Shakespeares illustrations of Kingship in Richard II and Henry IV pts. I ; II Essay Example

Shakespeares illustrations of Kingship in Richard II and Henry IV pts. I ; II Essay In these plays there is an interesting blend of perspectives towards the issue of kingship. The first is that of Richard II whose claim to the throne is considered just but whose ability to lead is poor; in effect he may be regarded as the complacent king. We then look through the eyes of Henry IV whose claim to the throne in terms of the laws of succession is unstable but who, as a man, has won the support of the people on merit. Finally there is the perspective of Hal. In many respects he has had the benefit of the experience of both his predecessors. He is at once the son of a man who has usurped the throne, but at the same time the son of a man who has earned his crown on merit. Moreover he is at least the legal successor to his father. In these plays Shakespeare embraces these various perspectives and takes us through the pros and cons of each kingà ¯Ã‚ ¿Ã‚ ½s position. In order to establish Shakespeareà ¯Ã‚ ¿Ã‚ ½s views on kingship it is helpful to examine various aspects of the issue in turn. The concept of a king as Godà ¯Ã‚ ¿Ã‚ ½s minister on earth is most prevalent in Richard II since he is the only king who we shall dicuss who fills this role. It is still an important issue in relation to Henry IV but this time in terms of how having usurped the crown, and consequently not inheriting this role, destabilizes Henryà ¯Ã‚ ¿Ã‚ ½s claim to the throne. Let us look then at some of the ways in which Shakespeare examines the belief in the divine rights of kings and how adherence to the belief effects the management of the country. From the start of Richard II we are made aware of the contemporary relationship between king and subject when Bullingbrooke refers to Richard as his à ¯Ã‚ ¿Ã‚ ½loving liegeà ¯Ã‚ ¿Ã‚ ½ (1.1.21). We will write a custom essay sample on Shakespeares illustrations of Kingship in Richard II and Henry IV pts. I ; II specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shakespeares illustrations of Kingship in Richard II and Henry IV pts. I ; II specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shakespeares illustrations of Kingship in Richard II and Henry IV pts. I ; II specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This at once compresses the idea of a king as a feudal lord but one who supposedly loves his subjects. Yet this is not enough to illustrate the position of authority the monarch would have enjoyed. Mowbray comes somewhat nearer the truth when, in an attempt to flatter the king, he refers to the place Richard should duly occupy in heaven; à ¯Ã‚ ¿Ã‚ ½Until the heavens, envying earthà ¯Ã‚ ¿Ã‚ ½s good hap,/Add an immortal title to your crown.à ¯Ã‚ ¿Ã‚ ½ (1.1.23-4). It was certainly the contemporary belief of Richard and many of his followers that the monarch was Godà ¯Ã‚ ¿Ã‚ ½s representative to the people: this is his relationship with his subjects. It is for this reason, for instance, that John of Gaunt, when talking to his brotherà ¯Ã‚ ¿Ã‚ ½s widow, refuses to avenge his brotherà ¯Ã‚ ¿Ã‚ ½s death in spite of his suspicions about Richardà ¯Ã‚ ¿Ã‚ ½s part in the murder;

CONTRASY BETWEEN LEONARDO DA VINCI ARISTOTLE essays

CONTRASY BETWEEN LEONARDO DA VINCI ARISTOTLE essays I believe that Aristotle and Leonardo da Vinci led similar lives. They both sought for knowledge and studied similar topics. I think that both were renaissance men, as it would be described in Leonardos day. This refers to the fact that both men studied a variety of subjects. I believe both men were ahead of their time, and I think both men made differences in our time. Both mean were very similar, but came from two different time periods. In my attempt to summarize these to fascinating lives, I hope you can depict some links both professionally and personally between them. Aristotle was born in 384 BC in Stagira, the modern Starro on the northern cost of Aegean. (work cited book 1, pg.13)The new generation wanted to forget the past and strive for a better future. His father Nicomchus, was a doctor. Aristotle learned early first aid techniques. This training could have contributed to Aristotles special interest in biology. When Aristotle was ten his father died. His guardian then became Proxenus, his uncle. (w.c.b. 1, pg.14) In 367, when Aristotle was 17, Proxenus sent him to the Academy of Plato in Athens to study. (w.c.b. 2, pg. 18The Brain and The Reader. (w.c.b.1, pg.20) Aristotle once during his time at the Academy, won recognition for one of Platos smartest students. Aristotle began to shift his ideas away from Platos. He became more interes...

