Wednesday, October 30, 2019

Business decision making Assignment Example | Topics and Well Written Essays - 2750 words

Business decision making - Assignment Example During the research, the researcher primarily focussed upon factors that influence the purchase of consumer drinks such as, consumer profile, preference and attitude. In market research, especially in retail industry, the role of primary data is very crucial. Given the scenario, the data will be useful for determining the product’s potential market and support validity and reliability of the research report. The questionnaire in this research will have close-ended questions so that data can be generated from participants without any hassle. Furthermore, a close-ended questionnaire will minimise ambiguity and confusion on the part of participants as well as researcher. In addition to questionnaire survey, the researcher will also observe the participants through face-to-face interview. The interview will be semi-formal in nature, where the researcher will ask relevant questions in order to support data generated through questionnaire. The sole reason for selecting interview method along with questionnaire survey is to access consumers’ behaviour and attitude, which are generally not expressed verbally (Scandura and Williams, 2000). The questionnaire and interview methods are quite helpful for in-depth study and wide coverage. However, the methods can often prove time consuming and costly under certain circumstances. Personal interview involve direct interaction between participants and researcher, which may increase scope of personal biasness in the research process (Patton, 2005). A sampling technique forms the foundation of data collection method. There are mainly two kinds of sampling techniques; probability sampling and non-probability sampling. Keeping in view the project requirements, the researcher will implement probability sampling method such as, simple random sampling. Under simple random sampling, the researcher will select participants randomly so as to develop a rational

