Union Victory of the Civil War Essay Example for Free

Union Victory of the Civil War Essay Even before the Civil War actually started, the North had already enjoyed two distinct advantages over the South. Although it also benefited from some excellent strategic decisions as the war progressed, those two pre-war factors ultimately spelled defeat for the army of the secessionists from the south. The first of these advantages was the North’s edge in population. While the southern states only had a combined population of 9 million people (including their slaves), the population of the north was 22 million (including some emancipated slaves). That ratio of 2. 44:1 later proved decisive since the North possessed the capacity of raising and fielding more fighting men to sustain its war effort (Murphy, 2008). The second factor was the difference in their economic thrusts. Whereas the North concentrated on industry and commerce to boost its economy, the South relied on an agricultural economy. In other words, the North had industrial plants while the South could only boast of its farms. The superiority of the North’s economic development became apparent when the war dragged on. It was able to convert its factories to war materials production to support its army in the field while the South had to rely on its foreign trading partners for the replenishment of its war chest. Now, since the North had a stronger navy than the South, it was able to rule the seas and managed to organize an effective blockade, thereby preventing the South from procuring war supplies from other countries. The effect was a weakened southern army due to a depleted supply. These were the two primary reasons that gave rise to the observation that the South was doomed from the start (Murphy, 2008). Some observers believed that these advantages which the North enjoyed at the outset were initially offset by two factors which worked in favor of the South. The first was the fact that the Confederate Army was commanded by better military leaders. Before the Civil War broke out, majority of the finest and more senior commanders in the United States military came from the South. This was because of a southern culture which prized a military career for their men. Because of this culture, it had been customary for rich families to send their sons to the West Point Military Academy which was located in the North and start their career in the military. As soon as the secession was announced by the southern states, many of them resigned from their posts to serve with the Confederate Army. Some of these officers were Generals Robert E. Lee, Thomas â€Å"Stonewall† Jackson, Albert Sidney Johnston, James Longstreet, P. G. T. Beauregard, and Joseph E. Johnston. Most of them held more senior ranks in the United States Army compared to majority of the officers who remained with the Union Army of the North (EDSITEment, n. d. ). The second advantage of the South, according to observers, was the theater of operations and the character of the war itself. Since the Union Army invaded the South, the war was fought on southern territory. This means that the Confederate soldiers had the advantage of knowing the terrain better than the enemy who had to fight in unknown territory. It follows, therefore, that the soldiers of the Confederacy were more mobile and flexible. There was also the fact that for the Southerners, the war was defensive in character. War strategists believe that victory is easily achieved in a defensive war since the defenders have only to defend their ground and wear the invaders down. The North had the more difficult task of occupying the South and forcing them to surrender (EDSITEment, n. d. ). In addition, the Confederate soldiers were more passionate and more desperate for victory. They were defending their soil, their institutions, and most of all, their families. Someone said that When you believe that you are defending your wife and children from invaders, you care more about your cause than those who are simply being paid a wage to go fight for a cause that does not influence their lives as directly. This made a significant difference on the battlefield (Murphy, 2008). The soldiers of the Confederate Army, therefore, enjoyed a higher morale on top of their superiority as far as mastery of the topography of the areas where the war was fought was concerned. Unfortunately, these were not enough for them to win a protracted war. In fact their â€Å"home court† advantage was believed to have worked against them as the war progressed. For every successful thrust on the part of the Union soldiers which resulted to the capture of a piece of Southern territory, the adverse effect on the morale of Confederate soldiers had been substantial. This was particularly apparent when the Union Army succeeded in capturing an area situated between the Mississippi River and the Appalachian Mountains and when the Confederate Army was effectively cut off from their important industrial and agricultural resources as a result of successful campaigns waged by the Union Army in the central and western regions of Tennessee (EDSITEment, n. d. ). The South was likewise believed to have acted based on a false assumption which contributed greatly to their defeat. This false assumption was echoed by South Carolina Senator James Henry Hammond in 1858 when he said that the South was in such a valued station that no country would even think of declaring war against it. Specifically, he declared that â€Å"The world was so dependent on cotton that Southerners could coerce any foreign country into coming to their aid merely by threatening not to sell it† (EDSITEment, n. d. ). Indeed, if Great Britain, who was a major consumer of the South’s cotton, sided with the Confederacy, the war could have ended differently. The South was so confident in their hold of the world cotton market that when the blockade was declared by Abraham Lincoln, Jefferson Davis, who was then acting as President of the Confederacy, did not do anything about it. He was certain that when the countries in Europe would be starved of cotton, they would voluntarily send their navies to destroy the blockade set up by the North, declaring war against the Union in the process. Unfortunately, this was not what happened. Instead, the European countries merely turned to Egypt and India for their cotton requirements, dealing a hard blow to the economy of the South (Newton, Poulter, Simon, Symonds, and Woodworth, 2005). In the end, the great military commanders of the Confederate Army could not do anything with a depleted army and were forced to surrender. The destruction of the economy of the South proved to be the most decisive factor in the Civil War (Murphy, 2008). References EDSITEment. (n. d. ). On the Eve of War: North vs. South. Retrieved April 28, 2008 from http://edsitement. neh. gov/printable_lesson_plan. asp? id=745 Murphy, A. (2008). Strengths Weaknesses of the North and South During the Civil War. Retrieved April 28, 2008 from http://www. associatedcontent. com/article/532303/strengths_weaknesses_of_the_north and. html Newton, S. H. , Poulter, K. , Simon, J. Y. , Symonds, C. L. , and Woodworth, S. E. (2005).

