Create advertising development Essay Example | Topics and Well Written Essays - 4250 words

Create advertising development - Essay Example Again, millions of people in the world today are enjoying an exceptionally wide range of products offered by Unilever in all segments of retail from food to cleaning materials. The final executing materials form the online advertisements shows that Lipton is one of the largest refreshments brands in the world. It delivers the best in the sell of tea brands and currently is available in more than hundred countries (Blanchard and Ben 2012). This shows that it is one of the leading companies in the world. Lipton offers an array of tea based drinks from tealeaf bags and Lipton ice tea soft drinks. Critical evaluation of the rain forest alliance certified tea farms shows that there is a commitment of sustainability where by Lipton tea bags come from rainforest alliance certified farms by the year 2015. This means that there is an assurance of tea which is sourced from farms which respect good conservation practices and payments on fair wages to the labor as far as harvesting is concerned. Consideration to this information is that it offers a wide range of tea products with different tastes, options and preference and still on the same; the product focuses on innovation on strong brands. Lipton aims to have all the tea sold in turkey by 2018 which is fifth largest producer of tea in the world, and it will be sourced from accredited farms. The above information is gotten from online because I wanted to know the current and clear information about Unilever brand. Presently, the target products on mass markets are generally positioned in the middle of the tea price. Most of branded teas of Lipton’s are bled and selected from many different plantations around the world like Kenya and china which are well known countries producers. Critical evaluation of initial searches for information shows that Lipton global market shares outstanding brand available in 110 countries (Porters et al 2004.

Country Analysis (Libya) for international business class Essay

Country Analysis (Libya) for international business class - Essay Example In addition to the normal requirements for a contract to be valid and implementable, sharia has strict guidelines on other religious requirements for contracts. These requirements put into account all recommendations and prohibitions of the Muslim law. However, this would be appealing to investors if applied to the letter. Other factors that influence the running of businesses in Libya include but not limited to corruption and discrimination. Legal protection of property The reign of Gaddafi has not given citizens the right to own property. All property in Libya is everyone’s property in accordance to the principle of socialism. The only property that a family can own in Libya is their residential home. This was a good idea that could have worked if used legitimately instead of the way Gadhafi, his family and circle of friends used public property for personal gain (Heritage 2010). Even after change of regime, Gaddafi still wields power as the de facto leader of the oil rich N orth African nation. The transition government that has taken over leadership of Libya after Gadhafi’s ouster has a great deal to do to put in place mechanisms for an independent legal system. In addition, it has to deal with the ills of the Gadhafi regime that have wrecked the governance system. In addition, the constitution must be changed to allow profitable property ownership as the power to privatize or nationalize property still freely solely with the government (Dep. of State, 2010). There has been no move in the right direction to change the laws on intellectual property rights since the government abolished them in 1978. The Libyan government has signed treaties on intellectual property rights but the implementation of the contents in Libya is wanting. Libya ranked 113 out of 125 countries in the 2010 Intellectual Property Rights Index, having one of the most widespread trademark violations in the world (Heritage 2010). Country’s trade policy There is no levy for goods produced in Libya but all imports attract a 4% service tax. This attempt to make local goods more affordable fails majorly because of other factors that increase the cost of trade and the cost of final products. Some of these factors include government interference like price controls, practices in oil products trade, bans and restrictions, subsidies, competition from state owned corporations, sanctions and arbitrary and other unexplained charges. Corruption plays a major role in order for private organizations to obtain trade licenses and to secure contracts and tenders. Since 2007 to 2009, inflation was moderated at 4.9% by the central government mostly by price controls through state-owned firms and via government utilities (Heritage 2010). Country’s laws regarding ownership (FDI) In most cases, foreign companies do not own land in Libya. This means that if one considers investing in Libya they have to put into account the cost of rent that is determined by the g overnment and whose amount might be unfair for the investor. This is however expected to change if the Libyan transitional government delivers a new, more democratic constitution. The worst part for foreign companies comes in when their ownership is considered. 35% of stake in foreign companies is reserved for natives. Even though legislation was passed in 2005 that allows foreign banks to operate in Libya, the high cost of credit, competition with state-owned banks and unavailability of funding are the major obstacles to investing in the

