A&P Response

This story, in all honesty, did not entertain me or stimulate intriguing thoughts. I felt like the author gave a lot of his time to describe the scene and the appearance of characters that there was nothing really going on. I spent most of my time while reading trying to figure out or thinking what certain things looked like rather than anticipating what may be happening next. Overall this story did not engage me nor hold my interest.I did on the other hand find the way Sammy’s attitude to toward the girls rather baffling because here are these three girls, two of which he mentions are overweight and not on the attractive side, and then â€Å"Queenie† whom he points out is too pale but yet in a sense â€Å"eye candy†. It was strange how he felt a pull towards them as soon as he noticed them and felt the need to quit his job and become their self proclaimed hero. Was he just as strange or just someone who really needs the attention?Sammy meets the need of one†™s standards that may be classified as a normal and average teenage boy. He works, is easily distracted, and has a keen interest in girls. With Sammy’s vernacular and his actions he comes off as awkward by the time the story ends. He describes the girls the best way he knows how but uses a lot of similes and metaphors instead of just stating what one of their skin looks likes or what her body looks like. And when he describes the shoppers he makes them seem like they are suffering from oppression.As if they are they because they have to be just like he is there because he has no choice. And when something goes wrong or something out of the ordinary happens, like him quitting, they seem lost at what to do next. Just like the customers/shoppers when Sammy said â€Å"I quit†, he was not expecting it and was lost himself. And because he decided to quit out of nowhere to be an uncertified hero for these girls that he may possibly never see again, he knows he more than lik ely cannot get his job back and without that job, how is he suppose to survive out in the world with no money?I think the story endorses personal values. And the value of appearance is highly criticized because Sammy talks about how unattractive two out of three of the girls are based off his opinion which does not matter to these girls who may value their appearance and feel comfortable in every aspect of their bodies. Sammy’s actions to quit his job were stupid. He did not need to quit his job and try to be a hero to get their attention.He could of stood up for them without using â€Å"I quit† especially after the girls already make their way to the door and possibly unaware of what he is doing for them. In a way he came off as someone who needs to make a scene to be heard instead of just speaking with assertiveness. In a way this story has no point. It is a great example of realistic fiction. With the way certain descriptions laid out how the store may and even Samm y’s uniform may look. It was believable.

Creativity Makes Advertising Effective Essay

This essay aims at exploring the impact of creativity in advertising and how creative advertisements are more effective in communicating to a target audience. It looks at how creative ads have more impact and how consumers react when the message is delivered in a unique and new way. It particularly focuses on the value that a creative ad can imply for a brand or a product and how it can contribute to strengthen corporate brand image. How a creative ad can build consumer brand loyalty and change his or her mentality towards the firm and strengthen brand loyalty. The first part of essay talks about creativity in advertising. What is creativity in advertising and how does it impact the corporation and how it impacts a consumer. The second part of the essay deals with the investment strategies that different corporations employ in making a creative commercial. the different approaches and marketing strategies employed with the funds available . We also try and understand if it is justified if the clients need to invest their resources and faith in the creation of a â€Å"Big Idea‘ . Does a creative ad guarantee success of a product and how it affects sales of a product or brand. Lastly the negative implications of creativity in advertising as to how it sometimes can be misinterpreted and mis communicated. Creativity in advertising In the advertising industry, the use of creativity is to define a solution to a problem, being new and relevant with your ideas. It is a tool to develop a message which will influence the attitudes and behavior in a persuasive or imaginative way (Bell J, International Journal of Advertising 1992). Creativity in advertising makes advertising more presentable to a consumer. It is a more approachable method of getting the message across to the consumer. On a day to day basis the consumer is bombarded with communication messages throughout the day. Most of the advertising gets filtered out or ignored as they do not communicate the message in a persuasive manner. Its mainly happens when the advertising is mainly used as a tool to educate the consumer about the product. An audio or visual form of media is used to explain about the product, the product features and promotions. When the advertising is not presented in a exciting form to the consumer it is obvious that the consumer will not be excited about the product. This leads to a stagnation of commercials as most of them deliver the same message for similar products and that ends up being presented as a clutter effect to the viewer. Impact of creativity Communicating in a unique message, is virtually impossible, as markets are crowded with the similar products therefore execution and use of creativity become powerful marketing signals. As most brands in a product line would have similar characteristics and product features it becomes very important to present the brand in a new and different manner. Creativity makes advertising more powerful that’s results in immediate effects on brand perceptions (Dahlen M , Rosengren S and Torn F, Journal of Advertising Research 2008) . Creative advertising makes the brand more interesting and exciting, which enhances the consumers perceptions of brand quality (Stockholm School of Economics, Dahlen M , Rosengren S and Torn F, Journal of Advertising Research 2008). It can be argued that creativity differs from person to person and depends on , the individuals lifestyle , mentality and perceptions . Therefore for a commercial to be creative it has to firstly be original or novel and the second fact is that creativity has to be multifaceted The degree of creativity that is expressed in the ad builds the image of the brand in the minds of the consumer (Koslow S , Sasser S , Riordan E , Perceptions in Advertising Agencies , 2003 ) . Often the most provocative and controversial commercials can catch the attention of the consumer and makes the consumer inquisitive about the product or the service and would be influenced by the social critique to experience the brand . Unless the commercial has a unique presentation the consumer will not invest time in completing the commercial. The visual representation of the brand in a advertisement expresses one form of emotion by which consumer is influenced pre purchase and can associate with the brand post purchase . It builds brand equity among consumers which provides a physiological value to customers by enhancing their interpretation about the product and influences future purchase decisions and satisfaction . Creative advertising campaigns provide international brands to sustain market strength and internationality. Creative ads give imagination and substance to the product. Often there is a tug of war between the clients and creative’s with the use of creativity in a commercial. As clients make huge investments for a campaign they expect the commercials to be educative and persuasive. As there is no real form or method of measuring the degree of creativity or the impact of creativity most clients which have limited budgets set for a campaign do not expect the agency to make a creative and innovative ad(Charnock W, The End of ‘Think Global, Act Local’: Big Ideas Are Global , 2007) . As not all corporations or brands can afford to make huge investments in advertising by constantly using media forms to build brand retention and awareness among their consumers therefore it is vital that there is line drawn as to what kind of creativity sells and what does not . As the flipside of an creative ad is that it may not make any sense to the consumer. The commercial may not have a connection between the creative idea and the utility and features of the product. A international master brand like Coke cola had a annual budget of $2. 6 billion in the year 2006 (Coke-Cola Company ,2010) . They have the liberty to bombard consumers with commercials to sustain brand retention and loyalty throughout the year whereas the same cannot be said for a smaller organization which would have a limited budget for marketing and advertising purposes. Smaller agencies who work with clients with limited budgets or clients that are under the radar are the ones who can work on creative ideas as taking risks is acceptable when compared to other competitors in the market . They have a need to influence the consumer in building apperception about the product or service. Creativity can also become unfashionable when the reliance on novelty and originality at the expense of relevance makes the advertisement vulnerable to perceptual filtering of the message, which may actually reduce effectiveness (Bottomley P , Heath R , Nairn A, How Effective is Creativity?  Emotive Content in TV Advertising Does Not Increase Attention, 2009 ) . Especially for international campaign creativity has to be restrained and controlled as different regions with different cultural and religious backgrounds may not interpret the message in a similar way . As advertising plays with people’s emotions and perceptions, advertisers must be very shrude not to hurt the sentiments of the consumer. Also at times the creative team in a advertising agency tries to be too clever by making commercials where the message and connection towards the product is either irrelevant or makes no sense at all. This can have a negative impact on the brand and the corporate image of the organization. Conclusion Creativity does not ensure the success of the product in terms of sales and neither does it add any value to the product. However creativity is a powerful tool to entice consumers and mould a positive attitude and mentality towards a brand or a service. Very often it’s not the message, but the way that the message is delivered makes a lasting impact on the viewer which affects his perceptions and beliefs towards the Brand. From an agency’s perspective creativity is advertising is beneficial to both the client and the consumer . Creative advertising helps build brand loyalty , a positive perspective in the minds of the consumer towards the organization . Creativity enhances the utility and value of a product in the eyes of a consumer. Most creative commercials influence the consumers’ mentality to make emotional responses compared to a rational approach when evaluating a product. This is vital for any brand to grow, sustain itself for a period of time and also influence new target audiences. Not too many clients approach ad agencies with a open mind about the use of creativity in advertising. The more the use of creativity in advertising the more value we get as advertising professionals. The more the use of creativity in commercial the better the results in adding value to the product and building a brand . Creativity gives product a brand image, a sense of uniqueness. The choice offered to consumers in terms of brands for a product is endless; therefore it is essential that your brand or product stands apart from the competition. This can only be achieved by using creativity in advertising.

Li and Fung: Growth for a Supply Chain Specialist Essay

The case study for this paper is on a Hong Kong-Based Li and Fung Limited â€Å"Li and Fung†. This paper will try to answer the question of â€Å"What would Li and Fung do to safeguard the growth of its business? How could it achieve its target turnover of US$20 billion between 2008 and 2010?† Increase the efficiencies in its global value chain process and to ensure continued growth in net income. One of the primary strategies which set the stage for strong robust growth was the implementation of intranet and extranet information technologies. The internet technology standardized systems across the organization and linked the company’s offices and manufacturing sites throughout the world, encouraging easy tracking of orders and improved quality. The extranet technology linked the company directly to the customer and enabled it to meet and sometimes even exceed customer satisfaction requirements. The strong history of the company and the implementation of information systems and technologies enabled Li & Fung to orchestrate the whole value chain process in a virtual manufacturing environment. Lifung.com, studiodirect.com, ‘electronic stock offer’ and other systems and business processes were implemented to enable the firm to further penetrate into new buyer markets and also to discover opportunities in the supplier markets. This case analyzes the effectiveness of these information and technology systems and recommends steps that could be taken by Li & Fung to draw upon its traditional strengths and explore new opportunities for future growth.