What Are NCAA Divisions Division 1 vs 2 vs 3

What Are NCAA Divisions Division 1 vs 2 vs 3 SAT / ACT Prep Online Guides and Tips Generally speaking, NCAA divisions separate schools by the level of competition and the resources of their athletic departments. Most collegiate sporting events you see on television, from March Madness to the College World Series, are competitions between Division I schools. Division I offers the highest level of competition and Division I schools' athletic departments have the biggest budgets. Division III is the lowest level of competition in the NCAA, and Division III schools tend to have the smallest athletic department budgets. In this article, I'll break down the differences between NCAA divisions to give you a better idea of what separates Division I, II, and III schools. For those of you who wish to participate in intercollegiate athletics, you can get an idea of which division would best suit your interests and abilities. For those of you who don’t want to compete but care about sports, you can use this guide to determine if the division of a college’s sports teams will be a determining factor for you when selecting a college. What Is the NCAA? The NCAA is the National Collegiate Athletic Association. It's the major governing body for intercollegiate athletics. More than 1200 colleges and universities are members of the NCAA. It's a "non-profit" organization whose revenue in 2012-2013 was $912 million. What Are the NCAA's Responsibilities? The NCAA's primary responsibilities are to oversee championships and to enforce and establish rules for its member institutions. Many NCAA rules deal with financial aid for athletes, recruiting, and determining athlete eligibility. Additionally, the NCAA is responsible for changes to the rules of some of the sports that it governs. NCAA member institutions are divided into 3 divisions: Division I, II, and III. For football, Division I is further divided into Football Bowl Subdivision schools (FBS) and Football Championship Subdivision Schools (FCS). The purpose of the divisions is to create parity and a more level playing field in intercollegiate sports. Also, the existence of divisions gives smaller schools with fewer resources the opportunity to compete for championships. There is prestige and publicity associated with competing in NCAA sports, especially at the highest levels in the major sports. For example, Butler, a somewhat unknown school in Indianapolis previously, received $639 million of publicity by reaching the final game of the NCAA men's Division I basketball playoffs in 2010. Colleges want the opportunity for the exposure and prestige that NCAA participation can give them. Generally, the higher the division, the more possible publicity a school can receive through its athletics program. Even at the lower levels, though, NCAA sports programs generate publicity and attract students (and their tuitions) from across the world. Let's go into further depth about each of the NCAA divisions to determine the differences between them. Division I Division I schools have the biggest student bodies, the largest athletic budgets, and the most athletic scholarships. More than 350 schools that field more than 6,000 teams providing opportunities to more than 170,000 student-athletes are members of NCAA Division I. All of the major sports conferences, including the SEC, Big 10, Pac 12, and ACC are composed of Division I schools. Ivy League Institutions are Division I, but they don't offer athletic scholarships. The Ivy League schools are Brown, Columbia, Cornell, Dartmouth, Harvard, the University of Pennsylvania, Princeton, and Yale. Rules for Division I Schools The NCAA sets standards for its member institutions to meet in order for a school to reach or maintain Division I status. These rules are set to ensure competitive balance and gender equity. Also, there are specific rules for football and basketball. Because those are the sports that generate the most revenue, they're more closely monitored, and the disparity between the haves and have-nots in those sports is much greater. Division I schools have to sponsor at least seve sports for men and seven sports for women (or six for men and eight for women). Each playing season (fall, winter, and spring) has to be represented by each gender. For sports other than football and basketball, Division I schools must play 100% of the minimum number of contests against Division I opponents. Anything over the minimum number of games has to be 50% Division I. Men's and women's basketball teams have to play all but two games against Division I teams. Men's basketball teams must play 1/3 of their games in their home arenas. Division I schools must meet minimum financial aid awards for their athletics program, and there are maximum athletic financial aid awards for each sport that a Division I school can't exceed. FBS (Football Bowl Subdivision) The FBS is the highest level of collegiate football. FBS schools participate in bowl games. There is an obscene amount of money in FBS football, so much so that the highest paid FBS coaches make $7 million annually. In 