From the Pillars of Civilization to the Pillars of Law :: Law College Admissions Essays

From the Pillars of Civilization to the Pillars of Law As sweat dripped down my nose and mixed with the dirt, I yelled, "I found glass!" Glass is considered a rare find, and upon hearing my announcement the excavation team stopped digging. Later, as I sat under the overhang on the laboratory roof patiently brushing dirt off a pottery shard and reconstructing a pot from the shard, I realized that archeology parallels the process of producing a paper, piece by piece and note-card by note-card. I came to Mallorca, Spain because of my passion for Egyptology and archeology. I was determined to excavate, and although Mallorca is not Egypt, this was my opportunity to do so. I love solving puzzles - discovering pieces, analyzing their importance, uncovering relationships and then utilizing the information to produce a final work. An archeologist discovers an object; draws on knowledge of the culture, materials available, and history to analyze the object; deciphers its role and determines its value. Writing, research, legal study, and legal prac tice share this process with archeology. Instead of finding a pottery shard in soil, the discovery is information and requires research and analysis. The challenge of researching and analyzing an unknown subject is the most enjoyable part of academic life. An honors thesis I wrote on Colombian environmental policy allowed me to study a topic about which I had been ignorant. I chose Colombian environmental policy because my Latin American Politics class did not cover Colombia, and I was interested, after writing about French and American environmental policy, in continuing my study of different countries' environmental policies. Colombia, however, presented a greater challenge than the other two countries due to the paucity of available material. After the Colombian consulate was unable to help me, I located one of the few experts in the field who directed me to relevant material. I threw myself into a provocative topic, formerly unknown to me, and transformed it into something about which I was knowledgeable. The process is like discovering a shard, or if lucky, a piece of glass. The Colombian paper also stands out as one of my favorite projects because of the analysis and interpretation it required. The class analyzed events using a matrix comprised of political, social, international, and domestic factors. The environmental articles offered no obvious examples of reasons for the events; my analysis relied solely on my interpretation. From the Pillars of Civilization to the Pillars of Law :: Law College Admissions Essays From the Pillars of Civilization to the Pillars of Law As sweat dripped down my nose and mixed with the dirt, I yelled, "I found glass!" Glass is considered a rare find, and upon hearing my announcement the excavation team stopped digging. Later, as I sat under the overhang on the laboratory roof patiently brushing dirt off a pottery shard and reconstructing a pot from the shard, I realized that archeology parallels the process of producing a paper, piece by piece and note-card by note-card. I came to Mallorca, Spain because of my passion for Egyptology and archeology. I was determined to excavate, and although Mallorca is not Egypt, this was my opportunity to do so. I love solving puzzles - discovering pieces, analyzing their importance, uncovering relationships and then utilizing the information to produce a final work. An archeologist discovers an object; draws on knowledge of the culture, materials available, and history to analyze the object; deciphers its role and determines its value. Writing, research, legal study, and legal prac tice share this process with archeology. Instead of finding a pottery shard in soil, the discovery is information and requires research and analysis. The challenge of researching and analyzing an unknown subject is the most enjoyable part of academic life. An honors thesis I wrote on Colombian environmental policy allowed me to study a topic about which I had been ignorant. I chose Colombian environmental policy because my Latin American Politics class did not cover Colombia, and I was interested, after writing about French and American environmental policy, in continuing my study of different countries' environmental policies. Colombia, however, presented a greater challenge than the other two countries due to the paucity of available material. After the Colombian consulate was unable to help me, I located one of the few experts in the field who directed me to relevant material. I threw myself into a provocative topic, formerly unknown to me, and transformed it into something about which I was knowledgeable. The process is like discovering a shard, or if lucky, a piece of glass. The Colombian paper also stands out as one of my favorite projects because of the analysis and interpretation it required. The class analyzed events using a matrix comprised of political, social, international, and domestic factors. The environmental articles offered no obvious examples of reasons for the events; my analysis relied solely on my interpretation.