J.d. Salinger Essay -- essays research papers

Born on January 1, 1919, Jerome David Salinger was to become one of America’s greatest contemporary authors. In 1938 Salinger briefly attended Ursinus College in Pennsylvania where he wrote a column, "Skipped Diploma," which featured movie reviews for his college newspaper. Salinger made his writing debut when he published his first short story, "The Young Folks," in Whit Burnett’s Story magazine (French, xiii). He was paid only twenty-five dollars. In 1939, at the age of 20, Salinger had not acquired any readers. He later enrolled in a creative writing class at Columbia University. Salinger was very much interested in becoming an actor and a playwright, which was quite odd because he would later in life become a recluse (Wenke, 3). Salinger adjusted his writing style to fit the literary marketplace. He was writing for money and began writing for magazines like Good Housekeeping and Mademoiselle. Many of Salinger’s characters have unique chara cter traits. "Salinger presents a number of stories that consider characters who become involved in degrading, often phony social contexts," states a major critic (Wenke, 7). These characters are often young and have experienced a lot of emotional turmoil. They have been rejected by society and mainly categorized as "misfits." This alienation of the personality is often viewed as a sign of weakness by society when in fact the outcasts ultimately gain strength from their experiences as shown in Nine Stories, The Catcher in the Rye, and Franny and Zooey. Salinger is telling a tale of the human condition in its reality through his novels. Nine Stories is a collection of short stories of people who are uncertain of the next path to take in life. They are lonely, needy, and searching for love. One of these stories, "A Perfect Day for Bananafish," is the story of a young couple who try to understand their life together and the true meaning of love. Seymour Gl ass has just been released from the Army Hospital and he is unable to adjust to life with his "crass wife Muriel amidst the lavish and vulgar atmosphere of their post-war second honeymoon" (Gwynn & Blotner, 19). It has often been called "the loveless tunnel of love." Salinger portrays Muriel in the first part of the story as superficial. ... ...at lead us to believe that life has leading characters and minor characters, important details and unimportant details, beginnings, middles, ends" (Bryfonski, 521). Many critics acclaim that Nine Stories and The Catcher in The Rye are Salinger’s most famous and important works (Bryfonski, 521). The Glass family saga starting in Nine Stories and continuing in and ending in Franny and Zooey shows how the lack of love and the influence of society can lead to destruction unless you find enough inner strength to rise above it. Many of Salinger’s characters are connected to other fictional characters by other authors. In The Catcher in The Rye, the young Holden Caulfield is compared by critics to Huckleberry Finn: He has a colloquialism as marked as Huck’s†¦Like Huck, Holden is neither comical or misanthrope. He is an observer. Unlike Huck, he makes judgements by the dozen, but these are not to be taken seriously; they are concepts (Lomazoff, 7). Holden i s also compared to Hamlet but to a lesser degree; they are both not totally in the minds. The majority of Salinger’s characters learn from being alienated. Through learning this one aspect, they gain strength from it to move on.

Innovative programs in special education Essay

Special education departments have introduced a variety of innovative programs for children with sensory impairment (deafness, hard of hearing, and blindness). There has been a good deal of success in opening access to regular school experiences to young people with sensory impairments and in educating their peers about the special concerns for children who are deaf and/or blind. There is a considerable body of evidence that innovative programs for teaching reading and spelling skills to children with disabilities should be both multi-sensory and phonic and that this type of teaching can benefit most children in any class at most stages. These are usually programs that are highly structured. They can be seen as essentially free-standing and can form a central element of the overall strategy for teaching children with disabilities. There are many such programs, often they have a slightly different focus, with different types of materials and strategies but they all include multi-sensory element and metacognitive aspects. The range of innovative programs for children with disabilities is impressive, and this work will provide some of the various types of programs and strategies that can be used in special education. Most innovative programs incorporate some or all of the following principles and approaches: multi-sensory; over-learning and automaticity; highly structured and usually phonically based; sequential and cumulative. Multi-sensory methods utilize all available senses simultaneously. This can be summed up in the phrase ‘hear it, say it, see it and write it’. These methods have been used for many years and have been further refined by Hornsby and Shear (1980) in phonic structured programs that incorporate multi-sensory techniques. Over-learning is deemed necessary for children with dyslexic difficulties. The short- and long-term memory difficulties experienced by dyslexic children mean that considerable reinforcement and repetition is necessary. The structured approaches evident in programs of work for children with disabilities usually provide a linear progression, thus enabling the learner to complete and master a particular skill in the reading or learning process before advancing to a subsequent skill. This implies that learning occurs in a linear developmental manner. Although there is evidence from learning theory to suggest this may be the case, there is still some doubt in the case of reading that mastery of the component subskills results in skilled reading. In reading, a number of cognitive skills such as memory and visual, auditory and oral skills interact. This interaction is the key feature; so, it is important that the skills are taught together and purposefully with the practice of reading as the focus. Sequential approaches are usually appropriate for children with dyslexia because it may be necessary for them to master subskills before moving to more advanced materials. Hence a sequential and cumulative approach may not only provide a structure to their learning but help to make learning more meaningful and effective as well. Programs based on the Orton-Gillingham approach have become a central focus for multi-sensory teaching (Hulme & Joshi 1998). The programs offer a structured, phonic-based approach that incorporates the total language experience and focuses on the letter sounds and the blending of these sounds into syllables and words. The approach rests heavily on the interaction of visual, auditory and kinesthetic aspects of language. Orton-Gillingham lessons always incorporate card drills, spelling and reading and usually include activities such as: card drills, word lists and phrases, oral reading selection, spelling of phonetic and non-phonetic words, handwriting, and composition. Once the child has mastered the letter name and sound, the program then advances to introduction of blending the letters and sounds. This begins with simple three-letter words and the child repeats the sounds until the word is spoken without pauses between the constituent sounds. The visual-kinesthetic and auditory-kinesthetic associations are formed by the pupil tracing, saying, copying and writing each word. Reading of text begins after the pupil has mastered the consonant-vowel-consonant words to a higher