2014, Forbes valued the University of Texas football team at $131 million. FBS teams have to meet minimum attendance requirements. An FBS team must average 15,000 people in actual or paid attendance per home game. Attendance requirements must be met once in a rolling two-year period. In 2014, average attendance for an FBS home game was 44,190. If a team can't even average 15,000 people, most likely it can't be competitive with other FBS teams. There are both public and private colleges in the FBS. Examples of private FBS schools include Stanford, Notre Dame, Duke, and Northwestern. Examples of public FBS schools include Alabama, Oklahoma, UCLA, and Michigan. The University of Alabama football team having some fun with President Obama FCS (Football Championship Subdivision) FCS is the next highest level of collegiate football after FBS. FCS schools participate in an NCAA-run championship. FCS teams do not need to meet minimum attendance requirements, but just so you can compare the attendance figures with those of FBS schools, the 2014 average FCS home game attendance was 7,666. Examples of FCS private schools include Harvard, Princeton, Dartmouth, and Colgate. Examples of FCS public schools include Cal Poly San Luis Obispo, UC Davis, North Dakota State University, and Illinois State University. Division II Almost 300 schools are part of Division II. Division II schools still offer athletic scholarships, but there are fewer scholarships than in Division I. Full athletic scholarships are more common in Division I; most Division II athletes receive partial athletic scholarships. The schools and athletic department budgets are smaller in Division II than in Division I. While Division I schools often travel nationally to compete, regional rivalries dominate the schedules of Division II. Examples of Division II schools include UCSD, University of West Florida, Northern Michigan University, Oklahoma Baptist University, and Valdosta State University. Rules for Division II Schools Just like for Division I schools, the NCAA sets standards for Division II schools in order to maintain competitive balance, opportunities for all athletes, and gender equity. Division II schools have to sponsor at least five sports for men and five for women (or four for men and six for women), with two team sports for each gender, and each playing season represented by each gender. Each sport has contest and participant minimums. Football and men's and women's basketball must play at least 50% of their games against Division II, FBS, or FCS opponents. Unlike Division I, there are no attendance requirements for football or arena game requirements for basketball. There are maximum financial aid awards for each sport. Division III Division III is the largest of all of the NCAA divisions. In Division III, there are 444 institutions and more than 170,000 student-athletes. A key difference in Division III is that there are no athletic scholarships. However, a majority of the athletes are on some form of academic or need-based aid. Also, there are shorter practice hours and less travel for games in D III. In Division III, the emphasis is on the value of competing in sports to the participant. There is less of a focus on generating revenue or creating events for spectators. Examples of Division III schools include Babson College, California Institute of Technology, Emory, Eastern Connecticut State University, and the University of Rochester. Cal Tech, home of The Big Bang Theory's Sheldon Cooper, is a Division III school. Rules for Division III Schools The rules for Division III are designed to maintain gender equity and to ensure that schools offer a minimum number of opportunities to all athletes. Division III schools have to sponsor at least five sports for men and five for women, with two team sports for each gender, and each playing season represented by each gender. There are contest and participant minimums for each sport. Major Differences Between Divisions Division I is the most prestigious, has the most money, and the highest caliber of athletes. Division I schools also are the largest on average. Division II still offers scholarships, but there are fewer, and Division II schools typically have fewer athletic department funds and fewer sports teams than Division I schools. There are an average of 18 sports at Division I schools and 15 at Division II. Division III offers no athletic scholarships, tends to have the lowest level of competition, but the highest number of participants across all divisions. Division III schools offer an average of 18 sports per school. Also, Division III has the highest average percentage of the student body participating in sports. Here's a breakdown by the numbers of these differences between NCAA divisions. Generally, the biggest disparities between divisions are in the traditional revenue generating sports of football and men's basketball. While the average attendance of a home football game at an FBS school is over 44,000, the average attendance of a home football game at a Division III school is less than 2,000. Many FBS head coaches receive multi-million dollar