Literature and Language Essay

The word explication takes its form from the verb explicate, meaning to â€Å"unfold† the meaning of an ideas as to make clear the significance of it. Literary criticism also makes use of explication, which is termed as explication de texte. The meaning of a certain text (whether a poem, novel or play) is unfolded by line-by-line or chapter-by-chapter commentary of the text. This thorough interpretation of the text makes the understanding of it as subjective as possible. Analysis, on the other hand, is the process of fragmenting an intricate idea into smaller more cognizant parts to gain a better understanding of the idea. The difference between analysis and explication is on where the probe of the idea starts. In explication, the parts are studied to gain an understanding of the entirety of the idea; whereas in analysis, the whole of the idea is probed and divided into more understandable parts. In writing about a poem, it is best to use explication de texte because the meaning of the totality of the text lies in the interpretation of each line of the poem. Only then if each one of the line is scrutinized will the meaning of the poem will be understood. Contrariwise, in writing about a short story, it is better to utilize analysis. There is a certain unfolding of events that happen within the text and would only culminate towards the ending. Therefore, the entirety of the text should be first read, only then could the small details of the story could be further scrutinized to gain a fresher and more detailed understanding of the story as a whole. It is important to know which type of literary tool should be used to explore a certain text. A different interpretation may be concluded depending on whether explication or analysis is used. Work Cited: Franklin, P. (2006). Conjectures on Explication. US: Chicago Press.

English Is Important for Our Daily Life Essay

As we all know, English is the one of important language in this world. If we cannot speak English even a little bit, we are called as a very poor in this community. We also cannot improve our life if we worst in English. We will feel loser if we in the group that use English as a medium to speak. According to the research that have been made by the group of University Malay, 70% of undergraduate student especially Malay student are not use English as a medium to speak. It’s show that most of the student do not want to use English as a main language in their life. People always said that we must use our country language so that it indicate we love our country. The statement is not fault but we also must learn English for our future life such as to find a job, to communicate with foreigner, easy to understand if we find information through online and easy for student to survive in university life because most of the university in Malaysia use English as a medium to speak. One of the reason why we must learn English in our daily life is English is important to get a job. In this era, many people are jobless even though they have a degree. It is because they do not have a soft skill. Even though we got the best result in examination but we cannot speak in English, it is hard for us to find a job. Example is, if we want to work with a giant company such as Petronas, Sime Darby, Schlumberger and etc we need to face many process. One of the process is interview. Interview is one of the important process for us to face if we want to work with a giant company. Many giant company have a francais at the other country. So, they use international language that is English as a medium to communicate among the others. Therefore, they must do an interview in English to find an employee. If we have a soft skill like can speak fluently in English, the company will not hesitate to take us as one of their employee.

Australia is physically and culturally unique

Australia’s multicultural attitude respects all cultures and races. Australia’s government is amazing because it was federated and democratic. Its climate varies throughout Australia because of its size. Australia is a truly fascinating continent/country/island. Its uniqueness is due to its flora with its many different plants. Its fauna and its many creatures only found in Australia. Australia’s lifestyle is also sought after because it can’t be found anywhere else. Also it landscape is almost unpredictable and also classifies Australia as a continent, country, and island. Its final asset is its development and technology, since Australia is a major contributor to medical studies and are leaders in sports technology. Now that you know briefly why Australia is unique, the rest of this report will elaborate further on them. Australia has a unique climate. It sits in many climate zones because of its large size. These zones include tropical, sub-tropical, temperate, and sub-temperate. Most of Australia has four seasons, summer, autumn, winter, and spring, in other places it is two seasons and they are the wet and dry seasons. From blistering hot temperatures in Darwin to below zero temperatures in Hobart, Australia’s climate is one of many things that make Australia unique. Next in line is Australia’s landscape. Australia has many different terrains from forests to deserts and this is also because of its large size. The edge of Australia is mostly green except for the western coast; the rest of Australia is mainly dry and arid. Australia’s shape, size, and location also make it a continent, country, and also an island. The flora in Australia is truly amazing. Australia has a wide range of flora, like bottle brushes, waratahs, and eucalyptus trees. All the plants mentioned are unique to Australia, with many more that haven’t been mentioned. These plants are also important to Australia’s fauna for habitat and food. These plants also make Australia a colourful and beautiful place. As mentioned in the above paragraph, Australian fauna is important to Australia. The creatures unique to Australia are the kangaroos, wallabies, wombats, emus, koalas, kookaburras, etc. If u look on the Australian emblem u should see two animals unique to Australia, the emu and the kangaroo. Australian lifestyle is well sought after. It is sought after because of the easy going, laid back nature of all Australians. Everyone seems to be happy and enjoying life while in America everyone is stressed and working very hard. The Australian lifestyle also involves the great outdoors. The dominant male is at the BBQ cooking shrimp and steak holding a VB while a game of cricket is going on in the background. These points make the Australian lifestyle favourable. The reason the Australian lifestyle is as it is now is because of its government. Australia originally had 6 colonies until it was federated in 1900. Since then Australia has improved and has learnt from past mistakes. The Australian government makes sure that all cultures and races are accepted as equals, which makes it a multicultural government. This brings us to the next point, multiculturalism. Australia is unique because it is one of the few countries where all cultures and races are respected for who they are and treated as equals. This makes Australia an ideal country to travel to for non-white people because it guarantees that they would be treated fairly while in this country. Australia is pretty significant when it comes to development and technology. Australia are major contributors to medical research especially in the cancer research section. Australians are also leaders in sports technology, mainly to do with rugby, cricket, and AFL. This makes Australia ideal for people interested in sports and cancer research. The following reasons above make me strongly believe that Australia is a unique country. To live in this amazing country is a privilege and should be respected because of it is a one of a kind country, and is confirmed in the above paragraphs.

Moon Journal Essay Example | Topics and Well Written Essays - 250 words

Moon Journal - Essay Example The moon takes about 24 hours and 49 minutes to cross the sky. Because of this, the moon rises and sets later than the previous day and it does this for around 27 days when it has finished one revolution, and it goes back to rising sun  setting at the initial times. The moon does not give off its own light; but instead reflects suns light.  Ã‚  The phases of the moon are as a result of the different parts of the moon that reflect the sun’s light as it revolves the earth. The shape changes from a new moon to a full moon. The order is as follows: new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, waning crescent then new moon. The moon seems larger than the stars and even the sun, but this is due to the fact that the moon is our closest neighbour in space. In fact, the sun is 400 times bigger than the moon. The moon does not have any life form and has extreme temperatures compared to the earth (Chancer and Zodron

Management (social, environmental, human and other factors) Essay

Management (social, environmental, human and other factors) - Essay Example So we are talking here of the social, environmental, human and other factors that are beneficial to the workers, the community, the organisation or business, and the consumers. In this situation, business is not just earning more and more money, but also looking after the welfare of the people. Sometimes, we refer to employees as the workforce and the consumers as partners. Business becomes an ordinary part of life - to say the least - and people might get used to it. Everyone becomes a part of the family, giving inputs and suggestions for the good of the organisation, until success is not far behind. Social responsibilities of ship management business managers evolved through the years. From mere spectator taking simple passive roles (for example, giving small donations or philanthropies), they now take active roles in promoting social responsibilities, instituting programmes that become part of their business. These responsibilities or programmes are focused on the employees, the workplace, the consumers, and the community in general, promoting programmes for the advancement of each of these stakeholders by regarding them as partners in building a strong and coherent organisation. In the traditional sense, organisations and businesses regard employees as mere workers. Now they point to them as partners because they are building an organisation or business which their lives depend on. Ship management business relies upon an effective and efficient workforce therefore its management skills and programmes and objectives should be more focused on them. Corporate social responsibility is applied on the workplace. Job design also has to be positioned in such a way that the workers or employees can work with ease and safety. Moreover, the workers are encouraged to give suggestions or inputs on how to improve the workplace. Job designs are patterned after the workers' suggestions. Corporate social responsibility or CSR is defined as a concept that states that organisations, especially commercial businesses, have a duty of care to all of their stakeholders in all aspects of their operations. This duty of care is seen to go beyond their statutory obligation to comply with legislation.1 Promotion and protection of the environment are concerns of ship management. In a ship, voluminous goods are being processed, and if there are no environmental measures taken, there might be environmental disaster. We have heard of oil spills in seas which endanger sea life, the fishes and coral reefs. They could have been avoided if there were environmental and safety measures done in the first place. Safety measures are one of the social responsib

Conceal and Carry Essay Example | Topics and Well Written Essays - 1000 words

Conceal and Carry - Essay Example Statistics related to crime, hand gun related crime, and attempts to circumvent the law will be balanced to determine if the law has had an effect positive or negative on the state following passage. In the final view, it will be clear that the changes in legislation that make it easier for a person to receive a license to carry a concealed firearm are beneficial in: â€Å"In Minnesota, a person may not carry a pistol in a public place unless they are in possession of a permit to carry. Exceptions to the permit requirement include law enforcement officers and other defined instances (Minnesota Statutes, section 624.714). In 2003, the movement to change the permit application process from may issue (discretionary) to shall issue succeeded with the passage of Laws of Minnesota 2003, Chapter 28, Article 2. The shall issue application process limits the local law enforcement discretion provision and requires the granting of permits to all applicants who meet minimum requirements. Efforts to change Minnesota from a may issue to a shall issue state took place over several years.† (Minnesota Legislative Reference Library, 2009) It is important to recognize that there are two main issues in this case. The first is the constitutional debate over the validity of requiring permits for carrying concealed weapons. The Second Amendment guarantees the right to bear firearms, so it is questionable under what authority government can take away that right by requiring concealed weapons permits. The legal basis for the argument is as Justice Harlan writes in Terry vs. Ohio, namely that â€Å"concealed weapons create an immediate and severe danger to the public.† (Cornell, 2010) This is debatable under the traditional response that â€Å"guns don’t kill people, people kill people†. For example, are non-concealed weapons, openly worn or brandished, less dangerous than concealed weapons? Concealed weapons