The Hunters: Moonsong Chapter Fourteen

Matt hunched his shoulders miserably. He had come to the pledge meeting because he didn't want to stay in his room alone, but now he wished he hadn't. He'd been avoiding Elena, Meredith, and Bonnie – it wasn't their fault, but so much violence had happened around al four of them in the past year, so much death. He'd thought it might be better being around other people, people who hadn't seen how much darkness there was in the world, but it wasn't. He felt almost like he was swathed in bubble wrap, thick and cloudy. As the other pledges moved and talked, he could watch them and hear them, but he felt separated from them; everything seemed muffled and dim. He felt fragile, too, as if removing the protective layer might make him fal apart. As he stood in the crowd of pledges, Chloe came over and stood next to him, touching his arm reassuringly with her smal , strong hand. A gap appeared in the bubble wrap, and he could real y feel her with him. He put his hand over hers and squeezed it grateful y. The pledge meeting was in the wood-paneled underground room where they'd first met. Ethan assured them this was just one of many secret hideouts – the others were only open to ful y initiated members. Matt had discovered by now that even this pledge room had several entrances: one through an old house just outside campus, which must have been the one they brought them through that first time, one through a shed near the playing fields, and one through the basement of the library. The ground beneath the campus must be honeycombed with tunnels for so many entrances to end up in one place, he thought, and he had an unsettling picture of students walking on the sun-warmed grass while, a few inches below, endless dark tunnels opened underneath them. Ethan was talking, and Matt knew that usual y he would have been hanging on his every word. Today, Ethan's voice washed over Matt almost unheard, and Matt let his eyes fol ow the black-clad, masked figures of the Vitale members who paced the room behind Ethan. Dul y, he wondered about them, about how the masks disguised them Wellenough that he was never sure if he recognized any of them around campus. Any of them except Ethan, that is. Matt wondered curiously what made the leader immune to such restrictions. Like the tunnels beneath the campus, the anonymity of the Vitales was slightly unsettling. Eventual y, the meeting ended, and the pledges started to trickle out of the room. A few patted Matt on the back or murmured sympathetic words to him, and he warmed as he realized that they cared, that somehow they'd come to feel like friends through al the sil y pledge bonding activities. â€Å"Hold up a minute, Matt?† Ethan was next to him suddenly. At Ethan's glance, Chloe squeezed Matt's arm again and let go. â€Å"I'l see you later,† she murmured. Matt watched as she crossed the room and went out the door, her hair bouncing against the back of her neck. When he looked back at Ethan, Ethan's head was cocked to one side, his golden-brown eyes considering. â€Å"It's good to see you and Chloe getting so close,† Ethan declared, and Matt shrugged awkwardly. â€Å"Yeah, Well†¦Ã¢â‚¬  he said. â€Å"You'l find that the other Vitales are the ones who can understand you best,† Ethan said. â€Å"They'l be the ones who wil stand by you al through col ege, and for the rest of your life.† He smiled. â€Å"At least, that's what's happened to me. I've been watching you, Matt,† he went on. Matt tensed. Something about Ethan cut through the bubble-wrap feeling, but not in the comforting way Chloe did. Now Matt felt exposed instead of protected. The sharpness of his gaze, maybe, or the way Ethan always seemed to believe so strongly in whatever he was saying. â€Å"Yeah?† Matt said warily. Ethan grinned. â€Å"Don't look so paranoid. It's a good thing. Every Vitale pledge is special, that's why they're chosen, but every year there's one who's even more special, who's a leader among leaders. I can see that, in this group, it's you, Matt.† Matt cleared his throat. â€Å"Real y?† he said, flattered, not knowing quite what to say. No one had ever cal ed him a leader before. â€Å"I've got big plans for the Vitale Society this year,† Ethan said, his eyes shining. â€Å"We're going to go down in history. We're going to be more powerful than we've ever been. Our futures are bright.† Matt gave a half smile and nodded. When Ethan talked, his voice warm and persuasive, those golden eyes steady on Matt's, Matt could see it, too. The Vitales leading not just the campus but, someday, the world. Matt himself would be transformed from the ordinary guy he knew he had always been into someone confident and clear-eyed, a leader among leaders, like Ethan said. He could picture it al . â€Å"I want you to be my right-hand man here, Matt,† Ethan said. â€Å"You can help me lead these pledges into greatness.