salaries. Meanwhile, many Division III head football coaches also have teaching positions at their colleges to supplement their incomes. It's important to note that just because a school is in a lower division doesn't mean that its student body doesn't care about sports or that the school is not as concerned with its athletes. Many Division II and III schools have passionate fan bases, especially in the high profile sports and for teams that regularly compete for championships. Other Intercollegiate Sports Associations Besides the NCAA, there are two other governing bodies for intercollegiate sports, the NAIA and the NJCAA. The National Association of Intercollegiate Athletics, or the NAIA, has about 300 member institutions. NAIA schools are smaller and have relatively low athletic department budgets, roughly on par with Division III schools. However, unlike NCAA Division III, NAIA schools do offer athletic scholarships. Examples of NAIA schools include Morningside College, Mayville State University, and Florida Memorial University. The NAIA doesn't have the prestige of the NCAA, but it offers an alternative for smaller schools that want to compete. The National Junior College Athletics Association, or NJCAA, is the governing board for sports at two year colleges. Members of the NJCAA can also offer athletic scholarships. Scholarship Limits By Sport and Division For those of you who are hoping to get an athletic scholarship, I'm linking to the following chart to give you an idea of the number of athletic scholarships available for each sport in each division. If you're trying to get an athletic scholarship for college, this chart can inform you of your available opportunities, and you can see the differences in available athletic scholarships by division. Some of these numbers have changed slightly, but they're roughly accurate. You may notice that, for most sports, there aren't an equal number of scholarships available in the same sport in the same division for men and women. The primary reason for this is because the NCAA, for both ethical and legal reasons, wants schools to give roughly the same amount of aid to men and women; because there are so many scholarships for football, there are more maximum scholarships for women in most of the other sports. Also, even though there are more scholarships in some sports at the NJCAA level than at the NCAA level, keep in mind that the scholarships are worth significantly more at the NCAA level because two-year colleges are much cheaper. Finally, on the chart you'll see the term "head count sport" next to some sports. A head count sport can only offer full scholarships. The head count sports are FBS football, Division I basketball, Division I women's gymnastics, and Division I women's volleyball. Most sports aren't head count sports and also offer partial scholarships. Final Note: Each Division Has Advantages and Disadvantages There are pros and cons of each NCAA division, and you can determine which division may be best for you based on your priorities and aspirations. If you are an athlete, you should be realistic about your current skill level, your athletic goals, and your desire to compete. If you want to go to the Olympics or become a professional in your sport, perhaps you should attend a Division I school and test yourself against the top athletes. If you're only being recruited by Division II schools, maybe it's in your best interest to attend one of them and have a better chance to compete, rather than walking on at a Division I school and possibly not getting a chance to participate in a real game. If you're a sports fan, maybe you'd enjoy the environment at Division III sporting events where you can get really close to the action and often for free. Or, maybe you would prefer to go to an FBS school to get the opportunity to be in a stadium with 100,000 other screaming fans and be able to regularly watch your school compete on national television. Ideally, athletics should only be one factor in determining your college decision, and it should be less of a concern to you than academics. However, sports can play a huge role in your collegiate experience. The NCAA division of your school does play a part in determining what your college experience will be like. What's Next? Now that you're familiar with what separates NCAA divisions, you can find a full listing of Division I, II, and III schools by state. Also, if you're an athlete, learn about how the recruiting process works. For the NCAA clearinghouse, find out what SAT scores and ACT scores ou need to qualify. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Does relaying on rats testing proofs that the chemical BPA can cause Research Paper