PR Assignment Essay Example | Topics and Well Written Essays - 250 words

PR Assignment - Essay Example One area where public opinion has been used for positive influence is in the political field. In the United States and most European countries, although public opinion poll results are sometimes not a true reflection of election results, there is a tendency of voters supporting the political candidate who is portrayed as a winner in the polls. On the other hand, public opinion can be used as a negative influence. In the Yugoslav Wars, public opinion in form of propaganda was used to breed hatred and incite the Serbians against other ethnic groups such as the Croats and Albanians (Price 93). There are three main factors that are involved in source credibility (KoEun 112). These are supposed expertise, attractiveness and a source’s trustworthiness. Expertise can be defined as having capability, knowledge and sufficient skills in a given field of specialization. Trustworthiness refers to the capacity of believing somebody as being honest. Attractfulness refers to the motivation towards something or somebody. An example of a product that can be influenced by source credibility is the design of different websites. For any website to appeal to its customers, it must feed them with true and gorgeous information. This cannot be achieved unless skilled and highly qualified personnel are employed to do the web designing. A crisis can be defined as a threat to operations that can have a negative impact if not appropriately handled (Coombs 6). It refers to the probable damage that a crisis can cause on a given organization or industry and its stakeholders. Examples of crises include industrial accidents, industrial product harm and organizational communication breakdown among others. If not properly handled, such crises may result in reduced financial gains and loss of an organization’s reputation. 4.) There are many ways to respond to a crisis on conflict. Timothy W. Coombs offers several

Certified fitness trainer (Question6) Essay Example | Topics and Well Written Essays - 250 words

Certified fitness trainer (Question6) - Essay Example This idea is supported by the American College of Sports Medicine (ACSM), the American Academy of Pediatrics (AAP), and the National Strength and Conditioning Association (NSCA), which all agree that children may participate in resistance training as long as the program is appropriately designed and supervised (Howley and Franks). The usual concern associated with youth resistance training is that this type of stress may harm the developing musculoskeletal system (Stone, Stone and Sands). However, current findings indicate that there is actually no evidence of a height decrease in young people who participate in resistance training in controlled environments (Wilmore, Costill and Kenney). Thus, there is actually nothing to worry about subjecting young children to weight or resistance training. What is important is that strength and conditioning professionals understand the fundamental principles of normal growth and development in order for them to develop and evaluate safe and effective resistance training programs (Earle and

International Relations - International Development (Proposal Outline) Essay

International Relations - International Development (Proposal Outline) - Essay Example As a matter of fact, women in general are kept at lower than secondary level and in most of the societies despite her services mainly to families that are also unpaid. In all, women has been given less privileges on social, political, and economic power than they deserve as compare to men with one and only reason of being Woman. Moreover the prejudice has strengthened itself and women, in many parts of the world especially developing countries, are growingly deprived of the fundamental rights as human being. Economic marginalization of women refers to the disadvantage and deprivation that woman is accounted for against man on the economic fronts. Economic marginalization include all aspects such as poverty, deprivation from decision making rights and positions with respect to economic matters and more importantly access to economic resources. The menace of oppressing human being with gender inequality, in general and economic oppression in specific, also didn’t allow more adva nced sections of the nations that claim to be leaders in development. For instance, only 12 companies from fortune 500 are led by women; down from the count of 15 than previous year (CNN, 2011). Countries that are taking leading positions of growth as emerging nations i.e. China with an average growth rate of above 8% in global financial crises time; vulnerability and marginalization of women has increased with increase in migration from rural to urban areas for their economic growth. These women, though, got freedom from low wage paid job at farm but faces in cities more difficult situation of inequality such as harassment and other city- version of marginalization including job discrimination, salary gap and opportunity inequalities etc (Tam, 2006). Evidences from developed and emerging nations when hold such situations it then gets self explanatory the condition prevailing in developing nations such as India and Pakistan. The two countries being the cultural hub of the South East Asia hold more tightly those old ignorant values that favored the dominance of men even in most educated sections of society; depriving women of social, cultural, public and economic earning as well decision making (Nelasco, 2012). Recently in two conferences, women have asserted despite trade liberalization and globalization, women are growing becoming the victim of unemployment, underemployment, migration for livelihood to urban and overseas etc. All these have put multiplied impact on women inequality with deteriorating food insecurity; labor intensive industries taking advantage of cheap labor with influx of large number of women mainly with their families for jobs and hence, posing high insecurity reasoning the huge labor pool. Given below are some statistics that presents start realities of discrimination against women (Nelasco, 2012) Importance of the women empowerment â€Å"When we empower women, we empower communities, nations and the entire human family.† —U N secretary-general Ban Ki-Moon (UN Women, 2011) For effort related to reduce this inequality social sciences has presented immense literature; however, the affectivity has only gained success to the point that UN sections realized the importance of fact that world shall now develop awareness regarding women empowerment and year 2011 UN marked inaugural of formal efforts for women empowerment (UN Women, 2011). CEO of UN-Women (Women Empowerment section of UN) has vision of this section to have future

Family Law in America Essay Example | Topics and Well Written Essays - 500 words - 2

Family Law in America - Essay Example In this paper, the case involving Eric and Cindy epitomizes a case whereby spouses are in total agreement until they decide to divorce. Both parties share responsibilities at their home and prior to their marriage, they had signed a prenuptial agreement. The wife disclosed much of her assets and the husband agreed to share the responsibilities at home. Nonetheless, since they have agreed to file a divorce and their case is an uncontested divorce, it looks simple. However, the challenge is that there is no clarity as to whether they have agreed on property division, child custody, and support issues. Since they have agreed to part ways, one of the spouses hires an attorney to prepare the obligatory paperwork. In this case, the wife will only be required to read and sign both the waiver and the final decree. Ethically, it is not possible to represent two parties in a divorce when there is a conflict of interest. If one attorney tries to represent the husband and the wife, in this case, he or she may face some problems. If the attorney takes a side and informs one party that the deal would make it possible for him or her to gain financially, it might anger one party. If the attorney manipulates any party to decide otherwise, the case is considered unethical. In fact, one attorney cannot represent two parties with conflict of interest. Getting an annulment is out of questions because it is a court order that a marriage never existed. Annulment could only be granted if the spouse was already married to someone else. Annulments are very rare. In this case, there is no such a case whereby the husband is claimed to have been married to someone else. However, the case indicates that the wife had mental issues, but still the issues never avoided her from agreeing to marry. She was not forced to marry, they all agreed. Annulment, in this case, is not appropriate because after realizing that the wife had mental problems, the husband was willing to continue with the married out of love.