automatic level (i. e. , when the pupil can recognize and use these words). The initial reading material is taken from the program and contains words the pupil has learnt from the teacher’s manual. The program gives considerable attention to the learning of dictionary skills as well as development of written language from pictographs to ideographs and eventually to the alphabet. The program does appear to be more suited to a one-to-one situation, and it would be difficult to integrate the program within the school curriculum. As in many of the program derived from the Orton-Gillingham approach, the key principles of over-learning, automaticity and multi-sensory approaches are very apparent. In the USA, Morgan Dynamic Phonics have produced a series of phonic programs that focus on user-friendly approaches using the principles of Orton-Gillingham, which includes the use of humor and interaction (Hulme & Joshi 1998). The following programs are based on the Orton-Gillingham method: Alpha to Omega, The Bangor Dyslexia Teaching System, The Hickey Multisensory Language Course, Dyslexia: A Teaching Handbook, Units of Sound. Letterland, developed by Lyn Wendon, consists of many different elements. The materials are extremely useful for teaching reading, spelling and writing, and for developing and sustaining motivation. The programs are internationally renowned, as well over 50 per cent of all primary schools in England and Ireland rely on this program (Gersten, Schiller & Vaughn 2000). Letterland encompasses a number of teaching elements based on recognized and essential components of the teaching of reading. The major elements are: language, with an emphasis on listening, speaking and communicating; phonic skills; whole word recognition skills; sentence awareness; comprehension; reading and spelling connections; and preliminary skills in creative writing. The materials consist of teachers’ guides, wall-charts, code cards, flashcards, wordbooks, cassettes and song- books, photocopiable material, workbooks, games and resources, software, videos, and materials specifically designed for use at home. The program may also be seen as a preventative approach, since it is appropriate for early intervention and may also facilitate the reinforcement of important developmental concepts in learning, such as object constancy. The Letterland system essentially grew out of close observations of failing readers, and the materials reinforce the importance of a reading-for-meaning orientation to print (Gersten, Schiller & Vaughn 2000). Letterland focuses on letters and sounds, and by using pictograms encourages children to appreciate letter stages and sounds, thereby reinforcing both shape and sound of letters and words. Integrated within this, however, are the programs and exercises on whole-word recognition, reading for meaning, spelling and creative writing. Spelling is not presented as a series of rules, but instead through a story approach, focusing on the Letterland characters. Progress through the Letterland program is by a series of steps. These steps can provide the teacher with choice and flexibility, and the program can be implemented to the whole class, in small groups or individually. There are a number of aspects about Letterland that make it useful for some children with specific learning difficulties. These include the use of pictograms— which can be particularly beneficial to the learner with difficulties in phonological awareness and auditory skills. The use of the story approach to reading and spelling that encourages the processing of information using long-term memory is particularly beneficial to dyslexic children whose short-term memory is generally weak. The range of activities incorporating different approaches allows the learner to develop imagination and creativity in the use of letters and words. Other useful aspects include the focus on the context aspects of reading and the use of syntactic and semantic cues. Alpha to Omega is a phonetic, linguistic approach to the teaching of reading and can be used as a program or as resource material. It is highly structured and follows a logical pattern of steps that promote the acquisition of phonological and language skills. There is an emphasis on learning the 44 phonemes from which all English words are composed. These consist of the 17 vowel sounds and the 27 consonant sounds. There is also an emphasis on the acquisition of language structure, focusing on content words (nouns, verbs, adjectives) and finite words (prepositions and participles). There is, therefore, an emphasis on using words in the context of a sentence. The program provides a highly structured format for the teaching of sentences and for grammatical structure. There are also three accompanying and very useful activity packs designed for different stages. These packs provide appropriate back-up exercises to reinforce the teaching program. There is also an extremely useful program of learning games—before Alpha—that can be used with children under five. These games are in a series of structured stages, are multi-sensory and aim to foster language development and other pre-reading skills such as visual and auditory perception and discrimination, fine-motor control, spatial relationships and knowledge of color, number and directions (Gersten, Schiller & Vaughn 2000). The Hickey Multisensory Language Course recognizes the importance of the need to learn sequentially the letters of the alphabet. The third edition of The Hickey Multisensory Language Coursewas now incorporates aspects of the National Literacy strategy and the requirements of the Literacy Hour. The dyslexic child, however, will usually have some difficulty in learning and remembering the names and sequence of the alphabetic letters as well as understanding that the letters represent speech sounds that make up words. The program is based on multi-sensory principles and the alphabet is introduced using wooden or plastic letters; the child can look at the letter, pick it up, feel it with eyes open or closed and say its sound. Therefore, the visual, auditory and tactile-kinesthetic channels of learning are all being utilized with a common goal. These programs involve games and the use of dictionaries to help the child become familiar with the order of the letters and the direction to go (e. g. , he needs to know that T comes before ‘K’), the letters in the first half of the alphabet and those letters in the second half. The alphabet can be further divided into sections, thus making it easier for the child to remember the section of the alphabet in which a letter appears, for example: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z. The Hickey language course includes: activities related to sorting and matching the capital, lower case, printed and written forms of the letters; practicing sequencing skills with cut-out letters and shapes; and practicing positioning of each letter in the alphabet in relation to the other letters (this involves finding missing letters and going backwards and forwards in the alphabet). The course also indicates the importance of recognizing where the accent falls in a word, since this clearly affects the spelling and rhythm. Rhyming games can be developed to encourage the use of accent by placing it on different letters of the alphabet. This helps to train children’s hearing to recognize when a letter has an accent or is stressed in a word. The course includes reading and spelling packs that focus on securing a relationship between sounds and symbols. This process begins with single letters and progresses to consonant blends, vowel continuations and then to complex letter groupings. The reading packs consist of a set of cards; on one side, the lower case letter is displayed in bold with an upper case (capital) letter shown in the bottom right-hand corner in order to establish the link between the two letters. The reverse side of the card indicates a keyword that contains the sound of the letter with the actual sound combination in brackets. Rather than providing a visual image of the keyword, a space is left for the child to draw the image. This helps to make the image more meaningful to the child and also utilizes and reinforces visual and kinesthetic skills. The spelling pack is similar in structure to the reading pack. On the front of the card the sound made by the letter is displayed in brackets, while the back contains both the sound and the actual letter (s). Sounds for which there is a choice of spellings will in time show all the possible ways in which the sound can be made. Cue words are also given on the back as a prompt, in case the child forgets one of the choices. Spelling is seen as being of prime importance by the authors of the program since they view it as an ‘all round perceptual experience’. This process involves over-learning and multi-sensory strategies. The Bangor Dyslexia Teaching Systemis a structured, sequential teaching program developed for teachers and speech and language therapists involved in supporting children with dyslexia. A useful aspect of this program is the division between primary and secondary pupils. Although it is acknowledged that some secondary pupils are still ‘beginning’ readers and need to go through the same initial stages of acquiring literacy as ‘beginning readers’ in the primary school, the program makes some special provision and adaptations for secondary students. This helps to make the secondary material more age appropriate. The basic philosophy of the program is not unlike that of other structured, phonic programs. It focuses on phonological difficulties and the problems dyslexic children have in mastering the alphabetic code. The program attempts to provide children with some competence, at the earliest stage possible, in recognizing and categorizing speech sounds. It is not possible for children to benefit from ‘top down’ language experience approaches to reading if they have not mastered the basic principles of literacy. Some of these principles, which the program for primary aged children focuses on, include: the teaching of basic letter sounds and the structure of words, long vowels, common word patterns, irregular words, alphabet and dictionary skills, grammatical rules and silent letters. The program shares the same principles as that utilized by other similar programs for dyslexic children. It is highly structured and the teacher has to proceed systematically through the program. The aspect of over-learning is acknowledged to be important, and therefore revision of material already learnt occupies an important place in the implementation of the program. One of the difficulties inherent in following the principle of over-learning is the aspect of boredom, which may result from repetitive revision of material already learnt. This program acknowledges that pitfall and suggests ways of overcoming it through the use of games and other adapted materials. The multi-sensory teaching element is also crucial in this program. Some of the exercises attempt to engage all the available senses simultaneously, thus acknowledging the accepted view that dyslexic children benefit from multi-sensory learning. The program also utilizes the particular benefits of mnemonics for dyslexic children as well as the notion of reading and spelling as an integrated activity. Some emphasis is also placed on encouraging dyslexic children to use oral language to plan their work. It is felt that such verbalizations help children clarify their thoughts and planning before embarking on a course of action. The secondary component of the program provides useful advice on dealing with the problem of teaching basic literacy to older students. Some effort is made to ensure that the student is familiar with polysyllabic words in order that the potential for creative writing is not unduly restricted. At the secondary stage the aspect of reading for meaning is of great importance in order to ensure sustained motivation. The Bangor Dyslexia Teaching System acknowledges this and suggests a range of techniques that can help to support the student through the decoding difficulty in order that maximum meaning and pleasure can be derived from the text. Such suggestions include: supplying difficult words; introducing the story and the book’s background and characters; pointing out clues such as capital letters and titles; encouraging fluency by reading from one full stop to the next; omitting words that are difficult, thus encouraging the use of context to obtain meaning; practice; and reading rhymes and limericks that aid sound and syllable awareness. The key principles found in the majority of individualized programs for dyslexic children-multi-sensory techniques, automaticity and over-learning-are all found in the Alphabetic Phonics program. Additionally, the program recognizes the importance of discovery learning. Opportunities for discovery learning are found throughout this highly structured program. The program, which stems from the Orton-Gillingham multi-sensory approach, was developed in Dallas, TX, by Aylett Cox. Alphabetic Phonics provides training in the development of automaticity through the use of flash cards and over-learning through repetitive practice in reading and spelling until 95 per cent mastery is achieved. The program also incorporates opportunities to develop creativity in expression and in the sequencing of ideas. DISTAR (Direct Instruction System of Teaching Arithmetic and Reading) was originally designed for socially disadvantaged children in the USA as part of the Project Follow Through scheme launched by the US government in 1968 (Hulme & Joshi 1998). The program is orientated to achievement in basic attainments and tasks and skills to enhance effective learning. Some of the features of DISTAR include: the transfer of learning from specific examples to general concepts; continual, positive reinforcement to enhance motivation and success; and the monitoring of progress through the use of criterion referenced assessment. In addition to reading skills, the current DISTAR program covers language, spelling and arithmetic. Evaluation studies display impressive progress in attainments among students undertaking the DISTAR program – results that appear to continue through to secondary education. Some criticism, however, has been raised that the teacher’s manual is too prescriptive and places too much restriction on teachers. The focus of the program on transferring skills from the specific to the underlying general task concepts is, indeed, commendable and can make the DISTAR materials a useful resource. Three recent studies trained phonological awareness in children with reading disabilities using the Lindamood Auditory Discrimination in Depth program (ADD), a method that first encourages awareness of the articulation of speech sounds. Two studies used no control groups, but reported good progress for students who had made little progress with other programs. The third study used matched groups of children with severe reading disability at a private school. The control group received the school’s well-reputed program, which included auditory training and strategies for encoding and decoding written symbols. The trained group spent 6 weeks learning ADD before merging it with the regular program. All children improved substantially by the end of the year. The ADD group did not gain significantly more than controls on standardized tests of reading and spelling, although trends favored the ADD group. Compared to controls, ADD children did make significantly greater improvement