screw the world religions :: essays research papers

Find Your Happy Place   Ã‚  Ã‚  Ã‚  Ã‚  I am an agnostic, but contemplating atheism. Agnostics like the idea of God; however they feel that it cannot be proven, while an atheist just flat out doesn’t believe. I was raised Jewish, but I have never been very religious, although my parents sent me to Hebrew school, and forced me to go to temple. Over the years that I have spent being taught Hebrew, and reading the stories from The Old Testament, I have come to realize that that is all they really are, stories. I mean come on, Noah’s Ark, Adam and Eve; you have got to be kidding me. The Old Testament is the Jewish holy book, written by the Hebrews in order to explain everything they couldn’t understand. For instance, look at the story of Noah’s ark. There was an ice age in the very early days of man and most places were completely frozen over. The Hebrews could not understand how any of the animals survived the ice, so they made up a story about Noah and his ark. Supposedly Noah was to bring two of each species of animals on his boat. However, there are over 50 million different species of animal, and boat with that capacity would have been the size of Texas. In addition to the fairytales of The Old Testament, let’s take a look at some of the very corrupt teachings in the Bible. There is a specific passage in the book of Leviticus, in which there is a man of Egyptian and Israeli descent passing through an Israeli camp. He happens to make a remark about God, and they sentenced him to death by stoning. â€Å"Now an Israelite woman’s son, whose father was an Egyptian, went out among the people of Israel; and the Israelite woman’s son and a man of Israel quarreled in the camp, and the Israelite woman’s son blasphemed the Name, and cursed. And they brought him to Moses. His mother’s name was Shelo’mith, the daughter of Dibri, and the tribe of Dan. And they put him in custody, till the will of the LORD should be declared to them. And the LORD said to Moses, â€Å"Bring out of the camp him who cursed; and let all who heard him lay their hands upon his head, and let all the congregation stone him. And s ay to the people of Israel, Whoever curses his God shall bear his sin.