Controlling Case study Essay Example for Free

Controlling Case study Essay Abstract This paper studies management control design of supplier relationships in manufacturing, a supply chain phase currently under-explored. Compared to supplier relations during procurement and RD, which research found to be governed by a combination of formal and informal controls, supplier relations in manufacturing are more formal, so that they could be governed by more formal and less informal controls. To refine the management control system and influencing contingencies, we propose a theoretical framework specifically adapted for the manufacturing stage. This framework is investigated by an in depth case study of the supplier management control of a Volvo Cars production facility. We identify three types of suppliers visualizing the associations in the framework and illustrating the framework’s explicative power in (automotive) manufacturing. Furthermore, the case contradicts that supplier relations in the manufacturing phase are governed by little informal control, because the automaker highly values the role of trust building and social pressure. Most notably, a structured supplier team functions as a clan and establishes informal control among participating suppliers, which strengthens the automaker’s control on dyadic supplier relations. Keywords: Management control; Supplier relationships; Manufacturing; Contingency theory; Case research; Automotive 2 1. Introduction In the current economic environment, characterised by globalisation and enhanced levels of competition, companies require an effective supply chain with inter-organizational relationships (IORs) to strive for sustainable competitive advantage. Not surprisingly, studies show that IORs have a high potential impact on organization performance (e. g. Anderson Dekker, 2005). Literature, however, also argues that many IORs do not provide the expected benefits and are often terminated because of managing difficulties (Ireland, Hitt Vaidynanath, 2002). Academics often propose that lack of coordination and opportunistic behaviour of partners are the two main reasons for the relatively high relationship failure rate (e. g. Dekker, 2004). Hence, management control systems (MCSs) are argued to play a critical role in preventing such failure, by establishing governance mechanisms to control the relationship (Ireland et al. , 2002). The fundamental goal of MCSs is to influence decision making in attaining strategic objectives (Nixon Burns, 2005). In an inter-organizational setting, this implies creating bilateral incentives to pursue mutual goals. Already in the mid-nineties, scholars started calling for more attention for this topic (e.g. Hopwood, 1996; Otley, 1994), and have not stopped since (e. g. van der Meer-Kooistra Vosselman, 2006). Consequently, inter-organisational MCSs have been studied from several angles, including outsourcing (e. g. Anderson, Glenn Sedatole, 2000), inter-organizational cost management (e. g. Cooper Slagmulder, 2004), partnerships (e. g. Seal, Berry, Cullen, Dunlop Ahmed, 1999), strategic alliances (e. g. Dekker 2004), networks (e. g. Kajuter Kulmala, 2005) and joint ventures (e.g. Kamminga van der MeerKooistra, 2007). Yet, the main emphasis was put on relational collaboration during the first stages of the supply chain, namely procurement, which involves the make-or-buy decision, partner selection and contract design, and RD. Although this historical focus is certainly justified, management control in a later phase of the supply chain, namely manufacturing, remains relatively under-explored (Cooper Slagmulder, 2004; Langfield-Smith Smith, 2003). However, purchased products and services for manufacturing account for more than 60% of the average company’s total costs (Degraeve Roodhooft, 2001) and are subject to continuous improvement with suppliers, also requiring adequate management control. Therefore, this study illustrates how manufacturers design the MCS of supplier relations in the manufacturing phase of the supply chain, which we refer to as â€Å"manufacturer-supplier relationships† (MSRs). In other words, we abstract from 3  procurement and RD influences. 1 Nevertheless, management control research on previous supply chain stages, offers a first theoretical insight into how a MCS for MSRs could look like. In particular, prior empirical research on IORs such as RD collaboration (Cooper Slagmulder, 2004), strategic alliances (Dekker 2004) and joint ventures (Kamminga van der Meer-Kooistra, 2007) found MCSs that combine both formal controls, like outcome controls, and more informal controls, such as trust building. Also the execution of service outsourcing projects, like industrial maintenance (van der Meer-Kooistra Vosselman, 2000), IT (Langfield-Smith Smith, 2003) and accounting (Nicholson, Jones Espenlaub, 2006) is governed by a combined MCS. So if we assume these findings to hold for other IOR types (external validity) and neglect potential characteristic differences, MSRs could be expected to be governed by a combination of formal and informal control as well. Yet, by taking into account differences between MSRs and other types of IORs, the MCS design could be different. In that respect, we argue that manufacturing is more formal than procurement and RD. Indications for that argument and its consequences for management control can be found in the management control framework of Das Teng (2001). Based on the variables in their framework2, task programmability and outcome measurability, it should be clear that for manufacturing both variable levels are high, or at least higher than in the case of procurement and RD. Consequently, the framework indicates that formal controls are suited mechanisms to govern MSRs. This argument is strengthened by the type of knowledge usage in MSRs, for which organization literature provides a clear distinction between knowledge exploration and knowledge exploitation. On the one hand, it is argued that the first supply chain phases, think of procurement and RD, aim at knowledge exploration, while the later stages, like manufacturing, primarily 1 Obviously, procurement and RD do impact the manufacturing phase. Yet, as our aim is refining supplier MCS design in the  manufacturing phase, we deliberately exclude these influences. In terms of research methodology, this abstraction is put into operation by studying a MSR between a manufacturer facility and supplier facility only dealing with manufacturing, while procurement and RD are handled by their respective mother companies (cf part three of this paper â€Å"research methodology†). 2 Although this framework was originally developed by Ouchi (1979) for use in MCS design within organizations, Das Teng (2001) further adapted it for use in IORs. Task programmability refers to the degree to which managers understand the transformation process in which appropriate behaviour is to take place. Outcome measurability refers to the ability to measure outcome precisely and objectively. When outcome measurability is high/low and task programmability is low/high, formal outcome/behaviour control should be set up to govern the relation. When both dimensions are low, informal control is preferable, but when both measures are high, both outcome and behaviour control are suited control mechanisms (Das Teng, 2001). 4  aim at knowledge exploitation. On the other hand, research shows that the exploration of knowledge is best governed by informal controls, while knowledge exploitation is most adequately controlled by formal controls (Bijlsma-Frankema Costa, 2005). Thus, based on the characteristics of high task programmability, high outcome measurability and knowledge exploitation goals, MSRs could be expected to be governed by primarily formal controls with little informal controls. In other words, the literature offers different management control designs for MSRs regarding the informal control level. Therefore, this study investigates how the MCS of MSRs is designed and how important informal controls are in that design, in particular in IORs between an original equipment manufacturer (OEM) and suppliers of outsourced manufacturing activities in the trend-setting automotive industry (cf Womack, Jones Roos, 1990). An automobile is a complex product manufactured with thousands of components. Consequently, also this industry increasingly outsourced non-core activities and started relying on suppliers to create lower costs. To that end, a variety of supply chain management practices has been implemented, such as lean supply and continuous improvement. Yet, these induce the need for appropriate management control structures and bi-directional communication to organize and manage the relation (Carr Ng, 1995; Scannell, Vickery Droge, 2000). In that respect, one particular automaker, namely Toyota, is known for partnering with suppliers, transferring its expertise to help suppliers and installing softer forms of control including trust. To govern the search for continuous improvement in manufacturing, Toyota established the â€Å"Toyota Group† by means of a supplier association, an operations management consulting division and voluntary small group learning teams (Dyer Nobeoka, 2000). However, practitioner literature (e. g. Automotive News/Automotive News Europe) describes several other automakers governing this search by heavily formalized supplier relations. Contrary to cooperation during procurement and RD, manufacturing is argued to become much more demanding towards suppliers. Automakers increasingly transfer manufacturing risk and supply responsibility to first-tier suppliers, which results in suppliers delivering to very tight just-in-time and in-sequence schedules (Alford, Sackett Nelder, 2000). As a result, OEMs install formal controls and supplier improvement techniques, which alert suppliers to the importance of ameliorating supply performance at lower costs. Hence, also automotive practice shows evidence of high and low levels of informal control. Therefore, this study specifically investigates how the MCS of automotive MSRs is designed. Yet, besides illustrating MCS design, this paper contributes to explaining MCS design of automotive 5 MSRs. To our knowledge, little inter-organizational management control research specifically investigated contingency theory’s explicative power in manufacturing. Naturally, several papers study influences on MCS design in production environments, like the impact of manufacturing flexibility (Abernethy Lillis, 1995), customization and related interdependence (Bouwens Abernethy, 2000), profit centre strategy (Lillis, 2002), production strategy, production technology and organization (van Veen-Dirks, 2006). However, these studies investigate characteristics explaining MCS design in one organisation, while our study focuses on inter-organizational relations. To that end, we propose a refined theoretical contingency framework based on recent inter-organizational management control theory, but specifically adapted for the manufacturing stage. This framework proposes several contingencies determining the level of risk, which is governed by different levels of management control techniques. In order to illustrate the validity of the framework in practice and answer how and why automakers design their MCS, we perform an in depth case study of the relations between a facility (VCG) of the international OEM Volvo Cars and a selection of its first-tier supplier facilities. The case study provides considerable evidence of three supplier types, namely batch, low value-added just-in-sequence and high value-added just-in-sequence suppliers, visualizing the associations in the framework between contingencies, risks and management controls. These controls include both formal and informal techniques, of which trust building and social pressure are highly valued. Most notably, VCG’s structured supplier team functions as a clan and establishes informal control among participating suppliers, which strengthens control on the OEM’s dyadic supplier relations. As our framework draws on case findings from other less formal IORs, it seems that our case findings offer more evidence of their external validity. That way, the findings contradict that informal controls play a minor role in automotive MSRs. In particular, VCG’s MCS, combining both formal and informal controls, is argued to be designed specifically to improve supply performance. The remainder of this paper is organized as follows. In the second part, we develop the theoretical contingency framework. The third part describes the case research methodology. The fourth part is the actual case study, which presents VCG, describes three supplier types by means of contingency levels and clarifies how VCG designed the MCS governing them. In the fifth part, we discuss our findings by comparing VCG’s management control with previous findings and elaborating on the significance of VCG’s supplier team. We conclude the paper with a summary of the main findings and some avenues for further research. 6 2. Theoretical framework In this part, we develop a theoretical contingency framework for MCS design of MSRs, which can be found in figure I. Contingency theory originated with the aim of explaining the structure of organizations by particular circumstances. Later, management accounting researchers adopted and further developed the theory in order to explain the shape of MCSs in organizations (e. g. Chenhall, 2003; Luft Shields, 2003). Therefore, contingency theory suits this study, regarding MCS design of MSRs and its explicative variables. The central concept of the framework is the level of risk a certain MSR runs. Inter-organizational management control theory proposes two types of risk, which result from five different situational antecedents, characterizing the MSR. Although we clarify both risk types separately, we stress the integrative interpretation of all contingencies jointly determining both levels of risk. Subsequently, this risk is governed by different management control instruments, either with a large or a small role for informal control. 3 2. 1. Performance risk The first risk type is performance risk, defined as the probability of not achieving the MSR objectives, despite satisfactory cooperation (Das Teng, 2001). This type of risk is also referred to as â€Å"coordination requirements† (Dekker, 2004; Gulati Singh, 1998) or â€Å"the mastery of events† (Tomkins, 2001). As the MSR objective concerns manufacturing as many products of the order book as possible, on time, with good quality at the lowest possible cost, performance risk is the risk of a supply chain interruption disturbing the realisation of this goal. Three contingencies related to technology increase this risk, namely complexity, task uncertainty and task interdependence (Chenhall, 2003). Yet as complexity and task uncertainty are highly related (Chenhall, 2003), the framework does not include complexity separately (cf Dekker, 2004). 3 According to van Veen-Dirks (2006), all situational characteristics and MCS characteristics are determined jointly instead of sequentially. Also Kamminga van der Meer-Kooistra (2007) propose that the influence of contingencies is not determined by each antecedent as such, but by their interaction. In addition, they suggest studying control as an integrative concept, in which all control dimensions are incorporated. Consequently, we do not propose one-on-one associations between one specific contingency, one specific type of risk and one specific type of control, suggested to suit that risk type. Instead, our model simultaneously studies the associations between situational contingencies, risks and management control techniques, as put forward by the three boxes of figure I. The boxes of contingencies and risks are put together to stress their interdependence and joint impact on management control. 