in the phonetic quality of their errors in spelling and nonsense word reading. Besides being a well-structured phonemic-awareness program, the ADD approach holds theoretical interest because of its strong emphasis on developing concrete articulatory (speech-motor) representations to distinguish phonemic differences. The program includes associating articulatory labels, pictures, letters, and sounds, and using these articulatory concepts in phonological awareness work and manipulating letters and sounds in reading and spelling exercises. This work described some of the innovative programs that may be utilized in special education. The programs are logical and consist of small steps. They also incorporate elements of all the modalities—visual, auditory, kinesthetic and tactile. Teaching is not only about providing information, but about accessing useful and transferable skills as well—for example, phonological awareness skills can be later transferred and utilized in writing skills. Essentially, the approaches involve thinking about thinking and the learners with disabilities consider how a particular response was arrived at. Children with disabilities is a whole-school concern, and not just the responsibility of individual teachers. Innovative programs require an established and accessible policy framework for consultancy, whole-school screening and monitoring of children’s progress. It is important to consider the rationale for using particular programs and strategies. Within the areas described here of individualized learning, support approaches and strategies, assisted learning and whole-school approaches, there are many effective means of dealing with disability. Therefore, the criteria for selection—the context, the assessment, the curriculum and the learner—must be carefully considered. It is important to link programs and strategies together because, while there are a considerable number of well-evaluated and effective commercially produced programs in special education, it is very seldom that the program can be used by untrained teachers. Even if a program has clear instructions, there is some skill attached to implementing such programs. Therefore, the teacher needs to be aware of strategies that can be used to reinforce the program and to evaluate the effectiveness of the learning that can take place through the use of the program. One of the main challenges facing teachers is the need to find varied approaches to learning that will motivate children and will provide the key elements that the child requires as well. If the child does not respond to a structured program, the teaching program should then be reevaluated. This would help to decide whether it is the most appropriate program to use. It is also important to consider other factors as the child may not be responding because she or he may only need a longer period to achieve the objective of the program. References Gersten, R. , Schiller, Vaughn, S. (2000). Contemporary Special Education Research: Syntheses of the Knowledge Base on Critical Instructional Issues. Lawrence Erlbaum Associates: Mahwah, NJ. Hulme, C. , Joshi, M. (1998). Reading and Spelling: Development and Disorders. Lawrence Erlbaum Associates: Mahwah, NJ. Hornsby, Shear. (1980). Alpha to Omega. Heinemann Educational Books. London. Lindamood, P. , Bell, N. , & Lindamood, P. (1997). Achieving competence in language and literacy by training in phonemic awareness, concept imagery and comparator function. In C. Hulme & M. Snowling (Eds. ), Dyslexia: Biology, cognition and intervention (pp. 212–234). London: Whur.

Christian Environmental Ethics - 1517 Words

Research Essay: 20876077 Through the study of scripture, Christian movements and the views of historical and contemporary figures, it can be said that Christian ethical teachings have a significant influence on the lives of its adherents. A prime example of the effects of these teachings is the nature and practice of Christian environmental ethics. The Stanford Encyclopaedia of Philosophy defines environmental ethics as the discipline in philosophy that studies the moral relationship of human beings to, and also the value and moral status of, the environment and its nonhuman contents. Although each denomination has its own unique manner of judging ethical understanding, the basic and fundamental structures of their environmental†¦show more content†¦The passage of John 10:11 I am the good shepherd. The good shepherd lays down his life for the sheep† emphasises the importance of animals in the hierarchy of creation and Christian’s responsibility to protect and care for them. The issue o f Deforestation has been high on the global environmental agenda for many years, and remains a serious problem today. In the tropics and many other parts of the world, nations continue to lose the valuable biodiversity, soil and water conservation, and climate regulation that natural forests provide. Christianity can only address this matter by continuing to combine an acceptance of the command to people to ‘multiply and replenish the earth’ (Genesis 1:28) with a balancing injunction to act as stewards of the environment. Charities such as Christian Ecology Link and World Vision work to increase awareness of the current ecological crisis and encourage adherents to live sustainably and make ‘green’ consumption choices. Significant contemporary and historical religious figures have also had been highly influential towards the ethical attitudes and practices of Christians. The Roman Catholic Church has issued a number of statements on the environment. 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Latin Americ A Great Deal Of Progress - 1340 Words

Although Latin America has experienced a great deal of progress since the first modern movements in the 1920s, contemporary international artist from Latin America still has a tough road ahead of them before they can separate their work from their roots in the eyes of the international community. But I believe that is easier today more than ever. Although I don t want to lump all Latin American countries together, which are very different from each other, but we cannot discuss one only in Latin America. What I want to do is discuss this shared common ground of ideas that exist between the artist and work to a common history that comes from 300 years of colonial occupation by countries like Spain or Portugal. But also a shared history†¦show more content†¦The event that set a lot of these feelings in motion was the Semana de Arte moderna, which was an art festival in Sao Paul, Brazil, that latest from February 11th to February 18th, 1922. This event marked the start of Brazil ian Modernism, which introduced Brazilian artists modernist work to their society at large. By the early twentieth century, Latin Americans began to recognize their unique identity and began to follow their own cultural path. Latinos have been described by Goldman and Cannitzer as not wanting to aspire to enter an already given [North] America but to participate in the construction of a new hegemony dependent upon their cultural practices and discourses (16). Many of these artists today who have been influenced by the generations before and recognize the work that those generations did in opening the doors for the events that are unfolding today. Artists today deal with deconstructing notions of Latin America when many conceptions of them exist. Also, expanding the notion of what Latin America could be but also creating a wider open field of dialogue. They come with a very specific way of viewing the world with their own lens instead of one given to them by other cultures. Latin Am erican artists today have to try to contextualize Latin America in the art world. What they have to discuss today is very much about making choices.