5 Senses Effects Food Essay

Food is not a want it is a necessity. However, in today’s society we have evolved beyond eating to survive and progressed to eating for pleasure. We no longer limit ourselves to family meals at home. Instead the majority of the population tends to enjoy gathering family and friends and going out for a dining experience. When dining out, the food itself is not the only factor to determining whether or not the meal was pleasing. The atmosphere, the visual, the taste, and the smell have all become key components in deciding whether or not a mean out is enjoyable. With these things in mind, on a rain Saturday afternoon two of my friends accompanied me to the casual dining restaurant, Applebee’s. I was there for one simple reason and for one simple mission, and that was to evaluate how Applebee’s smell, taste, and visual surroundings effected my meal. If one were to venture hungrily into an eating establishment and were greeted by an unpleasant smell, such as molding rotten eggs, your stomach would churn. Regardless of my location or my reason for being there, the first thing I notice is the smell. If an unpleasant odor ventures it’s way into my nose my immediate reaction is to flee the premises. Thankfully, when I opened the heavy oak doors and stepped into the restaurant my nose was instantly filled with the smell of a sizzling steak as a young waiter whisked past me carrying it in his palm. After our hostess had seated us in a squishy booth that reminded me of beanbag, I took note of the raw smell of Applebee’s. The best and most accurate way to describe it would be to parallel it to the smell of my grandmother’s kitchen. See more: Recruitment and selection process essay My grandmother is quite secretive in what she puts in her recipes so when you walk into her kitchen you are greeted by an assortment of smells. Freshly rising bread sitting cozily in the oven, an essence of Italy captured in a pot of pasta bubbling over, and an assortment of spices is just what you get in one whiff. Surprisingly, Applebee’s filled my nose with the same assortment of smells. It wouldn’t be Applebee’s if they went around revealing their recipes, similar to my grandmother. The scent gave me a feeling of comfort, regardless of the fact that I was eating out, I felt at home. Needless to say by the time my waitress approached the table, I was quite ready to  order. My nose had projected my hunger to new heights. Once my food had arrived I was ready to commence my meal. I ordered a 12 oz sirloin steak cooked well done to perfection. The dark brown, nearly black strips running horizontally across the steak let me know my order was followed precisely. I doused it with A1 steak sauce and cut myself a small, rectangular piece. I chewed it slowly and felt the juices and steak sauce ooze into my mouth with every bite. It was so chewy and tenderly delicious that for a moment it was nearly forgotten that I had ordered an additional side dish. I took a sip of my Sierra Mist, which was losing it’s carbonation because it was beginning to taste watered down. My attention had now been turned to the steaming baked potato. The baked potato was searing to the point that I could view the heat emitting from it. Loaded with bulky sour cream and shredded yellow cheddar cheese, it was an eyeful. I sprinkled enough salt on it to make anyone with high cholesterol nervous. Greedily I plunged my fork into the potato and began mashing the contents together, the bulky sour cream, the shredded cheddar cheese, and the salt. By the time I was done mashing the condiments together, if it were not for the skin of the potato, one might have imagined that they were originally mashed. Ready to eat, I loaded my fork and shoved it into my mouth. My mouth slightly watered in pure satisfaction. The eclectic tastes within my mouth molded together to serve as the perfect combination. Once I had completely finished my meal I began to take note of the surroundings. Throughout my meal my friends and I sang along to several of the songs playing within the restaurant. A few of the songs were older and took us back to our childhood, to the days of playing tag and jump rope in the schoolyard, such as â€Å"Hit Me Baby One More Time,† by Britney Spears, and â€Å"Wannabe,† by the Spice Girls. Other songs were a bit more recent and were current hits, and a few more were songs that were not memorable. As mentioned before the restaurant style in itself is homelike in the dining section. It is very apparent that customer satisfaction is a high priority of the restaurant. The bar area however, is sports orientated. I took note of the fact that every television set that was on within the restaurant had a sports event on. On the television set directly in front of me a Tampa Bay  Ray’s game was on and in the bar area it seemed to be the game that was drawing the most attention. An assortment of Ray’s jersey’s could be seen from my seat, and there was absolutely no doubt about the fact that you indeed were in Tampa. With the slightly dimmed lighting it gave an overall tranquil frame of mind. At the beginning of time it can be inferred that man did not eat for the taste, but ate just to manage to subsist. In the contemporary day of 2008, you will be hard pressed to get an individual to consume something that they find less than desirable. Furthermore, if you are in the food industry it will take a lot more than just superior cuisine to sway consumers to eat at your establishment. Restaurant owners must take into consideration not only the taste but the smell, atmosphere, and visual. While eating at Applebee’s I was able to have a pleasurable experience because the smell, taste, and visual experience within the eatery was delightful. I would recommend this establishment to anyone who would enjoy an inexpensive, but high quality meal.