7 Task uncertainty relates to variability in transformation tasks and the available knowledge of methods for performing those tasks (Chenhall, 2003). This situational characteristic determines the measurability difficulty of output and activities (Kamminga van der Meer-Kooistra, 2007; van der MeerKooistra Vosselman, 2000), which increases with increasing levels of complexity of both the delivered product and its operational processes (Woodward, 1965). The first complexity is related to the added value of the product and gradually increases depending on whether the supplier delivers a standard component or an important customized module (Cooper Slagmulder, 2004). The second complexity regards the added value of the production process and reflects the complexity of the supplier’s manufacturing processes needed to effectively produce and deliver products as required. Task interdependence refers to the degree to which subactivities of the value creation process have been split up and made dependent on each other (Dekker, 2004). In MSRs, this interdependence is sequential (Thompson, 1967)4, because the relation involves transferring the supplier’s output to the manufacturer’s input process. The level of sequential interdependence is impacted by the dependence level of the manufacturer’s operational performance on the supply quality (timeliness and product quality). Moreover, the interdependence level of a specific MSR is influenced by the production flexibility required from both parties and the manufacturer’s lack of precise knowledge to perform activities previously done in-house. 2. 2. Relational risk The second type of risk is relational risk, implying the probability of not having satisfactory cooperation because of opportunistic behaviour of the supplier, exemplified in shirking, cheating, distorting information and appropriating resources (Das and Teng, 2001). This type of risk is also referred to as â€Å"appropriation concerns† (Dekker, 2004; Gulati Singh, 1998) or â€Å"the generation of trust† (Tomkins, 2001). Transaction cost economics (TCE) theory5 proposes three contingencies that influence relational risk and subsequently determine appropriate control: asset specificity, environmental uncertainty and transaction frequency (Williamson, 1979). Yet, as the manufacturer possesses no specific assets related to a certain supplier, at 4 Thompson (1967) identifies three levels of task interdependence from low to high, which influence the level of inter-organisational coordination and communication: pooled, sequential and reciprocal interdependence. 5 TCE argues that parties are only boundedly rational and behave opportunistically. Therefore, the total cost of outsourcing is the sum of both the supplied component costs and the transaction costs, including costs for negotiation, drawing up contracts, coordination, control and risk of opportunistic behaviour (van der Meer-Kooistra Vosselman, 2000). 8 least not in the manufacturing phase of the supply chain, there is no lock-in to supplier opportunistic behaviour. 6 Hence, unlike uncertainty and transaction frequency, asset specificity does not influence supplier opportunistic behaviour in MSRs and is not included in our theoretical framework. Consistent with being a central contingency research concept, environmental uncertainty also forms a powerful characteristic of MSRs (Chenhall, 2003). In particular, this contingency relates to general market uncertainties and uncertainty about unknown future contingencies (Kamminga van der Meer-Kooistra, 2007; Langfield-Smith Smith, 2003; van der Meer-Kooistra Vosselman, 2000). Because manufacturer and supplier interact under these uncertainties, both parties face changes over time, which require detailed contracts (Dekker, 2004). However, incomplete contract theory argues that there exist limitations in drawing up complete contracts, because all future contingencies can not be foreseen, are too expensive to foresee or are too expensive or impossible to contract upon (Gietzmann, 1996). Consequently, the combination of uncertainty and incomplete contracts leads to potential opportunistic behaviour of the supplier. According to TCE, more frequent interactions lower the possibility of opportunistic behaviour (Williamson, 1979). So, to preserve a positive relation between contingencies and relational risk, we could utilize infrequency as contingency variable (e. g. Anderson Dekker, 2005). Yet, as we study MSRs with no connection to commercial negotiations determining the contract term, we include the antecedent relational stability aim. This contingency relates to the manufacturer’s aim of continued future interactions with the supplier and serves to build bilateral commitment (Cooper Slagmulder, 2004). We argue that MSRs, in which relational stability is considered necessary and thus aspired by the manufacturer, are subject to higher relational risk. For example, if supplier switching costs are high due to high interdependence, high commitment from the manufacturer could incite the supplier to accept lower quality or delivery performance. Besides including a transaction environment characteristic and a transaction characteristic, we also incorporate a transaction party characteristic (Langfield-Smith Smith, 2003; van der Meer-Kooistra Vosselman, 2000). In particular, we include supplier knowledge importance, which encompasses the degree of importance for the manufacturer to know the supplier and to be able to assess characteristics, such as management competence, trustworthiness and willingness to share proprietary knowledge. Usually, this kind of assessment is done by means of first-hand or second-hand experience. Hence, we argue that when the 6 Obviously, suppliers do have specific assets in place, rendering them vulnerable to opportunistic behaviour from the part of the manufacturer. However, this study and the developed theoretical framework only focus on supplier opportunistic behaviour. 9 importance of supplier knowledge rises, the risk for insufficient or erroneous assessment and subsequent supplier opportunistic behaviour increases. 2. 3. Management control system Although MCSs have been conceptualised and categorised in various ways, the current management control literature has reached a consensus on two types of management controls, namely formal and informal control instruments (Langfield-Smith Smith, 2003). Obviously, studying the usage of informal controls compared to formal controls requires both control types to be included in the theoretical framework. Formal controls are explicitly set up to coordinate the MSR and include outcome controls and behaviour controls. Outcome control involves the measurement and evaluation of the outcomes of operations against pre-defined outcomes or targets, by using several performance measurement techniques (Ouchi, 1979; Dekker, 2004). The most important outcome metrics for MSRs are percentage of defects, quality of delivered goods and on time delivery of goods (Gunasekaran, Patel McGaughey, 2004). Behavioural control concerns the specification and actual surveillance of behaviour, by means of rules and standard procedures (Ouchi, 1979). Additionally, behaviour control includes evaluating compliance with pre-specified planning, procedures, rules and regulations (Dekker, 2004). Informal controls (also called social controls) are not explicitly designed, but are grown out of shared norms and values, shaped by frequent interaction, meetings and management attitude (Ouchi, 1979; Merchant, 1998). Especially trust building7 has emerged as a very important informal control instrument in inter-organizational MCSs (e. g.Dekker, 2004). While formal controls reduce the risk by altering the incentives for underperformance and opportunistic behaviour, trust mitigates risk by minimizing the fear of underperformance and opportunistic behaviour to occur (Das and Teng 2001). Therefore, we include three types of inter-organizational trust building, namely building contractual trust, competence trust and goodwill trust (Sako, 1992). 8 Contractual trust results from previous contractual relations or grows during the MSR 7 Rousseau, Sitkin, Burt Camerer (1998, p. 394). Define trust as â€Å"a psychological state comprising the intention to accept  vulnerability, based upon positive expectations of the intentions or behaviour of another†. According to them â€Å"trust is not a behaviour (cooperation), or a choice (e. g. taking a risk), but an underlying psychological condition that can cause or result from such actions† (Rousseau et al. , 1998, p. 395; italics added). As such, trust in itself can not be a control instrument in the MCS of MSRs. Instead, the control techniques are the actions the manufacturer performs to create and build trust in the supplier. 8 Contractual trust is based on the expectation that the supplier will keep promises and comply with agreements made, whether these10 (Sako, 1992). Competence trust is increased by previous good performance, i. e. good quality and delivery results. Moreover, competence trust results from buying activities from reputable suppliers or transferring competences to the supplier. Additionally, product and/or process certification and process standardisation enhance competence trust (Sako, 1992). To develop goodwill trust, Sako (1992) identifies shared values and norms as necessary, but insufficient, as transaction parties also need to show the willingness to be indebted to each other. Gulati (1995) stresses creating and growing an inter-organizational bond of friendship to trigger goodwill trust (Gulati, 1995). Other possible goodwill trust initiators are interactive goal setting, trustworthiness reputation and a long term relationship (Dekker, 2004). Next to these specific trust building mechanisms, the literature also proposes an important overall trust building technique, namely close interaction, based on mutual interests and established by means of joint decision making and joint problem solving via a joint relationship board and/or joint task groups (Das Teng, 2001; Dekker, 2004). 9 Besides trust building, MSRs can be governed by another type of informal control, which Ouchi (1979) refers to as clan control. Based on shared norms, values and a common inter-organizational goal, supplier behaviour in the interest of the MSR will be reinforced, because suppliers are motivated to achieve the goal (Das Teng, 2001). This incentive results from inter-organisational social pressure (Spekle, 2001) exerted by the manufacturer, which we believe is social control in its literal meaning. Because of high interdependence between manufacturer and supplier, below standard results of the supplier directly impact the manufacturer’s performance. Consequently, supplier management is unpleasantly confronted with manufacturer management and faces personal humiliation because of the error. Additionally, supplier management runs the risk of their reputation and personal relationship with interacting manufacturer management getting injured. Also Dyer Singh (1998) mention reputation and personal relations as social control mechanisms, besides norms and trust. By acting as negatively valued social sanctions (Bijlsma- are contractually stipulated or not. Competence trust concerns the expectation that the supplier possesses the necessary technical and managerial competences to deliver the order as agreed. Goodwill trust regards the expectation that the supplier shares an open commitment, with the willingness to perform activities beneficial to the MSR, but possibly neither in the supplier’s interest nor required by the contract (Sako, 1992). 9 Other potential overall trust building techniques in a MSR are communication via regular inter-organizational meetings (Chalos O’Connor, 2004; Das Teng, 2001), information sharing of problem areas (Chalos O’Connor, 2004), supplier development activities (Carr Ng, 1995), networking (Das Teng, 2001), training (Chalos O’Connor, 2004) and the extent to which the employees of both parties understand the factors ensuring the collaboration’s future success (Chalos O’Connor, 2004). 11 Frankema Costa, 2005), these social consequences create incentives for satisfactory supplier performance and render supplier opportunism hard to sustain (Spekle, 2001). If we assume operational snags to be day-today business in MSRs, this social pressure creates an informal means to mitigate risk in MSRs. 3. Research methodology 3. 1. Case study research The empirical part of this paper is based on an in depth case study, which is an investigation of a real life phenomenon, relying on multiple sources of evidence and benefiting from prior development of theoretical propositions (Yin, 1994). This research method suits our research that concerns refining existing interorganizational management control theory for the relatively under-explored manufacturing phase of the supply chain. 10 According to Keating (1995), such theory refinement needs a clear theoretical starting point, supplemented with openness to the discovery of unexpected findings. To balance these theory attachment and detachment requirements, we developed a theoretical framework to guide the data collection, but at the same time used data collection techniques allowing sufficient openness. Furthermore, several interorganizational management control case studies (e. g. Cooper Slagmulder, 2004; Dekker, 2004; Kamminga van der Meer-Kooistra, 2007; Nicholson et al. , 2006) strengthen the argument that cases allow investigating in detail the structure and influencing variables of IORs (Sartorius Kirsten, 2005). These studies show that theory refinement of MCS design can be adequately investigated by means of qualitative research. The social meaning of inter-organizational MCSs, especially regarding the use and interpretation of informal controls, and the subsequent behaviour of companies and employees is very complex. So if we only skim the surface, we will never discover how different parties interpret certain IORs and whether the MCS is designed accordingly. This argument not only justifies the choice for a case study, but also forms the reason 10 Our research corresponds to investigating a complex phenomenon within its real life context of which empirical evidence is rather limited, and answering how and why questions about this phenomenon, for which case study research is most suited (Eisenhardt, 1989; Yin, 1994). Furthermore, Keating (1995) argues that case studies suit three goals and that our theory refinement goal represents the middle ground between theory discovery (describing novel phenomena) and theory refutation (disconfirming well specified theories by bringing in negative evidence). More specifically, our case research is of the theory illustration type, documenting â€Å"previously unappreciated aspects of management accounting practice† and identifying â€Å"aspects of the illustrated theory that require reformulation or more rigorous specification† (Keating, 1995, p.71). Indeed, the goal of this study is to illustrate how manufacturers design supplier MCSs, to what extent this design differs from designs in other IORs and how the design can be explained by means of a specifically adapted theoretical framework. 12 why more of this research is requested (e. g. Langfield-Smith Smith, 2003; Dekker, 2004; van der MeerKooistra Vosselman, 2006). 3. 2. Unit of analysis In most inter-organizational studies, the unit of analysis is one dyadic relation between two independent parties (van der Meer-Kooistra Vosselman, 2006). Since there exist different dyadic MSRs within one manufacturer and we study MCS’s dependence on relationship contingencies, our unit of analysis consists of specific MSRs. Dyer Singh (1998) explicitly propose the â€Å"relational view†, focusing on the buyer-supplier dyad, as opposed to the â€Å"industry structure view† and â€Å"resource based view†, when analyzing cooperative strategy and sources of inter-organizational competitive advantage. In order to answer the proposed research questions concerning MSR MCS design, we analyzed all relations after the manufacturer had decided to outsource the manufacturing activities. In other words, we addressed neither the make-or-buy decision nor related commercial negotiations, but collected data from the start of production onwards. Furthermore, we only gathered data on standard MCSs for MSRs with good operational performance. 3. 3. Case company selection The selection of the case company and its suppliers was influenced by two selection concerns: theoretical sampling (Eisenhardt, 1989), and open and flexible access to.