Monday, October 28, 2019

Sociology of Humor Essay Example for Free

Sociology of Humor Essay Humor is an important part of everyday interaction. It serves mainly as a social lubricant that creates a lighter atmosphere between a speaker and an audience. Provided that it is not provoke offensive behavior, humor can be used as a first step towards building individual relationships. A more relaxed ambiance between people, in turn, is conducive to friendliness. In the sociological context, however, humor has more important functions. It allows people to express their innermost feelings and opinions without offending a given status quo. In addition, it operates as a coping mechanism by paving the way for the normalization of crises. Lastly, it is a means of transmitting group culture to new members (Drew, Mills and Gassaway, 2007). What’s So Funny? The Foundation and Dynamics of Humor Humor is the result of â€Å"(the divergence between) the conventional and the unconventional† (Macionis and Gerber, 2008). A joke is regarded as funny when its reinterpretation of a protagonist or an event sharply contrasts those of preexisting concepts and schemata (Kubovy, 2003). But the teller of the gag must be able to specifically point out this difference at the proper time (Macionis and Gerber, 2008). Otherwise, the yarn might not be able to fulfill its objective of generating humor. The listener, meanwhile, must be able to identify and understand the conflicting elucidations of a given reality in the joke that is being told to him or her. Reconciling these opposing interpretations is the only way he or she can understand the gag. Comprehending the yarn, in turn, satisfies the listener in the sense that he or she receives an â€Å"insider† status (Macionis and Gerber, 2008). He or she establishes rapport with both the teller of the joke and all the other people who understand it as well. It must be noted, however, that a funny joke is entirely different from a demeaning one. Humiliating jokes in general are thinly disguised statements of intolerance against other races, ethic backgrounds, religions, the opposite gender and or individuals of different sexual orientations (Voors, 2000). These gags convey their message of hatred usually by perpetuating negative stereotypes about parties that are deemed to be different. Below are some examples of demeaning jokes: a. Question: What is the difference between a Jew and a meat pie? Answer: A meat pie does not scream when it is put in the oven. b. Question: Why is a woman’s pussy like a warm toilet seat? Answer: They both feel good, but you wonder who was there before you. c. Question: What is the difference between a Catholic priest and acne? Answer: Acne does not come on a boy’s face until he is 12 years old. The Functions of Humor It would be fair to say that humor operates as a â€Å"safety valve† in human interactions (Macionis and Gerber, 2008). Even the most taboo subjects become discussable when jokes are made about them. Its desensitizing ability likewise allows humor to become a non-threatening means of understanding the culture of a given society. Gags, after all, can express sentiments that might be dangerous to relationships within a certain society when discussed seriously. Satire: Humor as a Cynical Commentary on Society Satire is one of the most popular forms of humor. Its fame stems largely from the fact that it can ridicule the cruelest tyrants without the danger of retaliation. The Zairians, for instance, came up with the following joke to criticize the incompetent, corrupt and repressive regime of their former leader Mobutu Sese Seko: Get yourself a leopard hat like the late Zairian President Mobutu wore, as Africans believe that their leaders are untamed lions, tigers or leopards. (p. 29) By turning social issues such as political scandals and state repression of mass media into objects of comedy, the satirical pun also succeeds in convincing apolitical groups to ponder about the real state of their nation. Indeed, in the context of satire, euphemism and laughter are the most effective means of unveiling inconvenient truths. People, after all, will not react negatively to a joke unless they have something to hide. Don’t Worry, Be Happy Humor is likewise an effective method of stabilizing predicaments. Jokes that focus on particular professions validate this observation. The gag below pokes fun at how law enforcers deal with hardened criminals: A local policeman had just finished his shift one cold November evening and was at home with his wife. â€Å"You just wont believe what happened this evening, in all my years on the force Ive never seen anything like it.† â€Å"Oh yes dear, what happened?† â€Å"I came across two guys down by the canal, one of them was drinking battery acid and the other was eating fireworks.† â€Å"Drinking battery acid and eating fireworks! What did you do with them?† â€Å"Oh that was easy, I charged one and let the other off.† (n. pag.) It is very obvious that being a cop is a very dangerous job. Most criminals that cops come across with will not hesitate to use violence just to be able to escape arrest. Getting injured or killed in the line of duty is already a fact of life for a law enforcer. Humor, therefore, allows cops to share common experiences and raise job-related concerns that might not be expressed properly in a more somber setting. In the process, group solidarity is promoted – they are able to share a communal relationship by laughing at each other without malice. Furthermore, they get the assurance that they are not alone in their work-related dilemmas (Drew, Mills and Gassaway, 2007). A Funny Welcome Jokes that tackle the norms of a society can actually provide valuable insights on its culture. Norms, after all, reflect what a community considers to be right and wrong. Readers can learn a thing or two about Russian norms and culture in the following joke: The math teacher calls Petya up to the blackboard. â€Å"Imagine that your father has borrowed a hundred rubles from a neighbor,† says the teacher, â€Å"and has promised to give the money back in two weeks. The first week he gives back forty rubles. How much would he give back the second week?† â€Å"None at all,† replies Petya. â€Å"What do you mean, ‘none at all’?† the teacher asks, surprised. â€Å"You werent listening properly. Let me repeat: imagine that your father has borrowed a hundred rubles and promised to repay the money in two weeks. The first week he gives back forty rubles. How much would he give back the second week?† â€Å"None at all!† repeats Petya. â€Å"Oh, Petya,† the teacher is annoyed. â€Å"You dont know the simplest arithmetic!† â€Å"And you dont know my father†¦Ã¢â‚¬  (n. pag.) This gag reveals the communal nature of Russian culture. Centuries of agricultural village life and decades of communist rule instilled in Russians the collective mentality. They are therefore bound by tradition to help one another without expecting anything in return. In Russian culture, in fact, being asked by someone to do a favor for him or her is an indicator that you have a close relationship with him or her. For the Russians, being asked to do a favor for others is a sign of dependability and trustworthiness (Kwintessential, n.d.). Conclusion Humor is more than just a social lubricant that creates a lighter atmosphere between a speaker and an audience. It likewise serves as a venue for people to discuss important concerns in a non-threatening manner. By laughing at each other and at their problems without ill intent, they are able to instill among themselves a sense of unity. Even by just making fun of their predicaments, they are already exerting a collective effort to do something about these. But while laughing at grave matters is good, it is still much better to actually solve them. After the amusement has died down, the hungry still has to be fed, the sick still has to be treated and the criminals have to be made to face their crimes. When people live in a safe and just society, they are happy because really feel so and not because they just want to run away from their problems. In the process, their laughter would be merrier and more genuine.

