Internet Has Changed Peoples Lifestyle Marketing Essay

Internet Has Changed Peoples Lifestyle Marketing Essay Introduction The telephone took four decades to reach 50 million people The Internet has managed this within four years as digital technologies provide such efficient channels for business and consumer interaction transactions The Internet has changed people lifestyle; it became apart of people daily life. They use internet to replace their common activities such as E-mail instead of writing letter, MSN chat and Skype instead of using telephone, YouTube instead of watching TV. Therefore, many organisations tried to use Internet as a new way to reach their customers which called E-marketing. E-marketing is a new marketing strategy using to reach many consumers at low cost. It can be used to interact with customer 24hrs a day, 7days a week without any additional cost. Consumer can get information about products any times, any places. According to Seock and Norton (2007), consumer channel choices for shopping had been widened because of diffusion of the Internet: causing everything that happens to sales in electronic form or what it realized as online shopping. 84 per cent of global consumers have experience purchasing over the internet (Nielsen, 2008). Number of Thais internet usage rate is increasing everyday. There are many internet service providers offer high speed internet. Most of Thais are familiar with using internet in playing game, social network like Facebook, twitter but number of online purchasing is very low. Comparing between European and Western to Thai, the number of online purchasing is very different. Online purchasing is still very limited for Thais. They are not familiar with buying things online. Thai consumers love to see and touch and feel the product before making any purchasing decision. With brand name product, consumers seem to have a high involvement because its impossible for them to buy without seeing the real product. They also have very limited knowledge to buy thing online as they are afraid to share important information online such as their bank account, there personal data or their credit card number. At the same time, the number of Thai website that offers online service is very rare. Therefore there is opportunity to introduce this service for Thais. This research attempts at learning why Thais consumer do not want to buying brand name online. The aim of this research is to learn what Thai consumer perception toward buying brand name online is and what factors effect their decision making. What Thai consumers characteristic make a brand name online shopping. The area of this research will focus mainly on Thai consumers in Thailand. The research objective will be divided into five main areas: To investigate Thai consumer buying making decision toward online shopping. To investigate Thai consumers experience on shopping online. To investigate Thai consumers perception toward buying brand name online. To identify the most important factors in the buying decision making on online shopping in Thailand To investigate Thai consumer demographic characteristic who make online shopping. In research methodology, we will try to achieve the objective by using quantitative research through online questionnaire. The result of research will help researcher in order to achieve the objective that has been set and help us to determine Thai consumer behavior and perception toward buying online. Literature Review In this part, the researcher would like to divide into two parts: The first part will explain a character of consumer behavior towards high involvement such as buying brand name product, what factors effect them to buy online, and consumers perception toward brand. The second part will clarify the characteristic of online marketing in Thailand. Involvement Some products, such as high-performance car seem inherently involving because of their complexity, risk and cost, while others, such as toothpaste seem uninvolving by comparison because of their familiarity, low risk and low cost Laakasonen (1994) Therefore, buying brand name online is like a high-performance car because is too complex (untouchable product) and risky (fake product), this will make consumer spend more time in order to search information before making a decision. Moreover, a consumers level of involvement depends on their individual interests, value of products, needs, which attract or motivate them. Involvement is commonly defined as the consumers personal interest in buying or using an item from a given product field, an approach which nicely summarizes the personal, product and situational components of the relationship (Evan et al,. 2009). Factor Customer satisfaction seems to be a key major to influence consumer-buying decision. Customer satisfaction can be the most important reason for customers deciding to make a repeat purchase, and telling their friends about their satisfaction (Palmer 2000). If online shop can make customers believed that their shop has good quality product, secure, and friendly, this would help their shop gain more new customers. Not only online shops give customer a good quality product, but they should also give them equity. Oliver (1997) defined equity as a fairness, rightness or deservingness judgment that consumers make in reference to what others receive; it is also considered as an important determinant of satisfaction. With these product quality and equity, this would make customers satisfy and motivate them to make a repurchase. Brand Brand image seems to be an important for online market area because brand helps consumer make buying decision and it creates a credibility of online shop. Rio del B. et al. (2001) defined brand as the set of associations and behaviors on the part of a brands customers, channel membersà ¢Ã¢â€š ¬Ã‚ ¦ and that gives that brand a strong, sustainable, and differential advantage over competitors. In Thailand, the customers perception toward brand product equate to high price, which in turn dampens their willingness to make decision toward buying brand name online. Online market It seems to be that now the market channel has been classified into two main channels that are online channels and offline channels or we called traditional channels. Offline channels, consumers reduce of risk on shopping because they can have a physical interaction with products, when compared to online channels. According to Brown et al. (2003), Whilst shopping online allows the exchanging of value and productà ¢Ã¢â€š ¬Ã‚ ¦ by using computer as a medium of transaction transference. In Thailand, it seems to be that now Thai consumers still like to buy products from offline channel or in shopping mall due to online channel still do not have a good credibility. Thai online retailer should have to create credibility and trust to consumer in order to make them believe that Thai online channel is secure (Mict 2010). It seems to be that in Thailand, many of online retailers seem not to register for doing their business compare to Western country. Moreover, Thailand online payment still unsecure, this make Thai online consumers do not want to take risk on payment that is why they prefer to touch and see product before making buying decision. The key concerns that consumers have over the online purchasing trends are security of the privacy or financial which relatively unsecure once online payment has been made, such as credit card fraud (Harridge 2006). Moreover, Roman and Cuestas (2008) stated that security on online transaction is need to be strict as to gain trust i n the mind of shoppers regarding their online financial transaction made with the site will be safe form unauthorized access. Research Question This research has focused on four main research questions as follows: Who are online stores target customers in Thailand? What is the perception of Thai customers toward online shopping? What factors affect Thai consumers purchasing decisions? Which is the most important factor that influences Thai consumers purchasing brand name online? Research Method Research method helps online retailer know which strategies they should use to influence consumer buying decision. Research method can be classified into two types that are Quantitative research and Qualitative research. Both of them have different pros and cons, which researcher will discuss more in detail later on. Data can be collected in variety of ways, in different settings-field or lab-and from different sources. Choosing methodology is up to what paradigms the researcher adopts. There are two main paradigms or philosophies, which are positivist and phenomological (Collis and Hussey, 2003). The alternative terms for positivist are quantitative, objectivist, experimentalist, and traditionalist. The other terms for phenomenological are qualitative, subjectivist, humanistic, and