Palazzo Art History Essay

Context Few windows overlook the inner courtyard (â€Å"cortile†); the colonnaded walls are decorated on all sides by deep niches and blind windows, and the intervening surfaces are spattered by ‘spezzato’ (broken and blemished plaster) giving life and depth to the surfaces. Function pleasure palace, or Villa Suburbana Description terms four exterior faà §ades have flat pilasters against rusticated walls Intent pleasure palace, or Villa Suburbana Palazzo del Te or Palazzo Te is a palace in the suburbs of Mantua, Italy. It is a fine example of the mannerist style of architecture, the acknowledged masterpiece of Giulio Romano. The official name, and by far the most common name in Italian, is Palazzo Te, but this may be a relatively recent usage; Vasari calls it the â€Å"Palazzo del T† (pronounced as â€Å"Te†), and English-speaking writers, especially art historians, continue to call it the Palazzo del Te. In Italian this now suggests use for tea-drinking, which may account for the divergence in usage. HideDescription Palazzo del Te is a square building, constructed 1524-1534 for Federico II Gonzaga, Marquess of Mantua. He decided in 1524 to build a pleasure palace, or Villa Suburbana. The site chosen was that of the family’s stables at Isola del Te on the fringe of the marshes just outside Mantua’s city walls. The architect commissioned was Giulio Romano, a pupil of Raphael. The shell of the palazzo was erected within 18 months. It is basically a square house built around a cloistered courtyard. A formal garden complemented the house. This was enclosed by colonnaded outbuildings terminated by a semi-circular colonnade known as the ‘Esedra’. Like the Villa Farnesina in Rome, the suburban location allowed for a mixing of both Palace and Villa architecture. The four exterior faà §ades have flat pilasters against rusticated walls, the fenestration indicating that the piano nobile is on the ground floor with a secondary floor above. The East faà §ade differs from the other three by having Palladian motifs on its pilaster and an open loggia at its centre rather than an arch to the courtyard. The facades are not as symmetrical as they appear, and the spans between the columns are irregular. The centre of the North and South facades are pierced by two-storey arches without portico or pediment, simply a covered way leading to the interior courtyard. Few windows overlook the inner courtyard (â€Å"cortile†); the colonnaded walls are decorated on all sides by deep niches and blind windows, and the intervening surfaces are spattered by ‘spezzato’ (broken and blemished plaster) giving life and depth to the surfaces. Once the shell of the building was completed, for ten years a team of plasterers, carvers and fresco painters laboured, until barely a surface in any of the loggias or salons remained undecorated. Under Giulio Romano’s direction, local decorative painters such as Benedetto Pagni and Rinaldo Mantovano worked extensively on the frescos. These frescoes remain today and are the most remarkable feature of the Palazzo. The subjects range from Olympian banquets in the Sala di Psiche and stylised horses in the Sala dei Cavalli to the most unusual of all — giants and grotesques wreaking havoc, fury and ruin around the walls of the Sala dei Giganti. Mannerism’s most famous fresco: Giulio Romano’s illusionism invents a dome overhead and dissolves the room’s architecture in the Fall of the Giants. These magnificent rooms, once furnished to complement the ducal court of the Gonzaga family, saw many of the most illustrious figures of their era entertained such as the Emperor Charles V, who, when visiting in 1530, elevated his host Federico II of Gonzaga from Marquess to Duke of Mantua. One of the most evocative parts of the lost era of the palazzo is the Casino della Grotta, a small suite of intimate rooms arranged around a grotto and loggetta (covered balcony) where courtiers once bathed in the small cascade that splashed over the pebbles and shells encrusted in the floor and walls. In 1630 Mantua and the palace were sacked by invading forces, the remaining population fell victim to one of the worst plagues in history. The Palazzo was looted from top to bottom and remained an empty shell: nymphs, god, goddesses and giants remain on the walls of the empty echoing rooms. Part of the Palazzo today houses the Museo Civico del Palazzo Te, endowed by the publisher Arnoldo Mondadori. It contains a collection of Mesopotamian art.