Managing external environment Essay Example | Topics and Well Written Essays - 2500 words

Managing external environment - Essay Example the survival of a business requires strategies like; assets’ diversification, total cash reserves’ revving up, products’ quality, part-time workers’ employment, and application of cheaper materials as well as employer options. (Sahoo, 2009) In the process of building a business there is the point of a business’s break even and this is the point at which the costs of the company equal the sales revenue of the same business. At this point it is vital to note that the business has neither made gains nor losses. (Pinson, 2008 p98) Breakeven involves a technique of pricing applied to ensure the minimum volume of sales that a given commodity has to generate at the set level of price so as to ensure coverage of all cost outlays. This calls for strategies like, firstly, penetration pricing which refers to setting a low price as the main weapon of marketing especially for new commodities. Secondly, there is the skimming pricing which is the setting of a bit higher prices for a commodity in comparison to the competing ones. This aids in making marketers set price levels that differentiate a company’s products from the rivals’. There is also the strategy of discount or low pricing that maintains products at low prices thus attracting many customers. (raritanval.edu, 2009) Subsequent to breakeven, a company crosses over to the zone of profits. For instance, according to Tracy, taking that a company’s breakeven point is at the level of sales revenue at USD 10 million, anything beyond that like a sales revenue of USD 12 million is in the zone of profits. After breakeven point all the margin becomes dedicated to profits. For example; if margin is 25%, profits at sales revenue of USD 12 million is $500,000. (Tracy, 2008 p84) At the profit maximisation stage, a business sets output and price level that ensures that it earns the biggest profit. If a firm successfully ensures survival through; demand of its commodity, production as well as inputs’ supply, it

Text Analysis on the Tribal Drum ( radio ) from it's historical Essay

Text Analysis on the Tribal Drum ( radio ) from it's historical background to the future of the radio - Essay Example Radio was first invented in the 1860s, but the real radio became alive in 1866. This was demonstrated by Mahlon Loomis an American dentist. Body The article explains about the tribal drum, which is the radio. England and America were against the radio but could not evade its tribal magic. It was referred to as tribal since it brought the minds of people together. Radio had its monopolistic effects on the people, and as such much attention was put to radio especially in the totalitarian countries. Monopoly of the radio was brought about by the government in order to control the people. Although radio has monopolistic effects it cannot be counted to be part of the uses of radio and no inference can be made. Monopolistic effects have less social importance than is overall assumed. An example is Hitler who did not win by radio popularity as his enemies controlled radio but by the assurance of a somnambulist. Thus, even though the radio has controlling effects on people its impacts have l ess weight on the social preferences and importance. In a radio poll, an individual commented that he is more engrossed in radio than a book. This does not mean that the radio will influence the person; the person is using radio to create a private space for himself or uses it for homework and other functions. Examples are seen all over in the contemporary planet where an individual will exclude themselves from communal TV viewing and be by himself listening to the radio. This is just for private purposes amidst crowds. The Radio’s Role in Design Radio has portrayed people in the right or wrong way since listeners can only hear the voices and not see pictures of the owners of the sounds. Therefore, radio has played an enormous role in design as seen in a number of public figures lives and success rates. There has been a shift of radio from entertainment to a nervous information system public figures used it as a campaign strategy advertisement. Senator Mc Carthy was successfu l while he used radio as his medium of advertisement and campaign, but with the coming of TV, he switched. This saw his downfall as people heard his words or strategy while judging his looks. This made him lose as people are more judgmental with pictures than with sound. Thus, the design of radio being audio is significant as it causes anonymity thus judgment on purpose not bias. The same fate befell Nixon as he seemed superior on radio against Kennedy on the presidential debates, but when they appeared on TV people judged him harshly saying that he looked ‘phony’ or not likely to be telling the truth. In other words, his appearance was not convincing as his words thus the radio role in design took place. The same fate befell even entertainers like actress Marilyn Monroe. Other public figures like F.D.R learnt from the mistakes of his predecessors when it came to the role of radio in design. He pressurized the press creating the right atmosphere for his radio speeches. He knew that TV significantly shifts his whole political ideas, public mix and present him with problems: thus he discovered how to use press in close relation to radio. According to architect Le Corbusier words said in the dark have new meanings; they are rich and have different textures. The ear has been proven to be hyper esthetic that is in tolerant, closed and exclusive as compared to the neutral eye

Other Essay Example | Topics and Well Written Essays - 1750 words - 1

Other - Essay Example They can also help people diet in a proper manner and assist in loss of weight, while keeping fit. Thesis: American ‘super foods’ as well as a large number of fruits and vegetables that are produced in America are really good for health and can actually help people in their fitness regimes and to maintain a healthy lifestyle. Day by day, more and more Americans are becoming conscious about their health and dietary habits. They are taking to nutrition because of the rampant obesity world over, especially in America, because of the junk food culture. Even though a large number of people still have poor eating habits and have taken to consuming junk food or fast food on a daily basis, there are people spreading awareness regarding the importance of proper living. Magazines, newspapers, tv shows, the radio, as well as many contemporary films and books being made and written in the US have been promoting healthy eating and a healthy lifestyle, with the help of American foods itself. Moreover, eating junk food is not all that bad if consumed in a controlled manner. Many American parents have begun to lay emphasis on ensuring that their children receive a healthy diet. Schools in the country have also begun to advocate healthy foods and salads as part of their mess or cafeterias and have begun to rule out the u se of soft drinks and fast foods in order to help students understand that a high nutritional value is much more important than consuming something that might seem tasty but consists of a high number of calroies. With respect to fruits and vegetables, there are foods like blueberries, pumpkin seeds, avocados, sweet potatoes etc that are produced in America in high quantities. (Mitzweich, John) These foods are very rich in nutritions and assist people in overral development of their bodies. Moreover, salmon is produced in the country and sold to very many households as well;

Industry Analysis by Stage in PLC Essay Example | Topics and Well Written Essays - 1000 words - 4

Industry Analysis by Stage in PLC - Essay Example The product sectors of the ice cream industry are shown below. Revenues of take-home ice cream made 67.2% of the US ice cream market value. Impulse ice cream captured 14%. Artisanal ice cream and frozen yoghurt seized 10% and 9% respectively. (Datamonitor, 2008) Economic slow-down or recession greatly affects every industry including the ice cream industry. Ice cream manufacturers have reduced its packaging size in order to compensate the trade-off of the rising costs of production. (Berry, 2009) However, the economic recession distorted the buying behavior of customers such that a shift in consumer demand is observed in large chains of stores. Customers now prefer to eat take-home ice cream than other products in the sector. The shift in consumer behavior is evident on the high percentage of share by value on take-home ice creams. (Ice Cream Going Private Label, 2009) A health issue such as obesity problem and wellness concerns also affects the market performance. People are becoming aware of their eating habits such that they prefer to live a healthy life by choosing non-fattening foods. Ice cream is generally characterized as fattening product. Consumers control their purchases of ice cream in order to prevent obesity and other illnesses. (Peot, 2008) The US ice cream market is categorized as a high volume but low margin market where buyer power is high. The buyers of ice cream are mostly large chains of supermarkets and grocers. Manufacturers compete with each other to supply the store spaces with their products. The top competing companies in the US ice cream market are Blue Bell Creameries, Nestle and Unilever. Blue Bell Creameries carries the Blue Bell ice cream brand with over 50 different ice cream flavors. Nestle’s ice cream is promoted under several brands such as Dreyer’s, Haagen Daz, Sveltesse stick and Legend Real Daily. Unilever has brands like Cornetto, Magnum,

Operations & Service Management Assignment Example | Topics and Well Written Essays - 2000 words

Operations & Service Management - Assignment Example Orientation, Legal Restriction, Layout and Design, Composition, Process Photography, Darkroom Procedures, Stripping, Plate making, Offset Ink and Paper, Bindery Operations, Offset Press Operation, Production Problems, and Occupations and Evaluation .Main is the usage of special paper for printing for M& S. Note: All corporate and promotional material (e.g. booklets, leaflets and posters) must be approved by the Publications Officer, before being passed to the Print Unit for reproduction. 3-5 working days should be allowed for this, depending on the complexity of the job. In order to obtain order from M&S,Wace Burgess need to focus and assess on the potential risks and reward for its sustenance and integrity .It is ideal to sign a printing services agreement including the expectations of the client stating all the possible format for orders, Costing ,Capacity planning,Utilisation,Turn around time ,Accuracy parameter, designing process and die cutting etc .There should also be stringent clause on payment terms and penalty or adjustments in terms of late completion of order based on impact of loss incurred by W&S. Wace Burgess should also the need to commercialize the new technology on a large scale and to make profits and prove its sustainability." It is important to note that the Wace Burgess is noticed by M&S because they have been successful in printing technology. Now they are faced with a new challenge of managing creativity while getting a big order from a profound organization like M&S: an identity-shift from a small organisation to larger organisation is a bit

Roosevelt's New Deal in American Government History Research Paper

Roosevelt's New Deal in American Government History - Research Paper Example This is all part of a debate that was being had during the dawn of the American republic between Alexander Hamilton and Thomas Jefferson. As Hamilton once said, â€Å"It's not tyranny we desire; its a just, limited, federal government.† The idea had support, but also had a lot of opposition. Many Americans felt that the creation of federal parties would make the U.S. like the U.K. which they hated (Singleton, 89). Thomas Jefferson once wrote, â€Å"The two enemies of the people are criminals and government, so let us tie the second down with the chains of the Constitution so the second will not become the legalized version of the first.† He did not want federal parties taking power and using it to create a strong central government. Roosevelt's response to the Depression ignored both men but was inclined towards Hamilton's view. He used the federal government to drastically change the country forever. He changed labour law, created social security, and put the government into the very heart of the economy. The government became the back-stop for economic problems, and taxpayers were on the hook for failures in the private sector. This greatly increased the power of government and the power of the presidency. As the historian Amity Shlaes has written, Roosevelt's actions actually prolonged the Depression (Shlaes, 21). It was not until the Second World War revved up the American economy, that things got back to normal. At the time supporters felt it was necessary.  