interprevist. There are several data collection methods, each with their own advantage and disadvantages. The research method that researcher will use is Quantitative research, focusing on the survey method. Now, researcher should think about what types of questionnaire should be used, such as mail questionnaire, electronic questionnaire, and personal questionnaire. In this report, due to time limitation, it seems to be that the used of electronic questionnaire or online questionnaire will be more suitable and take less time, cost, and can expand very quickly in order to collect data than other quantitative research. After researcher has chosen a specific method, researcher will make a questionnaire by using pilot test in to make sure that all questions can be understand by respondent. If questionnaires have any errors or respondents hard to understand, researcher can improve before using to the target audiences. Researcher has specific target to make a research that is a Thai consumer age between 18 and 35 years old and compare between teenager (18-27) and middle age (28-35). A sample size that researcher expect to have is minimum 100 respondents, the questionnaire will be distributed through email and social networks to 200 respondent who have use internet. In order to make data collection, we will use both primary and secondary data. The secondary data will used on book, journal, article, and commercial online database provide from the website (Mintel, or Google Shcolar). Website offering information for a fee, almost every industry association, government agency, business publication, and news medium offers free information to those tenacious enough to find their website (Armstrong and Kotler 2009). The use of secondary provides a good start for research and define problem and objective. This helps researcher in order to find an objective for consumer buying decision and perception toward online brand name in Thailand. Secondary data helps researcher to better understand and indicated what has been missing form the current online business in Thailand. Moreover, it helps researcher to develop hypotheses and objective of the study. For primary data, a survey research has been chosen as a method of conducting a research, because survey was available to large number of population. As a time limitation, using questionnaire can help researcher save time and cost. After we already collect data from questionnaire, then we can identify that questionnaire is validity, reliability, and genalisability or not. Roadblock There might have some limitations when make a research, due to limit of time and budget cost. Moreover, the respondents are required to have a computer access to be able to take part in this research. Discussion To sum up, researcher believed that this research will help us to know more about Thai consumers behavior and perception toward online brand name store. The use of secondary data helps researcher can set a research question in order to collect a primary data. However, researcher has to select which research method would like to use in order to collect primary data. As a result, a good method in this report is Quantitative research by using questionnaire to collect primary data. By using questionnaire, it will help researcher to collect data and can analyses about Thai consumers. Due to time limitation of research, the used of questionnaire will helps us to save cost and time. The questionnaire has been sent to 200 via e-mail and social network in order to collect minimum 100 respondents. Researcher believed that the primary data that we collect can help to do finding and analyses on Thai consumers buying behavior and perception toward online brand name. Moreover, to learn more what f actor can influence Thai consumer in order to purchase brand name online.

Holocaust vs. Native American Genocide Essay -- nazis, weapon, european

The term genocide brings awful things to mind. For most, it probably directs their attention towards the Holocaust; this was definitely a gruesome and obvious example of genocide, but there are many others with great similarities that are not very well known. One of these is the decimation of the Native American population by the European settlers and the atrocious things that were done to them such as the trail of tears following the Indian Removal Act of 1830 during the settling of North America. The Holocaust might be the most well known but there have been many other incidents in history just as abhorrent. The Holocaust and Native American Genocide are different in weapons used and the motives for killing but similar in intent, effects and selection of the persecuted. The weapons used by the Nazis and European Settlers were very different. The Nazis directly stated the outcome they thought necessary, which was what they called the â€Å"final solution† (â€Å"Holocaust†). This was the termination of all of the races they believed inferior to themselves. This â€Å"final solution† was administered through concentration camps, extermination camps and â€Å"Einsatzgruppen† which were military units sent to mass exterminate groups of people persecuted under the Nazi Regime (â€Å"Holocaust†). The soldiers of these camps and extermination groups used firearms and other weaponry to do their jobs, while European settlers were usually more indirect in the way they killed Native Americans. The largest contribution to the deaths of the natives is known as a â€Å"virgin soil epidemic†, where a disease spreads especially quickly the first time it is introduced to an area (Lewy). One of the diseases that clai med the most lives was small pox, which was distri... ...locaust." United States Holocaust Memorial Museum. United States Holocaust Memorial Council, 10 June 2013. Web. 13 Apr. 2014. . "Victims of the Nazi Era: Nazi Racial Ideology." United States Holocaust Memorial Museum. United States Holocaust Memorial Council, 10 June 2013. Web. 05 May 2014. Lewy, Guenter. "Were American Indians the Victims of Genocide?" History News Network. History News Network, Sept. 2004. Web. 14 Apr. 2014. . Stanton, Gregory H. "Genocides and Conflicts." World Without Genocide. World Without Genocide, 7 May 2013. Web. 14 Apr. 2014. . "Settlement." Settlement. N.p., n.d. Web. 07 May 2014.

Essay --

When doing business meetings in Italy punctuality is not a priority, being late with a good reason will not have any negative consequences. The typical business hours of stores in Italy are from eight am to one pm and from three pm to seven pm and usually do not open on Monday mornings. Some major stores will stay open through lunch breaks some may not. Malls and Food Markets are open all week except on Sundays, although there are some specific Sundays which they do open. In major cities supermarkets are open from 9am till 9pm and are open Monday through Sunday. The bank hours in Italy are from eight thirty am to one thirty pm, and then they have a break for about two hours or so and return to work at three till four thirty in the afternoon. Banks are not open on the weekends or on national holidays. Post offices work from eight thirty am until six thirty in the afternoon; they are open from Monday’s through Saturday’s. The Monetary Denomination in Italy is the euro. On e US dollar equals 0.73 Euros or 1.00 Euro has the value of 1.367 USD. In Italy the currency has more value than the currency in the United States. â€Å"In Italy they have twelve national holidays the first one is Capodanno which is celebrated on January first, this holiday is the celebration of the first day of the year. The second holiday is Befana celebrated on January six. This holiday is to celebrate the arrival of the three kings to the stable where newborn Jesus is staying with his parents, this holiday is like the holiday that is named â€Å"el dia de los Reyes magos† to Hispanics. The third holiday is named Carnevale; Carnevale is the period of relaxation and parting before Lent. The fourth holiday is Pasque, which is the same as Easter in the United States, this is... ...hen all of a sudden the company takes a hit because the business partners which you did business with did not look at the major risk factors and at the end your company is the ones who takes a hit, that is one of the major factors which you should look at. Another advantage you have for working with Italians is that the monetary denomination has more value than the monetary denomination in the United States. A disadvantage that your company may encounter is that Italians do not work much, which means that businesses are not opened the regular hours American businesses are open for; this means that there are many hours in which your company may not be making progress or making money. That is the only major disadvantage that may impact your business. Throughout this research paper you and your company can see more advantages that your company may have.