The need for humans in the delivery of services in the evolving hospitality industry Essay Example for Free

The need for humans in the delivery of services in the evolving hospitality industry Essay Assignment overview: To write an academic and speech report, encouraging student creativity. Overall aim: The student is to consider how he/she would imagine the evolving role of humans in the service delivery process in the hospitality industry based on historical research, contemporary thinking, and future predictions. Learning outcomes (from the CRS): 1. define the principles and practices of marketing management as related to service management. 2. analyze the nature of services marketing within the hospitality industry. 3. recognize opportunities for research that can be applied in a marketing consulting environment. Organization methodology: Imagine that you are about to give a conference address to a high level audience from the industry. Your address is titled: The need for humans in the delivery of services in the evolving hospitality industry† Consider how you imagine the evolving role of humans in the service delivery process in the hospitality industry based on historical research, contemporary thinking, and future predictions. Your conference speech is to be supported by an academically written paper which will underpin your  actual address. You therefore need to submit (a) an academic paper and (b) a speech (in the appendices). The speech can be written in any style you wish based on the readership, e.g. conference delegates and media. However, it needs to be professionally presented and be coherent with the academic paper. The academic paper needs to: i. include some of the following terms: culture, creativity, destruction, disruption, experiences, industry examples, innovation, key writers, perceived risk, relationships, the service offer, and any relevant theoretical models; ii. have a standardized front cover sheet with the statement of authorship, with page numbers, using 1.5 spacing, with a clear and tidy font style and size; iii. follow Glion academic conventions (e.g. APA referencing, good scholarly writing, etc); iv. be submitted through the Turnitin link on the course site in Moodle, and submitted to Reception between 13h00 and 15h00 both on 30th April 2014. Your academic paper will be graded using the Glion Graduate School Assessment Criteria (overleaf), with 20% for each criterion. Think carefully what the 5 criteria within KASAP will reward! Word count: Paper – 1600 words Speech– 2000 words (in appendices, and also available for conference and media distribution – think of your audience!) Resources available: Library resources as well as any academic article on Moodle, that is relevant to the topic. Add the performance benchmarks with weights for each graduate skill assessed Graduate skill assessed Below standard 70 – 79% 80 – 89% 90 – 100% Weight Knowledge Inadequate facts or concepts collected. Limited in scope and very descriptive in style. Knowledge irrelevant for purpose. Develops and demonstrates a limited depth of knowledge in a complex and specialized area or interdisciplinary area and/ or applied areas where they are working towards current limits of theoretical research or understanding. Develops and demonstrates great depth of knowledge in a complex and specialized area or interdisciplinary area and/ or applied areas where they are working at current limits of theoretical research or understanding. Develops and demonstrates an excellent depth of knowledge in a complex and specialized area or interdisciplinary area and/ or applied areas where they are working at current limits of theoretical research or understanding to challenge contemporary thinking or paradigms. 20% Analysis Data has not been sufficiently well analyzed to draw appropriate conclusions. Argumentation and discussion is very limited or shows a lack of understanding of the evidence collected. Demonstrates limited ability to deal with complexity and scope in the knowledge base where the applications of paradigms, concepts and theory have not been sufficiently developed. Limited selection of tools and techniques for problem solving. Deals with some levels of complexity and applies concepts, theory and paradigms. Clearly recognizes lacunae and/ or contradictions in the knowledge base and makes appropriate selection of tools and techniques for problem solving. Deals with complexity and applies a wide range of concepts and theory where lacunae and/ or contradictions in the knowledge base have been clearly identified and discussed. Makes appropriate selection of tools and innovative techniques for problem solving. 20% Synthesis and Creativity Unable to find, categorize idea and rely information in an acceptable way for  this level. Synthesizes some information/ ideas and creates a more limited redefinition of existing knowledge with limited scope to new situations. Autonomously synthesizes information/ ideas and creates responses that expand or redefine existing knowledge and/ or develop new approaches to new situations. Autonomously synthesizes information/ ideas and creates responses that challenge existing knowledge and/ or develop innovative solutions to new situations. 