Why is soledad relevant to Of Mice and Men Essay Example for Free

Why is soledad relevant to Of Mice and Men Essay Soledad derives from the word Solitude, a state of social isolation. It is the situation/state of being alone. Loneliness is defined as an emotional state in which a person (or animal) experiences an immense feeling of emptiness and isolation. Loneliness and isolation is a theme that is reflected constantly throughout Of Mice and Men such as; the characters, in the minor actions that the characters pursue, in this case, when the men play solitaire, and also the settings which are described to us that give us the idea of loneliness. The characters in Of Mice and Men experience loneliness in various ways to each other through the story. Many of the men who work at the ranch travel alone besides George and Lennie. This makes the other men curious yet also suspicious of their motives. Many of the workmen and characters at the ranch can be seen as lonely in the way that they are separated from their families and civilisation, however, the characters which are the main victims of loneliness in Of Mice and Men are Curley’s wife, George and Crooks. John Steinbeck portrays Curley’s Wife as the only female on the ranch and gives the reader a description to identify her with ‘Full, rouged lips and wide-spaced eyes, heavily made up. Her fingernails were red’ (Page 32), Steinbeck presents her as a beautiful young woman who is especially appealing to the men at the ranch. As we progress in the book we find that one of the men Whit explains, â€Å"I never seen nobody like her. She got the eye goinà ¢â‚¬â„¢ all the time on everybody. I bet she even gives the stable buck the eye. I don’t know what the hell she wants† (Page 51). It is soon discovered that Curley’s Wife is always looking for Curley and he is always looking for her. However this is just her alibi so that she can go around the ranch trying to talk to all the men and get their attention, which she doesn’t get from Curley. The men however are cautious of her as Curley is very aggressive and uneasy when anyone talks to his wife or when she talks to anyone at the ranch. So what happens when Lennie, who has been told not to talk or say anything to anybody at the ranch, begins to communicate with Curley’s Wife, an attractive, manipulative and lonesome woman. It is obvious that the worst is going to occur when this occurrence takes place (Lennie and Curley’s Wife talking), as Curley is already suspicious of him and George, and George has specifically told Lennie not to communicate with anyone because of recent bad events. Lennie said to Curley’s Wife as they sit alone in the barn, , â€Å"No, sir. I ain’t gon na talk to you or nothing† (Page 85), as the conversation goes on Curley’s Wife says, â€Å"Why can’t I talk to you? I never get to talk to nobody. I get awful lonely.† Lennie replies to this situation the only way he knows how, â€Å"Well, I ain’t supposed to talk to you or nothing.† â€Å"I get lonely† Curley’s Wife said. â€Å"You can talk to people, but I can’t talk to nobody but Curley. Else he gets mad. How’d you like not to talk to anybody?† (Page 85). Curley’s Wife being the only female on the ranch and with the restricted communication shared with any other humans on the ranch, was just trying to get the attention she believes she deserved and of course needed, so that she would not feel the loneliest and emptiest she has been ever since she married Curley. Although George travels with Lennie, he is emotionally and socially alone. George’s partner Lennie is mentally slow, meaning that communication between the two men is very frustrating as Lennie does not understand George and George is constantly annoyed at the sheer fact that Lennie isn’t very bright, continuously maki ng mistakes which get them into trouble. â€Å"An’ whatta I got,† George went on furiously. â€Å"I got you! You can’t keep a job and you loose me ever’ job I get. Jus’ keep me shovin’ all over the country all the time. An’ that ain’t the worst. You get in trouble. You do bad things and I got to get you out.† His voice rose nearly to a shout. â€Å"You crazy son-of-a-bitch. You keep me in hot water all the time.† (Page 13) George is always taking his anger out on Lennie by yelling at him as he believes this is the way it will get through to Lennie but this does not prevail and leaves George angrier than when he began shouting at Lennie. As this reoccurring annoyance towards Lennie happens even at the ranch it is acknowledged by one character; Crooks talks to Lennie in the barn, â€Å"Sometimes he talks, and you don’t know what the hell he’s talkin’ about. Ain’t that so?† (Page 69). George has no other friendship with anybody else, as he travels alone in life except for one disturbance, Lennie. As ill-fated as it is, Lennie is seen as a disturbance and obstruction to George. Even though Lennie may be very handy, he’s neither bright nor intelligent. In realism, it appears as though George himself is trying to escape the feeling of emptiness and the reality of loneliness. However he just finds himself unable to bond with Lennie in any way, leaving him trying to play his one man game with his unfortunate hindrance partner. Crooks, the stable barn, who lives in a small shed that leads off from the barn is exposed to loneliness as he keeps to himself in his small and deserted room. ‘Scattered about the floor were a number of personal possessions; for being alone, crooks could leave his things about.’ (Page 66). When first describing Crooks, the author puts and underlying message in our head of loneliness as to show us that this is one of the most important themes which is rampant throughout Of Mice and Men. Crooks faces loneliness and partly shelters himself to isolation due to prejudice from the people around him. He believes everyone is against him because he is a ‘negro’ however this may not always be the case, he just keeps to himself so that he doesn’t have to deal with getting grief off any of the other men, especially Curley. As a result of this, Crooks, Curley’s Wife and George may all be lonely in different ways to each other, and the other men, however, they all feel emptiness and it appears like they are all playing their own game each as a solitary individual man (or woman). A game played regularly by the men, George in particular, is Solitaire. This game is always played by one person which can be very relevant in the story Of Mice and Men when Steinbeck is reflecting to us the idea of loneliness. When George plays the game of solitaire he does this alone like he is playing his own game doing it the way he wants to. But in reality, he is always stuck with Lennie. This is just a way of getting away from the fact that Lennie is bringing him down, so that he can play his own game not constantly having to deal with the obstruction of his partner. This game is also the foreshadowing of loneliness, to show us that when George must shoot Lennie, he has been destined to be alone, alike to the other characters. Even when he had Lennie he felt alone, and now without even a companionship he is still alone, playing his own solitary game of life. The game solitaire is a very structured game, ‘George laid out his deliberate solitaire hand – seven cards, and six on top, and five on top of those’ (Page 52). George may relate the game to how he would like his life to be. A structure set out with some outcomes relying on fate, but an independent game played by one individual. On the whole, the game of solitaire foreshadows loneliness mainly through the character of George but also through the minor actions of the other workmen at the ranch. The ranch is set a few miles from Soledad, California and is geographically isolated from other human contact, except for the workmen and Curley’s wife who also live on the premises of the ranch. The feeling of isolation is immediately set upon us as Steinbeck produces a description to collate a picture and collect evidence that the characters are bound to be lonely at the ranch. On the ranch there are only a few small places where the characters spend their time when they are not working. The bunkhouse is a very plain room where the workmen sleep, this is where George and Lennie have a few private conversations, along with other events such as the argument over candy’s dog, the game of solitaire being played and the deep conversations between George and fellow worker Slim. Crooks isn’t welcome in the bunkhouse by the other men and this becomes clear when Crooks says to Lennie in his barn, â€Å"I ain’t wanted in the bunkhouse, and you ain’t wanted in my room† (Page 68). Crooks lives in a small room off the barn where he keeps to himself, having little or no communication with anyone unless it is to do his job as the stable buck. When Lennie, and then soon after Candy, enter his room, Crooks is setback but still very suspicious of why they are bothering him, he tries to hide his confusion and maybe even contentment with anger, although Steinbeck says ‘It was difficult for crooks to conceal his pleasure with anger’ (Page 74). His room is very isolated from the other people on the ranch which leaves him lonely all the time. Another setting in the story that is mostly remote is the barn. The only people who visit the barn are Lennie, when he is petting his pup, and Curley’s Wife when she takes shade in there as it is cool. The barn is secluded to the other places on the ranch in that when Curley’s Wife screamed for help due to the actions Lennie had taken, her cries were too distant that none of the other men could hear her. This shows us that the author has even included the theme of loneliness and especially isolation when the different settings in Of Mice and Men where analysed. To summarise, Steinbeck has incorporated Loneliness as one of the many themes into the story, Of Mice and Men, in many different ways. These are, firstly in the name, as Soledad means Solitude which can also mean Loneliness. Also through the characters, such as their motives, way of life and personalities. The game solitaire is another representation and foreshadow of Loneliness as this is a game that the characters play, especially George, as an individual, solitary, man, which in reality he is not. Lastly, the settings, in and around the ranch such as the bunkhouse, the barn and Crooks’ room all relate to isolation and loneliness as this is where many acts of the idea surrounding loneliness take place and progress through the story. John Steinbeck has sufficiently and broadly shown us how the theme and idea of Loneliness flows throughout his book ‘Of Mice and Men’.