The Factors that Contribute to Effective Use of iPads with PMLD Pupils

Introduction This chapter will discuss the background, the scope and the need for the present study highlighting the research questions raised that will the study will attempt to answer. The present study focuses on pupils with Profound and Multiple Learning Difficulties (PMLD) and how with the use of technology in the form of iPads these pupils can be effectively taught. In other words, what factors can contribute towards the effective use of iPads in Profound and Multiple Learning Difficulties (PMLD) pupils. Background The field of special education and learning has advanced tremendously through the past decades and sub-branches have developed wherein specialists have discovered and realised the various learning disabilities amongst children. Children with Profound and Multiple Learning Difficulties (PMLD) present ample challenges for teachers. Technology in this regard has several solutions to offer to aid in effective teaching and learning as a part of effective teaching aid, technology in the form of inventions such as iPads comes to rescue and enable more productive teaching and learning (Davis and Florian, 2004). Pupils need one-to-one help and iPads can allow pupils to refrain from being thrown down on or chewed down on the floor and enable them to stay on the table in the classroom. However, the effective use of iPads remains a question unanswered in the present research literature. Scope of the Study This section will discuss and explain the scope of the study entailing how the conclusions drawn from the findings and the answers of the research questions found will provide implications to improve the practical scenario for teachers dealing with pupils with Profound and Multiple Learning Difficulties (PMLD). The present study attempts the fill the gap in literature that exists with regard to the use of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD). The implications of the study will allow teachers to practice more effective teaching strategies and improve learning and participation amongst pupils with Profound and Multiple Learning Difficulties (PMLD) using iPads. Research Question This section will briefly state the research question that the study will attempt to answer using primary and secondary research findings. The main research question raised in the study is: What are the factors that contribute to effective use of iPads with PMLD pupils? Limitations This section will discuss the limitations of the research in terms of the findings and the implications to be drawn from the research. Literature Review This section will investigate and critically discuss the theoretical underpinnings of the subject area to raise questions regarding the existing literature that are presently unanswered and provide a theoretical framework to allow for answering the research question raised. The literature review of the present study will revolve around the theoretical perspectives on teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies adopted based on the existing research findings and developments and the recent technological developments and their involvement in the field of special education. The literature review will point towards the need to investigate the scope of and the use of iPads in special education of pupils with Profound and Multiple Learning Difficulties (PMLD) further backed with the theoretical framework supporting the teaching strategies to be embedded in the effective use of iPads in classrooms. The literature review will draw out the usefulness of iPads in the form of the applications that can be utilized in teaching and engaging PMLD pupils in classrooms and then testing this theoretical finding using primary data collection to draw conclusions and implications for teachers. Following this plan of action for the literature review, the chapter will be divided in the following sections: Theoretical Perspectives on PMLD Teaching and Learning In this section of the literature review, the theories related to PMLD teaching will be focused on to develop a background to the existing development in the field and shed light on the aspects that form the foundation of the present study and support the need for further exploration. Effective Teaching Strategies and Tools for PMLD Pupils In this section, the contemporary practice of teaching PMLD pupils will be investigated using secondary information obtained from books and research journals to capture strengths and weaknesses and identity a need for further investigation and development. Applications on iPads for Special Education of Pupils with Profound and Multiple Learning Difficulties (PMLD) In this section, the advancements in the technology and how they have come to aid in learning of PMLD pupils will be critically evaluated in this section focusing entirely on iPads. Methodology This chapter will discuss the methodology chosen for the present study and provide justifications for selecting it. Action research strategy is the prime research strategy to be used. Primary as well as secondary sources of data will be used to capture the information required to answer the research question raised. The chapter will discuss and explain what action research entails and provide brief explanations of the primary and secondary sources of information. The chapter will further discuss the sampling technique used and the sample size. Further, the research instrument to be used will also be discussed. Research Strategy The research strategy of action research will be discussed here. Action research involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006). Survey on teachers of 10 special schools using questionnaire will be used to investigate and collect the data and develop engagement profiles with pupils using specific applications. Research Design Primary and secondary sources will be discussed here. Sample Size and Sampling Technique The sample size and sampling technique will be discussed here. Analysis and Discussion This chapter will present, analyse and discuss the findings of the study and draw answers for the research question. Conclusion This chapter will summarize the findings and draw out implications for the teachers to practice more effective teaching strategies and improve learning and participation amongst pupils with Profound and Multiple Learning Difficulties (PMLD) using iPads. References Davis, P. and Florian, L. (2004). ‘Teaching strategies and approaches for pupils with special educational needs: A scoping study’. Department for Education and Skills. Available at http://www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and-difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. Accessed 3 August 2012. Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. The Factors that Contribute to Effective Use of iPads with PMLD Pupils 1. Introduction This chapter will discuss the background, scope and need for the proposed study, highlighting the main questions that the research will address. The research aims to explore how technology can be optimally used to support pupils with Profound and Multiple Learning Difficulties (PMLD). Focusing on the Apple iPad, the study will explore how technology might be used to augment the effective teaching of pupils with PMLD by investigating the factors that may contribute towards efficient implementation of such technologies.1.1. BackgroundThe field of special education and learning has advanced tremendously through the decades, and has led to the development of sub-branches of research allowing specialists to discover and understand more about various learning disabilities amongst children. Currently, children with Profound and Multiple Learning Difficulties (PMLD) present an ample challenge to modern teaching methods and teachers alike. However, advances in technology have been able to off er several solutions to effective teaching and learning as a part of effective teaching aid. Such technology has included in the invention of tablet devices such as Apple iPads, which are thought to promote more productive teaching and learning (Davis and Florian, 2004). Such pupils require one-to-one help and although plausibly iPads may have a role to play in such support, the factors that contribute to the effective use of iPads remain under researched in the empirical literature.1.2. Scope of the StudyThis section explores the scope of the study, detailing how the conclusions drawn from the findings will have practical implications that