20% Application Lacks originality in the application of knowledge in professional level context. Applies a very limited range of professional skills and shows no understanding of how the outcomes of work in the area may be applied. Demonstrates some originality in the application of knowledge in professional level context. Applies a limited range of professional skills and shows some understanding of how the outcomes of work in the area may be applied. Demonstrates originality in the application of knowledge in a variety of professional level contexts. Applies a range of professional skills and reflects on current practice. Shows an understanding of how the outcomes of work in the area may be applied, to inform judgments to the development of practice. Demonstrates originality in the application of knowledge in a wide and often unpredictable variety of professional level contexts. Applies a significant range of complex professional skills, practices and techniques and reflects on and subsequently mo dified practice. Shows an understanding of how the outcomes of work in the area may be applied, to inform judgments and make original contributions to the development of practice. 20% Presentation Does not meet a number of key requirements and fails to follow an acceptable style. Often unclear and untidy Organized and coherently structured work. Presents ideas to facilitate comprehension in an orderly manner with acceptable referencing and minor errors of detail. Work coherently and comprehensively organized and structured. Presents ideas with considerable attention to detail which facilitates effortless comprehension in an orderly  manner and accurate referencing. Presented work with exceptional clarity that demonstrates ability to attend to all detailed aspects of organization and structure of discussion and all supporting evidence. The work has the qualities consistent with published material. 20% Plagiarism: Plagiarism is the act of presenting another’s ideas or words as one’s own. Cheating includes, but is not limited to, the intentional falsification or fabrication of any academic activity, unauthorized copying of another person’s work, or aiding and abetting any such acts. Particular care must be taken when presenting information that has been obtained from an internet site. Should this information not be correctly referenced then you are guilty of plagiarism and will be penalized accordingly. Statement of authorship Following the title page of your assignment there should be a page on which you sign a statement that the work included in the assignment is your own work except where appropriately referenced. The following statement should be included in your assessment Statement of Authorship I certify that this assignment is my own work and contains no material which has been accepted for the award of any degree or diploma in any institute, college or university. Moreover, to the best of my knowledge and belief, it contains no material previously published or written by another person, except where due reference is made in the text of the work. I also understand that under no circumstances should any part of this assignment be published, including on the internet, or publicly displayed without receiving written permission from the University.

Parenting that Reflects the Image of God

Parenting that Reflects the Image of God Abstract The inceptive understanding of God by children is deeply shaped by their relationships with their parents. Premium Christian parenting will endeavor to reflect the character of God as a foundation for developing the childs emerging relationship with God. A solid foundation for children to experience the love of God laid by providing genuine love with clear boundaries. I. Introduction The most influential environment in the lives of the majority of children is the home. The first experience of the world by a child is the family and continues to occupy a dominant portion in their lives until adulthood. Though the school also plays an important role for most children and youth, the family remains the nucleus of their life experience. The family has played a crucial role in the outworking of the purposes of God on earth from the beginning. The family has been designed to provide the platform for the nurture and training of each subsequent generation. God designed the family to reflect and bring forth the spiritual truth. The Scripture makes use of images of the family to speak of our relationship with God in Christ. Believers are adopted children in the family of God (Romans 8:15-17). God is our Father (Hebrews 12:5-11), and we are his children and joint heirs with Christ (1 John 3:1; Romans 8:17). These relationships illustrate the high calling and task which accompanies Christian parenthood. The primary focus of this paper is to develop some strategies for parents who want to raise their children in a way that will reflect the image of God. To carry out this assignment, some research findings and biblical principles on loving, disciplining and developing children of spiritual and moral character will be examined. II. The Research on Parenting and Children Gods Concepts. The huge influence of home and family is much greater than what happens the few hours that children spend Church or other Christian programs. It is the home that provides the primary shape for the spiritual understanding of children (Smith, 2005). Though the formal spiritual upbringing in the home is valuable, there is proof to suggest that more noteworthy for spiritual development is the nature of connection that is raised in the family. Variety of studies have pointed to substantial correlation that exits between parental childrearing practices and children concepts of God (Choua Uata, 2012; de Roos, 2006; Lee Earia, 2000; Limke Mayfield, 2011; Moriaxty Hoffman, 2007) The recent research of neurotheologian (Albright Ashbrook, 2001; Newberg, dAquili Rause, 2001) suggests that there may be some form of Gods Spot in every human (Beauregard OLeary, 2007; Hay Nye, 2006; Seybold, 2007). Whether Gods Spot exit or not, the agreement is that children