Relationship Between Freedom And Authority

Relationship Between Freedom And Authority In this essay I will discuss the relationship between freedom and authority in Jean-Jacques Rousseaus essay The Social Contract, and John Stuart Mills essay On Liberty. I will argue through my comparison of each philosopher that Mills conception of liberty is the richer and more persuasive of the two. Rousseaus conception of freedom in The Social Contract is that people attain their freedom through a transformation from a state of nature to civil society. We give up our natural freedom in exchange for civilized freedom. His contention is that we can be both free and subject to political authority; Rousseau thinks its possible to be autonomous and subject to law, when we obey those laws of which we are the author. He justifies this model of political authority by saying that government and laws are the will of the sovereign we give our consent for them to exist. That consent is guided by what Rousseau calls the general will. The general will is an idea that signifies the wishes or welfares of society as a whole. The purpose of the general will is to guide society to a common good, to advise society in its creation of laws and express what is best for all individuals. The problem with the general will, Mill claims, is that it seems to reject individual diversity. Mill is worried that minorities may be oppressed if they think differently to the majority. Considering all individuals revoked their natural liberty through the change from a state of nature to civil society, Rousseau thinks that society must force individuals to conform to the general will, or as he puts it, society must force them to be free. He thinks that by associating ourselves with the general will we acquire morality, and actually become freer than we were before. To Rousseau, freedom is attained when one follows the general will. Mills essay On Liberty is a strong counter argument to Rousseaus conception of freedom, especially regarding the general will. Contrasting Rousseau, Mills idea is not a social contract theory. According to Mill, in order for a society to be free it must avoid interfering with the lives of its people wherever possible. The threat, as Mill sees it, is that if we subscribe to the concept of the general will then society risks becoming paternalistic, or a tyranny of the majority where minority views are supressed if they do not conform to those of the majority. Mill thinks that society constrains the individual, and that society should be limited in the power it can exert over individuals; he enumerates three conditions upon which society must follow in order to be free: freedom of thought and feeling, freedom of tastes and pursuits and the freedom to unite with other consenting individuals for any reason providing it does no harm to others. He says that if a society does not follow these conditions it is not free. Mill wants to avoid principles and laws as much as possible because he sees them as unnecessary constraints. The only principle that Mill does want to establish is the harm principle what he calls the object of his essay. The harm principle says that the only time one can interfere with the liberty of another person, individually or collectively, is for self-protection. This principle claims that if an individual is not doing any harm to anyone in their actions, then society has no right to interfere. Over himself says Mill, over his own body and mind, the individual is sovereign it is the individual, and not society, who should decide how best to live. Mills conception of freedom appears to be a version of negative liberty, a type of freedom that allows one to do what they want free from restrictions. His freedom is the absence of obstacles, barriers or constraints. Rousseaus social contract theory is a type of positive liberty, that allows citizens to act in such a way as to take control of ones life and realise ones fundamental purposes. Rousseau characterises two types of freedom in The Social Contract: the natural liberty, which is limited only by the strength of the individual and civil liberty, which is limited by the general will. Natural liberty is the freedom to follow ones own desires. Civil liberty is the freedom one attains when they follow the general will. Like Rousseau, Mill talks about a type of civil or social freedom; however, unlike Rousseau he doesnt speculate about a state of nature. Rather, Mill states that his theory is justified by utilitarianism, he isnt making a comparison between a state of nature and civil society. I think this makes Mills argument more persuasive because he isnt making an assumption that we have natural rights. Mill doesnt seem to think we have natural rights, and even if we do, Rousseau doesnt tell us how we can actually know what they are. Rousseau appears to think that we have an intrinsic freedom that exists in the state of nature, and he wants to merge the individual liberty one supposedly has in the state of nature, with civil society. He thinks the way to do this is by following the general will. I think the biggest problem at the heart of Rousseaus social contract theory is the way he deals with individuals who disagree with the general will. He states that if anyone refuses to obey the general will he will be compelled to do so by the whole body; which means nothing else than that he will be forced to be free. His social contract declares that if an individual disagrees with the general will, then they must be wrong, and for their own good they must be forced to conform to the general will. Mill would undoubtedly consider such forced conformity a tyranny of the majority because of his strong belief that individuality is something that should be cherished and valued. Mill would disagree with Rousseaus notion that people should be forced to be free since he thinks its detrimental to both the individual and the majority when an alternative opinion is oppressed. Rousseau on the other hand, thinks that taking up the general perspective of the community is always the right thing to do. Contrary to Rousseau, Mill doesnt think that the majority gain their power because they are infallible, but simply because they are the most numerous or the most active part of the people. Mill states that silencing the expression of an opinion deprives the human race. Firstly, reasons Mill, if a majority silences an opinion that is different or less popular than their own, and that alternative opinion turns out to be right, then they are depriving themselves of what is right. Almost as great a benefit to society is listening to an alternative opinion even if it turns out to be wrong, because challenging dominant opinion prevents stagnation. Stifling opinion is always a bad thing; Mill says that Absolute princes, or others who are accustomed to unlimited deference, usually feel this complete confidence in their own opinions on nearly all subjects because their opinion is never tested. It is through this collision with error that the truth becomes stronger. Mill thinks that this proc ess of listening to a whole variety of thought and feeling leads to a healthier cultural climate and a place of greater freedom and liberty. Rousseau might object to Mills importance of minority opinion by saying that emphasis on individuality undermines social and political obligations. That its somehow an unrealistic idea to consider everyones opinion. He says in the social contract that citizens must be forced to follow the general will, because it means society will not depend on any one person for change to occur. Rousseau says of the general will that this condition is the device that ensures the operation of the political machine. He thinks its naÃÆ'Â ¯ve to listen to a minority not only because he assumes they must be wrong, but because they prevent the political system from making any progress. Rousseau thinks that without the general will, a political system would be absurd and tyrannical, and subject to the most terrible abuses. However, Mill would still disagree and respond by saying that if all mankind minus one were of one opinion, mankind would be no more justified in silencing that one person than he, if he had the power, would be justified in silencing mankind. I think where they really differ here is that Mill doesnt think anyone can be free if theyre forced to conform to the majority, whereas Rousseau thinks conformity is necessary for liberty and best for the community- he says that every authentic act of the general will, obligates or favours all the citizens equally. He knows that its unrealistic that all citizens will agree to the general will, and so he says minorities must be forced to follow it (forced to be free). Perhaps its painfully obvious here that Rousseau has left himself in a vulnerable position he doesnt really explain to us how one must be forced to follow the general will. Thus, theres possibly an element of compatibility between Rousseaus and Mills conceptions of freedom. If its the case that the process of being forced to be free includes Mills notion that people should be free to debate and discuss, and providing everyones opinion is treated with respect and they are convinced, through discussion, to change their vi ews, then its certainly possible that eventually all citizens will individually come the same conclusions about the common good of their community. Its certainly conceivable, but it seems unlikely. Even if this compatibility were to exist, Mill would object by saying that we still need a variety of opinion even if its wrong to prevent social stagnation and to challenge popular views. He would say that providing an individual is doing what they please by means of the harm principle, then society has no right to demand such an active citizenship from them. Rousseau may take issue with Mills harm principle but asking what actually constitutes harm. Its obvious that physical harm is detrimental and people shouldnt be free to harm others but there are forms of consequentialism that can piece together seemingly harmonious actions, and prove that they actually have damaging effects. For instance, universal consequentialism focuses on the consequences for all people rather than the individual agent. Rousseau might say that a person may not seem to be harming another individual in their actions, but an ingenious person could find harmful consequences for almost anything a person does. One might find themselves aroused by conflicting emotions if made to choose between the philosophies of Rousseau and Mill, depending on how they feel about an issue. It seems especially difficult to feel one has to conform to the majority when they disagree with it, but of course when one is on the side of the majority it can be hard to understand why anyone wouldnt be. The majority of climate scientists support global warming, and if one believes in global warming it seems hard to understand why anyone would reject it. If you want gay marriage but the majority doesnt, it seems crazy to think you have to conform to the general will. I think this is what makes Rousseaus and Mills conceptions of freedom so attractive to us. I find Mills argument to be more persuasive than Rousseaus because even with modifications to Rousseaus social contract, the general will seems unable to avoid a tyranny of the majority. The general will seems too abstract to utilise without thinking of it as simply the sum of all private interests; Rousseau makes it hard for us to recognize what the general will is or how to determine it, and he offers no reassurance that the majority knows what is best. He seems to be making a huge assumption that we have natural rights in the first place, but he provides no evidence for them. Works Cited Mill, John Stuart. On Liberty and The Subjection of Women. London: Penguin Group, 2006. Rousseau, Jean Jacques. The Social Contract, A new translation by Christopher Betts. New York: Oxford University Press, 2008.

Women in Edgar Allen Poes Literature

Women in Edgar Allen Poes Literature Poe Can Do It People dont know the mysteries behind Edgar Allen Poes writings. Many believe that Poe was a Gothic writer, but I believe he was more than that. Edgar Allen Poe was a realist, a person who was trying to deal with the trauma in his life by writing. Edgar Allan Poe is not a straight forward author, he is a read between the lines type of author. His writing is the mystery and his readers are the detectives, it is up to us to figure out the meaning for the stories. Poe wants the readers to break down his story and question everything. By using one form of Critical Approaches, I will solve the mystery behind one of Poes best stories, The Tell- Tale Heart. Many believe that the unknown narrator was a man, but I beg to differ. There are so many different elements in this story that shows that the narrator could indeed be a woman. By using feministic criticism, I will question the gender of the narrator in The Tell-Tale Heart. Edgar Allan Poe was born in Boston, Massachusetts on January 19, 1809. His father, David Poe Jr., had left long before he was born, and his mother, Elizabeth Arnold Poe died of tuberculosis when Poe was only three years old. Poe was an orphan until he was adopted by the Allan Family, which separated him from his biological siblings. John and Francis Allan took Poe into the family and expected him to take on the family business, selling tobacco. Edgar did not have intentions on being a part of the family business, because his dream was to become a writer. Edgar went to the University of Virginia in 1826, and soon after school moved back to his hometown of Boston, Massachusetts. Edgar was a writer and his greatest inspiration was the women in his life. His mother died of tuberculosis when he was young, his fiancà © got married to another man while he was at the University of Virginia, and his adopted mother died of tuberculosis in 1829. The women in his life always seemed to leave him and all he wanted was love, but there was one woman who truly grabbed at his heart, Virginia Eliza Clemm. He got married to his cousin, Virginia Eliza Clemm Poe, when she was thirteen years old and he was twenty seven. Many said that the happily married couple had more of a brother- sister type of relationship. In fact, it is said that before Edgar even decided that he wanted to marry his beautiful young cousin she was arranged to have a fixed marriage, there was no evidence found to identify the man only sources that say that the man was much older than Poe at the time. Virginia Poe was diagnosed with an illness in 1842, and she died five years later after her illness became more severe. The Tell-Tale Heart was made in 1843, many see it is a story about a madman who is insane and fulfills his desires to kill by murdering the elderly man that he is caring for, but I see it as a dedication to his wife. Women were supposed to be seen and not heard, not to question the authority of the man in their families, and their goals is to live up to the standards that society has brainwashed you into believing. That was the way that women were supposed to behave during that period, at least until the Womens Revolution in the 1900s. Men did not see their women as individuals, but more like trophies or property. The men of that era would probably have a heart attack if he met a modern-day woman, many men with the exception of one, Edgar Allan Poe. Poe loved his wife and did anything, and everything to please his wife, he let her have complete control because in his eyes she was his queen until tragedy struck. In 1842 of January, Virginia Poe was diagnosed with tuberculosis and soon after went into a deep depression, Edgar did not know what to do so he created a story, The Tell-Tale Heart. The Tell-Tale Heart is a story about the insanity of a person who grows an obsession with an old mans eye, and the sound of his beating heart, but I believe that it is more than that. The Tell-Tale Heart was a story for Poes young love, Virginia. It is a story that puts her in a perspective where she is given control at a time where she is at her weakest. The gender of the narrator was never classified but people just predicted that the narrator was a male, because no one thought a female could commit such a crime because it was so vulgar. The use of the words conceived and passion are affiliated with a woman for they are very passionate, and are the only human beings in the whole entire world who can give birth. At the end of the story the narrator admits that they committed the crime, in a way it is saying that the reason why the narrator confessed at the end of the story is because she could not contain the guilt that she felt inside, because she is weak. If you truly think about the wife could have indeed been the narrator, and the elderly man, but the policemen were societies views of women. Society at the time would have laughed, and shamed a woman for even thinking that she could possess that type of power to be violent, especially towards a man. The elderly man is slowly dying; Virginia is also slowly dying. The narrator is insane; Virginia is upset that she it dying, The narrator is irritated with the eye of the elderly man; Virginia would rather avoid the truth of her health, and when the narrator becomes obsessed with the beating heart of the elderly man, it is really just Virginia who was depressed realizing that she is not dead yet, even though she is acting as if she is. Edgar Allan Poe was a man of mystery, but he was also a man full of love for his wife. He changed the way of literature by writing famous pieces without people even knowing the true meaning behind the story. The narrator could have easily been a woman forced into a loveless marriage who finally decided she was tired of him, or a nurse/maid who had to care for this creepy old man, who was sick of getting sexually harassed every day to the point of insanity. Either way it goes it could have been a man as much as it could have been a woman. But knowing the history behind Poe and the love that he had for his sweet Virginia, there is no way this narrator could have possibly been about anyone else, especially when the evidence is so obvious. He wrote this piece to try to give his ill wife happiness, it is not a random story about a crazy madman who is obsessed with the eye of an elderly man, it is so much more. Edgar Allan Poe is a man of mystery, but one secret that wasnt a mystery was th e love that he had for his darling wife. Work Cited Bloom, Harold, ed. The Tell-Tale Heart. Edgar Allan Poe, Blooms Major Short Story Writers. Philadelphia: Chelsea House Publishing, 1998. Blooms Literature, Facts On File, Inc. www.fofweb.com/activelink2.asp?ItemID=WE54WID=99152SID=5iPin=BMSSEP17SingleRecord=True. Rajan, Gita. A Feminist Rereading of Poes The Tell-Tale Heart. The Tell-Tale Heart and Other Stories, New Edition. 24.3(1998): 283-300. Print. Werlock, Abby H. P. Poe, Edgar Allan. The Facts On File Companion to the American Short Story, Second Edition. New York: Facts On File, Inc., 2009. Blooms Literature, Facts On File, Inc. www.fofweb.com/activelink2.asp?ItemID=WE54WID=99152SID=5iPin=CASS678SingleRecord=True.