The Guardian but left out of the Mirror Essay Example for Free

The Guardian but left out of the Mirror Essay The Guardian has really included as much information as it can on this story. The content is detailed and more involved than that which is in the Mirror, so that the reader gets a clearer and broader view of what is going on. There is now a debate over whether it [a draft of the weapons report] should be released to the Congress over the next fortnight, as has been widely expected, is an example of a fact which has been included in the Guardian but left out of the Mirror. If all you need to know is that the government have failed to find any weapons of mass destruction in Iraq, then you only need to read the Mirror which outlines all the major aspects of the story in an accessible manner. But if you are very interested or involved with the matter of the war in Iraq, then the Guardian is more informative. Both reports are generally geared towards a disapproving or mocking feeling towards the British and American governments because of the claims that they have made and not been able to back up. The Mirror is less strong about this, but they both imply that Tony Blair has been given a run for his money over the question of whether we went to war with Iraq on false assumptions, which it now appears the government were just using as an excuse to back up their actions. The Guardian uses a quote from David Albright, a former UN weapons inspector Its clear that the US and British governments wildly exaggerated the case for going to war Im not surprised, given how incompetent this search has been. Theyve had bad relations with the [Iraqi] scientists from the start because they treated them all as criminals. Because the article in the Mirror is shorter and contains less information, there are fewer quotes or facts which make the report seem biased. The political opinion of the paper is less obvious in the text. Apart from the WMD-Ometer joke, which is lightly fun-poking rather than politically expressive, the article is only mildly opinionated and generally just gives the reader the necessary facts. It would appear that the reporter was writing for a paper which did not have a very strong political view on the matter and did not want to force an opinion onto its readers either, expect for the inevitable general feeling of disappointment and irony. The Mirror does not expect its readers to formulate political and philosophical arguments and opinions by reading the article. They want to give the reader basic facts and concentrate more on the emotional and funny side of things. Political bias in the Guardian is present but subtle, so that it does not appear to be brainwashing its audience but merely informing them from a certain angle. It is now very easy to see how different newspapers handle their stories differently according to the readership at which they are aiming. While some people want to be able to pick up a cheap, attention grabbing newspaper for an easy read, lots of light human interest stories and minimal heavy news, some people prefer a paper which goes into more detail about the more controversial issues in the news and doesnt bother with gossipy, irrelevant stories. Of course it also depends on your mood, and when and where you are going to be reading the paper. People usually prefer to have broadsheet papers like the Guardian delivered to them or to buy it from a local shop, so that they can sit and read it at home over a meal or when they have nothing else to do. Smaller more accessible newspapers like the Mirror are more suitable for reading on the move or early in the morning on the way to work or school while you are really not in a mood for mind-consuming activities such as reading a difficult and in-depth article. The Metro, a free tabloid paper available every morning from any London Underground station, is a perfect example of this. It is mass produced every day and issued out for free, so it is made sure that the Metro is readable for absolutely anyone who is travelling on the Underground and has nothing else to read. It is also provided as a way to occupy the travellers so that they dont have to look at each other, as social harmony on the Tube is not exactly very comfortable. The Guardian is more expensive so you would only really buy it if you were intending to read all or most of it, whereas with the cheaper tabloid papers you can flick through them as a way of occupying yourself when you have nothing better to do, and you want quick impact for less time, money and concentration. Information in the larger, more expensive papers is more thorough, but slowly assimilated. Tabloids tend to contain more supposition and exaggeration to make the story seem more extreme and therefore more exciting for the reader. Language is fairly simple but expressive verbs are used to make the events seem more real. Usually tabloids focus more on the human element of their stories, in order to draw emotions from the reader and keep them interested. Although the language used and the structure and presentation of broadsheet newspapers seems to be aimed at more intelligent people and vice versa, it probably isnt entirely fair or accurate to say that more intelligent people read the Guardian and stupid, dumb people read the Mirror. Obviously this is true in a lot of cases, but the two papers are written for different purposes and occasions, and not necessarily just for different types of people. You will find that a lot of very intelligent people read tabloids for convenience and enjoyment, and similarly some less intelligent people who do not especially enjoy reading will read a broadsheet if there is an issue going on which they are particularly concerned with and want to follow in more depth. Also, although (we trust that) facts in newspapers are accurate, and quotations and statistics are genuine the ways in which they are dealt with depend very much on the newspapers own viewpoint. Especially with broadsheet papers, each one tends to support a certain political party, and the angles that they take on their stories are biased towards this. Papers cannot be objective, even if they try to be, because all the articles are written and put together by people, who have their own feelings and opinions about whatever they are writing about. People who buy newspapers regularly get into the habit of reading the one whose attitude is most similar to their own. This is why there is sometimes jokey controversy between readers of differently opinionated newspapers, and papers are stereotyped according to which political party they are biased towards. There are many different ways in which the media can convey news and entertainment to the public, and you can see this very clearly in the different types of newspapers and news articles that people write. Just like any other piece of writing, newspapers are not just written to inform; but to persuade, to entertain, to advertise, to advise, and, in varying degrees of subtlety, to instruct. It is very important to be able to consider carefully the type of newspaper you are reading from and be aware of how it is aiming to affect its readers.