Does relaying on rats testing proofs that the chemical BPA can cause human effect if yes or no how - Research Paper Example s who believe that rats do not share enough similarities with humans to provide proof of the effects that chemicals such as BPA will have on the human body. The following annotated bibliography explores the use of rats in testing with the endocrine disrupter BPA to show that rat testing can be useful in ascertaining the effects of chemicals on the human body. Ashby, J, and H Tinwell. ‘Uterotrophic Activity of Bisphenol A in the Immature Rat.’ Environmental Health Perspectives 106.11 (1998): 719–720. Print. This original research article explores the effects of BPA on the immature rat uterus. This study has been mentioned within a lot of the secondary sources within this bibliography, and therefore should be included. It was featured in a peer-reviewed journal, which means the results are reliable. It provides the evidence that BPA has a toxic effect on rats, although it does not illustrate whether this is useful when considering the human effect. Diel, Patrick et al. ‘Ability of Xeno- and Phytoestrogens to Modulate Expression of Estrogen-sensitive Genes in Rat Uterus: Estrogenicity Profiles and Uterotropic Activity’. The Journal of Steroid Biochemistry and Molecular Biology 73.1–2 (2000): 1–10. Web. 23 Feb. 2012. This original research article explores the effect of BPA and other xenoestrogens on the rat uterus. Like many of the other studies, it does not provide data from human studies for direct comparison, but conclusions are drawn, which suggests that the results are reliable enough for this journal. Many of the studies focus on the uterine effects, although there are effects on males as well as other physiological effects. Gupta, Ramesh C. Reproductive and Developmental Toxicology. Academic Press, 2011. Print. One of the most prominent effects that have been suggested by animal and human studies are developmental and reproductive. This book is an exploration of the toxic effects of many compounds on the reproductive and early developmental

Qualitative Article Critique Essay Example | Topics and Well Written Essays - 1500 words - 1

Qualitative Article Critique - Essay Example In these cases asking patients about their symptoms is important, and the nurses must know what to ask for. This leads to both the problem and purpose of this study, where the nurses' perceptions about their abilities to assess and advise these patients are not known and hence need to be studied. This is a suffieciently narrow yet sigbificant problem in palliative care nursing where the disease needing palliative care has many problems per se, and depression is a common occurrence as an association that may be neglected easily. The population is thus about to die due to any cause where treatment fails, settiing become palliative care, and the variables become the nurses' perceptions about their knowledge and confidence about depression in these patients, and depressive symptoms. This also clarifoes the aim of the study which is to gather information about these variables. As evident, this problem is relevant to nursing care, since if they are proved to be having string perceptions ab out the depression and its effect on these patients, they can engage these patients into discussion about their depression, and that can be additional responsibility of these nurses while delivering palliative care. This study was very feasible in terms of money commitment and with certainty of availability of subjects in the palliatice care settings. This would not add to the extra cost since existing facilities and services would be used, and no extra equipment would be necessary. Ethically this was a sound hypothesis, and there are no reasons for it to be not ethically cleared by the appropriate authority. The authors are qualified and they are, although not categorically mentioned it seems, professors of university nursing schools. Literature Review 1. Are relevant previous studies identified and described 2. Are relevant theories and models identified and described 3. Are the references current Examine the number of sources in the past 5 and 10 years in the reference list. 4. Are the studies critiqued by the author 5. Is a summary of the current knowledge provided This summary needs to include what is known and not known about the research problem. 6. Is the literature review organized to demonstrate the progressive development of ideas through previous research 7. Is a theoretical knowledge base developed for the problem and purpose 8. Does the literature review provide a rationale direction for the study 9. Does the summary of the current empirical and theoretical knowledge provide a basis for the study The authors have identified many relevant previous studies and have reviewed them in brief, so the reader can follow the problem while reading these. These have been presented in a systematic manner so the rationality of the research question becomes explicit to the

Concepts of Symbolic Interactionism