may improve teaching practices for teachers dealing with pupils with PMLD. At present, there exists a gap in the emerging literature surrounding the use of technology with pupils with PMLD. Although case studies detailing the utility of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD) are beginning to emerge, the area remains under-researched. Little is known about the specific factors that contribute to the effective use of iPads with PMLD pupils. The findings and associated implications of the proposed study will allow teachers to develop and practice the most effective teaching strategies to improve learning and participation amongst PMLD pupils using iPads.1.3. Research QuestionThe main research questions explored in the present study were: Does the use of iPads enhance learning with PMLD pupils? What are the factors that contribute to the effective use of iPads with PMLD pupils?1.4. Study LimitationsAt present the only predicted limitations will be concerned with the practicalities of conducting action research in tandem with normal teaching activities. In order to manage this effectively, a detailed timescale of this research has been formulated.2. Literature ReviewAccording to Boote and Beile (2005), the purpose of a literatur e review is to provide a theoretical underpinning to the area under discussion by critically examining the existing literature surrounding the topic under investigation. Following this rationale, the subsequent section will provide an evaluative report of the subject area, going beyond the descriptive to identify the questions that remain unanswered in the current literature, and provide a theoretical framework to approach the research question under study. The review will revolve around the theoretical perspectives regarding teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies currently adopted based on existing research findings and developments and the recent technological developments and their relevance to the field of special education. The literature review will indicate the need to investigate the scope and use of iPads in special education of pupils with PMLD, backed with a theoretical framework supporting the teaching strategies to be embedded in the effective use of iPads in classrooms. Furthermore, it will identify the effectiveness of iPads in the form of the applications that can be utilised in teaching and engaging PMLD pupils in classrooms. Following this plan of action for the literature review, the chapter will be sub-divided in the following sections:To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Theoretical Perspectives on PMLD Teaching and LearningAccording to the Schools’ Census Data (2004), pupils with PMLD are defined as â€Å"†¦(having) complex learning needs. In addition to very severe learning difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition†. This de finition highlights the complexity of PMLD; it is severe and multi-domain, characterised by the existence of two or more severe impairments that may be visual, physical or sensory, and include other complex medical needs (Healy & Noonan Walsh, 2007). In 2010, the Dfes identified a 29.7% increase in the prevalence of pupils with PMLD between 2002 and 2009, due in part to improved diagnosis and survival rates of pre-term infants with severe disabilities (Marlow, Wolke, Bracewell & Samara, 2005). Pupils with PMLD have greater difficulties in learning, and require a high degree of adult support to meet both their learning and physical needs (DfES, 2004). Practitioners and educators must be able to support such pupils to overcome these barriers to learning, by adapting the curriculum to meet their specific needs. According to the Qualifications and Curriculum Authority (2007), pupils with PMLD are likely to remain at an early stage of development, with attainment in the early P Scale bet ween P1 to P3, with a focus on developing basic skills throughout the curriculum and across all subjects. Flo Longhorn and Penny Lacey have been working with pupils with PMLD for over ten years, and both advocate a sensory approach to learning. Both authors emphasised the importance for children with PMLD to engage their senses from an early stage, and suggested that the role of practitioner is to stimulate; as effective learning can only take place when such sensory stimulation takes place: â€Å"Without the stimulation and awakening of the senses, it would be difficult for a very special child to begin to make sense of the outside world and begin to learn.† (Longhorn, 2004: p.6)To modify or extend this essay or to get pricing on a custom essay Contact Us TodaySimilarly, Lacey (2009; 2011) suggested that the PMLD learner requires opportunities to understand, discover and explore through sound, touch, smell, taste and vision. To better understand why learning for PMLD pupils should be sensory requires an exploration of the cognitive processes that are at play. If we consider the early stages of development in normal children, learning is primarily concerned with children forging a connection to the world around them; making sense of it via exploration and investigation using their senses (Longhorn, 2004). This resonates closely with Piaget’s sensorimotor stage, the first stage of cognitive development in his influential theory (Piaget, 1977) whereby infants from birth to two years construct an understanding of the world by coordinating their physical actions with outcomes such as seeing and hearing. Across the two years, a child is expected to progress from reflexive action at birth, to the emergence of symbolic thought toward the end of the stage. According to Cunnigham (2010), PMLD learners at the most severe end of the spectrum function cognitively at six to twelve months of age, therefore an appropriate approach for such learners is to focus methods of teaching at sensory levels.2. Effective Teaching Strategies and Tools for PMLD PupilsAll pupils learn best when they are fully engaged (Iovanne et al., 2003). According to Carpenter (2010), no meaningful learning or outcome will take place without pupil engagement; therefore it is vital that deep engagement from pupils is planned throughout the learning activity. In this sense student engagement can be conceptualised as a reciprocal process; a function of both the time and energy pu pils devote to educationally purposeful activities, and the efforts made by schools to implement effective educational practices (Kuh et al. 2008). Given that engagement is so vital to the success of mainstream educational activities, it stands to reason that such engagement is similarly vital to the success of educational activities with pupils with PMLD. Indeed, Iovannone et al., (2003) stated that degree of engagement was the most important predictor of educational success for pupils with PMLD. Following research conducted by the Specialist Schools and Academies Trust (SSATrust) into effective learning with children with complex learning difficulties, the Engagement Profile and Scale was developed. This is a classroom tool that allows teachers to focus on pupils’ engagement to learning to create personalised pathways of learning, and monitor the effectiveness of classroom interventions (SSATrust). The teacher is required to select an activity with which the pupil is usually highly engaged, and one to which the pupil demonstrates low engagement. During each task, the teacher records the extent to which the pupil demonstrates his or her engagement across a 5-point scale ranging from no engagement to fully sustained engagement across seven domains (awareness, curiosity, investigation, discovery, anticipation, initiation and persistence). Teachers are encouraged to look for small signs of early engagement such as changes in breathing, eye movement, facial expressions or movement. Although in its early stages of classroom intervention, forming part of ongoing research into best practice in classrooms with children with complex educational needs, early case study reports have indicated that the Educational Profile and Scale is an effective tool to devise strategic interventions to encourage re-engagement with learning (Carpenter, Egerton, Brookes & Durdle, 2011).