Child Friendly Schools In Kenya Education Essay

Child Friendly Schools In Kenya Education Essay The purpose of this essay is to explore the contribution of Comparative and International Research in the successful implementation of Child Friendly Schools (CFSs) in Kenya. Emphasis will be placed on the background of CFSs, current practices and emerging critics, success stories, problems and pitfalls and what CIR can do to subjugate some of these challenges. I will start by examining the rationale for exploring CFSs, based on literature and my professional experience. Following this background will be literature surrounding the concepts of CIR and CFS in relation to global agendas, exploring how CFS came into existence and the driving forces behind it. I then go on to focus on a case study of CFS in Kenya, discussing the role of CIR in the Kenyas CFS, arguing that CIR is used as a political tool in creating educational policy, rather than a research method or an intellectual inquiry. I will further critically analyze challenges facing CFS and how knowledge on CIR can contribute mo re effectively to successful implementation of CFS. A conclusion based on the literature and authors experience will then be drawn. Throughout the essay, I build a case in favour of CIR arguing that CIR stimulates critical reflections about our educational systems by investigating commonalities and differences across national borders. Background and Rationale Perhaps, one of the growing fields in education in the modern age is comparative and international education, judged by the volume of studies reported in the literature. Central to this is that many countries around the world have formulated some of their educational policies based on scholarship in CIR. With the current wave of globalization, researchers and experts, especially in the field of education, are always trying to find ways of streamlining their educational policies with the global trends. According to Giddens (1990:64), globalization is the intensification of worldwide social relations which link distance localities in such a way that local happenings are shaped by events occurring many miles away and vice versa. Global forces therefore have an impact on shaping local practices at grass root levels. In order to do this tactically and critically, comparative and internal research remains cutting edge in informing people about the realities, the challenges and the possible effects of uncritical transfer of ideas. Interestingly, global agendas in matters related to education are prioritized towards basic education as opposed to adult education or higher education. In Africa, this would be probably because, as Oketch (2004) points out, basic education yields higher rates of returns compared to higher education. This has subsequently caused government and non-governmental organizations to focus more on improving the quality of basic education. Child-friendly schools (CFSs) in Kenya is an example of a initiative sponsored by UNICEF with the aim of not just providing children right to education but the right to the right education. In other words, CFSs are more concerned with the quality of basic education in addition to its access. The emergence of CFSs in Kenya was catapulted by the forces of agendas 1 and 2 of Millenium Development Goals (MDGs) which emphasizes on the provision of basic education. The World Education Forum (2000) agreed on six Education For All (EFA) goals. The sixth goal conce rned Education quality, à ¢Ã¢â€š ¬Ã‚ ¦improving all aspects of the quality of education and ensuring excellence of all so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. The term quality in education is dynamic because of the social, political and economic context at which it is used. Because of differences in contexts, it is imperative that knowledge of comparative and international research be used in designing policies and pedagogy in CFS that fit that particular context. Furthermore, with the fear that some countries may lag behind as others move forward, sub-Sahara countries are now engaging in various practices in order to achieve this goal, a race against the 2015 set deadline for attainment of EFA goals. As the clock ticks towards the year 2015, priority goals in education may change for post-2015 and the worry is further elevated. One of the efforts the government of Kenya is doing to improve the quality of education is by integrating CFS model into the basic education system. Two major questions arise here: First, how is CFS realistic considering myriad challenges facing the FPE policy in Kenya? Secondly, if CFS model is the best practice to go by, what is the role of CIR in successful implementation of the CFSs? It is against this background that the purpose of the essay hinges. Literature Review In this section, I will look at the concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) based on the literature and merge them with the global forces that catapulted the emergence of CFS with an attempt to unveil the voices behind the introduction of CFS in Kenya. In addition, I will use an example of PRISM experience in Kenya to reinforce the understanding as to the role of international bodies in promoting quality through well strategized and executed projects, arguing that lessons from PRISM experience can be used as insights to successful implantation of CFSs. Concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) CIR is a fusion of two broad areas of research: Comparative Research and International Research. To understand its full meaning, it is important we define the two areas of research separately. In his definition of comparative research, Mills et al (year) argue that: Comparative research is a broad term that includes both quantitative and qualitative comparison of social entities. Social entities may be based on many lines, such as geographical or political ones in the form of cross-national or regional comparisons. (p. 621) A similar perception was echoed by Noah and Eckstein (1969: 127), who described comparative education as an intersection of the social sciences, education and cross-national study [which] attempts to use cross-national data to test propositions about the relationship between education and society and between teaching practices and learning outcomes. In light of this definition, comparative research in the context of education can be defined as a study of two or more entities or events (Crossley Watson 2003) with the underlying goal of searching for similarity and variance. Cross-national or regional comparisons may include comparing educational policies, pedagogy, educational leadership and so on. According to Mills et al (2006: 621), the search for variance places more emphasis on context and difference in order to understand specificities. International education, on the other hand, can be defined as the application of descriptions, analyses and insights learned in one or more nations to the problems of developing educational systems and institutions in other countries (Wilson 2000a: 116). Thus, international research is concerned with research carried out across two or more countries, often with the purpose of comparing responses between them. This might be done in order to devise strategies that work well across both or all these cultures or to suggest local adjustments to a global strategy There is a close relationship between comparative and international education. Epstein (1994: 918) points out, that international educators use findings derived from comparative education to understand better the processes they examine, and thus, to enhance their ability to make policy. We can therefore draw from the above two definitions that CIR in education as a method of comparing both qualitative and quantitative entities in education across different countries, societies or cultures with the aim of identifying similarities and differences. It is however important to note that not all international research is comparative, and not all comparative research is international or cross-national. According to UNICEF, a child-friendly school is both a child seeking school and a child-centred school: It is child seeking because it actively identifying excluded children to get them enrolled in school. It is a child-centred school because it acts in the best interests of the child leading to the realization of the childs full potential, is concerned about the whole child: her health, nutritional status, and well-being and concerned about what happens to children before they enter school and after they leave school. A CFS system recognizes and respects childrens right and responsibilities; it provides the enabling environment to realize childrens right not only in schools, but also in childrens home and their communities. These include children from conflict zones, street children and children with disabilities. The Child-Friendly Schools model (see fig 1) is based on simple, rights-based concepts that would have all schools be: Rights Based School: CFS proactively seeks out-of-school children and encourages them to enrol, irrespective of gender, race, ability, social status, etc. Gender Sensitive School: CFS promotes equality and equity in enrolment and achievement among girls and boys. Safe and Protective School: CFS ensures that all children can learn in a safe and inclusive environment. Community Engaged School: CFS encourages partnership among schools, communities, parents and children in all aspects of the education process. Academically Effective School: CFS provides children with relevant knowledge and skills for surviving and thriving in life. Health Promoting School: CFS promotes the physical and emotional health of children by meeting key nutritional and health care needs within schools. (UNICEF, 2007) Fig 1: Model of the Child-Friendly School Source: UNICEF( 2007. The CFS model provides a framework for planning (and monitoring the effectiveness of) strategies for increasing access to quality basic education with the specific focus on the development of strategies to include those children hitherto excluded from education (UNICEF, Global Education Strategy, 2007). It is important to note that there is no one-way to make a school child-friendly. The model may differ from country to country depending on the context. International and Local Pressures and their influences to formation of CFS in Kenya Education in sub-Sahara Africa, and indeed in Kenya, is crafted from both influences by global trends in education and the legacies of colonialism. Chisholm and Leyenderker (2008) observe that: Since 1990, the goals and purpose of education in sub-Sahara Africa has been reshaped by four interconnected developments: globalisation, the changed focus of international aid agencies towards development assistance, the adaptation of sub-Sahara African countries to the new world order with its new political emphases, and the spilling over of new pedagogical ideas from the USA and Europe into sub-Sahara Africa. (p 198) Kenya is a signatory to a number of conventions in education, including the Convention to the Rights of the Child (1989), the World Declaration on Education for All (Jomtien, 1990), the Dakar accord and the Millenium Development Goals (2000). In achievement of education development goals, Kenya is bound to, among other things, quality education by MDGs. The Jomtien call for access for access, equity, quality and democracy in education appeared to promise both social and economic development (Chisholm and Leyenderker, 2008). Social and economic development, and continues to be believed, requires educational change and educational change is necessary for social and economic development (ibid:). Educational change, in turn, is perceived to depend on, amongst other things, the input from relevant development assistance projects. These projects, in the arena of education, are typically formulated with reference to internationally negotiated development agendas (like the MDGs) and priority (Crossley Watson, 2003). An example of these projects in Kenya is CFSs which are supported by United Nations Childrens Fund (UNICEF). The Education Section of UNICEFs Programme Division introduced the Child Friendly Schools (CFS) framework for schools that serve the whole child in 1999 (Chabbott, 2004). Rationale for introducing CFS framework in Kenya The increased reliance of foreign aid to support education reform in Kenya has been accompanied by a transition, from understanding education as a human right and the general good to viewing it primarily in terms of its contribution to national growth and well-being through the development of the knowledge and skills societies are deemed to need. (Arnove Torres 2007:359). Occasional voices continue insisting that education is liberating, that learning is inherently developmental (ibid: 359). With the global concern that Sub-sahara Africa countries may not achieve Universal Primary Education (UPE) by 2015 unless the progress is accelerated (Carceles et al., 2001; Bennel, 2002), Kenya responded by introducing Free Primary Education (FPE) policy in 2003 with both local and global pressure. The rationale behind introducing FPE was (apart from the pressure from global and international agendas) to alleviate poverty attributed to lack of literacy skills. The success story behind implementation of FPE policy is the increased enrolment at primary schools by nearly 50%, from 5.9 million in 2003 to 9.38 million pupils according to the Kenya Economic Survey 2011. However, there are myriad challenges facing the implantation of FPE policy: there are not enough textbooks, classrooms are overcrowded and the infrastructure in many schools is inadequate for the numbers of pupils attending. Many of the schools do not have sanitation facilities. The teacher-pupil ratio is quite high: accor ding to UNESCO there are more than 40 pupils per teacher, on average. All of these factors militate against the provision of quality teaching. There is no magic wand for fixing this problem of quality in education. In response to this CFS were introduced in Kenya by UNICEF. According to UNICEF (2006:1): The challenge