natural spiritual curiosity appears to be inborn. Possibly, the best interpretation of the research starts with the identification of the fact that the search of a child for God is tinted by human relationships. One interesting study has pointed to the value of bidirectional religious communication in the home in which parents and children are active, and both are active, and both behave in ways that may ultimately influence the other (Boyatzis Janicki, 2003). The situation in which parents both listen and guide the childrens expression of faith will likely lead to long-term faith and commitment on the part of the children. Parent-child affinity is the most instant and persistent relationship that go through in childrens early developmental years of life, and this is probably the reason why this relationship deeply impact children perception of God. Concerned parents who recognize this pattern always look for ways and means to direct their children to a healthy relationship with God. Studies have also shown that fathers relationship with the children may be more influential. Longitudinal Study of Generation LSOG) has shown a substantially greater impact on religious transference in close father-child interaction than close mother-child interaction (Bengtson, Putney, Harris,2013). III. Biblical Principles for Parenting that reflects the Image of God. 1.The atmosphere Of the Christian Home. A home that is represented by the presence of God should be filled with an atmosphere of love, forgiveness, openness, acceptance and honesty. The ideal Christian home should be a place of fun, creative activities, enjoyment, encouragement and relaxed attitudes. This can only be possible if Christ is the unified factor in the life of the family and parents set a good example of what it means to be a believer in Christ. There is the need for Christ-like attitude to prevail in parents so that every member of the household is made to feel very important in the family. Parents should model before their children the quality of mutual respect for one and other. The individuality and dignity of each member of the family must be recognized in a positive and encouraging manner. Parents should avoid favoritism, and there should be no comparison of one child with another. The great mistake that Rebeca made by loving Jacob more than Esau his senior brother should be avoided in the home. It is also very important for parents to ask for forgiveness from their children when they embarrass, mistreat or break a promise. This good attitude will make honesty and esteem for each member of the household to be implanted in the mind of the children. IV. Spiritual Development Principles The Scripture states in Deuteronomy 6:4-5, Hear O Israel! The Lord is our God; the Lord is one! And you shall love the Lord your God with all your soul and with all your might. Parents cannot impact what they do not have to their children. It follows therefore that parents should have a growing relationship that their children can emulate with God. The first necessary condition for a godly parent is to love God with all his strength and might. And this can be achieved through an unfailing relationship of dependence, trust, and communion with the Lord. Before love can radiate in our home, it must first be in our hearts as we respond to Gods love and walk in it. Another condition can be found in Deuteronomy 6:6 which states, And those words which I am commanding you today, shall be on your heart. Parents need to respond to Gods love and also to His W ord. The Word of God speaks to every area of life, and the success of parents in any area depends so much on the degree to which they know and make a claim on relevant biblical principles. Children cannot be raised in the image of God by doing just what comes to mind naturally. Deuteronomy 6:20-24 admonishes parents to tell their children when they ask questions about what the requirements and regulations that commanded mean. In other words, parents should be ready to share their testimonies of the goodness of the Lord in their lives. This will make parents a living model for their children. What parents communicate through their actions are far more than what they say verbally. In other words, parents must demonstrate practically the reality of their faith for their children to emulate. Children will copy and do exactly what they see in their parents. If parents are dedicated to positive spiritual change and growth, their children will follow suit. They will not walk in the way of the Lord just because they are told to do so. This is because children respond to reality, not pretense or lip service. For instance, if a father who wants his children to grow in the image of God is unkind to his wife and treats others with disrespect, the children will be confused with the distorted image of God. A healthy view is best transmitted by the parent who will allow the Spirit of God to make them loving and Christ-like. Another principle that will help parents to raise children in the image of God is that of love and boundaries. Though the language of fatherhood is not directly given in the story of creation, one can see the balance between love and boundaries displayed in Genesis chapter one. Here God provided an environment of space for Adam and Eve and all the creatures. The separation of light from darkness in Genesis 1:4-5 and the waters below (Genesis 1:6-7) show Gods value for order and space. When God created Adam, He provided a space He provided a space for him to carry out the first assignment of naming all the animals (Genesis 2:19-20). In like manner parents need to create order and space in which children will be