Coparison Between Two Guitars: Ibanez 453 Rvc And The Gibson Les Paul :: essays research papers

Coparison Between Two Guitars: Ibanez 453 RVC and the Gibson Les Paul The paper I have written and know alot about is a contrast on two really well known and popular guitars. One which is the Gibson Les Paul, and the other which is the Ibanez 453 RVC. Both guitars may look alike to some, and to some they may sound alike as well, but are they really alike? Starting with the bodys, the Gibson Custom Les Paul is made of solid mahogeny wood, which gives the guitar a more Classical look and feel and also a much better and clearer sound. The Gibson is a more luxiourous guitar for which it is better for classical rock and light heavy metal as opposed to the Ibanez which is excellent for hard rock and heavy metal. Going further up the guitar, you have what are called the pickups. A pickup is a really sensative box that is attached to the body in between the bottom of the neck and the bottom of the bridge. The purpose of a pickup is to "pick up" the sounds of the notes or chords that are being strummed. There are many different types of pickups; for instance, the Gibson Les Paul has pickups that are called Humbuckers, which are much higher and of a better quality than the pickups on an Ibanez. The Ibanez comes with regular music store pickups that are not bad but do not have the quality of the Humbuckers. So having better quality means that the pickups are more sensative; being more sensative means that the guitar can put out clearer and higher quality sound.Moving to the lower part of the guitar, both guitars have knobs. The purpose of these knobs are to control the different types of sounds that you want to produce. The Gibson has four controls, but the Ibanez only has two; having only two knobs instead of four means that the Ibanenz has less of a selection or variety on the sound that you want opposed to the Gibson having more control over the sound that you like and the sound that you need. The Gibson having volume and tone for each pickup allows you to adjust the sound to the way you like it, while the Ibanez has volume and tone for only the one pickup, which controls the sound. The next piece that is connected to every guitar is the neck. Many guitars have many different types of necks varying from length, width, thickness, and different types of wood. The wood on the neck of the Ibanez is poplar wood,

Free Handmaids Tale Essays: The Handmaids Dystopia :: Handmaids Tale Essays

The Handmaid's Dystopia "The Handmaid's Tale by Margaret Atwood is a dystopia about a world where unrealistic things take place. The events in the novel could never actually take place in our reality." This is what most people think and assume, but they're wrong. Look at the world today and in the recent past, and there are not only many situations that have ALMOST become a Gilead, but places that have been and ARE Gileadean societies. We're not in Kansas any more, Dorothy! Even today there are places in the world where there is startling similarity to this fictitious dystopia. In Pakistan, women's rights are non-existant, and many policies are that of Gilead in The Handmaid's Tale. In Gilead, the handmaids must cover their bodies and faces almost completely with vales and wings. In Pakistan, Iran, Afghanistan, Bahrain, and similar South Asian countries, this is a must for women. Other Gileadean-like persecutions take place towards women. In Pakistan, women can be raped, and unless there is full proof that there was no consent, the man will get off scot free, and the women charged with pre-marital sex and sentenced to a prison term. In Afghanistan, the police force has and continue to torture and rape innocent women for unnecessary reasons. This is similar to The Handmaid's Tale in that Offred, and other handmaids, not only go through the devestation of "The Ceremony", but also can be used and possibly even raped by their Commanders, and there is nothing the handmaid can do about it. If she speaks, she is usually not believed, and then she is sent away because she broke the law. The handmaid would usually die for making such accuasations. Women are given little to no rights in Gilead. They obey what they are told by the men or by the Aunts (who get their orders from the men). They are not permitted to read or write, or participate in any extra-curricular activity. They are alive only to serve a purpose. In countries such Iran, women are subject to similar laws. Although more recently they may be allowedread and write, it is on a strict level only, and activites are out of the question. There is no specific law against it, however with the Islamic government making it manditory for all women to wear complete body coverings, sports and other activities are nearly impossible.

Effects of overpopulation Essay

Even thought the world is witnessing a sustainable improvement in all fields such as science and technology, it is still facing several problems that keep blocking it from improvement. One such problem is overpopulation that affects our life in many ways. Overpopulation generates three major effects: economy decline, environment downfall, and educational system decline. The first major effect of overpopulation is economy decline. When a country is overpopulated, it barely can support and provide people with necessary food to survive, so it will have no surplus to export. Not only this, but the worst thing is when a country is not able to feed its own people, then the only solution is to take debts from other countries. This puts the country in a critical situation from the economic perspective. Moreover, when the country is overpopulated, there is a high rate of unemployment because the government cannot afford job opportunities for the whole population, and also there will be no for eign investment because wherever there is overpopulation, there is an economic decline. One way or another, this situation will lead to crimes and other kind of problems. Environment downfall is the second main effect of overpopulation. First, when there is overpopulation, people need more space where to live, and that means less of green space, less of forests, and less of farmlands. things that are necessary for surviving. Second, how says overpopulation says pollution with all its different types; as a result, the air, the water, and all the earth’s resources start being torn down. Finally, a high rate of population implies an abusive usage of natural resources; consequently, within a short period of time, we will end up being in a world empty of natural resources, especially the non-renewable ones. The third and the last main effect of overpopulation is educational system decline. The higher the population of a country, the more teachers are needed in schools, and this leads directly to overcrowded schools since the government cannot afford the cost of paying additional teachers, and building new schools with larger capacity. This will affect in a very negative way student’s way of learning and attitude; for instance, when they see that the conditions are discouraging and not motivating for studying, either they drop out of school or they get involved in some morale deviation like drug  usage. Above are the three main effects of overpopulation and their characteristics. It is an issue that concerns everybody, so people should start to think about it seriously and take the necessary measures to reduce or at least stop this phenomenon that is making our life harder from increasing.