Concepts of Symbolic Interactionism Aspects of the contemporary society of Britain, such as the Education and Religion may be explained through the use of the sociological perspectives, functionalism and symbolic interactionism. These perspectives offer contrasting insights into the inner-workings of society and are useful in attempting to understand these aspects of social life, utilizing both macrosociology; the study of widespread social processes and microsociology; the study of society at a interpersonal level. Symbolic Interactionism is a social psychological theory devised from the work of Charles Horton Cooley and George Herbert Mead that studies how individuals act within society (Symbolic Interactionism, no date). The premise of this theory is that individuals behave towards different situations based upon the meaning that the situation holds to them, from physical objects such as trees to institutions such as the government, referred to as symbols. As Symbolic Interactionism is a microsociological theory, the perspective focuses on how the meaning of these symbols to a individual is derived from the interpersonal, social interaction in society. Then through an interpretative process upon experiences, the meanings an individual holds towards symbols will change (Blumer, 1986). There are many examples where individuals find social meaning through symbolic interaction, one being that without symbolic interaction many people would not smoke; however meaning is constructed through the medi a or peer groups and people rationalise that albeit the consequences smoking hold, smoking is desirable. Another social psychological concept of Symbolic Interactionism is Charles Horton Cooleys looking-glass self (1902), which explores how identity is formed. Charles concept states that an individuals identity grows out of interpersonal interactions, and the perception of others. This leads individuals in society to shape themselves around other peoples perspectives and opinions of themselves. The looking-glass self has three main components; firstly imagining how we appear to others, secondly imagining the judgement from others of that appearance and thirdly developing our identity through these judgements (Rousseau, 2002). Functionalism on the other hand is a macrosociological theory which originated from the works of Émile Durkheim, Functionalism is also known as a consensus perspective theory as the perspective does not deal with the issue of social conflict but rather at looks at the ideal in society. Durkheims view on the functionalist perspective looks at the macro-level of social structure, the social institutions, as to explain how these contribute to the stability of society; the core institutions being: family, government, economy, media, education and religion. To a functionalist these social institutions are designed to fill the needs of society, thus shaping society, creating stability (Crossman, 2016). The functionalist perspective argues that institutions only exist to serve a role in how society functions, if the role is no longer needed the institution would not be needed either and if new needs arise in society, institutions will be created to address these roles. As touched upon, Symbolic Interactionism is a micro-sociological theory looking at the interpersonal level of society and Functionalism is a macro-sociological theory which looks at society on the structural level. The difference between the perspectives is vast due to this difference. Using religion as an example Émile Durkheim argued that religion encouraged individuals of society to follow the social norms which Functionalist theorists perceive as bringing about stability through institution (Emile Durkheim the sociology of religion, no date). However as Symbolic Interactionism focuses on the micro level of society, instead of looking at religion as a institution and how it causes people to adhere to social norms, Interactionism looks at the symbolic meaning behind religion. A symbolic interactionist would observe the meanings people attach to such things as religious symbols, like a cross or a mosque, to see how they affect individual behaviour in society (Symbolic Interacti onism, no date). However there are similarities between these perspectives,ÂÂ   despite the differences as to what level of society the perspectives focus on, both theories are similar in how they group individuals together, be it through social class for functionalism and through symbols for interactionism. Education in Britain has changed drastically since the 20th century. The Education Act was introduced in 1944 which guaranteed education for free, for every child in England and Wales. This act also divided the schools into what is the norm today, primary education and secondary education. Throughout the 20th Century, education in britain was a complete contrast to education in contemporary society, corporal punishment was widely used; whereas today the education system has different methods of punishment and students have rights which prevent corporal punishment such as caning. Education in contemporary britain has evolved to be inclusive of gender and those with special educational needs as through the 20th century women and special needs were discriminated against and regarded as unintelligent. Education in contemporary britain has also integrated the use of technology, with the vast majority of students having access to smartphones and the like within school (Reporters, 2014)l. E ducation is at the forefront of modern day society with 33% of students earning a degree in 2000 in contrast to 3.4% of students in 1950. (Bolton, no