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.3. The Specific Use of Technology to Support Learners with PMLDInformation communication technology (ICT) has become a valuable tool for teaching and learning in specialist schools (Davis & Florian, 2004). Condie, Munro, Seagraves and Kenesson (2007) concluded that a substantial body of literature supported the notion that ICT can be a powerful tool to support pupils with educational needs, both in mainstream and specialist environments. Although the studies have tended towards the small scale, findings have elicited common themes included increased communication, improved participation and self-esteem. Ofsted have reported on a number of ways ICT has supported the learning of pupils with additional educational needs, noting improvements to attention span, attitude and motivation, whilst overcoming some of the barriers to learning therefore also increasing attainment (Ofsted 2005; 2004a). The Communications Aid Project (CAP), which was funded from 2002 – 2006 supplied technological aids to pupils with severe communication problems to allow them to more readily access the school curriculum. An evaluation of the project (Wright et al., 2004) noted that the initiative had been well received by parents and pupils alike, with pupils reporting a significant increase in both their abilities and quality of life. The key advantage of ICT lies in its opportunity to provide a personalised learning environment, tailored individually to meet the specific needs of each pupil, but in order for this to be realised, there must be first be a comprehensive and accurate assessment of pupil needs, access and strengths (Handy, 2000). Practically speaking, although ICT can free pupils with limited motor skills or coordination from the problems of manipulating physical materials, physical access to the device itself must be simple to allow pupils to concentrate their efforts on the cognitive task being performed. (Williams, 2005; NOF training manual, 2004). Technology, however, is often introduced to pupils without a full understanding of the benefit it may offer. Florian and Hegarty (2004) suggest that unless teachers fully understand the potential benefits of ICT and the logic behind using such technology, purposeful learning and engagement is limited. The application of ICT, they argue, must begin with the teacher and an understanding of the type of learning they hope to achieve. Teachers must be trained and competent in the use of ICT themselves before they can successfully support its use in pupils with PMLD in overcoming barriers to learning. Furthermore, they must also fully understand the nature of the assessment they would need to conduct in order to fully utlilise the technology. In addition to an adequate assessment of needs and the appropriate use of devices, the third component of successful use of ICT involves the software employed. Sparrowhawk and Heald (2007) outlined criteria for software to ensure it can successfully overcome barriers to learning. They suggested that software should be stimulating and fun, colourful with clear, rich graphics, music and sound, offer immediate feedback with repetition and reward, be challenging and allow pupils to keep trying, but be structured in small steps. Supporting these criteria, Foyle (2012) recently published an article outlining the role of interactive technology in the SEN classroom, describing pupils as most engaged and motivated when applications were visual and contained sound, music and rewards.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayAn important contributor to the field has been the tablet device, specifically the Apple iPad, a slim, lightweight and multi-touch device for downloading, accessing and interacting with a vast range of applications. To date, little empirical evidence of the effectiveness of the iPad in supporting learning in pupils with PMLD has been conducted and reported, although case studies published by schools that use iPads to support such learners are beginning to emerge. For example, the deputy head teacher at Topcliff School has reported that iPads have had a positive impact and response from their special needs pupils and teachers alike, as the iPad is easy to use, accessible and allows the user to access many well-designed applications, a sentiment shared by the head of music at Mary Elliot Special school, who described the technology as easy to use allowing teachers to feel confident in using ICT, with cheap yet engaging applications. In a blog written by ‘Jwinchester25’ (2012), a head of year in a generic special school for pupils with a range of special educational needs, the iPad is described as a d evice that enables and allows learning at any time, with a wealth of sensory applications that are ideal for learners working between p1 and p2, owing to the visual impact and instant feedback provided by its applications. Undoubtedly, the iPad has several factors that are advantageous in supporting the learning of PMLD pupils, including the range and value of its applications, its sleek and easy to use design, and use of touch technology, which can help overcome barriers for pupils facing issues using the traditional mouse and keyboard (Bean, 2012). However, such advantages come with important caveats; teachers must ensure that the device is both adequately positioned and mounted to optimise both vision and interaction (Watson Hyatt, 2010; Rahman, 2012).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.4. ConclusionPupils with PMLD have greater difficulties in learning and have additional impairments in functioning and needs that can create barrie rs to learning. Practitioners and teachers can support pupils to overcome such barriers by providing a learning environment that is stimulating to the senses, and promotes motivation and engagement. The world of technology can augment such learning by enabling pupils with PMLD to communicate and engage with the world around them. However, in order to maximally support such learners, technology must be tailored to the specific and individual needs of each pupil, requiring a thorough and accurate assessment of each pupil’s needs. It would appear that the Apple iPad has great potential to act as a tool for learning for pupils with PMLD, however there remains a gap in the empirical literature regarding the factors that might influence successful use of the iPad in such a teaching environment.1. MethodologyThe following chapter discusses the research methodology chosen for the present study and provides the rationale underpinning its selection. As action research was selected as t he prime research strategy, this chapter will discuss and explain what action research entails and also provide a brief explanation of the data collection methods that will be employed. Furthermore, the chapter will discuss the technique of sample selection and sample size proposed. The chapter will conclude with a discussion of the research instruments that will be utilised to gather the primary data.2. Research StrategyAccording to Lewin (1946), action research is â€Å"a comparative research on the conditions and effects of various forms of social action and research leading to social action (using) a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action†. It involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006), and is perhaps more interactive than other research methodologies, as it balances data collection and analysis with problem solving action in the field. T his is advantageous as it allows the researcher to derive predictions regarding change within the research site (Reason & Bradbury, 2002). It is conceptualised as a collaborative process between the researcher and the research site and population, so it allows not only for observation and reflection, but also action and improvement of practice (Mills, 2006). Action research was particularly appropriate in this context. The author of the present study is an ICT coordinator, and was keen to discover how new technology purchased by the author’s school could be most effectively used with PMLD learners. Action research is often used when a new initiative is about to be implemented, in the absence of knowledge regarding the best method to do so. It allows for the discovery of practical solutions that are directly derived from the specific circumstances of the research site. However, as action research does not involve the objective measurement of phenomena, it can suffer from researcher bias (Mills, 2006). However, all researchers bring a degree of subjectivity shaped by individual experience, and it is the action researcher’s challenge to recognise such bias and build a critical reflexivity into the research process accordingly (Herr & Anderson, 2005). Action research can be time consuming, and difficult to conduct in tandem with normal classroom activities. For this reason, Mills (2006) a dvocates developing a timeline of enquiry.