in education is not simply to get children into school, but also to improve the overall quality of schooling and address threats to participation. If both quality and access are tackled, children who are enrolled in primary school are likely to continue, complete the full cycle, and achieve expected learning outcomes and successfully transition to secondary school. The CFS framework (see appendix 3) aims at promoting child-seeking, child-centred, gender-sensitive, inclusive, community-involved, protective and healthy approaches to schooling and out-of-school education with a general goal of improving the quality of learning. Since CFSs are concerned with the quality of learning, it is important we look at the meaning of quality. The national examinations to obtain the Kenya Certificate of Primary Education (KCPE) at the end of primary cycle and the Kenya Certificate of Secondary Education (KCSE) at the end of secondary cycle are designed to evaluate the extent to which the primary and secondary graduates master the curriculum content. In other words, the national test scores are used as the indicators of quality. The limitation of this indicator is that it does not take into account the context at which learning takes place i.e. the learning environment, learners unique characteristics etc. There are many definitions of quality but one of the descriptions of quality which emphasizes on the context was by Tikly (2011:10) who argued that: A good quality education is one that enables all learners to realise the capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary according to context but at the end of the basic education cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In his description, Tikly believes that a good quality education arises from interactions between three overlapping environments, namely the policy, the school and the home/community environments. In his perception of quality education, Tikly puts context into consideration i.e. needs of the learner, cultural and political contexts. In addition, he emphasizes on the relevance of what is taught and learned and how it fits the nature of particular learners in question. This encourages policy makers to take cognisance of changing national development needs, the kinds of schools that different learners attend and the forms of educational disadvantage faced by different groups of learners when considering policy options'(ibid:11). The fact that CFS emphasizes on learner-centered pedagogy and puts the child at the centre or focal point in the learning process raises the idea of what is regarded as valuable knowledge and how this knowledge is acquired in this particular context. This leads us to the inquiry on the school of thought or paradigm behind introducing a contextualized CFS framework. CFS as an approach to education is premised on constructivism, a theory of knowledge arguing that humans generate knowledge and meaning from interaction between ideas and real experiences. According to constructivists, the notions of reality and truth are socially constructed and in different context with the understanding that knowledge is subjective and embedded in multiple realities. Thus, quality of learning should be viewed in the context in which it is occurs. Towards Quality Basic Education In Kenya: Developing Research Capacity and Evaluation Before we acknowledge the contribution of CFS in providing quality education to the children at Primary school level, it will be prudent to review some of other contributions that has been made by international organizations in collaborations with the local governmet in promoting quality of education at grassroot levels by building research capacity. Kenya has had a history of benefiting from international assistance in its education sector. One of the programmes is the Primary Schools Management (PRISM), an initiative of DfID through the Ministry of Education, which places a lot of emphasis on participatory approaches and emphasis on mobilising community support, resource management and utilisation, supporting learning of pupils and developing action plans. It targeted teacher training and management and the impact of this is overall effectiveness of an education system which has a direct bearing on quality of education. According to Otieno Colclough (2009:26), PRISM is regarded as one of donor-funded programmes which had most positive impact on quality of basic education and CFS can learn from it. As Crossley et al notes, the main objective of PRISM was to improve the quality of primary education through the training and support of head teachers in practical management skills. Borrowing from the PRISM experience it is worthy l earning that well planned and organized CFSs projects involving community participation at grass root level could help tap local voices and lead to successful implementation of educational policies not only in Kenya but also other parts of African contexts. Challenges in implementing CFS in Kenya In this section I will explore common challenges associated with the CFSs concept with an aim of illuminating and critiquing the gap between policy and practice in CFSs. Access and Quality Dilemma: Which one should be first priority? As I mentioned earlier, one of the role of CFS in Kenya is to improve the quality of learning. But the access to education is still a challenge in Kenya and there is fear that Kenya will not have achieved EFA goals 1 and 2 by the year 2015. As we near the 2015 set deadline for the achievement of the Millennium Development Goals, at a time when hopes should be high, universal access to primary education in Kenya seems to be slipping away. Many comparative researchers argue that different countries have different educational problems and it is the countrys obligation to identify what should be the priority and why. Aksoy (2008: 218) observes that: While developed countries are mainly engaged in activities to increase the quality of education, or they practice and seek new techniques and methods of learning and teaching, developing countries struggle to provide equal opportunities for education, trying to increase the rate of participation of all citizens in basic education, which is actually compulsory. To deal with its educational problems, each country works out countrywide or local solutions, depending on the nature of the problem. The tone of such statement is more closely allied to the question of priority. Priority in one country may not be a priority in another. In Kenya, the major problem basic education is facing is of access while higher education is facing the problem of quality. CFS focus more on quality, but in the Kenyan context, access to education is still a problem in basic education even after the introduction of FPE. The CFS concept of quality can however suit very well in small state commonwealth countries which have almost universal access to basic education. It has been noted that small sates have now shifted education priorities towards focus in school effectiveness, quality and inclusion (Crossley Watson 2003) and CFS in Kenya should learn from small states that the priority should now be on access to basic education before shifting to quality. Atomizing the child: is child-centred the solution to quality CFS? A key feature of a right-based, CFS system is that it is linked tightly to the child-centred learning process. CFS advocates for child-centred learning where a child is treated as a single entity or an atom in learning processes. The idea of atomizing a child has its drawbacks derived from child-centred learning. First, there is an oversight on early year development behaviour of the child. Psychologists believe children undergo various levels of development and their learning behaviours are different at each level. For instant, Vygotskys (1978) concept of the zone of proximal development (ZPD) implies that a child cannot ordinary create ZPD by himself; he needs the more expert individual to bridge the gap between his current development level and his proximal level of development. Secondly, a child-friendly, democratic learning environment may not work successful in overcrowded classrooms and school with limited resources like it is the case in Kenya. Thirdly, child-centred learning weakens the role of the teacher. The idea that a child must be active in construction of knowledge is often understood to imply a diminishing role for the teacher in learning process who now becomes a coach or a facilitator. A call for paradigm renovation, from an exclusively child-centred learning to a combination of both child-centred learning and teacher-centred learning approach is important so that the weakness of one method is complemented by the other method. What Lessons can Kenya learn from other Countries in Implementing CFS? A Review on the Contribution of Comparative Research Kings (2007) emphasizes the need to explore the tension between the national and the international policy agendas in Kenya in order to make informed decisions when crafting educational policies. Clearly, this is a view that underscores the contribution of CIR researchers in bridging theories, policies and practices with both local and global minds (Crossley, 2000) in trying to identify betters grounds to critically reflect and determine appropriate course of action. Apparently, the term that is commonly used in Kenya and indeed many Africa countries in the initial processes of designing an educational policy is benchmarking. Essentially, this is usually a comparative study which is carried out either locally and/or internationally in trying to compare different models of policy framework with the aim of critical adaption or adoption. Lessons are well learnt when a comparisons are made, and this underscores the strength and significance of comparative research. Moreover, since problems transcend national borders, it is prudent to seek possible solutions from a similar experience in another country, and this explains why international research is important. Kenya can learn from other countries that are either progressing or failing to implement CFS because lessons can either identify opportunities or gaps, based on comparative analysis. In these respect therefore, I have identified two key elements of CIR which could help implementation of CFS. The first element is on identification of the gap between policy and practice. Documenting the emerging good practices and lessons learned within the regions is useful in informing evidence based programming and advocacy to enable us to achieve better results. For example, a Global Evaluation Report published by UNICEF in 2009 on comparative studies of how to six countries (Guyana, Nicaragua, Nigeria, Philippines, South Africa, Thailand) with different experiences implementing CFS, demonstrated the following: CFSs in varying contexts successfully apply the three key principles of CFS models-inclusiveness, child-centredness and democratic participation. Schools operating in very different national contexts, with different levels of resources and serving populations with different needs have succeeded in being child-centred, promoting democratic participation, and being inclusive. Schools that had high levels of family and community participation and use of child-centred pedagogical approaches had stronger conditions for learning, that is, students felt safer, supported and engaged, and believed that the adults in the school supported the inclusion and success of each student. (UNESCO, 2009) Kenya can use this success report to assist in providing a broader perspective on the ways in which CFSs can contribute to quality in the countrys unique context. The caution should however be that any steps taken should have hindsight of the current context in the country to avoid uncritical transfer of practice which may end up opening a Pandoras box. Secondly, through CIR, studies of educational systems that share similar problems can provide information for learning possible consequences. A recent comparative evaluation research conducted by UNESCO in Nigeria, Gunaya, Thailand and the Philippines on CFS pedagogy gave different findings. While teachers in Nigeria and Guyana mainly focused on meeting basic instructional material needs (textbooks, paper), many teachers in Thailand and the Philippines focused on having greater access to information and communication technology (UNESCO 2009). Kenya experiences the same challenge as Nigeria and Gunaya, and data from these countries can be used to learn how they coping with inadequate basic instructional material. The caution here should be, that common problems may prevail in different countries, but common model cannot be applied because each country has different culture/context (Crossley Watson, 2003:39). This provides invaluable information of what to adopt, modify or avoid. Conclusion It is worthy reiterating Crossley'(2003) emphasis that context matters and different countries have different needs and priorities even if they are faced with the same challenges. The value of CIR is studying foreign systems of education in order to become better fitted to study and understand our own (Sadler 1900, reprinted 1964:310) and CIR can be used as a lense to focus on adaptable or adoptable practices. UNICEF repeatedly emphasises that CFS is a pathway to educational quality rather than a blueprint and that it is counterproductive to regard the CFS model as rigid, with a present number of defining characteristics or key components (2009c, Ch. 1, p. 9). Thus, the essay sought to present an overview in favour of the contribution of CIR in improving successful implementation of CFSs in the Kenyan context. As such, the essay acknowledges the role of CIR in stimulating critical thinking and reflections about CFSs system by evaluating its success and failures, strengths and weaknes ses. This critical reflection facilitates self evaluation in our own context and the basis for determining appropriate courses of action. The article also hints that CIR helps us understand global agendas and how they shape educational development projects from organizations and development agencies.