The Trial Of Socratess Apology - 2237 Words

The trial of Socrates has established itself as one of the most popular topics for not only the deliberation of Socrates as a Philosopher, but in the context of Philosophy as a whole. When we think about forgiveness, it is likely that our mind associates the phrase with the task of asking someone for their legitimate pardon, or as a ritual part of a religious ceremony, asking the high all mighty for his forgiveness. As we turn our attention to Socrates, the idea of pardon in the context of his Apology, illustrates both reality and truth, shifting back and forth between one another; as he demonstrates his knowledge by the idea of knowing by not knowing to those who accused him. It is important to state, that though the Apology involves Socrates directly and represents him as the main character and narrator, the factual evidence of his trial was brought together, written, and established into a formal Philosophical piece by one of his most known disciples, Plato. As one reads through t he famous Apology, it is relatively easy to locate the audience in mind in terms of whom it is directed to; that is students majoring, or currently taking a Philosophy class, or Philosophy fanatics who are intrigued by Socrates and the things that were said as part of his well-known trial. As we emphasize the idea of his Apology, it is relatively amusing why Socrates found himself in a court of law to begin with. Socrates as the Apology written by Plato narrates; was formally being charged withShow MoreRelatedA Summary On Socrates s Apology1332 Words   |  6 PagesMarch 2016 Socrates’s Attentive Apology The fight to do what is right is not an easy path to traverse, but is one which demands a noble and enduring character. Defending principles of justice with logic and reason in the face of political opposition, is a difficult task to take, but the elusive Socrates boldly undertook this endeavor. 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Key Challenges Marketing Operations

Question: Evaluate the key challenges in managing the brands marketing operations. Provide an analysis of the current marketing activities being undertaken by the organization/brand and the extent to which they are achieving their objectives. Evaluate how the brand is embracing key trends in marketing management. Answer: Introduction Coffee is one of the rapidly growing products in the global market that is getting great popularity among the consumers. Most of the countries are consuming coffee higher than the past therefore it has become important for the companies to meet the market demand. There are several companies in the coffee market in UK who are serving consumer to satisfy their taste. Kenco is one of those companies who are providing good coffees to their customer (Winchester, Arding and Nenycz-Thiel 2015). The objective of this report is to analyze the different marketing conditions of the company such as challenges that are Kenco facing during their marketing in the UK and in the global market. The report also analyzes the current marketing strategies of the company that are implemented and what are the areas Kenco is lacking to enhance their brand marketing. The report also emphasizes on the adaptability of the brand marketing by Kenco and how they are addressing the changing demand of the customers (Tollan 2013). Challenges in managing the Kencos brand marketing The coffee market in UK is rapidly growing for the last five years. The character of the market is also changing along with the growth because the consumer preference is changing. Considering different factors there are several challenges that the company is facing in the recent time of their business that are discussed here. Running and growing the business Running and growing the business is one of the most challenging tasks in the coffee market. The most challenging thing is the availability of the raw coffee. Most of the companies are facing the problem of coffee production because environmental condition of every area does not support the coffee farming (Grubnic et al. 2015). Kenco is farming their coffee mainly in Africa and Vietnam therefore distance of sending those coffees to the processing unit is one of the big challenges. Running the business is the other problem because of the competition. Many local brands that are providing coffee to the customers in low price are one of the big challenges to the growth of the business. Availability of the coffee should be good otherwise competitors will get the advantage. Another challenge is the distribution of the product in the market. Entry of giant brands The coffee market is a growing segment in the business world therefore every big company is aiming to make their business in this segment. Giant brands like Nescafe, Georgia, Bru are selling variety of coffee products in the market therefore it is very difficult to establish more number of products. Kencos biggest challenge is Nescafe in the UK market because the maximum market share is captured by them (Fromm, Wyss and Garcia 2012). To overcome this problem Kenco has launched the ready mix coffee in the year of 1988. At that time ready mix coffee from Nescafe was already in the market. The problem with the competition with the giant brand is the perception of the consumer. The consumer market is with the perception that big brand will always deliver the best product. Therefore Kenco is facing the problem to change the perception of the consumer to convert them towards their brand. They are the company who believes in the ethical and quality product and aim of the organization is to establish the belief. Market forces The macroeconomic factors in the market provide lot of resistance to the business. Unlike commodity market coffee market is also facing the price fluctuation that is hampering the business growth. The biggest problem is that due to regular price fluctuation companies are not able to book enough raw materials for the future. Therefore manufacturing of coffee is becoming slow and fail to meet the demand in the market (Otjen 2015). 3.5 million Bag of coffee shortage is expected in the year of 2015 to 2016. Therefore, this will be a big challenge to every company to overcome the shortage. In such situation the price of the product automatically rises. Price fluctuation of the raw materials also lead to the problem in pricing because Kenco is not able to charge high price because of the competitive nature of the market at the same time they are not flexible enough to change price every time to the customer (Yamoah et al. 2013). Investment and infrastructure Todays coffee business is requiring lot of investment because to meet the demand in the market companies are establishing their won farming of coffee to control the production of the raw materials. Comparatively small companies are investing on the farmers rather to establish coffee farming. Investments in the farming to educate farmers are going huge for the companies that are increasing the price of the product (Luetchford 2012). Infrastructure of the coffee business is also important because from the production of raw materials to the selling of the ready coffee everything is controlled by the company. Kenco is also facing the same problem in the market therefore to overcome this challenge they are also investing lot of money to produce the coffee bean. Kenco is providing education to the farmer so that they provide raw material according to the need of the company. Changing needs of the consumer Unlike every market coffee market is also dependent on the consumer requirement. Preference of the ready mix coffee is becoming low in the UK market because consumers do not prefer that. For last two years the demand of the ready mix coffee has come down from 80% to 77% therefore there is a need to introduce the substitute products that consumers will prefer. Competition in the market needs to keep updated so that they provide the preferred product first in the market (McDonagh, Kilbourne and Prothero 2013). CoffeeArabica andCoffeeRobusta are the two main variety of the coffee bean