Introduction to Management Science Essay

We are very excited to publish the revised thirteenth edition of a text that has been a leader in the ï ¬ eld for over 20 years. The purpose of this revised thirteenth edition, as with previous editions, is to provide undergraduate and graduate students with a sound conceptual understanding of the role that  management science plays in the decision-making process. The text describes many of the applications where management science is used successfully. Former users of this text have told us that the applications we describe have led them to ï ¬ nd new ways to use management science in their organizations. An Introduction to Management Science is applications oriented and continues to use the problem-scenario approach that is a hallmark of every edition of the text. Using the problem-scenario approach, we describe a problem in conjunction with the management science model being introduced. The model is then solved to generate a solution and recommendation to management. We have found that this approach helps to motivate the student by not only demonstrating how the procedure works, but also how it contributes to the decision-making process. From the very ï ¬ rst edition we have been committed to the challenge of writing a textbook that would help make the mathematical and technical concepts of management science understandable and useful to students of business and economics. Judging from the responses from our teaching colleagues and thousands of students, we have successfully met the challenge. Indeed, it is the helpful comments and suggestions of many loyal users that have been a major reason why the text is so successful. Throughout the text we have utilized generally accepted notation for the topic being covered so those students who pursue study beyond the level of this text should be comfortable reading more advanced material. To assist in further study, a references and bibliography section is included at the back of the book. CHANGES IN THE REVISED THIRTEENTH EDITION The thirteenth edition of Management Science is a major revision. We are very excited about it and want to tell you about some of the changes we have made and why. In addition to the major revisions described in the remainder of this section, this revised edition of the thirteenth edition has been updated to incorporate Microsoft ® Ofï ¬ ce Excel ® 2010. This involves some changes in the user interface of Excel and major changes in the interface and functionality of Excel Solver. The Solver in Excel 2010 is more reliable than in previous editions and offers new alternatives such as a multistart option for difï ¬ cult nonlinear problems. New Member of the ASWM Team Prior to getting into the content changes, we want to announce that we are adding a new member to the ASWM author team. His name is Jeffrey Camm. Jeff received his Ph.D. from Clemson University. He has been at the University of Cincinnati since 1984, and has been a visiting scholar at Stanford University and a visiting professor of business administration at the Tuck School of Business at Dartmouth College. Jeff has published over 30 papers in the general area of optimization applied to problems in operations management. At the University of Cincinnati, he was named the Dornoff Fellow of Teaching Excellence and xxvi Preface he was the 2006 recipient of the INFORMS Prize for the Teaching of Operations Research Practice. He currently serves as editor-in-chief of Interfaces, and is on the editorial board of INFORMS Transactions on Education. We welcome Jeff to the new ASWCM team and expect the new ideas from Jeff will make the text even better in the years to come. In preparing this thirteenth edition, we have been careful to maintain the overall format and approach of the previous edition. However, based on our classroom experiences and suggestions from users of previous editions, a number of changes have been made to enhance the text. Made the Book Less Reliant on Speciï ¬ c Software The ï ¬ rst eight chapters on optimization no longer use output from The Management Scientist software. All ï ¬ gures illustrating computer output are generic and are totally independent of software selection. This provides ï ¬â€šexibility for the instructor. In addition, we provide appendices that describe how to use Excel Solver and LINGO. For every model illustrated in the text we have both Excel and LINGO ï ¬ les available at the website. Prior users of The Management Scientist wishing to upgrade to similar software should consider using LINGO. This will be an easy transition and LINGO is far more ï ¬â€šexible than The Management Scientist. The documented LINGO models  (not available in MS 12e), available at the website, will aide in the transition. Excel Solver and LINGO have an advantage over The Management Scientist in that they do not require the user to move all variables to the left-hand side of the constraint. This eliminates the need to algebraically manipulate the model and allows the student to enter the model in the computer in its more natural form. For users wishing to use The Management Scientist, it will continue to be available on the website for the text. New Appendix A: Building Spreadsheet Models This appendix will prove useful to professors and students wishing to solve optimization models with Excel Solver. The appendix also contains a section on the principles of good spreadsheet modeling and a section on auditing tips. Exercises are also provided. Chapter 15 Thoroughly Revised Chapter 15, Times Series Analysis and Forecasting, has been thoroughly revised. The revised chapter is more focused on time series data and methods. A new section on forecast accuracy has been added and there is more emphasis on curve ï ¬ tting. A new section on nonlinear trend has been added. In order to better integrate this chapter with the text, we show how ï ¬ nding the best parameter values in forecasting models is an application of optimization, and illustrate with Excel Solver and LINGO. New Project Management Software In Chapter 9, Project Scheduling: PERT/CPM, we added an appendix on Microsoft Ofï ¬ ce Project. This popular software is a valuable aid for project management and is software that the student may well encounter on the job. This software is available on the CD that is packaged with every new copy of the text. Chapter 3 Signiï ¬ cantly Revised We signiï ¬ cantly revised Chapter 3, Linear Programming: Sensitivity Analysis and Interpretation of Solution. The material is now presented in a more up-to-date fashion and emphasizes the ease of using software to analyze optimization models. Preface xxvii New Management Science in Action, Cases, and Problems Management Science in Action is the name of the short summaries that describe how the material covered in a chapter has been used in practice. In this edition you will ï ¬ nd numerous Management Science in Action vignettes, cases, and homework problems. Other Content Changes A variety of other changes, too numerous to mention individually, have been made throughout the text in responses to suggestions of users and our students. COMPUTER SOFTWARE INTEGRATION We have been careful to write the text so that it is not dependent on any particular software package. But, we have included materials that facilitate using our text with several of the more popular software packages. The following software and ï ¬ les are available on the website for the text: †¢ †¢ †¢ †¢ LINGO trial version, LINGO and Excel Solver models for every optimization model presented in the text, Microsoft ® Excel worksheets for most of the examples used throughout the text, TreePlanTM Excel add-in for decision analysis and manual. Microsoft Project is provided on the CD that is packaged with every new copy of the text. FEATURES AND PEDAGOGY We have continued many of the features that appeared in previous editions. Some of the important ones are noted here. Annotations Annotations that highlight key points and provide additional insights for the student are a continuing feature of this edition. These annotations, which appear in the margins, are designed to provide emphasis and enhance understanding of the terms and concepts being presented in the text. Notes and Comments At the end of many sections, we provide Notes and Comments designed to give the student additional insights about the statistical methodology and its application. Notes and Comments include warnings about or limitations of the methodology, recommendations for application, brief descriptions of additional technical considerations, and other matters. Self-Test Exercises Certain exercises are identiï ¬ ed as self-test exercises. Completely worked-out solutions for those exercises are provided in an appendix at the end of the text. Students can attempt the self-test exercises and immediately check the solution to evaluate their understanding of the concepts presented in the chapter. xxviii Preface ACKNOWLEDGMENTS We owe a debt to many of our academic colleagues and friends for their helpful comments and suggestions during the development of this and previous editions. Our associates from organizations who supplied several of the Management Science in Action vignettes make a major contribution to the text. These individuals are cited in a credit line associated with each vignette. We are also indebted to our senior acquisitions editor, Charles McCormick, Jr.; our marketing communications manager, Libby Shipp; our developmental editor, Maggie Kubale; our content project manager, Jacquelyn K Featherly; our media editor, Chris Valentine; and others at Cengage Business and Economics for their counsel and support during the preparation of this text. We also wish to thank Lynn Lustberg, Project Manager at MPS Content Services for her help in manuscript preparation. David R. Anderson Dennis J. Sweeney Thomas A. Williams Jeffrey D. Camm Kipp Martin About the Authors David R. Anderson. David R. Anderson is Professor Emeritus of Quantitative Analysis in the College of Business Administration at the University of Cincinnati. Born in Grand Forks, North Dakota, he earned his B.S., M.S., and Ph.D. degrees from Purdue University. Professor Anderson has served as Head of the Department of Quantitative Analysis and Operations Management and as Associate Dean of the College of Business Administration. In addition, he was the coordinator of the College’s ï ¬ rst Executive Program. At the University of Cincinnati, Professor Anderson has taught introductory statistics for business students as well as graduate-level courses in regression analysis, multivariate analysis, and management science. He has also taught statistical courses at the Department of Labor in Washington, D.C. He has been honored with nominations and awards for excellence in teaching and excellence in service to student organizations. Professor Anderson has coauthored ten textbooks in the areas of statistics, management science, linear programming, and production and operations management. He is an active consultant in the ï ¬ eld of sampling and statistical methods. Dennis J. Sweeney. Dennis J. Sweeney is Professor Emeritus of Quantitative Analysis and Founder of the Center for Productivity Improvement at the University of Cincinnati. Born in Des Moines, Iowa, he earned a B.S.B.A. degree from Drake University and his M.B.A. and D.B.A. degrees from Indiana University, where he was an NDEA Fellow. During 1978–79, Professor Sweeney worked in the management science group at Procter & Gamble; during 1981–82, he was a visiting professor at Duke University. Professor Sweeney served as Head of the Department of Quantitative Analysis and as Associate Dean of the College of Business Administration at the University of Cincinnati. Professor Sweeney has published more than thirty articles and monographs in the area of management science and statistics. The National Science Foundation, IBM, Procter & Gamble, Federated Department Stores, Kroger, and Cincinnati Gas & Electric have funded his research, which has been published in Management Science, Operations Resea rch, Mathematical Programming, Decision Sciences, and other journals. Professor Sweeney has coauthored ten textbooks in the  areas of statistics, management science, linear programming, and production and operations management. Thomas A. Williams. Thomas A. Williams is Professor Emeritus of Management Science in the College of Business at Rochester Institute of Technology. Born in Elmira, New York, he earned his B.S. degree at Clarkson University. He did his graduate work at Rensselaer Polytechnic Institute, where he received his M.S. and Ph.D. degrees. Before joining the College of Business at RIT, Professor Williams served for seven years as a faculty member in the College of Business Administration at the University of Cincinnati, where he developed the undergraduate program in information systems and then served as its coordinator. At RIT he was the ï ¬ rst chairman of the Decision Sciences Department. He teaches courses in management science and statistics, as well as graduate courses in regression and decision analysis. xxx About the Authors Professor Williams is the coauthor of eleven textbooks in the areas of management science, statistics, production and operations management, and mathematics. He has been a consultant for numerous Fortune 500 companies and has worked on projects ranging from the use of data analysis to the development of large-scale regression models. Jeffrey D. Camm. Jeffrey D. Camm is Professor of Quantitative Analysis and Head of the Department of Quantitative Analysis and Operations Management at the University of Cincinnati. Dr. Camm earned a Ph.D. in management science from Clemson University and a B.S. in mathematics from Xavier University. He has been at the University of Cincinnati since 1984, has been a visiting scholar at Stanford University, and a visiting professor of business administration at the Tuck School of Business at Dartmouth College. Dr. Camm has published over 30 papers in the general area of optimization applied to problems in operations management and his research has been fu nded by the Air Force Ofï ¬ ce of Scientiï ¬ c Research, the Ofï ¬ ce of Naval Research, and the U.S. Department of Energy. He was named the Dornoff Fellow of Teaching Excellence by the University of Cincinnati College of Business and he was the 2006  recipient of the INFORMS Prize for the Teaching of Operations Research Practice. He currently serves as editor-in-chief of Interfaces, and is on the editorial board of INFORMS Transactions on Education. Kipp Martin. Kipp Martin is Professor of Operations Research and Computing Technology at the Booth School of Business, University of Chicago. Born in St. Bernard, Ohio, he earned a B.A. in mathematics, an MBA, and a Ph.D. in management science from the University of Cincinnati. While at the University of Chicago, Professor Martin has taught courses in management science, operations management, business mathematics, and information systems. Research interests include incorporating Web technologies such as XML, XSLT, XQuery, and Web Services into the mathematical modeling process; the theory of how to construct good mixed integer linear programming models; sy mbolic optimization; polyhedral combinatorics; methods for large scale optimization; bundle pricing models; computing technology; and database theory. Professor Martin has published in INFORMS Journal of Computing, Management Science, Mathematical Programming, Operations Research, The Journal of Accounting Research, and other professional journals. He is also the author of The Essential Guide to Internet Business Technology (with Gail Honda) and Large Scale Linear and Integer Optimization. CHAPTER Introduction CONTENTS 1.1 1.2 1.3 PROBLEM SOLVING AND DECISION MAKING QUANTITATIVE ANALYSIS AND DECISION MAKING QUANTITATIVE ANALYSIS Model Development Data Preparation Model Solution Report Generation A Note Regarding Implementation 1.5 1.4 MODELS OF COST, REVENUE, AND PROFIT Cost and Volume Models Revenue and Volume Models Proï ¬ t and Volume Models Breakeven Analysis MANAGEMENT SCIENCE TECHNIQUES Methods Used Most Frequently 1