able to express their voices, we reflect Gods character in our relationship with them (Shaw Constatineanu, 2003). In the parable of the prodigal son, Jesus completely redefined the fatherhood of God. The image of God in this parable is that of a father whose love, care, forgiveness, goodness and compassion has no limits. The central theme in the Gospel narratives is Immanuel, incarnation, and paralysis. God in Christ enters the world of his children to direct them to God. In the same manner, Christian parents must reflect Gods character by entering into the world of their children in other to show them the way to God. In Jesus teaching, he made mention of how God cares for the birds of the air in Mathew 6:26, makes the sun to rise on the evil and the good and allows rain to fall on the just and the unjust (Mathew 5:45), and looks after little ones (Mathew 18:14). Paul also extends the same message to all believers ware formerly slaves to the devil, but now they are now the beloved children of God (Galatians 4:6). This invitation is now for parents whose lives can become a good example of what it means to made in the image of God and live a life full of love and holiness. A good reflection of the character of God as an example for family life is a challenge to many of our traditional stereotypes of the roles of gender in parenting. God is not only referred to as a father, but many images suggest His motherly fatherhood. In Psalms 17:8, God is described as a mother eagle who hovers over its young, and then pushes the eaglet out of the nest (Deuteronomy 32:11), while underneath is the everlasting arms Deuteronomy 33:27). Jesus also made use of imagery to express his emotions towards Jerusalem in Mathew 23:37. When parents understand the richness of Gods love and His holiness, their lives become a clear witness to others. In the same manner, homes are represented by boundaries and love are likely to show Gods holiness and love under which children can embrace the gospel and live to display the character of God. The placing of a child in the midst by Jesus in Mathew 18:2 points to the mutual nature of parenting that reflect the image of God; children learn about God through the nature of their relationship with their parents and the character and behavior of children can alert adults to the challenges of living with integrity in their covenant relationship with God (Shaw Constantineanu, 2013). Children should be encouraged and sanctioned within the family, both parents and children experience the mutual joy of learning and growth that is one of the features of hospitable space. 1.Love and Discipline (i) Love Rules and regulations are important in the home, but they cannot have meaning unless they are within the context of a relationship. Some parents do not discipline their children because they dont want to hurt their feelings. This is a wrong approach because a child that is not disciplined will eventually become unruly. The Scripture in Hebrews 12:6 states that the Lord chastens those whom He loves and scourges every son whom He receives. Whenever it becomes necessary to punish a child, it is important to give to give reasons and at the same time reaffirm your love so that the child will know that you hate his behavior, not him. Philippians 4:8 admonishes us to allow our minds to dwell on what is honorable, true, pure, of good report and worthy of praise. Love lays emphasis on the positive, not the negative. Parents who use loving affirmation accomplish more than those who make negative comments. Parents can teach their children to love by displaying love. It is very disheartening to children to see their parents fighting or yelling at each other. Love should be the lifestyle of everyone in the home. (ii). Discipline. The Scripture admonishes parents in 1 Timothy 3:4 to maintain discipline at home. But this discipline as discussed earlier must be balanced with love. Discipline without love will lead to hostility and resentment. Love without discipline will spoil a child. Ephesians 6:1-4 will help in maintaining a balance. The words instruction and discipline refer to preventive and corrective discipline. Biblical discipline involves both the negative activity of punishment for disobedience and the positive aspect of teaching children the way they should go. Protective teaching should be supported with corrective action and correction should be reinforced by teaching. The book of Proverbs teaches that children are not good naturally. Foolishness is bound up in the heart of a child, the rod of discipline will remove it far from him. Proverbs 23:13-14; Proverbs 22:15. Children tend to be selfish; they do not understand love regarding giving themselves to others but regarding receiving. A prudent parent recognizes these facts and also understand that children can be taught. Proverbs 9:18 admonishes parents to discipline their children while there is hope. The rod and correction give wisdom, but a child who is always having his own way will bring shame to his mother Proverbs 29:15. To bring up a child in the image of God, parents must be consistent in their discipline because inconsistent discipline results in frustration, insecurity, and anger. Christian parents must have biblical philosophy of child discipline so that there will be consistent and agreement between husband and wife in they respond to disobedience. Children receive mixed signals when parents are divided or disagree about discipline. If you must use threats to correct your child, then make sure you follow the threat through or else your children will not take you seriously. (iii). Forgiveness Parents should always remember that regardless of what