† Matt nodded again and, Ethan's eyes on his, felt a flush of pride, the first good thing he'd felt since Chris's death. He would lead the Vitales, standing by Ethan's side. Everything would be better. The path was clear ahead. Indeed, Keynes posited that economic activity was determined by aggregate demand. For the fifteenth time in half an hour, Stefan read the sentence without beginning to comprehend it. It al just seemed so pointless. He'd tried to distract himself by investigating the murder on campus, but it had only made him more anxious that he couldn't be by Elena's side, seeing to it himself that she was safe. He closed the book and dropped his head into his hands. Without Elena, what was he doing here? He would have fol owed her anywhere. She was so beautiful it hurt him to look at her sometimes, like it hurt to stare into the sun. She shone like that sun with her golden hair and lapis lazuli eyes, her delicate creamy skin that held just the faintest touch of pink. But there was more to Elena than beauty. Her beauty alone wouldn't have held Stefan's attention for long. In fact, her resemblance to Katherine had nearly driven him away. But under her cool y beautiful exterior was a quicksilver mind that was always working, making plans, and a heart that was fiercely protective of everyone she loved. Stefan had spent centuries searching for something to make him feel alive again, and he'd never felt as certain of anything as he did about Elena. She was it, the only one for him. Why couldn't she be as sure of him? No matter what Elena said about Stefan being the one, the fact remained: the only two girls he'd loved in his long, long life both loved not just Stefan but his brother, too. Stefan closed his eyes and rubbed the bridge of his nose between his fingers, then shoved himself away from the desk. Maybe he was hungry. In a few quick strides, he crossed his white-painted room, through the mix of his own elegant possessions and the cheap school-issued furniture, and was out on the balcony. Outside, the night smel ed of jasmine and car exhaust. Stefan reached tendrils of Power gently into the night, questing, feeling for †¦ something †¦ there. A tiny mind quickened in response to his. His hearing, sharper than a human's, picked up the faint whine of sonar, and a smal , furry bat landed on the balcony railing, drawn in by his Power. Stefan picked it up, keeping up a gentle thrum of Power between his mind and the bat's, and it gazed at him tamely, its little fox face alert. Stefan lowered his head and drank, careful not to take too much from the little creature. He grimaced at the taste and then released the bat, which flapped tentatively, a little dazed, then picked up speed and was lost again in the night. He hadn't been terribly hungry, but the blood cleared his mind. Elena was so young. He had to remember that. She was stil younger than he'd been when he became a vampire, and she needed time to experience life, for her path to lead her back to Stefan. He could wait. He had al the time in the world. But he missed her so much. Gathering his strength, he leaped from the balcony and landed lightly on the ground below. There was a flower bed there, and he reached into it, feeling petals as soft as silk. A daisy, fresh and innocent. He plucked it and went back inside the dorm, using the front entrance this time. Outside Elena's door, he hesitated. He could hear the slight sounds of her moving around in there, smel her distinctive, intoxicating scent. She was alone, and he was tempted to just knock. Maybe she was longing for him, just as he longed for her. If they were alone, would she melt into his arms despite herself? Stefan shook his head, his mouth tight. He had to respect Elena's wishes. If she needed time apart, he could give her that. Looking at the white daisy, he slowly balanced it on top of Elena's doorknob. She would find the flower and know that it was from him. Stefan wanted Elena to know that he could wait for her, if that was what she needed, but that he was thinking of her, always.

Arguments for and Against the Minimum Wage in the Uk

Arguments for and against the National Minimum Wage (NMW) in the UK: stop employees being taken advantage of by being paid unfair wages by their employers. set a standard of the minimum worth of a worker. This benchmark was set so that employers would be unable to hire any staff for less than the suggested hourly rate. reduce pay differentials between genders. What is the new minimum wage? : In October 2009, the NMW for workers increased from: ?5. 73 to ? 5. 80 per hour – aged 22 years and older ?4. 77 to ? 4. 83 per hour – aged 18 to 21 years ?3. 53 to ? 3. 7 an hour – aged 16 and 17 years As of October 2010, the adult minimum rate will start from 21 years. Who qualifies for the Minimum Wage? Home workers, agency workers, part-time employees, pieceworkers†¦ most adult employees working legally in the United Kingdom with a written, verbal or implied contract, qualify for the NMW. The relationship between Demand and Supply: Arguments in favour of the NMW: Dia gram showing potential earnings from the NMW: {draw:frame} Diagram showing increasing demand for Normal goods: {draw:frame} Reduced labour turnover, raised productivity: Economic benefit for the country: Monopsonistic labour markets: A monopsony occurs when one buyer faces many sellers in a market. The buyer thus controls a large proportion of that market share. In the diagram below, a monopsonistic business maximises its profits at Q2, paying a wage at W1. (Demand = Marginal Revenue Product and supply =Average Costs). If the minimum wage increases to W2, demand for labour will increase to Q1. The level of unemployment will not increase until the minimum wage increases to an amount higher than W3. Diagram showing NMW effects on a Monopsony: draw:frame} Arguments against the NMW: Law not properly enforced: The NMW is not a properly enforced law. The result is that is has merely become a guideline to which employers are expected to adhere. It is estimated that 5% of the UK workforce receives less than minimum wage (WordPress 2009). If an employee reports his employer for paying less than the minimum wage, the employee pays a nominal fine. Fines are not severe enough (HM Revenue and Customs 2009). Low-skilled workers suffer: Many opposed the NMW when it was first introduced. Some believed that it would