College Initiative Essay

Many people have goals and dreams they would love to achieve in life. My goal is to go into the medical field and become a professional in veternarian medicine. But the only way I can do that is to further my education, have proof of how focus and determined I am about what I want to be in life. My mother always said if you really want something in life strive for it. Don’t let someone deprive you of what you want. So here I am in college trying to better myself for my future, because in reality what most people do not know is that they need to go to college if you really want to really support themselves, make a better living. The longer you stay in college the higher the degree, the higher the degree the higher your pay will be. In my family education was always stressed upon me and my brothers, because my parents didn’t want us to struggle our whole life living from paycheck to paycheck like many people before us. That is why I am trying to be better than that. I want to beat the statistic, I want to prove to myself, the world that I am not just another number, that I will be able to choose my own future without being so limited in choices. My plans as a student of Saint Johns River State Community College is to receive the highest possible grades, and make the Deans List, so that way at the end of my two years at Saint Johns River State College, when I graduate with my AA degree, I can further my education onto other colleges such as forsay my dream college University of South Florida. They will see that I am not like the rest that I am my own individual who strives for the best of what the world has to offer. How I see it is if you do not go to college, have some form of document, then it is just going to be harder to find an actual decent job. Take for instance, one of my passions in life is music if I were to want to go pursue music and make it something major, the chances of me making it, becoming famous are high, but the chances of me staying famous are slim. Because so many people would want it as much as I do. But if you get a education, an actual filed document showing proof that you know what your doing and that your a very serious individual then you will stand out from the rest, and most likely stay in the lime light. College has so many oportunities. Since I want to major in veternarian medicine the requirements I will need are many certain sciences and many maths. And in college they offer to the classes I need to reach my goal. I personally do not see college as a chore but as a tool to reach where I need to be in life, and others, so why not take advantage of what is offered? Many people think that college is just a bunch of unnecessary work, when in reality the things that are learned in the books are basic knowledge you need in your everyday life. Jobs use basic knowledge from your eduacation all the time, and if you do not have basic educaton knowlegde then how do you suppose you survive in the real world? That is why goal is to stay in college for an estimate of eight years, and gain the knowledge I need to survive in the real world. My hopes and dreams by the end of my college life is that I will become representative, set a good example to people all the people who are around my age, that anything is possible if you put your mind to it. Striving for the best for yourself and going infinity and beyond with it, will help you become more independent and well rounded as a person. My love and compassion for animals is what keeps me determined to accomplish what others might say is the impossible but to me is just another task on my list.