Saturday, October 26, 2019

French Nuclear Testing :: essays research papers

In June, French President Jacques Chirac revealed that nuclear tests would be conducted in the Pacific at the Mururoa coral atoll. These tests, Chirac, stated, would consist of eight nuclear explosions in a tunnel 1,800 to 3,000 feet below Mururoa beginning in September up until May 96. Chirac declares that these tests are necessary for computer simulation in the future. France has been bombarded with criticism, not only from environmental activists, but also from political standpoints. Japan and Australia officially protested French experiments and have convinced other Asian and Pacific nations to agree. New Zealand and Chile have recalled their ambassadors from France and the Japanese are presently protesting outside of their French embassy. 56% of the citizens in France polled oppose the tests and 60% want Chirac to reconsider his position. Stung by the criticism, France may cancel one out of the eight scheduled nuclear tests. Even the renowned Jacques Cousteau has publicly asked Chirac to rescind the tests. Cousteau has even resigned from the government agency Council for the Rights of Future Generations, in protest. France, along with the United States and Great Britain, has not signed a treaty completely prohibiting the detonation of any nuclear device in the South Pacific. Many of the protesting nations located in the Pacific have signed and support this treaty . Also, France has not followed the initiative of most of the nations of the developed world in signing a 1971 treaty prohibiting "the emplacement of nuclear weapons ... on the ocean floor and in the subsoil thereof." Besides public and international disapproval, France may suffer other side effects because of the nuclear testing. The explosive power of the blast is just less than 20 kilotons (20,000 tons of TNT). The bomb on Hiroshima was 15 kilotons. New Japanese research shows that bomb radiation increases risk of long term cancer. Radiation causes ionization in the molecules of living cells. The ions formed can react with the atoms in the cell causing damage. Cells that are changed permanently may produce abnormal cells when they divide, perhaps become cancerous. Not only are there health risks, but the French economy just lost a contract to build 40 jets and French goods are being boycotted by a number of nations. Environmental agencies warn of the damage to the life and rock around the blast atoll. Defense Minister Charles Milton said, "Nuclear Tests should not be mixed up with the question of arms and industry contracts. French Nuclear Testing :: essays research papers In June, French President Jacques Chirac revealed that nuclear tests would be conducted in the Pacific at the Mururoa coral atoll. These tests, Chirac, stated, would consist of eight nuclear explosions in a tunnel 1,800 to 3,000 feet below Mururoa beginning in September up until May 96. Chirac declares that these tests are necessary for computer simulation in the future. France has been bombarded with criticism, not only from environmental activists, but also from political standpoints. Japan and Australia officially protested French experiments and have convinced other Asian and Pacific nations to agree. New Zealand and Chile have recalled their ambassadors from France and the Japanese are presently protesting outside of their French embassy. 56% of the citizens in France polled oppose the tests and 60% want Chirac to reconsider his position. Stung by the criticism, France may cancel one out of the eight scheduled nuclear tests. Even the renowned Jacques Cousteau has publicly asked Chirac to rescind the tests. Cousteau has even resigned from the government agency Council for the Rights of Future Generations, in protest. France, along with the United States and Great Britain, has not signed a treaty completely prohibiting the detonation of any nuclear device in the South Pacific. Many of the protesting nations located in the Pacific have signed and support this treaty . Also, France has not followed the initiative of most of the nations of the developed world in signing a 1971 treaty prohibiting "the emplacement of nuclear weapons ... on the ocean floor and in the subsoil thereof." Besides public and international disapproval, France may suffer other side effects because of the nuclear testing. The explosive power of the blast is just less than 20 kilotons (20,000 tons of TNT). The bomb on Hiroshima was 15 kilotons. New Japanese research shows that bomb radiation increases risk of long term cancer. Radiation causes ionization in the molecules of living cells. The ions formed can react with the atoms in the cell causing damage. Cells that are changed permanently may produce abnormal cells when they divide, perhaps become cancerous. Not only are there health risks, but the French economy just lost a contract to build 40 jets and French goods are being boycotted by a number of nations. Environmental agencies warn of the damage to the life and rock around the blast atoll. Defense Minister Charles Milton said, "Nuclear Tests should not be mixed up with the question of arms and industry contracts.