increase unemployment and cause wage inflation. They argued that if the minimum wage was high enough to be effective, unemployment among the inexperienced and handicapped would escalate. The workers with lesser skills would be harmed to the benefit of those who were more highly skilled. The demand for jobs at the higher wage levels would be greater than the supply of jobs available. Businesses could therefore afford to be more selective in the employees they chose, and workers with limited skills and experience would typically be excluded. Cost of production increases, leading to higher prices for consumers: Another argument is that an increase in the minimum wage willincrease production costs, thus increasing the overall cost of the product. The result of this would be reduced profits for the business, due to: producers absorbing the extra costs, leaving less money for re-investment. Diagram showing how an increase in the price of a product affects supply and demand: {draw:frame} The original price of product X is ? 35, and the demand for the product is 320 units (E1 representing Equilibrium between demand and supply). Product X then increases in price to ? 4 due to an increase in the NMW, resulting in a drop in demand for the product to 120 units. This drop in demand then results in an oversupply of goods from the producer, who is then forced to reduce his supply to the new demand level, or goods may sit on the shelf. E2 represents the new Equilibrium level between supply and demand. If the good was perishable and th e supplier did not adjust his supply, there would be a lot of wastage. Not everybody qualifies: Those who are exempt from receiving the NMW include; Apprentices under 19 years of age, and apprentices 19 years or older in their first year of their apprenticeship. Students on a work placement, forming part of a higher- or further education course, where the placement is for less than one year. The self-employed Those on a Department for Workers and Pensions back-to-work scheme The Recession: A recession is characterised by a period of at least two consecutive quarters of negative growth. During a recession, demand and supply of goods and services in the economy contracts. The UK economy contracted by 1. 5% in the last quarter of 2008 and the Gross Domestic Product experienced its biggest fall since the second quarter of 1980 (Kowelle 2009). This is the first time since the inception of the NMW that employment has fallen. Unemployment is rapidly on the increase. A reduction in output means that the need for labour is reduced. In the early stages of a recession, companies tend to cut back on employee hours, rather than making workers redundant. If companies are forced to reduce their employee numbers, they will initially attempt to do this through natural wastage, putting a hold on hiring, and not replacing workers who leave the company of their own accord. Thus the demand for new entrants to the market is very limited. The current recession has caused a very limited availability of credit and reduced demand worldwide. It is expected that high levels of debt and the fall of housing prices and equity prices will affect the UK more than many other nations (Bain 2009). What if there were no minimum wage in place? : Without a set minimum wage, the quantity of labour supplied will continue to change according to price, until the level of labour demanded is equal to the level of labour supplied. That is to say, an equilibrium price will be reached, where supply and demand curves intersect. {draw:frame} Deepak Lal, criticises the minimum wage, stating that it is â€Å"an inefficient, well-intentioned but inexpert interference with the mechanisms of supply and demand.. † References: DEPARTMENT FOR BUSINESS INNOVATION & SKILLS. , 2007. National Minimum WageGuide for Employees [online] United Kingdom. Available from: http://www. berr. gov. uk/files/file53059. pdf [Accessed 23 November 2009] eHOW How To Do Just About Everything. How Does The Minimum Wage Affect The Economy [online video]. Available from: http://www. ehow. co. uk/video_4974004_minimum-wage-affect-economy. html? cr=1 [Accessed 20 November 2009] NATIONAL MINIMUM WAGE COMMISSION. , 2009 National Minimum Wage. Low Pay Commission Report 2009. (Chairman George Bain). United Kingdom: The Stationery Office. WORD PRESS. , 2009. New Deal Scandal: UK Unemployment Course Scandal and Welfare Reformconcerns [online] 20 August. Available from: http://newdealscandal. wordpress. com/2009/08/20/national-minimum-wage-nmw/ [Accessed 23 November 2009]

Area of knowledge Essay

It can certainly be argued that though language and emotion play vital roles within any area of knowledge, it is within history that it manifests itself the clearest. History as an area of knowledge presents an opportunity to explore the implications of both language and emotion, and their effect on interpreting history. The understanding of such information is integral to resolving one of the key knowledge issues regarding history: the question of whether it is possible to attain or communicate knowledge through history that is free from filters and biases. The answer to this question is crucial to the further comprehension of what is history as a whole. But before examining language and emotion in the context of history, it is important to define what exactly these words are describing, and understand the values and limitations of both of these ways of knowing separately. Language is defined as a rule-governed, intended form of communication and is one of the main ways of attaining information of the external. It is useful for conveying