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayThe timetable for the current study is as follows: Phase 1 (July 2012): Develop research questions. Phase 2 (August 2012): Conducted critical review of relevant literature. Phase 3 (September 2012): Conduct classroom observation. Disseminate questionnaire to second school. Phase 4 (October 2012): Conducted semi-structured interviews with teachers. Phase 5 (November – December 2012): Data collation and analysis Phase 6 (Early 2013): Review, question and action. Disseminate research findings to interested parties.3. Data CollectionAccording to Mills, â€Å"the importance of data collection is to challenge yourself to explore every possible angle to try to find patterns and seek out new understanding among the data† (2006: 122). The selection of data collection methods forms a fundamental step in the research process and should be underpinned by the concepts of reliability and validity. Reliability relates to the accuracy of the data and urges the researcher to consider whether the data they have collected presents an accu rate representation of the reality under study. Validity refers to the essential truthfulness of the data; an assertion that the data collected actually measures the reality under study. Producing high quality research is of particular concern to the action researcher in schools, as the teacher researcher has an additional obligation to their students, and to add to the professional knowledge base (Sagor, 2000). One method of enhancing the quality of research is to triangulate data collection; to use more than one source of data during more than one point in time. The present study included questionnaires, observation and semi-structured interviews. The approach therefore was mainly qualitative, although the inclusion of some closed-ended questions in the questionnaire allowed for some limited quantitative enquiry.4. QuestionnairesThe questionnaire was designed and will be disseminated via Survey Monkey, an online research resource which allows users to design surveys and collect an d analyse data easily. The questionnaire contained both open-ended and closed-ended questions to enable respondents to both answer the specific research questions, and also provide their own responses to add richness to the data. Invitations to participate in this part of the research will be made to members of staff from a different school to the research site, and respondents will be invited to complete the questionnaire via an online link. The questionnaire has been designed specifically to investigate how other schools are integrating iPads into their work with PMLD learners. The main advantage of the questionnaire method is that it potentially allows the researcher to collect a large amount of information in a relatively short amount of time (Mills, 2006). However, the method is notorious for returning lower response rates. Generally speaking, postal survey methods have an average response rate of below 10%, whilst typical response rates for online surveys are a little higher, at 20 – 30% (SurveyMonkey, 2012).5. ObservationThe observations will be conducted only at the primary research site, and will be participatory in nature, as this allows for more focused naturalistic observation (Bell, 2005). In the present study, observation will take place with four pupils with PMLD as they use iPads as part of normal teaching and learning activities. The observations will be guided by the use of the Engagement Profile (SSATrust, 2010) which will enable the researcher to observe exactly which factors involved in the use of iPads engage pupils. For an example of the Engagement Profile observation sheet refer to Appendix A.6. InterviewThe aim of the interview is to elicit information about participant’s attitudes, opinions and perspectives in order to form a meaningful understanding of the phenomena under study (Hannan, 2007). Specifically, this research will include the use of semi-structured interviews, which allow researchers to have a set of specifi c questions to discuss, but allows for some flexibility on the respondents’ behalf. One interview will be conducted with the class teacher, and will address the ways in which iPads are incorporated into teaching activities with PMLD learners.To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Sample Size and Sampling Techniques For questionnaire completion, sampling will follow the snowballing technique, a non-probability sampling technique whereby participants in turn recruit future participants from among their acquaintances. In this instance, the link to the online survey will be sent to the target population, with a request that it is passed on to other interested parties. As the likely response rate is as yet unknown, the link will be sent to all possible study participants. The return rate will determine whether any quantitative data analysis will be conducted on the closed-ended survey items. The observations will be limited to four pu pils, who will be identified as appropriate for participation via the researcher’s own knowledge of the pupils within the research site, and via discussions with classroom teachers. Only one interview will be conducted with the classroom teacher. Methods were selected that drew upon small samples to provide an in-depth exploration of the area under study, the number of observations and interviews was restricted to maximise the effectiveness of such in-depth exploration (see Kruger & Casey, 2009 for a discussion regarding sample size when using qualitative methods.7. Ethical ConsiderationsOf prime concern to any researcher, are the ethical considerations and implications of their work. A full understanding of research ethics, and adherence and accountability to an ethical framework can provide a solid base for the research work in order to achieve completion of said research successfully (Willis, Inman and Valenti, 2010). Adherence to ethical considerations in research promote s the aims of research; prohibiting the falsification of results avoids error. Ethical norms ensure that the researcher remains accountable to the public and can prevent harm; therefore prior to the commencement of any piece of research, it is essential to consider all the ethical implications that may present themselves throughout all stages of the study. Central to research ethics is the issue of consent. The proposed study will provide interview participants with a Participant Information Form (PIF) detailing exactly the aims and processes of the research, and the contact details of the researcher. A consent form will be given with the PIF for both the participant and researcher to sign. The form will detail the participants’ right to refuse to participate, and right to withdraw consent at any point during the research, without penalty. As the pupil observations will be conducted as part of normal teaching and learning activities, it is not necessary to seek permission fro m parents.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayIn a dissertation work, keeping the personal details of the respondents secured is a prime ethical requirement, therefore, another major ethical consideration of the proposed study relates to anonymity and confidentiality. Conducting any research within the workplace could raise concerns among participants; therefore the interviews and Engagement Profiles will be anonymised and assigned codes rather than names. Surveys will be conducted anonymously via SurveyMonkey, access to data will be strictly limited to the researcher, and all participants will have the right to access their own information.ReferencesBean, I. (2012) A helping hand. SEN Magazine, February 2012. Available at: https://www.senmagazine.co.uk/articles/856-how-can-we-make-computers-more-accessible-to-all.html (accessed 13.08.2012). Boote, D.N. & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Research 34 (6): 3 – 15. Carpenter, B., Egerton, J., Brooks, T.