among them Arabica has the maximum popularity because of their sweet and smooth flavor. But in the recent time there is a change in the customer demand and the demand of Robusta coffee has increased. Therefore there is a need to change the production of the raw materials according to the market demand. Analysis of the Kencos current marketing strategies Objective of every business is to grow the market capitalization and Kenco is not an exception to that. Kenco has implemented lot of strategy to establish their brand in the market that are discussed below. Coffee vs. Gangs program Kenco has implemented Coffee vs. Gangs program in such a way that will have double benefit. It is a project of the company that will help the local community where coffee farming is done. Most of the area where coffee farming is done are underdeveloped therefore local peoples are more involved with the illegal activities for their earnings. Kenco through the Coffee vs. Gangs program is educating the local community so that they do not get involved with the illegal activities (Grubnic et al. 2015). It will ensure more people from the community will be involved I the farming that will ensure the timely and increased production of raw materials. The company is promoting this program to their customers also that will establish a sense of ethical business to the customers mind. Doing business ethically will always ensure quality product to the customers. Sustainable supply chain Kencos heart of the supply chain is the supply of their raw materials to the processing unit. Therefore they have adopted a unique strategy to maintain sustainable supply chain. The farmers of the coffee beans are not educated and organized therefore they do not understand the importance of the timely and quality production for the consumer (Rimburg 2012). This was a problem for the company that was hampering the flow of the supply chain. Kenco has taken the initiative to educate the farmers so that they provide help to keep the flow of the supply chain by providing the raw material timely. This strategy has helped Kenco to establish a sustainable supply chain within their process. Eco refill packaging Eco refill packaging is the unique strategy that is introduced first by Kenco. They have made their packaging in such a way that the pack can be recycled after usage. Each product of the Kenco is using the eco refill packaging. The objective of this packaging is to provide the facility to return the used packet to the manufacturer that will ensure the plastics are not thrown in the environment (Ifezue 2015). Customers need to send the packets after use but that will not take any additional cost from them because they are providing the details how send. It is a good initiative towards the ethical business. Promotion of such kind of strategy helps to build a good brand image within the customer base. Analysis of market segmentation and targeting Kenco has segmented their market according to the geography and demography that is implementable with the character of their product. This two segmentation strategy is used with their product that matches with the customer preference and usage rate. Geographical segmentation: Kenco is using the geographical segmentation strategy because consumption of coffee is dependent on the geographic character of the market. The two way of geographic segmentation is used here that is the rural and urban area within UK. According to the market research report it is found that the consumption of coffee is less in the countryside whereas in the urban areas where the population is dense have a greater rate of coffee consumption (Percy and Rosenbaum-Elliott 2012). Therefore Kenco has established more selling unit in the urban areas as compared to the country side. Kenco has segmented the UK market in four parts such as east, west, north and south. It is found that the southern segment of the country consumes more coffee with the preference of hard and roasted coffee whereas the northern region of the country consumes more instant coffee. Therefore the company is also emphasizing to sale the hard coffee in the southern region and instant coffee i n the northern region. Demographical segmentation: Kenco has tried to segment every age group, families, region, gender and different socio economic group. Kenco is targeting the young group who are between 20 to 40 years because they consume maximum coffee as compared to the other age group. The company has also segmented the market according to the familys behavior. It is found that the families who have more working person consume more coffees (Kruschwitz 2012). Along with the family segmentation it is necessary to segment the market according to the socio economic group. The families who have more working persons are stronger economically. It is obvious that the families with the higher economic class will consume more coffee as compared to the other groups. Since the younger age group and higher economy class is the highest consumer of coffee in UK therefore they are implementing Kenco reward club strategy to increase more number of loyal customers. Kenco reward club is one of best segmentation strategy implementation that helps the company to grow in the UK market (Akgn, Keskin and Ayar 2014). Kencos embracing with the key trends of marketing Poor implementation of marketing mix Effective utilization of marketing mix by offering better products at competitive prices and usage of better promotional channels along with choosing the right place to promote is the key to success for any organization. Identification of the right marketing mix is considered as one of the most effective way of profit generation and retention of customers. However, Kenco have significantly failed to implement the right mix of marketing, which became the main reason behind Kencos present backward stride in the highly competitive market comprising giant companies like Georgia, Nescafe and Bru (Mackenzie 2013). Product Despite of being placed in a rapidly growing sector of business, Kenco has failed to offer diversified products to the people of UK. Kencos products are quite similar to that of Nescafe and that is the main reason behind Kencos failure to attract people with its products. Even in case of powdered coffees or coffee beans, Kenco have tried to offer existing products without changing any traits of the newly introduced products (Taylor 2013). Kencos main strategic idea was to offer superior qualities of products but lack of market research regarding preference of people about the products boomerang Kencos product offerings to the public. Rather than offering similar products based on market availability, Kenco could have offered fat- free coffee with less percentage of caffeine, which could have attracted maximum number of health conscious people (Liang 2012). Promotion Promotion plays a pivotal role for deriving success to any company or any upcoming brand or product. Kenco have been unable to use appropriate channel of promotion and relied on retail selling for promotion. Kencos strategy to distribute leaflets regarding launch of the upcoming products without using the advertisement channel through print or broadcast media like television or radio advertisement narrowed the competitive scenario of the company (Khler 2014). Though it is a widely known fact that majority of the coffee users belong to the age group of 16-35 years, Kenco have not made any efforts to undertake social media marketing campaigns or promotional campaigns to target this particular segment of demography. Kenco should have used direct marketing strategy comprising of door- to- door selling or complementary distribution of coffee to target the families living in UK. Publishing advertisement in magazines and daily journals would have been another significant promotional effort of Kenco (Levy, Reinecke and Manning 2015). Price Faulty pricing strategy is another faulty strategic decision undertaken by Kenco that deteriorated brand and product establishment in the UK market. Kenco emphasized on providing superior quality products with better taste, which