concepts that are intangible, such as that of history. However, it is merely a tool, a vehicle by which information can travel, and is subject to ambiguity, vagueness, and bias. Emotion as a way of knowing is often defined as a mechanism which gives intuition and helps decision making, but is also commonly cited as an obstruction to knowledge. These two ways of knowing have a great impact upon the acquisition of knowledge in history. One could argue that without language, there would be no history or historical knowledge. Such a bold statement can be made for a variety of reasons, one being primarily that unlike emotion and sense perception, two others way of knowing, language is the most ‘able’ tool in the transfer of knowledge across time. And unlike reason, language can qualitatively describe as well as outline the experiences of individuals in a way that reason cannot fully emulate. One does not need to be (or rather, cannot be) at the decisive Battle of Iwo Jima to know there was an Allied victory, knowledge that sense perception and emotion could not derive. The utility of language is that it enables us acquire knowledge of the external efficiently. This is not to say that language is the perfect mechanism for knowledge transfer in history. As stated above, language is a tool that, once interpreted, will lead to biases as both the sender and receiver’s paradigm will contribute to a certain predisposition regarding any topic spoken. It allows us to label and generalize, to set up a conceptual framework based on relativity. Arbitrary time frames can be set up within history, such as Before Common Era, which when considered seem quite useful in that it allows for quick citation, but is also perplexing. How exactly did people define the ‘Common Era’? To refer to a date in relation to the death of one man allows us to further question why this particular man was chosen. Again this ties into the bias with language, as anyone referencing BCE is undoubtedly predisposed towards Western thinking. Even I retain these biases as well, always confused momentarily whenever I am exposed to the time frame established in Thai culture, such as 2553 (which is coincidentally also referenced to the death of another man). It appears that although language can and does lead to historical knowledge in methods that other ways of knowing cannot, language can never lead to truly objective information precisely for the same reason that it is useful: it is all relative to the paradigm which one is under. The impact of labeling and generalizations also touches upon the realm of emotion and its effects upon history. The age-old adage proclaims that â€Å"history is written by the victors†1 and the victors will more often than not think positively about themselves but not of their opponents. For example, during my Thai history class, my teacher will go at great lengths to explain the courageous nature of the Thai people and the savagery of the Burmese for invading our land, and yet do a complete about face and call the occupation of Malaysia and Cambodia as a noble conquest. This invocation of pride and patriotism is a variety of emotion known as nationalism. And it is this nationalism, or a similar emotional feeling of loyalty, that has fueled much of current history. If language is the tool with which we talk about history, emotion is what caused us to talk about it in the first place. The statement that is being suggested is that the course of human civilization for the past ten thousand years can be charted with the emotions, on the basis that humans are not perfectly rational. Emotional attachments to kingdoms, countries, or governments caused many to go to war; scientific advances were fueled by the undying joy associated with innovation; Adam Smith proposed capitalism to compensate for the inherent greed within us all. Indeed, a more specific event would be the destruction of the World Trade Center on September 11, 2001AD. The attack upon the US caused uproar, an escalation of foreign policy security, and a worsening of relations with the Middle East. The many religious motives for such an event leave no doubt that it was based off of emotion, but it remains unclear what the main cause was for. Again, it appears that to mark history as objective facts becomes increasingly hard as the subjective emotions that one has muddle the cause for events. One cannot state that a certain event in history occurred because of another singular event; rather, one must say that it was the amalgamation of these that caused any event. In essence, it appears that emotion and language both play a key role in history, one for it and one about it. However, it seems that these two ways of knowing interact with history in such a way as to make the objective deduction of historical knowledge difficult. Though one can argue that the imposition of conceptual frameworks and the emotionally fuelled decisions are not mutually exclusive with an objective history, it remains that within any human society there will exist a paradigm, a filter, a bias. And in these items will lay prejudice. A quote by Friedrich Nietzche summarizes this: â€Å"To the extent that man has for long ages believed in the concepts and names of things as in aeternae veritates he has appropriated to himself that pride by which he raised himself above the animal: he really thought that in language he possessed knowledge of the world.† We may pride ourselves on being more civilized than animals and for having language, but it is foolish to assume that with only these tools that we have gained any knowledge of the world apart from our own.