& Durdle , R. (2011). Engagement in Learning. Available at http://www.education.gov.uk/complexneeds/modules/Module-3.2-Engaging-in-learning—key approaches/All/downloads/m10p080c/Special_Children_Engagement_in_Learning_201_June-July_2011_pg40-42.pdf (accessed 29.08.2012). Condie, R., Munro, B., Seagraves, L. & Kenesson, S. (2007). The impact of ICT in schools – a landscape review. Becta. Cunningham, J. (2010). Profound education: learning and PMLD. SEN magazine, January 2010. Available at: http://www.senmagazine.co.uk/articles/496-profound-education-learning-for-those-with-pmld.html (accessed 29.08.2012) Davis, P. & Florian, L. (2004). Teaching strategies and approaches for pupils with special educational needs: A scoping study. Department for Education and Skills. Available at http://www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. (Accessed 03.08 2012). Department of education and early childhood development. (2010). iPads in special education. Available at: http://www.ipadsforeducation.vic.au (accessed 05.08.2012). Department for Education and Skills (2004). Research Report Number 578: Inclusion and Pupil Achievement. DfES Publications, Nottingham. Florian, L. & Hegarty, J. (2004). ICT and Special Educational Needs (Learning Teaching With ICT). 1st Edition. Open University Press. Foyle, A. (2012). Switched on to education. SEN magazine, January 2012. Available at: http://www.senmagazine.co.uk/articles/378-switched-on-to-education-the-use-of-ict-in-sen.html (accessed 29.08.2012) Hannan, A. (2007). Interviews in education research (online) University of Plymouth. Available at: http://www.edu.plymouth.ac.uk/resined/QUESTS/index.htm (Accessed: 03.08.2012). Healy, D., & Noonan Walsh, P. (2007). Communication among nurses and adults with severe and profound intellectual disabilities: Predicted and observed strategies. Journal of Intellectual Disabilities 11(2), 127-141. Herr, K. & Anderson, G. (2005). The Action Research Dissertation: A Guide for Students and Faculty. Sage Publications, CA. Iovannone, R., Dunlap, G., Huber, H. & Kincaid, D. (2003). Effective educational practices for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities 18: 150 – 166. jwinchester25 (2012). iPad in a SEN Environment: Some of the uses. Available at: http://senclassroom.wordpress.com/2012/03/17/ipad-in-a-sen-environment-some-of-the-uses/ (accessed 15.08.2012). Kuh, G., Cruce, T., Shoup, R., Kinzie, J. & Gonyea, R. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. Journal of Higher Education, 79 (5): 540–563. Krueger, A., and Casey, M. (2009) Focus groups, a practical guide for applied research (4th edition) Sage, Los Angeles. Lacey, P. (2009). Developing the thinking of learners with PMLD, PMLD Link 21 (2): 15-19. Lacey, P. (2011) A profound challenge. Available at: http://www.senmagazine.co.uk/articles/396-designing-a-curriculum-for-pmld-a-profound-challenge.html (accessed 29.08.2012). Lewin, K. (1946) Action research and minority problems. Journal of Social Issues 2(4): 34-46. Longhorn, F. (1998). A Sensory Curriculum for Very Special People. London: Souvenir Press Ltd. Mary Elliot School (ipad case study, apple site) Available at: http://www.apple.com/uk/education/profiles/mary-elliot/ (accessed 04.08.2012). Marlow,W., Wolke, D., Bracewell, M. & Samara M. (2005). Neurologic and developmental disability at 6 years of age following extremely preterm birth. New England Journal of Medicine 352 (1), 9-19 Mcniff, J. (2003) Action research for professional development: Concise advice for new action research (3rd Edition). Available at: http://www.jeanmcniff.com (Accessed 03.08.2012). Mills, G. E. (2006). Action Research: A Guide for the Teacher Researcher (3rd Edition). Prentice Hall. Ofsted (2004a), Report: ICT in schools – the impact of government initiatives: School Portraits – Eggbuckland Community College. London: Ofsted Ofsted (2005,) Embedding ICT in schools – a dual evaluation exercise. London: Ofsted. Piaget, J. (1977). Gruber, H.E.; Voneche, J.J.. eds. The Essential Piaget. New York: Basic Books. Qualifications and Curriculum Authority (2007). Marker Training 2007. National curriculum assessments monitoring report. QCA/07/3421 Rahman, S. ( 2012). Getting started: pads for special needs. Rahman Publishing. Reason, P. & Bradbury, H., (2002). The SAGE Handbook of Action Research. Participative Inquiry and Practice. 1st Edition. London: Sage Sagor, R. (2000). Guiding School Improvement with Action Research. Association for Supervision and Curriculum Development, UK. Sparrowhawk, A. & Heald, Y. (2007). How to Use ICT Effectively With Children With Special Educational Needs. Edition. Learning Development Aids. Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. Watson Hyatt, G. (2010). The iPad as an affordable communicator. Initial review May 15. Available at: http://www.doitmyselfblog.com/2010/the-ipad-as-an-affordable-communicator-initial-review/ (accessed 29.08.2012). Williams, P (2005), Using information and communication technology with special educational needs students: The views of frontline professionals. Aslib proceedings: new information perspectives 57 (6): 539–553. Willis, J., Inman, D. & Valenti, R. (2010). Completing a professional practice dissertation: a guide for doctoral students and faculty. IAP. Wright, J, Clarke, M, Donlan, C, Lister, C, Weatherly, H, Newton, C, Cherguit, J and Newton, E (2004). Evaluation of the Communication Aids Project (CAP). London. Available at: DfES. http://www.dfes.gov.uk/research/data/uploadfiles/RR580.pdf (accessed 14.08.2012).To modify or extend this essay or to get pricing on a custom essay Contact Us Today

Ethical Decision on Smoking Policy Essay

A town council serves as a settlement court in the areas that cover their jurisdiction. I It is their job to hear the complaints and problems of their constituents and try to develop ethical decisions that will resolve the issues or complaints brought before them. One of the most common ethical issues brought before them is the right of an individual to smoke in public. Smokers also have human rights that are protected by the constitution. One of these is the freedom to choose. If they choose to smoke, we cannot stop them. But, what we can do is limit the exposure of non smokers to the smoking population in order to accommodate the health concerns of the latter. But what ethical decisions can we make regarding restaurants and buildings where both parties freely mingle? I have a few suggestions that may help ease the growing tension and often times violent encounters of the two parties. Restaurants must accommodate both smokers and non smokers without adding to the already building tension regarding smoker’s rights. It may sound like a return to segregation but the only solution to this problem would be to require restaurants, bars, and other public dining or drinking areas to have al fresco dining areas with tent covers for the snow or rain seasons, which will be assigned as the sole smoking area of the restaurant. All non smokers must be seated in the air conditioned area indoors wherein smoking will be strictly prohibited. In offices where there is a mixture of non smoking and smoking employees, there must be full compliance of the non smoking in enclosed spaces rules. The office should however, designate smoking areas to accommodate the smokers. This area may be the rooftop of the building that must be designed as some sort of garden where live plants must be planted in order to absorb the toxic smoke and provide the area with fresh air for the people staying there to enjoy a smoke. Smokers may not believe they need protection from their habits but we have to do our part in protecting them from themselves. The town council ruling regarding smoking in public places is not a perfect law, it should be open to revisions and addendums as complaints arise to be dealt with. The town council must also acknowledge that maybe the smokers may have some ideas that will benefit or indulge their habit without damaging the non smokers in public places. So the town council should set up an office or a desk that will accept suggestions from both smokers and non smokers in the hope of accommodating the rights of both parties. As such, the town council should be open to amending the non smoking in private places ruling using the suggestions from the parties concerned. In the end, there is no need to alienate either the non smokers or smokers. Even though there have been countless medical studies, results, and warnings aimed towards the public regarding the hazards of both first hand and second hand smoke, smoking has become a legalized addiction that we have to learn to tolerate or, as the case may be, accommodate. There are a number of ways wherein we can accommodate smokers and non-smokers needs provided that both parties are open to cooperating with each other. The Town Council must to its part as the mediator between the two parties and help them to come to terms and agreements that will be beneficial to all concerned.

