly built up through education and through the educational institutions. Since education has a wide-reaching worth, it has significantly become a way of life. It is noteworthy that right to education has undergone a battle, especially in the aspect of special education. The disabled children were usually not afforded with their right to have adequate education. Eventually, the legislations such as Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA) were enacted. The Venn diagram illustrates the similarities and the differences of the laws in many aspects. Although the laws are meant only to address similar problem on education of children with disabilities, many changes have been introduced in the amendment. Notably, the Education for All Handicapped Children Act (EHA) was enacted in 1975 and was amended as the Individuals with Disabilities Education Act (IDEA) in 1990 (Wilson, 1996). Similarly, both the Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA) were enacted to address the problem in education. Notably, before these laws were enacted, the educational system in the country was concentrated only on regular students and on regular educational system. Many students having disabilities were not given much attention in the educational institutions because of the lack if programs and facilities that will address the disabled students’ needs. After the development in the political and social aspect of the society in the 50’s and 60’s, educational acts addressing the needs of the disabled students were enacted. Both acts were primarily focused on providing education to special students. It was referred to as special, because the students have special disabilities that hinder them from grasping the knowledge or the lessons being taught to them. Through the laws, special students were provided with equal opportunity to education. However, before a student is afforded the education under the programs, the students are evaluated by a team. Remarkably, the disabilities involved must involve deafness, deaf-blindedness, difficulty of hearing, mental retardation, multiple handicap, orthopedic impairment, other health impairment, serious emotional disturbance, specific learning disabilities, speech impairment, and visual impairment (EricDigests. Org, 2009). Furthermore, under both Acts, the parents are afforded with right to contest the decision of the evaluating team or schools as to the condition of their child. Through dispute resolutions, the parents have administrative remedy of questioning the decision of the schools as to the requirement and the acceptance or non-acceptance of their children. The aim of providing dispute resolution at in the administrative level is to alleviate the costs of litigation that are usually brought in the judicial branch. However, both laws have differences in many areas. Through the amendment of the Handicapped Children Act by the IDEA, many amendments were introduced. As to legibility of the child, the EHA allows children from 3-5 years-old while IDEA allows children from 3-9 years-old. The education provided by IDEA extends to a child until reaching the age of 21. With regard to evaluation group that identifies whether a child passes the qualifications, the EHA involves only one teacher and specialist having knowledge about the disability (Ericdigest.  Org, 2009). However, under the IDEA, the evaluation process continues with the forming of the Individualized Education Program (IEP) team that assesses the educational needs of the child (Knoblauch). The evaluation and assessment made by the IEP must be known by the parents of the child evaluated and the parents are also encouraged to participate in forming the program needed by their child. Apart from that, regular teachers are also required to participate in the IEP team (Knoblauch). Another area of differences is the range of the law. The inclusion of infants and toddlers is expressly provided in the IDEA but not in EHA. The IDEA provides for the intervention and pre-school services wherein schools participate in the transition planning conference for disabled toddlers entering pre-school (Knoblauch). The IDEA supports the idea that intervention is the payor of the last resort (Knoblauch). Under this idea, As to requirement of teachers, EHA does not explicitly provided for strict qualifications of teachers teaching children with disabilities. But, under the IDEA, a highly-qualified teacher is required. The criteria demands that a teacher has been fully trained and certified in special education or has passed the special education licensure exams and that the teacher must demonstrate knowledge in all subjects (Stewart and Stahlman, 1998). In addition, teachers and personnel under the IDEA are afforded with trainings needed in improving the system and in assuring that the students are afforded with quality education. It is also noteworthy that students are given more attention in IDEA than in EHA. During the existence of EHA, the students with disabilities were provided of limited educational resources. However, in IDEA, students are assessed every three months (Knoblauch). Remarkably, one of the unique features of IDEA is the evaluating the needs of the student in a Least Restrictive Environment (LRE) (Knoblauch). Through the LRE, the child is isolated in an environment that is fully focused only in his needs. In a case of a deaf, for example, the child is isolated from meaningful social and communication interaction (Stewart and Stahlman, 1998). The amendments introduced by the IDEA have greatly changed the education system. The participation of parents has been an important factor in IDEA. In EHA, the responsibility of training and evaluating the child was bestowed mainly upon the teacher and the special education institutions. But under IDEA, the parents are informed of the results of the evaluation of their child and are involved in the formation of programs that will be given to their child. In addition, parents also participate in the placement evaluation of the child (Knoblauch). Hence, parents contribute an important role in the placement decision that affects the education of their child. In summing up, the Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA) is both aimed in addressing the needs of the children’s with disabilities as to their learning capacities. Through the specified disabilities, the children usually find difficulty in grasping the knowledge being taught to them. Apart from that, they were deprived of their right to adequate education because of the inadequacy of the educational program that will fully address their problem. However, through the enactment of the said acts, special students are now given equal and free education that is responsive to their special needs. The said acts however, have significant differences. The IDEA, amending the EHA, has introduced significant changes that are wider in scope and guarantees.

The Singapore Consumer Purchasing Choices Between Adidas and Nike Research Paper

The Singapore Consumer Purchasing Choices Between Adidas and Nike Products - Research Paper Example The ability to reach a specific segment and market with a variety of products alters the success of a corporation. The concept of relating to the target market and building a strategy that offers a complete marketing technique makes a difference in how individuals respond to the product or service offered. The basis of success for any product is created from the perception of consumption which occurs. This results from purchase behaviors that are identified by a variety of factors, including social relationships, cultural affiliations and understanding of the product. It is noted that different purchasing choices occur in groups and segments of individuals that are interested in a given product. When looking at Singapore youth between the ages of 18 – 25, there is a specific set of trends and behaviors that are associated with purchases (Temasek, 2007: 3). This is not only defined by a variety of consumption patterns but also remains specific with types of products, such as sp orts apparel and shoe brands. An area which highlights the significance of communication toward products and results in purchase behavior is with differences in purchases of Adidas and Nike by Singapore youth. Examining this difference shows the correlation between affiliations to a product and the type of communication which is used. This research paper will examine the trends in purchases between Adidas and Nike products by Singapore youth, specifically to define purchase behaviors and how this relates to the marketing strategies and communication of a product. ... Examining this difference shows the correlation between affiliations to a product and the type of communication which is used. This research paper will examine the trends in purchases between Adidas and Nike products by Singapore youth, specifically to define purchase behaviors and how this relates to the marketing strategies and communication of a product. 1.1 Background Both Adidas and Nike products are building an international reputation based on the sports products offered by the corporation. The approach to both companies is to offer sportswear to women and men that are living more active lifestyles. This is combined with shoes, shirts and other apparel that fits with new lifestyles for each individual. This is followed by creative lines that are being developed with the products, including creative and urban wear that helps to create a sense of identity. The approach that Adidas and Nike are taking is quickly turning into products that fit with identity. When the economic down turn began, both companies altered their strategy, specifically because not as much demand was available for the shoe products. To alter this, they created and developed strategies to enhance the products with new shoe styles and marketing schemes based on having shoes that created identity for every occasion. When this began, there was an expansion into foreign markets with different approaches on how to change the revenue back into the profit while reaching individuals interested in a variety of apparel. The approach of both firms is to actively work toward new target markets that are based on cultural and social affiliations and which can begin to turn the downturn of the traditional