Cultural Dimensions In Advertising

SCHOOL OF COMMUNICATION CMNS 323-4 (W)* (D100) Instructor:Brad KingSpring Semester 2012 Email: [email  protected] ca Burnaby Day Twitter: @btcking ————————————————- CULTURAL DIMENSIONS IN ADVERTISING Prerequisites: 60 units, including two of CMNS 220, 221, 223 or 226. CMNS 362 or 363 is strongly recommended. Overview: Advertising is everywhere in contemporary society. From television and the Internet, to newspapers and magazines, people are exposed to thousands of advertising ‘impressions’ every day.Beyond individual ads, media convergence, and the quest for ‘synergies’, has increasingly transformed all forms of culture into tools of marketing and promotion. What are the social, cultural, and political implications of these developments? How does advertising and ‘promotional culture’ affect the society in which we live, our value str uctures, belief systems, and our ideas about what constitutes ‘the good life’? Our primary objective is to critically explore contemporary advertising, as it connects to larger questions of society and culture.Our focus will NOT be on the ‘nuts and bolts’ of the advertising industry, nor will the course teach you how to create advertising campaigns, or how to design marketing strategies. Instead, we will draw upon different critical theories and empirical research methods, as a means of reflecting upon the broader social and cultural dimensions of advertising. We begin with a discussion of the relationship between advertising, promotional culture, and a social, economic, and cultural environment dominated by commodification.We then examine some of the dominant characteristics of post-modern advertising and promotional culture, using case studies of the representation of capitalism and the emerging phenomena of ‘green marketing’. In the latter h alf of the course, we broaden our focus beyond advertising texts to consider themes such as the marketing and promotion of pharmaceutical drugs, the commercialization of children’s culture, globalization, political advertising, consumer research and new media. _________________ This is a writing-intensive course. Students who began their degrees in Fall 2006 onwards must successfully complete at least two (W) courses, at least one of which must be upper division, preferably within the student’s discipline. It is strongly recommended that students take one (W) course as early as possible, preferably in their first 30 credits hours. Students are required to complete their first (W) course within their first 60 credit hours. †¦. over Course Format: The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussion.While there will be some overlap between the lectures, readings and tutorials, there will also be important material that is only covered in one or the other. In other words, you are expected to do the readings, attend the lectures and the tutorials to cover all the material that you will be tested upon and which you will have to draw upon in your research projects. Given that the course is writing-intensive, substantial tutorial time will be devoted to exercises and discussion designed to improve the writing skills of students.Participation in these exercises is a mandatory component of the course, thus students should be prepared to attend all tutorial meetings. The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussions. Required Readings: All course texts will be available on the course wiki. Grading: Grading is subject to confirmation in class. This is a tentative outline and subject to change. Creative Ad Project30% Final Paper55% Tutorial Participation15%The school expects that the grades awarded in this c ourse will bear some reasonable relation to established university-wide practices with respect to both levels and distribution of grades. In addition, The School will follow Policy S10. 01 with respect to Academic Integrity, and Policies S10. 02, S10. 03 and S10. 04 as regards Student Discipline (note: as of May 1, 2009 the previous T10 series of policies covering Intellectual Honesty (T10. 02) and Academic Discipline (T10. 03) have been replaced with the new S10 series of policies). Cultural Dimensions In Advertising SCHOOL OF COMMUNICATION CMNS 323-4 (W)* (D100) Instructor:Brad KingSpring Semester 2012 Email: [email  protected] ca Burnaby Day Twitter: @btcking ————————————————- CULTURAL DIMENSIONS IN ADVERTISING Prerequisites: 60 units, including two of CMNS 220, 221, 223 or 226. CMNS 362 or 363 is strongly recommended. Overview: Advertising is everywhere in contemporary society. From television and the Internet, to newspapers and magazines, people are exposed to thousands of advertising ‘impressions’ every day.Beyond individual ads, media convergence, and the quest for ‘synergies’, has increasingly transformed all forms of culture into tools of marketing and promotion. What are the social, cultural, and political implications of these developments? How does advertising and ‘promotional culture’ affect the society in which we live, our value str uctures, belief systems, and our ideas about what constitutes ‘the good life’? Our primary objective is to critically explore contemporary advertising, as it connects to larger questions of society and culture.Our focus will NOT be on the ‘nuts and bolts’ of the advertising industry, nor will the course teach you how to create advertising campaigns, or how to design marketing strategies. Instead, we will draw upon different critical theories and empirical research methods, as a means of reflecting upon the broader social and cultural dimensions of advertising. We begin with a discussion of the relationship between advertising, promotional culture, and a social, economic, and cultural environment dominated by commodification.We then examine some of the dominant characteristics of post-modern advertising and promotional culture, using case studies of the representation of capitalism and the emerging phenomena of ‘green marketing’. In the latter h alf of the course, we broaden our focus beyond advertising texts to consider themes such as the marketing and promotion of