300 Movie

The film I chose to evaluate is the fantasy action film, â€Å"300. † 300 is a fictional retelling of the Battle of Thermopylae, in which the Greeks tried to hold off an invasion of the Persian Empire. The author’s message, from a leadership perspective, shows what a group of soldier would do for their king and how they inspire a country. A number of scenes from the film will depict that King Leonidas is a great leader with great conviction for what he believes in. Leonidas has many great leadership traits. Leonidas has all the traits a good leader needs. He has intelligence, self-confidence, determination, integrity, and sociability. Even though Leonidas has assigned leadership, he also has emergent leadership. He is appointed king only after he has been tested by the rigorous traditional Spartan initiations into adulthood. After being inspected at birth to see if he was worthy of being a Sparta, Leonidas was thrown into the wild at the age of 7 and left to survive. Leonidas came back alive to prove to his father, and his people that he is capable to be their king. As king, Leonidas command legitimate, coercive, and reward power like his counterpart, Xerxes of Persia. But Leonidas also has referent power that Xerxes does not. Leonidas’ soldiers liked him and would die for him. Xerces’ army was made up of slaves and beasts that fear for their lives. They are forced to fight, and when they fail, Xerxes becomes enraged and beheads them. Leonidas’ leadership style is both directive and supportive. He gave specific instructions on how to battle against the overwhelming Persian Army and he also engages in combat with his army. After a victory he praises his soldier for their bravery and courage. He respects and acknowledges each soldier’s effort in the battles. Leonidas has high task and high relationship behavior with his army. Leonidas faced many challenges throughout the movie. One example was in the beginning, when the Persian messenger came to Leonidas and gave him Xerxes’ ultimatum. He had a difficult decision to make. His decision would impact the whole nation. Should he give in to the Persian army or should he declare war? As he ponders his answer, he looked at his people, their children, and his wife. He thought about his Spartan heritage and values. Spartans don’t surrender or fear anything. Acting according to authentic leadership defined, he lead by kicking the Persian messenger into the well. His actions show his people that he would not let anyone invade the empire, no matter the opposition. He showed them that his leadership is genuine and he would not coward even if he is greatly outmatched. Leonidas is a perfect leader for the situations in the film. In battle, a leader must have authoritative powers. He must have loyalty and attraction of his soldiers. He must also have highly structured strategic plans for his soldiers. The phalanx formation the Spartans use requires the soldiers to fight as one to be strong. The contingency theory of leadership would define Leonidas as being in a very favorable situation. In a favorable situation, the leader and followers will be effective. As seen through most of the film, Leonidas and his soldiers were victorious in all their battles until they were out flanked by the Persians at the end. Leonidas has good dyadic relationships with his men. He and his Captain, Artemis fought alongside each other when they were young. He also develops mutual trust and respect from Artemis and his soldiers, how could he of convince the 300 men to fight the whole Persian army. He knows that each man is a soldier and that they have heirs at home. They are also proud to fight alongside Leonidas. He doesn’t enlist them and take them to war. It is evident when he met up with the Arcadians. When the Arcadian General, Daxos ridicule Leonidas about how few men he brought to the war front, Leonidas asked three Arcadians for their profession. They responded with Potter, Sculptor, and Blacksmith. Leonidas then turns to his soldiers and asked them. They responded with supporting and confident grunts of courage for their leader. According to the Leader-Member Exchange Theory, leadership is a process that is centered on interactions between the leader and his followers. By having high-quality leader-member exchanges with his men, Leonidas is able to have positive performances and commitment from his men and be victorious in the battles. Leonidas was also able to lead through transformational leadership. Transformational leadership brings about positive change to the leader and to those who follow. Leonidas headed into an unfavorable war courageously so that his people may remain free. After multiple attacks on the Spartans had fail, Xerxes call for an audience with Leonidas. He offered Leonidas royalties if he put down his arms and be Xerxes’ general. But Leonidas thought of his people and his kingdom. His people would have to serve the Persians and if he surrendered, how could he answer to his ancestors. By surrendering he would not be a true Spartan. Leonidas kept his honor and brushed off Xerxes. He thought about his followers before himself. By doing this, even in death Leonidas was able to inspire and stimulate the Greek country to collaborate and fend off the Persian Invasion. In conclusion, Leonidas is a good leader as depicted in the film. He has a broad range of leadership skills and traits, but I believe Leonidas is best at leading with transformational leadership. His charisma strongly warrants him to lead through transformational leadership and given the situations of the film, Leonidas is best to use transformational leadership. Also, the message the film entitles is that one great man or nation can inspire a whole country to stand as one and unite towards a common goal.

Poetry essay- I Met A Genius by Charles Bukowski Term Paper

Poetry essay- I Met A Genius by Charles Bukowski - Term Paper Example It is a known fact that children do not lie about their own opinions in order to get social approval. Saying that the ocean is not pretty is one of those opinions and observations. This makes the poem a commentary about the adults’ manner of processing opinions and beliefs, which can sometimes be dishonest, as adults usually seek approval of the society. The poem states that human nature can be easily manipulated, especially by the greater society. Human nature is very impressionable, and whatever the greater society says, many people tend to adapt the same opinion, like in this case: the ocean being beautiful. Human nature is weak when it comes to peer pressure and self-identity, when one is an adult. Children are often talkative and they do not censor themselves, unlike adults. They don’t care whether they say â€Å"wrong† things. Realizations from honest opinions are akin to be told about how ill-fitting someone’s designer clothes are. Because even though the designer clothes are pretty and well-hyped, sometimes, ugly is just ugly. It takes lot of courage to say that. One of the most striking characteristics the poem â€Å"I Met a Genius† has is its form. The poem has no meter, no rhyme. It is completely done in free verse. Because it does not have a meter, the lines end unevenly. In fact, the first stanza of the poem is actually a sentence; a run on sentence that implies stream of consciousness of the author. That stream of consciousness technique indicates immediacy, as if the thought runs through the mind of the author as he writes the first stanza. That sense of immediacy fuels the imagination and makes the reader feel like he is part of the scene because of the (implied) idea that the situation happens simultaneously as he is reading those lines. The second stanza is also a sentence. It is a realization and a reaction to the first sentence. Similar to the first sentence, it has a sense of