date) Both perspectives attempt to explain this aspect of social life in contemporary britain in contrasting ways, the Functionalist perspective focuses on the the functions performed by the education system. A functionalist may argue that Education creates Social Solidarity. Social Solidarity is when individuals feel as though they are integrated into something bigger than themselves. Durkheims belief when it comes to education was that the system is built upon the common beliefs of individuals in society, Durkheim believed the system to be a product of collective thought rather than individual thought, therefore making the education system a expression of the collective conscious which adapts over time as societys values change, uniting society with shared values, which is known as value consensus (Hoenisch, 1996). Talcott Parsons (1961), an american functionalist which expanded upon Durkheims writings in the 1950s and 1960s, expressed his view on the education system can be related to c ontemporary britain as being useful to provide a trained labour force as, this is useful to contemporary britain due to it being a advanced industrial economy, which needs a complex division of labour in order to sustain (Cook, 2008). Talcott Parsons (1961) also argued that the education system is the bridge between family and society as a whole for students, preparing for their role in later life after their initial primary socialisation; which is where individuals learn and develop throughout their younger years (Agnihotri, 2008). Parsons (1961) believed that in the family, as the parents understand the unique abilities of their child, the parents will judge the child to a particular set of standards they have come to expect, this is known as particularistic standards. However due to the education system, children learn that outside of the family individuals are judged by universalistic standards, which is where rules and laws apply to all people, regardless of the character of th e person, education teaches this. From a functionalist viewpoint, education in contemporary britain is used to assign roles to people in society through the use of examinations and qualifications. Education also introduces meritocracy, which is a equality of opportunity; every student has a chance to succeed (Thompson, 2015). An interactionists perspective however will focus on studies on interpersonal interaction within the school, such as in the classroom, in the lunch hall and on the playground. Studies show that teachers perception of students can affect the learning environment, A study carried out by Robert Rosenthal (1968)ÂÂ   and Lenore Jacobson (1968) focuses on a group of students throughout a school year, at the start of the school year the teachers where told which students where intelligent and which where unintelligent. The study showed at the end of the year that the students which the teachers had been informed where intelligent performed better throughout the year than the students deemed unintelligent, although the students where labelled to the teachers at random. A Interactionist will look at how due to the teachers having that knowledge inadvertently caused them to praise the intelligent students more often, and spend more time with them. Interactionists will also look at how Soc ial Interaction contributes to gender-role socialization, studies show that teachers praise males more often (Jones Dindia, 2004) Functionalism is useful in understanding how the education system is more work focused in contemporary society with increasing vocational courses. The perspective allows us to see how roles are allocated in society and how the education system brings around a value consensus in society. Its also useful in understanding how society teaches children what the universalistic standards are. However Functionalism tends to look at the macro elements of the education system rather than at the interpersonal level where functionalism can be criticized due to ignoring negatives such as bullying. It can also be criticised due to the fact the Marxist perspective argues education is not meritocratic due to the fact private schools only benefit the wealthy. Symbolic Interactionism on the other hand is useful in understanding the interpersonal relationships between parties such as the teacher and the student, allowing researchers to understand how individuals behavior shape society through observati ons and gathering qualitative data, understanding how society come to learn gender roles and how the labelling theory works as shown in the study aforementioned; a student being given more praise makes the student believe they are intelligent and therefore tries to fit that label, which is known in sociology as the self-fulfilling prophecy. According to Manis and Meltzer (1978) Symbolic Interactionism also makes it difficult to understand on a broad level the education system in contemporary society due to being limited to only micro-social structures and that the perspective neglects emotional conduct, focusing only on logical behaviour. Bolton, P. (no date) Commons Briefing papers SN04252. House of Commons.