pharmaceutical drugs, the commercialization of children’s culture, globalization, political advertising, consumer research and new media. _________________ This is a writing-intensive course. Students who began their degrees in Fall 2006 onwards must successfully complete at least two (W) courses, at least one of which must be upper division, preferably within the student’s discipline. It is strongly recommended that students take one (W) course as early as possible, preferably in their first 30 credits hours. Students are required to complete their first (W) course within their first 60 credit hours. †¦. over Course Format: The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussion.While there will be some overlap between the lectures, readings and tutorials, there will also be important material that is only covered in one or the other. In other words, you are expected to do the readings, attend the lectures and the tutorials to cover all the material that you will be tested upon and which you will have to draw upon in your research projects. Given that the course is writing-intensive, substantial tutorial time will be devoted to exercises and discussion designed to improve the writing skills of students.Participation in these exercises is a mandatory component of the course, thus students should be prepared to attend all tutorial meetings. The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussions. Required Readings: All course texts will be available on the course wiki. Grading: Grading is subject to confirmation in class. This is a tentative outline and subject to change. Creative Ad Project30% Final Paper55% Tutorial Participation15%The school expects that the grades awarded in this c ourse will bear some reasonable relation to established university-wide practices with respect to both levels and distribution of grades. In addition, The School will follow Policy S10. 01 with respect to Academic Integrity, and Policies S10. 02, S10. 03 and S10. 04 as regards Student Discipline (note: as of May 1, 2009 the previous T10 series of policies covering Intellectual Honesty (T10. 02) and Academic Discipline (T10. 03) have been replaced with the new S10 series of policies).

An Analysis of the Categories of Qualitative Research Methods Used By the Coca-Cola Company

An Analysis of the Categories of Qualitative Research Methods Used By the Coca-Cola Company Numerous organization have used organizational development techniques to achieve organizational effectiveness. According to Najmin (2012), organizational effectiveness makes use of applied psychology to bring change to different aspects of the organization. Such elements include culture, management styles, as well as communication techniques in a business. Similar techniques apply to Coco Cola Company that have had poor use of its staff leading to high employees’ turnover. Moreover, the company had little innovative strategies until lately when there has been a change in the soft drinks market driven by sensitive health companies. Accordingly, the company requires organizational development interventions that would enable it to achieve higher levels of effectiveness. Given that, research reviews other researchs on organizational development as well as an evaluation of other organizations that have used OD interventions to achieve organizational effectiveness. The current research will make use of three qualitative research methods to capture relevant data that will help identify the best OD interventions that Coco Cola might use. First, the study will interview executives, middle-level managers, and general level employees of organizations such as JetBlue and Google that have had successful OD interventions at their workplace with permission from the top executives. During the interviews, I will record respondent’s responses into a paper and after that into computer files for analysis purpose. Moreover, there will be an option for over-the-phone interviews or busy managers that I will record and store in a computer in an electronic format. Secondly, I will use questionnaires to reach general-purpose employees on their view of their organization’s OD interventions. Lastly, I will obtain information from secondary sources such as peer-reviewed Journals and textbooks to decipher the best interventions applicable to Coco Cola In c. The research had four central hypothesis. First, interventions that were successful in other organizations are relevant at Coco Cola Inc. Most OD interventions apply to numerous organizations, as they tend to target human behavior as an agent of organizational change. Consequently, interventions that worked in other agencies could also work for Coco Cola Company. Secondly, the research would establish that the top management had significant influence on the success of the OD interventions. According to Najmin (2012), most ineffective organizations have weak leadership. As such, the top leadership has to change so that junior employee can follow in their steps. Moreover, through evaluation of other researchs on organizational development interventions, it would be possible to find interventions that would work for Coco Cola Company. Most of the researchs under evaluation had evaluated interventions from different companies working in various part of the world. The findings would offer invaluable insight to the type of interventions that would work for Google given it is a multinational company. Lastly, the paper anticipates finding that some interventions are only effective to certain companies while non-applicable to others. For instance, interventions applicable to Apple Inc. might not apply to Coco Cola Inc. since the two firms operates in different industries hence serving customers with different needs. I conducted two interviews in different places. The first one was at Facebook Inc. at its Menlo Park, California Headquarters. The interview was on 16th of October 2015 from 11 am. During the discussion, three middle-level managers and five junior employees gave their responses. The interview had the permission of the company’s vice president making the