increased the price of the coffee as compared to the other available products. At the same time, people of UK denied to consume similar products that have already been offered by the market leaders like Nescafe, Georgia at economical values. As per basic law of economics, high priced products always narrow the demand and the same was applicable for Kenco (Formentini and Taticchi 2014). Kencos pricing strategy should have been to offer less quantity of product at lower prices so that people would have at least opted to verify the products taste and quality. Place Kencos selection of the place of launching the product seems to be inappropriate, as Kenco have tried to capture the market that is already in control of Georgia, Bru and Nescafe. Apart from targeting the major cities of UK, Kenco could have targeted the smaller cities such as Ely, Lincoln, Ripon, City of London where population is significantly less and no prominent presence of the market leaders are observed (Pagell and Shevchenko 2014). This could have placed Kenco strongly in the UK market and helped the company to gain significant popularity. Kencos presence in most of the largest cities failed to create any positive effect on the companys presence and hence failed to provide strong competition to the existing brands. Low product extension To grow in the market every company take the advantage of the brand or product extension to attract maximum set of customers. But in case of Kenco it is different because they are dealing with very few products with their marketing strategy. If we consider the competitors such as Nescafe then we will find that Nescafe have lot of variety in their product range therefore, the market share of Nescafe is also high. Competitors of Kenco are providing products like morning coffee, office coffee, coffee with different flavor, ready mix coffee and coffee with different taste which is helping them to grab the attention of more customers (Kolk 2013). Kenco is operating their business from long time in the coffee market but they have never tried to diversify their business where as their competitors have introduced product in the tea market. Nestea is one such brand from the house of Nestle that help them to enter into the tea market. Therefore it is also important for Kenco to take some initi ative so that they could also grab the tea market because coffee and tea are selling inn an integrated market. Poor existence in global market Kenco has established their business in the past and operating their business for long time. If we consider the global market then we will find that the existence of Kenco is very less as compared to Nescafe. Nescafe is operating their business almost in every country therefore the brand recognition is much better then Kenco (Ferrell and Hartline 2012). Kenco has never tried to make their product available in the global market which is the poor implementation of one of the 4Ps that is place. To make a good business globally it is very important to make available product everywhere so that customers cab built for the product. The demand of the coffee in the global market is increasing every year. The rate of demand will increase more in the future. Comparing this demand Kenco is not able to increase their production of coffee bean therefore; they are unable to meet the market demand. Competitors are taking the advantage of this situation (Carvalho, Paiva and Vieira 2016). Kenco has taken many initiatives to overcome this problem and they are trying to organize the coffee farmers so that they understand the market and provide support to the organization. Conclusion From the above report it can be concluded that Kenco has established their business in the coffee market with lot of good reputation and belief in the customers mind. The company has always emphasized to provide quality product to their customer and they also emphasized on the ethical business. Their marketing strategies are also associated with the promotional activities that make the perception of ethical business as well as sensible business. Therefore they are one of the preferred coffee brands where they are operating their business. But they fail to make good growth in the global market because of their poor implementation of marketing mix other marketing strategy therefore they are not able to convert the customers of their customers. Reference List Akgn, A.E., Keskin, H. and Ayar, H., 2014. Standardization and Adaptation of International Marketing Mix Activities: A Case Study.Procedia-Social and Behavioral Sciences,150, pp.609-618. Carvalho, J.M., Paiva, E.L. and Vieira, L.M., 2016. Quality attributes of a high specification product: Evidences from the speciality coffee business.British Food Journal,118(1), pp.132-149. Ferrell, O.C. and Hartline, M., 2012.Marketing strategy, text and cases. Cengage Learning. Formentini, M. and Taticchi, P., 2014. Corporate sustainability approaches and governance mechanisms in sustainable supply chain management.Journal of Cleaner Production. Fromm, I., Wyss, R. and Garcia, M., 2012. Socio-Environmental Certifications: Risks and Opportunities for Small-Scale Coffee Farmers in Central America.International Journal of Developing Societies,1(4), pp.133-140. Grubnic, S., Herzig, C., Gond, J.P. and Moon, J., 2015. A New EraExtending Environmental Impact to a Broader Sustainability Agenda: The Case of Commercial Group.Social and Environmental Accountability Journal, pp.1-18. Grubnic, S., Herzig, C., Gond, J.P. and Moon, J., 2015. A New EraExtending Environmental Impact to a Broader Sustainability Agenda: The Case of Commercial Group.Social and Environmental Accountability Journal, pp.1-18. Ifezue, O., 2015. Strategic development of a logistics business plan for African immigrants in Scandinavia: Primary start-ups in Finland and Nigeria. Khler, J., 2014. Globalization and sustainable development: Case study on international transport and sustainable development.The Journal of Environment Development,23(1), pp.66-100. Kolk, A., 2013. Mainstreaming sustainable coffee.Sustainable Development,21(5), pp.324-337. Kruschwitz, N., 2012. Why Kraft Foods cares about fair trade chocolate.MIT Sloan Management Review,54(1), p.1. Levy, D., Reinecke, J. and Manning, S., 2015. The political dynamics of sustainable coffee: Contested value regimes and the transformation of sustainability.Journal of Management Studies. Liang, G.J., 2012. Exploring the business strategy and marketing of coffee in Vietnam: A case study of T rung Nguyen. Luetchford, P., 2012. Consuming Producers: Fair Trade and Small Farmers.Ethical consumption: Social value and economic practice. Mackenzie, D., 2013. Design, Sustainability and Marketing.The Handbook of Design for Sustainability, p.168. McDonagh, P., Kilbourne, W.E. and Prothero, A., 2013. Re-affirming the Prevailing Order?.Humanistic Marketing, p.29. Otjen, A.J., 2015. Expanding Business Strategy to Native American Communities Using Experiential Learning.World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic and Management Engineering,9(7), pp.2230-2238. Pagell, M. and Shevchenko, A., 2014. Why research in sustainable supply chain management should have no future.Journal of Supply Chain Management,50(1), pp.44-55. Percy, L. and Rosenbaum-Elliott, R., 2012.Strategic advertising management. Oxford University Press. Rimburg, N., 2012. Environmental and social responsibility in the coffee industry: a case for Oaxaca, Mexico. Taylor, P.G., 2013. 2 understanding the marketing environment.Principles of Marketing: A Value-Based Approach, p.25. Tollan, V., 2013. Mainstreaming the Alternative? The marketing of fair trade coffee and its implications for Sustainable Development.Journal of Sustainability,1(1), p.11. Winchester, M., Arding, R. and Nenycz-Thiel, M., 2015. An Exploration of Consumer Attitudes and Purchasing Patterns in Fair Trade Coffee and Tea.Journal of Food Products Marketing,21(5), pp.552-567. Yamoah, F.A., Fearne, A., Duffy, R. and Petrovici, D., 2013. Fairtrade Buying Behaviour: We know what they think, but do we know what they do?.Kent Business School, University of Kent.