method they use to discipline their children, the goal of discipline is forgiveness and reconciliation. Children must be taught that disobedience to parents is sin and thus, teach your child to confess his sin of disobedience to God and thank Him for forgiving him. Forgiveness should result in restoration of fellowship and forgetting of the offense. If a parent makes forgiveness a lifestyle, he will be modeling the love and forgiveness of God (1 Timothy 1:9). Forgiveness impacts the inner life while discipline focuses on the outward behavior. V. Conclusion The Christian home has been referred to as a laboratory for the appliance of biblical truth in a rational situation. It is the childs training ground for the impression of values, the development of relationship, for teaching and learning to obtain and give love. Parents have been assigned the responsibility of determining their children character and directing their spiritual, intellectual, psychological, emotional and physical growth. This responsibility should not be left to outside institutions. Many studies carried out on this issue support the fact that there is a substantial correlation between parental childrearing practices and childrens concepts of God. The home that is filled with the atmosphere of love, openness, forgiveness, acceptance and honesty is the ideal place to raise a child in the image of God. There are biblical principles that can be applied to bring up children in fear of the Lord. A good reflection of the image of God as an example for family life is a challenge to many of our traditional standards of the roles of gender in parenting. God is not only referred to as a father, but many images suggest His motherly fatherhood There should be love and boundaries which will be applied in the home. Punishment must be applied when necessary to check indiscipline and disobedience as instructed in Hebrews 12:6. If parents make forgiveness a lifestyle, they will be modeling the love and forgiveness of God (1 Timothy 1:9). Forgiveness impacts the inner life while discipline focuses on the outward behavior. Proverbs 23:13-14 tells us that children are not good by nature and the parents have the responsibility to use the rod of correction. Notwithstanding the method of punishment used, the goal of discipline is forgiveness and reconciliation. REFERENCES. Albright, C., Ashbrook, J. (2001). Where God lives in the human brain, Naperville, IL: Sourcebooks. Bengtson, V., Putney, N. Harris, S. (2013). Families and Faith:How religion is passed down across generations. New York, NY: Oxford University Press. Boyatzis, C., Janicki, D. (2003). Parent-child communication about religion: Survey and diary data on unilateral transmission and bidirectional reciprocity styles. Review of Religious Rsearch, 44(3), 252-270. Shaw, P., Constantineanu, C. (2013), Space community, engagement and empowerment: Missionlogical equipping for a new mission era. Paper presented at the 4/14 Window Missiology Conference, Seoul, Korea. Choua, H-T., Uata, D. (2012). The impact of parental discipline on the image of God, Mental health, Religion Culture. 15(7),677-688.

A Sweepstakes Scandal :: essays research papers fc

Persuasion is "the process by which a person's attitudes or behaviors are, without duress, influenced by communications from other people (Encyclopedia Britannica Online). There are numerous types of persuasion and in many forms. In the following pages I will take you on a journey through the tactics of sweepstakes companies, one in particular - Publishers Clearing House. This is an interesting subject matter that I have grown up around. My mother has sent in each and every Publishers Clearing House sweepstakes letter she has received since she was twenty years old. She is positive that someday she will indeed win big money even though she has only won a few prizes worth about a dollar in over 30 years of doing it. Why? Simply because she is persuaded by someone or something to keep doing so. Sweepstakes companies have become very skilled at creating a web of deception by the headlines, the words; in fact many things about their mailings are intended to get people to buy products they would not likely buy otherwise. Sweepstakes companies target generations that are very trusting. These letters are mindfully designed to look like authentic government documents. Companies misrepresent the possibility of actually winning through the involved use of graphics which manipulate font, color, type size, layout, and text to hide the contest conditions in order to emphasize the likelihood of winning, when in fact it is simply a mass-market mailing. They even have personal notes from celebrities such as Ed McMahon that makes it difficult for a person not to believe that he is a winner. Other convincing techniques they use are the associated publicity release forms and pre-authorization of how one would like the prize payoff. Publishers Clearing House, one of the United States largest operators of sweepstakes competitions, was founded in 1953 and has been holding sweepstakes since 1967. They sell magazine subscriptions, videos, collectible figurines, sport memorabilia, coins, household and personal care items, along with books and tapes. The company has given out approximately $137 million in money and prizes (pch.com). In contrast, during 1997 and 1998, the company had annual sales of about $375 million. Publishers Clearing House started out in the business of selling magazines but are now in the pursuit of selling sweepstakes, and instead of people being sold the benefits of the magazines, they are sold on being a winner, finalist, or having a better chance to win.