Teaching Status Report :: Teaching Education Essays

Teaching Status Report My experiences at Dunn middle school are quite different then I had originally anticipated. All of the research I did on the school itself and what I heard from others about their experiences prepared me for the worst. What I ended up with was a classroom full of eager young students to learn. They may not be eager to learn the basics, math, science, history, etc. However, they are eager to find out new things. My job now is to make sure that I incorporate the basics into what they want to learn or vice versa. The students in my classroom each have a unique personality, no two are even similar, but every one of them is interesting and has potential to be great learners and people. I was expecting to walk into a room full of out of control hoodlums. I expected there to be things thrown across the room, the boys all dressed in gang colors, and the girls dressed like Beyonce with stomachs hanging out. During my first few days of observation I learned that the students respected the teacher. This was very relieving because I knew that the students would quickly learn to respect me as a teacher and an adult. My cooperating teacher was very encouraging and has helped us to learn a lot about the classroom. He is a very strict teacher and puts up with no nonsense. However, he if you follow his rules he will ease up and allow some sliding. His teaching style is very different then mine is. He likes to have the kids write on the board and teaches most of his classes from his seat in front of his desk. I don’t know that this is the wrong way to teach, it is simple different then my personal style. I am a very energetic person and want to share my energy and passions with the students. I like to get up and walk around the class and get the kids excited about the lesson at hand. As far as discipline goes I really think that I can learn a great deal from my co-op.

Simplicity and Freedom in Walden by Henry David Thoreau Essay -- Walde

In chapter two of Henry David Thoreau's Walden, entitled "Where I Lived, and What I Lived for", there are two themes that run throughout the narrative. The key theme that emerges continually is that of simplicity with the additional theme being that of freedom. Thoreau finds himself surrounded by a world that has no true freedom or simplified ways, with people committed to the world that surrounds them rather than being committed to their own true self within nature. Simplicity is defined in the Merriam-Webster online dictionary as a simple state or quality; freedom from complexity; absence of elegance and luxury; uncomplicated. In the world today, many people think that an iphone or computer watch may make their world simple, but these technologies only make the world we live in more complex. Somehow there is confusion between simple and easy. It is most certainly easier to phone someone from your car rather than pulling over to a pay phone and getting out a quarter. It is also easier to put a letter in the fax machine rather than addressing an envelope and putting a stamp on it and walking it to the mailbox. These two instances that have been described are, in fact, easier, but not simpler. Simple is not having to figure out how to use the cell phone or fax machine and, at the same time, having these two items cluttering our space. Fewer people communicate through cards and letters now because we have e-mail and fewer people go to the li brary because we have the Internet. These are great items and they may make life easier, but not simpler. Thoreau craves the unsophisticated way of life. He agrees that too much stuff does not make life simpler, but more congested. The nation itself, with all its so-calle... ...farm, mowing the grass, feeding the animals, and harvesting the garden. The only real value of the farm, the close contact with nature, can be had for no cost. Thoreau found more freedom in his small hut by the pond where he was truly free from the trivial life of living in a village. He was free from the commercial rat race and was able to let himself be roused by nature. If Thoreau were still alive today, he would probably be astounded at how committed we are to so many things. The world that surrounds us has developed into a hurry up and wait situation. We are constantly in a hurry. We live in a world with drive through windows and breakfast bars. If we continue to hurry through life trying to get everything done so quickly, when do we really enjoy our life and our freedom? As Thoreau states, "Why should we live with such hurry and waste of life?" (6).

Marital Discord in ‘Madame Bovary’ by Gustave Flaubert and ‘Like Water

In Literature and Life, Love is a powerful force. Sans love; feelings, desires and relationships may seem empty. This force however, can also be destructive, even may end a marriage. Marital discord, arising in general, due to infatuation, lust or affection for a third person, may crop up primarily facilitated by adverse familial, economic or societal conditions that do frequently find their mention in the written word. Some of these concerns like family, marriage, sexuality, society and death, are notably illustrated by the authors, Gustave Flaubert in Madame Bovary and Laura Esquivel in Like Water for Chocolate. Bring Rosaura in. These works under study present the marriages of Emma-Charles Bovary in Madame Bovary and Rosaura-Pedro in Like Water for Chocolate that are shaken at the end of each plot. It seems that marital discord is an indirect corollary of the roughness that was forced upon both the female protagonists, Emma and Tita. The cruelty imposed on Tita, as quite evident, was by virtue of her relationship with Mama Elena; her being the youngest daughter who was thus traditionally disallowed marriage and obligated to serve her mother for as long as she (mother) lived. On the other hand, on Emma’s rough times were much subtle and, to an extent, self-carved. Ms. Roualt lived with her father and while in a convent school, she was initially devoted to â€Å"learning her catechism well†. However, as romantic novels came along with an old spinster working there, Emma began to fancy the â€Å"love affairs†¦tears and kisses, skiffs in the moonlight†¦Ã¢â‚¬ 1 With these books, Emma would occasionally drift into the â€Å"alluring phantasmagoria of genuine emotion†1. Then, as the readers may understand, Emma started fantasizing and drawing a veil of... ...laws of Emma ( perennial dissatisfaction, adultery, extravagance) and Rosaura (jealousy) that end up in their tragedy. Works Cited 1 Page 36, chapter 6, part I, Madame Bovary, written by Gustave Flaubert and translated into English by Lowell Bair, Bantam Classics 2 Chapter 6, Volume 1, Pride and Prejudice written by Jane Austen 3 Page 60, Chapter 9, Part I, Madame Bovary, written by Gustave Flaubert and translated into English by Lowell Bair, Bantam Classics 4 Page 33, chapter 5, part I, Madame Bovary, written by Gustave Flaubert and translated into English by Lowell Bair, Bantam Classics 5 Page 32, chapter 5, part I, Madame Bovary, written by Gustave Flaubert, translated into English by Lowell Bair, Bantam Classics 6 Page 86, Chapter 3, part II, Madame Bovary, written by Gustave Flaubert, translated into English by Lowell Bair, Bantam Classics

American Inequality in American Psycho Essay

Set in the Manhattan of 1989, Brett Easton Ellis’s novel American Psycho sketches the life of Patrick Bateman, an attractive 26-year-old Harvard graduate who earns a six-figure income on Wall Street. Bateman and his Ivy League educated friends enjoy all the luxury Manhattan has to offer, including expensive restaurants, exclusive nightclubs and excessive amounts of cocaine. However, what their money, education and beauty truly affords them is the right to humiliate, harass, and in Bateman’s case to kill, those in the social classes beneath them. The satirical, yet horrific, story that unfolds throughout American Psycho highlights the inequality between the richest and poorest Americans, a gap that widened substantially in the 1980s thanks in part to the economic policies of Ronald Reagan. In addition to reducing the tax rate on wealthy Americans from 70% to 28%, President Reagan authorized deregulation that encouraged corporate mergers and made cuts to social programs that left many Americans homeless (Foner 1037). By reducing the tax rate, Reagan intended to encourage sound private investments thereby creating jobs. However, many affluent Americans used the money saved in taxes to purchase luxury products instead. Corporate mergers, or more bluntly corporate takeovers, spurred the deindustrialization of America. While deindustrialization eliminated many high-paying manufacturing jobs and left several Americans unemployed, the corporate takeovers that spurred the deindustrialization created a tremendous amount of wealth on Wall Street. Reagan also reduced funds allotted for public housing and psychiatric hospitals. This fiscal decision only increased the number of homeless individuals across America, especially in urban areas such as New York City (Foner 1037-40). Throughout American Psycho Bateman’s Wall Street cohorts address the rampant homelessness in Manhattan with a mixture of contempt and amusement. In the first pages of the novel, Timothy Price, a young stockbroker on his way uptown, complains about his six-figure income as he counts the thirtieth homeless person he has seen that day (3-7). Leaving an exclusive nightclub, Craig McDermott, another rich stockbroker, teases a homeless woman and her child with a single dollar bill before setting it on fire (210). Bateman, however, is more sadistic than his friends are. Before mutilating and killing a homeless man, Bateman offers the man money but asks him why he does not get a job. When the man says he was laid off, Bateman asks rhetorically, â€Å"Do you think it’s fair to take money from people who do have jobs? Who do work?† (129-30) The text contains a strong theme of Social Darwinism. Bateman and his friends do not feel a twinge of guilt over their treatment of those less fortunate because they adhere to the belief that the underclass deserves the mistreatment society allots them, just as the privileged are entitled to the special treatment society grants them. Although Ellis addresses the gap between the rich and poor in America through mordant satire, his depiction of the yuppie lifestyle and how the homeless are treated is not entirely hyperbolic. While on vacation in New York City, I observed the hostile and often indifferent treatment the homeless receive. In the financial district of Manhattan only blocks from Wall Street, I saw a young, well-dressed professional woman nearly bump into a homeless man and, after glaring at him for a moment, remarked, â€Å"You’ve got to be kidding me.† In Patrick Bateman’s world, a world where the privileged enjoy a lavish lifestyle, no one asks why. Their sense of entitlement overrides their curiosity, so that not a single character asks why the homeless line the streets. In the preface to American Psycho Ellis quotes a lyric from a Talking Heads song that reads, â€Å"And as things fell apart, nobody paid much attention.† In that novel, and perhaps outside it, things fell apart, and nobody paid much attention. Works Cited Ellis, Brett. American Psycho. 1st ed. New York City: Vintage, 1991. Print. Foner, Eric. Give Me Liberty! 2nd ed. Vol. 2. New York City: W. W. & Norton, 2007. 1037-140. Print.