Early Childhood Education Essay

Abstract There has been a great deal of research conducted in the subject matter of early childhood education. During the preschool years, the human brain is growing rapidly and extremely sensitive to new information. Researchers have conducted studies in an effort to show a correlation between enrollment in early education and cognitive and social development. This paper will provide a brief overview of the results from the following: the Head Start program studies, the High/Scope Perry Preschool study, and the Child Parent Center in Chicago. This paper will also discuss the impact of childcare facilities on child development. The vast amount of research provided by these studies effectively shows an increase in cognitive development in the preschoolers that were enrolled and found that negative social behaviors were reduced as a result of early education intervention. The research indicates that all children exhibited signs of cognitive and social growth, but that underprivileged children w ere impacted the most. Child- care facilities were not as productive furthering childhood development. This paper will conclude by addressing the need of well-developed preschool programs and the need for well-educated teachers in the preschool environment. Keywords: early childhood education, preschool, cognitive and social development Early Childhood Education: Impact on Cognitive and Social Development Preschool is a term that defines early childhood education for children ranging from ages two through four years old. Preschool programs normally consist of federally funded programs, state and local preschools, and child care facilities. Preschool enrollment has increased dramatically over the last few decades. Approximately 75% of four year olds and 50% of three year olds are enrolled in a preschool center, which is a statistically significant contrast from 10% in the 1960’s (Barnett, 2008). Not only has there been an increase of children enrolled in public preschools, but also in private preschools (Barnett, 2008). This increase may be attributed to the need for childcare as the work force shifted from a single income to dual income household or the desire to equip children with the necessary skills to help them in their educational career (Barnett & Yarosz, 2007). Winter and Kelley (2008) reported that many early childhood teachers found that nearly one-third of their students were deficient in certain areas that were sure to hinder their educational success (p. 260). There have been many studies conducted to try and define the impact of preschool on a child’s development. Researchers have studied Head Start programs across the country, the High/Scope Perry Preschool, the Child Parent Center in Chicago among others, and child care facilities. Early Childhood Education research has shown that preschool has an impact on a child’s cognitive and social development, with the greatest impact on minority and disadvantaged children. Developing Brain Most parents and educators know that a child’s brain, from birth to approximately five years of age, is exceptionally vulnerable to the learning of new skills and concepts. Winter and Kelley (2008) state that the â€Å"neural connections or ‘synapses’ develop at a phenomenal rate during this time† which aids in developing a â€Å"foundation for later skill acquisition† (p. 263). Due to the brains extreme susceptibility during the preschool years, not only do preschoolers develop cognitive skills they need, but also socio-emotional skills. Mai, Tardif, Doan, Liu, Gehring, and Luo (2011) conducted a study of positive and negative feedback in preschoolers, which showed that preschoolers are â€Å"more responsive to positive feedback than to negative feedback† (p. 5). They concluded that the importance of the amount of positive feedback was significant enough that it may stimulate preschoolers desire to learn (Mai, et al, 2011). Researchers have found that during this early period of childhood development, children are able to boost gross motor skills and acquire language (Winter & Kelley, 2008, p. 262). Due to the unique nature of the brain during preschool years, experiences or lack of can impede child development (Winter & Kelley, 2008, p. 263). In a study conducted by Burger (2012), a toddler’s working memory can positively impact a child’s behavior and has a positive influence over a child’s math and reading ability (p. 210). A young child’s brain, if stimulated inappropriately, can have an adverse impact on cognitive and social development. A child’s cognitive development is connected to their social development. Willis and Schiller (2011) propose that â€Å"positive early experiences promote optimum brain development, which impacts all areas of development (para. 1). Impact of Government Preschool Programs In 1965, the Head Start program was created in an effort to provide â€Å"an array of social, health, and educational services for young children and their families† (Winter & Kelley, 2008, p. 261). This program is federally funded and targets underprivileged children. Underprivileged children are more susceptible to fall behind or to not complete their education due to lack of early education intervention. There is documentation that shows that minorities and poor children struggle with â€Å"language, literacy, social, and other skills needed† (Child Trends & Center for Child Health Research, 2004; Early et al, 2007), than children who are not underprivileged (Winter & Kelley, 2008, p. 260). Burger (2009) reports that a majority of children from low socio-economic backgrounds are more likely to: experience grade repetition, to require additional educational assistance throughout their school career, or ultimately become high school dropouts (p. 142). Ludwig and Phillips (2007) reported the findings of an evaluation completed by Garces, Thomas, and Currie (2002) that compared siblings, either attending or not attending the Head Start Program (p.4). They wrote that the sibling that attended Head Start were 22% more likely to graduate and 19% more likely to seek higher education (p. 4). The National Impact Study (NIS) is one of the most in depth study on the Head Start program, and involves a random compilation of children enrolled in Head Start throughout the country between the ages of three and four years old (Pianta, Barnett, Burchinal, & Thornburg, 2009, p. 59). This study showed that there was minor cognitive and social growth over a nine month period. Barnett (2008) reported an increase of 0.20 standard deviations on cognitive development and a decrease of 0.05 standard deviations in negative social behavior, such as hyperactivity for three year olds (p. 6). However, upon completing a follow up on the study, the cognitive benefits gained by the children were no longer observed at the end of their kindergarten school year (Pianta, Barnett, Burchinal, & Thornburg, 2009, p. 59). Parents reported positive changes in their child’s dental and physical health and the research indicates an increase of 0.12 standard deviations (Barnett, 2008, p. 6). There was a case of four year olds that experienced greater cognitive development. This was illustrated by the Peabody Picture Vocabulary Test, which had an increase of 0.20-0.27 standard deviations (Barnett, 2008, p.7). The Tulsa Head Start program was designed with a vision to help children develop skills for school readiness. This preschool program is funded by the state and is a part of the Tulsa Public School system; therefore, teachers must possess a Bachelor of Art degree and have a certification in early childhood education (Gormley, Phillips, & Gayer, 2008). The Tulsa Head Start program study compared the Tulsa Public School (TSP) pre-kindergarten against the Tulsa Head Start program. The study showed that the TSP pre-kindergarteners showed vast improvement in letter-word identification, spelling, and applied problems, whereas the Tulsa Head Start preschoolers’ results were deemed notable (Gormley, Phillips, & Gayer, 2008). While Head Start programs are supposed to adhere to a â€Å"national standard† (Pianta, et al, 2009), many do not have the same requirements (p. 55). Pianta and his colleagues (2009) explain that most teachers working for Head Start programs make less than $26,000 per year, with the exception of Tulsa Head Start whose teachers earn a regular teacher salary (p. 55). This may explain why the results of the Tulsa Head Start studies are not typical compared to other Head Start studies (Barnett, 2008, p. 7). Teacher qualifications of the Head Start employees may have an impact on the low levels of development observed of children in the program. Before 2011 Head Start teachers (excluding the Tulsa Head Start teachers) were not required to obtain an associate degree and directors did not have to possess a bachelor degree (Pianta, et al, 2009). However, Pianta and his colleagues (2009) report that by the year 2013, at least half of all Head Start teachers will be required to obtain a bachelor’s degree (p. 55). Because the Head Start studies were conducted in varying locations and on a variety of children, it is difficult to pinpoint the exact impact of cognitive and social development for each child. The rate of attendance also varies on location. Some Head Start programs have fewer than five days of scheduled class per week, while others attend the program five days a week during an entire school year (Pianta, et al, 2009, p. 54). Major successes of the Head Start programs appear to be achieving higher educational levels and improved health for children. The Head Start program reduced the mortality rate of children between the ages of five and nine years old (Barnett, 2008, p. 8) and provided a cognitive advantage in school achievement (Reynolds & Ou, 2011, p. 556). There were no extraordinary impacts on children’s social development throughout the Head Start studies. The program, however, has received conflicting reviews. Williams (2010) explains that because there is no orderly way to measure the effects of this program, there have been reports of positive â€Å"short-term gains in cognitive functioning† (p. 4) and the program has received criticism for only producing short term benefits (Williams, 2010, p. 4). Impact of Public Preschool Another option for children is a public preschool program. There are public preschools that function similar to the Head Start program, in which they target children from low income families. The teaching credentials of preschool teachers differ from other educators in the public school system and vary throughout different states. The requirements for public preschool teachers range from possessing a Child Development Associate (CDA) to a bachelor’s degree (Pianta, et al, 2009, p. 55). Public preschool programs tend to be successful in the area of cognitive and social development due to the increase of attention from the teacher (Barnett, 2008, p. 8). The topic of teacher quality in preschools is of a major concern and can have a direct impact on childhood development. Winter and Kelley (2008) explain that the development of a child’s social behavior correlates with the quality of the teacher (p. 263). The most significant research on public preschools stems from the High/Scope Perry Preschool study. In this study that lasted for two years, approximately 130 children, minority and underprivileged, were either enrolled in a half-day preschool or assigned to a control group (Barnett, 2008, p. 9). These participants were chosen by the following criteria: â€Å"low levels of parent education, socioeconomic status, and low intellectual performance† (Williams, 2010, p.4). The results were astounding. Barnett (2008) reported that language and basic cognitive skills increased by approximately 0.90 standard deviations (p. 9). The cognitive advantage was short-lived as children from the control group were caught up during kindergarten (Barnett, 2008, p. 9); however, Reynolds and Ou (2011) determined that there was an advantage on educational attainment (p.556). The Perry study also showed evidence of social development in later years. The students demonstrated appropriate classroom etiquette, had lower levels of delinquency, and a higher rate of commencement (Barnett, 2008, p. 9). Burger (2009) explained that the Perry study is unique in nature due to the environment of the classroom (para. 5.2). He added that preschools similar to the Perry preschool have â€Å"low child-to-staff ratios† (Burger, 2009, para. 5.2), so teachers are able to be readily available to their students. Another influential study on preschool impact is the Child Parent Center (CPC) study on a preschool in Chicago. This program was directed more for children from the ages of three to nine years old (Williams, 2010, p. 5). This preschool is tailored to low-income families that includes â€Å"a half-day preschool, kindergarten, and a follow-on elementary school component† (Barnett, 2008, p. 11). The results of all CPC studies were positive for impact on children’s cognitive development (Barnett, 2008, p. 12). The CPC study showed that participating preschoolers had higher test scores up until eighth grade, a reduction of delinquency, and observed an increase in the percentage of high school graduates (Pianta, Barnett, Burchinal, & Thornburg, 2009,p. 62). Reynolds and Ou (2011) also evaluated the CPC study and found that former students tend to have less risk of experiencing depression and generally have higher occupational stature (p. 558). The National Institute for Early Education Research (NIEER) reports that the Abbott Preschool Program has had a tremendous effect on child development as measured in 2005 and 2006 with the Abbot Preschool Program Longitudinal Study (APPLES) (Study of Abbott, 2007). The Abbott Preschool was opened in 1999 and was put in place to serve the â€Å"highest-poverty school districts† (Study of Abbott, 2007) in the state of New Jersey (Study of Abbott, 2007). This preschool program showed positive cognitive growth in their students through their kindergarten year. The students enrolled showed significant achievements in English, reading, and mathematics (Study of Abbott, 2007). This program not only measured student progress, but also took into account the quality of the classroom. The study found a significant increase in â€Å"child learning, language and reasoning, activities and interactions, and program structure† (Study of Abbott, 2007). Other studies of public preschools provided results depicting social development and school preparedness (Barnett, 2008, p. 10). Pickens (2009) explains that public preschool programs â€Å"show a positive impact on children’s behavior outcomes, especially for children living in poverty† (Barnett, 1995; Peterson & Zill, 1986). In the preschool setting, children are exposed to other children from different backgrounds, different personalities and different ethnicities. During this time in childhood development, children begin to learn social behavior. Pickens (2009) explains that these social behaviors are influenced by their teachers and classmates (p.263). Participation in the preschool setting allows children to learn how to interact with classmates and encounter situations that can mold their cognitive development (Willis & Schiller, 2011). Attending a preschool class helps to enable a child to learn to regulate their emotions, communicate effectively with others, cooperate with others, and to follow directions (Pickens, 2009, p. 263). Children model what they see. Pickens (2009) urges educators and parents to assist children in developing healthy behaviors in an effort to avoid a negative path of behavioral and academic issues (p.264). Impact of Child Care Facilities Child care facilities can consist of home-based child care or child development centers (with some centers offering half-day preschool programs). These facilities are normally center-based and care for infants from six weeks old to three year olds (Pickens, 2009, p. 262). Child care facilities were â€Å"found to have the smallest initial effects on children’s learning and development† (Barnett, 2008), while home-based daycare had no effect on building cognitive skills (p. 5). This is not to say that all home-based daycares are not able to provide some cognitive benefit to children. If a home-based child care program is well-developed and provides a â€Å"high-quality† (Winter & Kelley, 2008), then children are more likely to benefit cognitively (p. 263). This high-quality can also make a difference in child care centers. The National Institute of Child Health (NICHD) and Human Development Study of Early Child Care and Youth Development (SECCYD) showed that †Å"higher quality care†(Belsky, Burchinal, McCartney, Vandell, Clarke-Stewart, & Tresch Owen, 2007) had a positive impact on children’s vocabulary skills (p.681). The NICHD SECCYD conducted future evaluations and found that some effects wore off at four and a half years old, while when evaluated in third grade the children had â€Å"higher scores on standardized tests of math, memory, and vocabulary skills† (Belsky, et al, 2007). The cognitive long-term benefits of attending child care may result in an increase in household income caused by working mothers; however, working mothers tend to spend less time with their children (Barnett, 2008). Just like preschool, child care can benefit underprivileged children. Belsky et al (2007) stated that â€Å"child care can serve as an effective intervention for low-income children† (Hart & Risley, 1995) that live in a household lacking in literary skills (p.697). Barnett (2008) mentioned that some studies show an actual regression of social development as children were more prone to be aggressive (p.6). Winter and Kelley (2008) also report that the amount of time a child spends in child care has an impact of negative behaviors when they reach elementary school (p.263). Others believe that a child’s negative behavior is may correlate with the amount of time spent in day care. Pianta and his colleagues (2009) found that children who spent the least amount of hours in day care had less troublesome behavior (p. 58). Just as the quality of the Head Start and preschool teacher had an impact on the child, so does the caregiver at a child care center. The lack of academic qualifications of child care workers or lack of academically challenging curriculum can attribute to the small cognitive development observed in children who attend child care versus a more academically centered program. Meyers (2007) reports that the approximately two and a half million child care teachers are some of the lowest paid, only earning approximately $18,000 annually (para. 1). This is significantly lower than other early education teachers. The cognitive and social impacts on children are strongly related to child-to-teacher ratio, total number of children in a room, and the teacher’s qualifications (Clothier & Poppe, 2007). However, it has been noted that the amount of attention the caregiver offers to the child can have an impact on their social and cognitive development (Pianta, Barnett, Burchinal, & Thornbur g, 2009, p. 58). Conclusion There are noticeable short-term and long-term impacts on a child’s development, cognitively and socially, with the aid of early childhood education programs. Because the brain is vulnerable at this age it is in these years that children experience â€Å"dramatic improvements† (Mai, et al, 2011) in their cognitive and social abilities. The government funded program, Head Start, has indicated that while children do show immediate, moderate growth in cognitive development, social benefits were not as prominent. This program has proven to be beneficial to children from low- income families, as it has resulted in improved literacy, language skills and an increased rate of commencement. Preschool studies have also shown an increase in reading and mathematics ability and in some cases extending into elementary school years. The social benefits of a preschool education have had an even longer impact on a child’s future behavioral issues. There is a vast amount of research that shows that â€Å"the early years of a child’s development can influence future success† (Winter & Kelley, 2008), so federal and state â€Å"policy makers should not depart from preschool education models that have proven highly effective† (Barnett, 2008). It is important that in order for preschool programs, government-funded and public, to continue to be effective in child development, the need for well-designed programs is a must (Barnett, 2008). These well-designed programs must demand a high caliber of teachers that have formal post-secondary education in the area of early childhood development. Preschools should be prepared meet the needs of the variety of students from different backgrounds and be able to give children in need more of a priority (Barnett, 2008). More research on the impact of early childhood education is needed, due to the varying types of programs that are currently in place. References Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved September 12, 2012 from http://epicpolicy.org/publication/preschooleducation Barnett, W. S., & Yarosz, D. J. (2007). Who goes to preschool and why does it matter? Preschool Policy Brief, 15, p. 2. Retrieved October 8, 2012 from http://nieer.org/resources/policybriefs/15.pdf Belsky, J., Vandell, D.L., Burchinal, M., Clarke-Stewart, K.A., McCartney, K., Owen, M.T., & the NICHD Early Child Care Research Network. (2007). Are there long-term effects of early child care? Child Development, 78, p. 681–701. Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly. 25, 140-165. doi: 10.1016/j.ecresq.2009.11.001 Gormley, W. T., Phillips, D., & Gayer, T. (2008). The early years: Preschool programs can boost school readiness. Science. 320(5884), p. 1723-1724. doi:10.1126/science. 1156019 Ludwig, J., & Phillips, D. (2007). The benefits and cost of head start. Society for Research on Child Development, Social Policy Report. 21(3), p. 3-19 Mai, X., Tardif, T., Doan, S. N., Lui, C., Gehring, W. J., & Luo, Y. (2011). Brain activity elicited by positive and negative feedback in preschool-aged children. PLoS ONE. 6(4), e18774. doi: 10.1371/journal.pone.0018774 Meyers, M. K. (2007). Child-care pay, child-care quality: Decent early childhood education requires well-trained and compensated educators. The American Prospect 18(12), A18. Pianta, R. C., Barnett, S. W., Burchinal, M., Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest. 10(2), p. 49-88. doi: 10.1177/1529100610381908 Pickens, J. (2009). Socio-emotional programme promotes positive behaviour in preschoolers. Child Care in Practice. 15(4), p. 261-278. doi: 10.1080/13575270903149323 Reynolds, A. J., & Ou, S. (2011). Paths of effects from preschool to adult well-being: A confirmatory analysis of the child-parent center program. Child Development. 82(2). p. 555-582. doi:10.1111/j.1467-8624.2010.01562.x Study of abbott preschool program finds positive effects. (2007, August/September). Preschool Matters. Retrieved September 28, 2010 from http://nieer.org/publications/preschool-matters-newsletters/volume-5-number-4 Williams, J. (2010). Assessment of quality preschool programming (Doctoral Dissertation). Retrieved September 28, 2012 from ProQuest. (UMI:3413253) Willis, C. A., & Schiller, P. (2011). Preschoolers’ social skills steer life success. YC Young Children, 66(1), 42-49. Retrieved September 24, 2012 from http://search.proquest.com/docview/874155104?accountid=12085 Winter, S. M., & Kelley, M. F. (2008). Forty years of school readiness research. Childhood Education, 84(5), 260-260. Retrieved September 12, 2012 from http://search.proquest.com.ezproxy.liberty.edu:2048/docview/210412708/fulltextPDF?accountid=12085