Thursday, October 24, 2019

Education †School Essay

Education is a vital process that enables pupils and students to acquire knowledge and skills that can earn them a living and a respectable life. Within most education systems are measures such as user charges and cost recovery. These measures are put forward so as to improve the quality of education. In Sub-Saharan Africa countries, the user charges and cost recovery measures have been criticised by some people on equity grounds although within the same region other people have defended the measures based on the same grounds. This essay therefore, intends to identify and discuss the various dimensions of user charges and cost recovery measures in education as well as to propose an alternative for user charges and other cost recovery measures in the Zambian education system. In order to have a wider understanding of this essay, the key words that are frequently appearing should be defined. According to (Jiminez, 1987) user charges are defined as a fee for service or a direct charge for the provision of a good or service by the Government in an open market while cost recovery is the regain of the costs of government-provided or funded products, services or activities that, at least in part, provide private benefits to individuals, entities or groups, or reflect the costs their actions impose. User charges fall within the broader concept of cost sharing which involves the contributions from users towards the cost of the particular service that they benefit from such as education, health and water (Terme, 2002). Cost sharing takes a wide range of forms such as direct charges and indirect charges. Examples of direct charges in education are charging fees for tuition and for school writing materials while the indirect charges include in kind contributions such as maintenance, construction and furniture. Such in kind contributions must equate to the official fees of the services provided. User charges however, are direct charges or fees which in the education system may include PTA funds which the school can use for the construction of ablution blocks and class room blocks. Examples of user charges in public offices include fee for a copy of a marriage, birth or death certificate. Cost recovery measures may include the products, services and different activities such as: recreational services; minerals and petroleum services; registration and licensing activities that the government offers to people that have costs (Lockheed and Verspoor, 1990). These costs can be recovered by either the users or other people who benefit from goods, services or activities. They can also be recovered from taxpayers. The education systems such as colleges offer teaching programs to students, the students benefit from such programs by acquiring skills and knowledge for teaching in other government or private schools. Since colleges have to buy chemicals for school laboratories, they also have to provide internet services, white board makers and other educational activities. The colleges have to find other ways of recovering such costs so as to maintain quality in their services. This is usually done by imposing tuition fees for all students, charging boarding fees, book fees as well as internet fees. The resources acquired from user charges and cost recovery measures are said to be equitably distributed to all sectors of economy. Equity is the fairness, justice in the distribution of resources (Kelly, 1999). This concept is normative in nature meaning that it involves the distribution of resources to different areas according to the amount needed and not on equal basis. It is also concerned with the patterns in which cost and benefits are being distributed among different areas of a society. To achieve equity in an area, resources as well as benefits must be distributed unequally that is more to the poor and less to the rich. An action like this should be done because the poor lack sources for income as well as protection hence providing less funds for their schools than the rich. This indicates that most of the poor people largely depend on different resources from the government in order to earn a living. User charges and cost recovery measures in the Sub-Saharan countries are seen by some people to be promoting equity in the education system because they improve the way resources are allocated in all the education institutions (World Bank Policy Research Report, 2001). User charges and cost recovery measures also lead to the effective contribution of resources. This in schools is usually achieved when the value that users place on educational services equal the cost of resources used up in the production of those services. Pupils as well as parents tend to value education, by so doing they put pressure on the school, teachers and the stuff to maintain quality. This increases accountability of education institutions hence the easy detection of problems to do with learning. Accountability in education enhances equity. The proper functioning of the user charges and cost recovery results into meeting and maintain the resource requirements for the education system. In situations when the government is not incapable of providing needed resources the school from the user fees can generate its own needed resources and solve any problem at hand. User charges often ensure the provision of quality leaning through the provision of books and other important learning materials, improved school planning and management, better utilization of teaching staff and reduced unit cost in construction for those who enroll. The vulnerable groups of society can also enroll by paying fees through in kind contribution to the construction of the school and even maintenance of school materials. Therefore, the equity benefits in this instance results from the use of resources in ways that benefit the poorest. Such benefits manifest through improvements in the provision of education in rural areas as well quality of educational services. User charges and cost benefits in the Sub-Saharan countries have been criticised because the vulnerable groups in such societies have been found not to be benefiting from the resources that are said to be distributed on equity. According to (Kelly, 1999) disadvantaged groups of society comprise of the poor, people that are handicapped, the girls or females and those that live in rural areas. With the user charges in the system, children from the poor families may not enroll because these families will have to look at how they will make indirect costs such as transportation, school meals, school provisions and sports as well as direct costs such as school fees and boarding fees. Besides that poor children also lack personal material and are unable to buy materials that are sold at school. With high levels of poverty children cannot be allowed to go to school because they are a source of income in their families especially in areas of farm work and selling. Those that are allowed to go to school usually go on empty stomachs. This affects them negatively in academic performance thus causing inefficiencies in the school system. In addition the school curriculum as well as the culture of learning act as barriers in the educational endeavors of these children because it is too advanced for them to understand and does not relate to their everyday activities. The other dimension is that this type of educational provision does not encompass areas such as rural areas. Education provision in rural areas is poorer than in urban areas (Central Statistics Office, 1997), because most of the teachers sent to teach in these areas are untrained, this in turn leads to poor quality in education; the school buildings and sanitation are so poor such that pupils get less motivated to attend lessons; materials and other supplies are not adequately distributed hence preventing pupils from acquiring the necessary knowledge and skills. The fairness, justification as well as the treatment of all people according to their needs that is said to be an outcome of user charges and cost recovery measures is seen not to apply in such cases. The other dimension that equity distribution does not cater for is that of the handicapped. One of the major problem in this area is lack of accurate information on the number of children with special educational needs (Central Statistics Office, 1994) the second one is the attitude of society to education of people with special needs. Some parents feel ashamed of themselves of having disabled children hence not sending them to school. Education for these children is not provided fully because even if they enroll they do not receive all the facilities they need for quality learning. In the gender dimension, the gender-based constraints to education tend to be more pronounced in rural areas (Psacharopoulos and Woodhall, 1985). This is due to the fact that the environment is normally more accommodative of gender inequality. Rural areas display strict traditional cultural values, attitudes and practices, such practices are harmful to girls education for they encourage early marriage, abduction, genital mutilation, sexual violence, excessive domestic chores, male superiority and domination of women are tolerated and encouraged by the community both inside and outside the school and with the user charges imposed, parents will opt to sending male children to school than female ones. Alternative justification for user charges and cost recovery measures in the Zambian education system must involve the participation of the poor; people that stay in the rural areas; the handicapped, the girls and other vulnerable people in society. According to (Carmody, 2004) the Zambia education system has been faced with severe constraints in items of finance. This can be solved by the increase in the sector funding by the government and the private sector. Increased funding in a particular sector increases financial resources. The increased financial resource can be used for the construction of educational facilities for handicapped children as well as building new and better schools in the rural areas. Such resources can also be used for sponsoring the education of children from the poor families in education. This can change the face of education in Zambia if it is effectively implemented. In conclusion, user charges and cost recovery in the Sub-Saharan countries cannot alone bring about equity in the distribution of resources in entire society because such countries are still developing. This means that the presence of a large number of poor people in these countries tends to bring about such irregularities. Therefore, in order for the vulnerable to be fully incorporated into the education system, there would be need for assistance in the form of funding by the government and the private sector. These should also be involved in the provision resources and the running of education system in order for them to counter check the progress of education of the people being sponsored as well as the people sponsoring themselves.