Watergate Scandal and President Nixon Essay example -- American Preside

What kind of person commits three major violations of the national law and gets away with it? Well that person is Nixon. President Richard Nixon was one of the most famous presidents in the United States. He was mainly renowned for his huge role in the Watergate scandal. The Watergate scandal was important because Nixon and his cabinet arranged to get people to spy on the Democratic National Committee in the Watergate building. After it became clear Nixon was responsible, he manages to resign before he was going to be impeached. President Nixon was involved with the Watergate scandal and should be sentenced to jail because he organized it, which then got leaked out and finally led to his resignation. Nixon was the mastermind behind the mission and the main reason he organized it was to find out secret information of the Democrats. He organized a committee to help him ensure his victory in the elections. â€Å"The committee to reelect the President† (CRP) used unfair tactics to get what they wanted. They organized a group of thugs – â€Å"Plumbers† to sneak into the Watergate and plant listening devices. The plumbers, James W. McCord, Bernard Barker, Virgilio Gonzalez, Eugenio Martinez, and Frank Sturgis however, were caught by the police. Nixon didn’t want anyone to find out about the break in. He said shortly after the plumbers were caught "In all my years of public life, I have never obstructed justice. People have got to know whether or not their President is a crook. Well, I'm not a crook; I earned everything I've got." Nixon lied through his teeth just to get the public attention on something else. What he didn’t realize was that it was th e beginning of his demise. Although many Americans didn’t care about the little scene in the ... ...r’s mission, people got infuriated with the scandal, and he resigned to get away with his mistakes. He got impeached because he violated of constitutional oath, prevented, obstructed, and impeded administration of justice, and concealed those responsible of prison. He violated the constitutional oath because he did not serve his country the way he is supposed to. He obstructed, prevented and impeded administration of justice because lied that he was not responsible for the scandal. He concealed those responsible of prison because he didn’t tell the authorities who else was involved in the scandal. John Srica, Carl Woodward, and Bob Bernstein did an amazing job uncovering the scandal and who was behind it. Nixon should go to jail because everybody else who was responsible did. However, he escaped the wrath of jail because the next president, Gerald Ford pardoned him.

Participant roles and purposes Essay

In talking about social situations and participants, Goffman suggests that situations move forward in accomplishing Ð ° goal or purpose because the participants come to Ð ° â€Å"working consensus† about the nature of the situation: â€Å"Together the participants contribute to Ð ° single overall definition of the situation which involves not so much Ð ° real agreement as to what exists but rather Ð ° real agreement as to whose claims concerning what issues will be temporarily honored† (1959: 9-1o). The working consensus of most teacher-student meetings is realized through the expectations and obligations of the role of teacher and student. These roles have mirroring expectations (the actions others can insist we perform) and obligations (the actions we can insist others perform) (Goffman 1967: 126). For example, the obligations of the student role–to read, to take exams, to attend classes–are expectations of the teacher role. The expectations of the student role–to receive information, to be given fair exams, to be graded on the basis of merit–are the obligations of the professor role. Thus these roles become interdependent; the expectations and obligations are complementary and in service to each other. In their interviews, both the Professor and the Student focus on the expectations and obligations of their respective roles as teacher and student, They both articulated the role of the Student as checking on an assignment (getting information) and making sure the Student had Ð ° clear understanding of the Professor’s expectations (giving information). The Professor: â€Å"My view of the meeting was that І was there to answer [the Student’s] questions, not that І was there to tell him anything. І think that’s why І started the meeting by looking expectantly at him. † The Student explained his purpose: â€Å"My purpose was to make sure І understood the assignment correctly and was going in the right direction. The paper was supposed to be handed in during class, and І held it back because І wanted her to check it first. If she approved, then fine, І would hand it in. І knew the ASL would be hard to understand, so І wanted to ask if І should go ahead with the ASL story or follow the English interpretation. † When asked if they thought the meeting was successful, that expectations and obligations were met, both responded affirmatively. They explain in their own words. The Professor: â€Å"The meeting was successful. Nobody yelled at anybody. [The Student] came to get information and he got it. The laughter, І think the laughter is my signal that everything is going well. І felt [the Student] knew what he was supposed to do. † The Student: â€Å"She read my story and seemed satisfied with it. І knew she wanted me to improve it and bring it back with thirty