process very smooth. Moreover, the employees were very free to share with a student. A week later, I conducted another interview at JetBlue headquarters in Long Island City, New York. The interview was on 23rd October 2015 from 9 am. Due to its great organizational development interventions key to the research, five senior managers, and ten middle-level managers gave their responses. Moreover, ten junior employees also gave their answers. There were several comments from the qualitative research. First, the respondents from both companies seemed eager to share different interventions applied in their organizations and the favorable change that came afterward. My interpretation was that the interviewees felt the pleasure of sharing a success story of positive change in their organization’s life due to OD interventions. Secondly, respondents in both cases decried the high level of resistance emanating from managers during induction of OD interventions. My interpretation was that most managers felt they were losing some power since most OD interventions require managers to collaborate with junior workers to realize the company’ goals. Lastly, I noted the warm relationship between junior employees and their managers in both companies. Najmin (2012) indicates that OD interventions promote collaboration between managers and their juniors. As such, I interpreted the cordial relationship between different levels in the companies as the fruits of successful application of OD interventions that are making the companies efficient. The qualitative research supports my thesis statement in different ways. The thesis statement of my paper is to find various OD interventions applicable to Coco Cola Company. As such, the qualitative research assists in identifying interventions that have worked in other companies and are the applicable to Coco Cola Inc. case. Moreover, it offers insight to some of the challenges that Coco Coal might have to encounter as it endeavors to achieve effectiveness using OD interventions. Such information would be imperative in helping the company design contingency plans. Qualitative research make is essential as it uses theoretical frameworks to provide accurate conclusions. From the research, companies such as JetBlue and Facebook have used OD interventions to achieve effectiveness. Such responses offer an insight to the type of interventions that Coco Cola might adopt to realize efficiency.

The Provisions for the Enforcement of Human Rights within the United Essay

The Provisions for the Enforcement of Human Rights within the United Nations Conventions Indicate that there are Some Rights - Essay Example 1 This approach ensures that all human beings are treated well and equally. Human rights go hand in hand with fairness and equality. They distinguish individual liberty to make a selection concerning individual life.  Human rights are also concerned with freedom and aggravation or favouritism.   The current human international law was developed after the Second World War, and that is when the 1948 Universal Declaration of Human Rights was developed.  Several treaties have been developed, and specific human rights have emerged in the Universal Declaration. 2 During the year 1966, the International Agreement on Social, Economic, and Social Ethnic Rights, and International Agreement on Civic and Opinionated Rights was developed forming the International Bill of Human Rights. Other treaties were also developed in the universal level which included; 3 International symposiums on abolition of all types of ethnic discrimination.   Conference on the removal of discrimination of women ,  Resolution touching torment and other unkind cruel conduct,  Conference on the rights of the teenager,  Principal on the rights of disabled people, and Global Conference for the defence of all People from imposed Departure.   1 The Universal Declaration of Human Rights was adopted by the United General Assembly for Human Rights 3. The structure of this declaration was developed by Cassin, and it was derived from the original draft developed by John Humphrey.   In this structure, article 1 and 2 form the foundation of this structure, and it contains the principal of dignity, equality, brotherhood and liberty of individuals 4. The important part of the constitution consists of a column illustration article 3 to 11 that advocates for individual rights, and defence from slavery. In the next column, article 12 to that illustrate rights of people in affairs of state and civic society. The following column consists of article 18 to 24 that illustrates spiritual and political f reedom such as freedom of worship. The last column, illustrate article 22-27 that displays social, cultural and economical rights. The last part of this structure summarizes all parts of the declaration.    These structure talks of peoples’ duties to the community and the ways used to implement the rights as per requirement of United Nations 5. The Universal Declaration of Human Rights has been adapted by United Nations and has been essential among nations. Though, the declaration has turned out to be part of habitual international laws, this law is the foundation of practice in Intercontinental court of impartiality. This declaration has also had an incredible inspiration in the charter of other countries 6. In addition to this, the declaration has acted as the foundation of two main United Nations human rights agreements.    2   Koch argues that Civil and political right consists of social satisfying elements. These elements are considered non justifiable under the co nnection on economic, cultural and social rights. This approach has been put together and described in the legal review, though, a significant explanation has not been given to justify the level at which legal factors can be attributed to social factors under the agreement of civil and political rights 7.   The two fundamental ways of operational on human rights are the reactive method and the proactive method. The reactive method looks at conflicts, and looks at how conflicts occurred. The proactive method is mainly