Nutritious Eating Habits

1/ I think one of the social criticisms of marketing’s impacts on individual consumers is the price. Because of the expensive costs of developing such as â€Å"long lead times, the need to enlist the help of nutritional experts around the world, and the need to develop products that appeal to the local population’s tastes† (598) Vitango and Nutristar have high price that is out of reach of people in those poor target countries such as Botswana and Venezuela. Moreover, fortified products are also criticized for containing large amount of harmful substance such as fat and sugar that could lead to obesity.  For example, high consumption of Nutristar when combined with McDonald can cause health issues to its customers as those products contain a large amount of fat, sugar, salt and cholesterol. 2/ In my opinion, political power is a social criticism of marketing’s impacts on society. Big companies want to promote and protect their interests. As a result, they don’t want to lose profit if they offer the product at a reasonable price, so Coca Cola and P&G want to work with the governments for favorable tax and tariffs. However, either those companies are distrusted or those governments either cannot afford or don’t have sufficient resources to educate their people about fortified food, makes those companies seek for help from non-profit organizations such as GAIN to help lobby for lower tax rates and promote their products by giving those governments money to create more demands. Although fortified food is promoted to deal with deficient nutrient, they cannot completely stop malnutrition; as a result, they create false wants for people in those countries. Through non-profit organization, big companies educate target population about fortifies food and other beverage drinks, but not educating people about nutritious eating habits which is the real needs for those countries. Nutristar sold with McDonald’s happy meals does not help fight nutrition deficient, but it creates worse eating habit with fast food, which can lead to obesity or other health problem. 3/ Products such as Vitango and Nutristar are not considered enlightened marketing.  First, those products ignore societal marketing, they see societal problems such as starvation or political corruption in poor countries as opportunities to promote and sell their products. Instead of educating people in those countries about nutritious food, those companies try to promote their products’ benefits. Vitango and Nutristar are pleasing products which deals temporarily with nutrition deficiency; but in the long run, it can stop malnutrition. When customers depend on supplement products, their interests such as health are affected. In addition, many big companies place its mission in products and profits over broad social terms. In Vitango and Nutristar case; such fortified products is to create an image of the company in order to earn the market and increase profits by selling other products such as snack or juices in the future. 4/ In my opinion, the development and marketing of fortified products are unethical. As discussed above, the development and launching of fortified products are just a small part of a bigger marketing plan. First, those companies try to allure people in poor countries by helping them deal with nutrition deficiency with fortified products, but that is just the base to selling other products. Besides, through non-profit organizations, they educate those people about their products’ values rather than educate them about the need of nutritious eating habits. Secondly, through funding and lobbying with the local governments, those companies can have influence over the market and the governments that could lead to many serious problems in politic. 4/ In my opinion, in order to succeed with product such as Vitango, Coca Cola must consider many factors beside the price. First, in poor countries where malnutrition is a major concern, it must place societal missions ahead by helping non-profit organizations educate people about the needs of nutritious eating. Besides, they should educate people about fortified food as a supplement, not a substitute against nutrition deficiency. Last but not least, Coca Cola has to find a solution for the price problem; they have to adjust the price, so Vitango is purchasable in poor countries. When the product is accepted and well-know, the company can earn a lot of profits without conducting unethical actions. Another thought about the case, although Vitango and Nutristar are criticized because of many ethical issues, I think that is a trade-off. To satisfy stockholder’s expectations, those companies always have to find a way to maximize profits, and that profits have to be traded with some critics. From the corporate viewpoint, those critics may not cost the company a lot, so there is no reason they would not conduct such negligent actions.