copies. Yes, the meeting was successful. † Although the Professor comments on the interactional success, â€Å"nobody yelled at anybody† as well, both speakers are attentive to the primary purpose, and their ensuing obligations, of Ð ° teacher-student meeting. As the next chapter demonstrates, many of the Professor’s and the Student’s motivations for speaking or taking Ð ° turn center on their expectations or obligations of their social roles, their roles define their purpose for meeting and constitute how they will interact and how their meanings are represented in talk. The Interpreter’s role is to interpret. In general, the role of an interpreter is to make possible communication between people who do not speak the same language. The Interpreter defined his role, what he says it always is, as working to have effective communication, â€Å"for people to communicate. † However, when asked if he thought the meeting went well, he offered Ð ° perspective that was not centered on whether or not the participants had effective communication: â€Å"Yes, because І think [the Student’s] goals were achieved, in getting some ideas across and talking about some issues. That he understood where she was coming from and she understood where he was coming from† Although this response is vague and unfortunately not further clarified; there are some indications as to what the Interpreter is referring. When the Interpreter mentions â€Å"[the Student’s] goals were achieved,† it appears that the Interpreter assumes goals other than getting an assignment reviewed. He continues by adding â€Å"getting ideas across† and â€Å"talking about some issues,† but the only â€Å"issue† mentioned previously by the Interpreter is connected to people communicating. The Interpreter never mentioned checking the assignment or the Student getting information on how to analyze the narrative, nor did he mention the Professor’s obligations she might have for meeting with students. Because both primary participants are involved with the study of language and because the study of ASL as Ð ° natural language was still Ð ° relatively new idea, many conversations with linguists who study spoken languages come around to the topic of the differences between Ð ° signed language and Ð ° spoken language. At the time, the status of ASL as Ð ° language in the larger world community was not firmly established, nor was the status of Deaf persons as member’s of Ð ° linguistic and ethnic minority. That these â€Å"issues† particularly affect interpreters can be demonstrated by reading newsletters and journals published at the time in the interpreting field, as well as by attendance at meetings and conferences. These debates and discussions are often referred to with phrases such as â€Å"getting ideas across† and â€Å"talking about issues,† so І can suggest the possibility that the interpreter is referring to these potentially explosive arguments about the acceptance of American Sign Language as Ð ° natural language. Fortunately, this is not an issue with the Professor, as the Interpreter acknowledges: â€Å"She’s obviously educated [about Deaf people] in that she’s familiar with deafness and Deaf people because she explained the outgoing message on the answering machine, things that are very hearing culture and so І think that in some regards she took care of all that. † Although he acknowledges that the Professor is familiar with deafness and Deaf people, it is also his focus on her adaptations to the Student that remain primary in his reflection on the interpreted event. The answering machine was Ð ° few seconds of small talk before the more important discussion of the Student’s narrative and transcript. The Interpreter’s focus on â€Å"getting ideas across† and taking care of cultural differences reflects what is Ð ° central concern of interpreters in their role, the notions of equality and justice. It seems that the Interpreter feels that it is incumbent on him in his role to create an understanding and Ð ° balance between these speakers moreover, the Interpreter never commented on the discussion around the assignment for either participant. To see how far the Interpreter’s thinking was from the thinking of the primary participants, here is what the Professor said about the answering machine talk: â€Å"[І was] trying to be polite and make everyone comfortable, telling him about the answering machine and the knocking at the door and then І realized [there was] no reason to tell him. † The Interpreter has attributed the meaning of the talk to the Professor’s awareness of Deaf people when, in fact, she was focused on the nature of starting to talk and the often necessary small talk that is Ð ° prelude to official business. Because interpreters are primarily concerned with communication, of language and also of cultural nuances, much of an interpreter’s concern is for differences in language and culture. But speakers themselves are typically concerned with the central task of the meeting, carrying out their obligations and responsibilities necessary to accomplish their goals. We will see in the next chapter that an interpreter’s role is more than to â€Å"just translate† or â€Å"just interpret. † What the role is and how to manifest that role to others, while appearing neutral or impartial, is not an easy task. If an interpreter’s role expectations and obligations were as easily defined as the teacher or student role, then there would not be the problems, concerns, and issues that arise around the discussions about an interpreter’s role.