Wednesday, October 23, 2019

Cultural Diffusion, Space-Time Compression and the Limitations on Spatial Interaction Essay

â€Å"Globalization in a Bottle† and â€Å"The Tipping Point– Three Rules of Epidemics† Chapter 1 Basic Concepts Essay Question: How do the two articles relate to Chapter One: Basic Concepts through cultural diffusion, the limitation of spatial interaction, and space-time compression? Whilst reading â€Å"Globalization in a Bottle† and â€Å"The Tipping Point– Three Rules of Epidemics† three key concepts of â€Å"Chapter One: Basic Concepts† become inherently apparent: cultural diffusion, the limitation of spatial interaction, and space-time compression. The two articles clearly depict these three theories, through their choice use of real world examples. In each of these articles, cultural diffusion is a steady theme throughout. World War II marked the diffusion of Coca-Cola on a global scale, as stated in â€Å"Globalization in a Bottle.† The physical movement of soldiers from the US to other parts of the globe facilitated the spread and globalization of the drink and furthermore the brand name. When soldiers were shipped off to foreign lands so was Coca-Cola, and so it became a universal term. This action of spreading an idea through movement earns this incident a spot under the category of relocation diffusion. In â€Å"The Tipping Point– Three Rules of Epidemics† hush-puppies become popular once more through contagious diffusion, a subcategory of expansion diffusion, meaning an idea spread through rapid and widespread contact. The origin of this so-called â€Å"epidemic† is believed to have originated among the urban â€Å"hipsters† of downtown Manhattan. These young trendsetters would go out to clubs or just simply be seen wearing these shoes and suddenly everyone wanted a pair. Diffusion is a large concept covered throughout these articles. Another underlying idea covered in the extent of the two articles is the limitation of spatial interaction—the interaction of people whether through physical contact or by other means of communication. In â€Å"Globalization in a Bottle† this is covered by the resistance of the  numerous other countries to building more Coca-Cola processing plants in their territory. Many nations looked at the company as a way to spread Americas demoralizing traditions, therefore they refused to allow Coca-Cola to initially be diffused into their cultures. In â€Å"The Tipping Point– Three Rules of Epidemics† the author writes about the sexu al promiscuity of homosexual men and their so called aid in the spread of the HIV/AIDS epidemic. In turn, this â€Å"lewdness† has led members of society with different sexual orientations to look at the gay community as a negative aspect of modern humanity, impeding spatial interaction between the two. One final concept embedded in the two articles is space-time compression, which is the reduction in the time it takes to diffuse something to a distant place as a result of improved communications and transportation systems. Due to the advancements in transportation, the soldiers of World War II were able to transport, and therefore facilitate the diffusion of, Coca-Cola. The same is seen with the newfound demand of hush puppies through word-of-mouth with the upgrades in communication. Overall, both articles clearly portray a society in which space-time compression is fully functioning. In conclusion, â€Å"Globalization in a Bottle† and â€Å"The Tipping Point– Three Rules of Epidemics† are both distinctly ingrained with the theories of cultural diffu sion, limitations of spatial interaction, and space-time compression. The articles utilise great examples of the three ideas and truly give them meaning.