Benifits of introducing children to books at an early age and Reading Aloud

Educational researchers praise the practice of parents and teachers reading to children. In a book aimed at helping parents provide their children with useful learning experiences, for example, Butler and Clay (1999) asserted: â€Å"There is no substitute for reading and telling stories to children, from the very earliest days† (p. 17). Based on his review of the literature on reading to children, Teale (1991) concluded that â€Å"reading to preschool children . . .Is an activity through which children may develop interest and skill in literacy† (p. 902). And in Becoming a Nation of Readers, Anderson, Hiebert, Scott, and Wilkinson (1995) cited reading to children as â€Å"the single most important activity for building the knowledge required for eventual success in reading† (p. 23). Moreover, a number of correlational studies have linked activities in which adults and preschool children share book reading to the children's beginning reading success in school (Hew ison & Tizard, 1990).Such unabashed praise for reading to children is intriguing because it begs for elaboration: Why is reading to young children thought to be so beneficial? What knowledge do children acquire from it? Although asserting the value of the practice of reading to children, researchers have given little attention to what children learn from it. Interactive story reading is a joint use of picture books to talk about the pictures, read the text, and discuss the story ideas.Central to this definition is the notion that the adult and child (or group of children) construct an understanding of the book together. It is because of this emphasis on the joint construction of meaning that we prefer this term over others, such as shared reading, story reading, reading aloud to children, and guided reading that have been used in the research literature to label the event of reading to children. When adults read stories to young children, they usually do more than read the words alo ud.They ask meaningful questions about the stories. To make sure children understand the story, they paraphrase or interpret as needed, and they answer the children's questions about it. From the research that has examined parent-child story reading, it is possible to explain the social nature of the event and to make deductions about what young children learn during it. The research on parents reading to children is based primarily on middle-class mothers reading to their preschool children at bedtime.Moreover, the studies are often descriptions given by highly educated mothers reflecting on their practices with their children. A seminal work of this type is the Ninio and Bruner (1998) study in which it was found that highly ritualized discussion sequences between parent and child occur during story reading, and that these sequences are the primary means through which toddlers learn to label pictures.Ninio and Bruner found that mothers interpret children's smiling, babbling, vocali zing, reaching, and pointing as either requesting or providing labels. For example, a baby reaches toward one of the pictures in the book, and the mother extends that gesture by saying the name of the picture. Moreover, if the baby vocalizes or gestures toward the picture when the mother gives a label, the mother assumes that the baby is attending to the name she gave, furthering the likelihood that she will continue to provide labels.These parentchild interchanges are orchestrated into turn-taking sessions, with parent or child initiating a communication. At about the same time that Ninio and Bruner were reporting their work, Snow (1993) began reporting her analyses of mother-child discussion during book sharing. She posited that the features of the interactions that support oral language acquisition are the very same features that promote beginning reading and writing development.She highlighted four such features: (a) semantic contingency, or the adult continuing a topic introduc ed by the child's previous statement through expansions, extensions, clarifications, or answers; (b) scaffolding, or the steps the adult takes to minimize the difficulty of the activity; (c) accountability procedures, or the way the mother demands the task be finished; and (d) the use of highly predictable contexts for language use that help the child move from the concrete here and now to the remote and abstract.Elaborations on these four features illustrate how children learn about reading through social interactions during interactive storybook reading. The use by adults of semantic contingency, or meaningfully extending a child's comment to facilitate oral language acquisition, has been well documented (Cross, 1998). Snow (1993), however, argued that when adults expand on or clarify text during storybook reading, they facilitate the development of literate behavior.For example, adults can answer children's questions about letter names and words, they can clarify story meaning, a nd they can extend children's understanding of story concepts such as what direction one reads print or where a word begins and ends. Not only is the discourse during interactive story reading expansive in nature, Snow argued, it is scaffolded. Drawing from Bruner (1998), she defined scaffolding as the â€Å"steps taken to reduce the degrees of freedom in carrying out some task, so that the child can concentrate on the difficult skill he is in the process of acquiring† (p. 170).Scaffolding occurs in oral language development. For example, although young children often say only one word for a whole sentence when they are learning to talk, parents respond by treating the word as a complete and sophisticated statement. In story reading, scaffolding might include parent reminders to the child about the name of the story, who the important characters are, or what the story problem is. The parent might point to a picture and then its printed label, hesitate to see if the child fill s in a story word or phrase, or encourage the child to help tell parts of a story.Snow also argues that parents challenge their children during reading sessions by holding them accountable for what they do to help construct the session. Snow and Ninio (2006) proposed seven tenets of literate communication from the interactions during the reading event that, although not explicitly taught, help children become literate. These tenets are (a) that a book is for reading rather than manipulating, (b) that a book controls the conversation, (c) that pictures are events, (f) that book events occur outside of real time, and (g) that books are an independent fictional world.It is clear that parents help children take over storybook-reading talk, and that this practice encourages children's later strategies for talking about and interpreting books. The descriptive research shows clearly that children experience opportunities for learning from engaging in interactive story reading with parents, and that the interactions have characteristic patterns that children imitate and that could promote literacy development.The nature of the dialogue that occurs during interactive book reading is affected by factors that include the size of the group, the competency of the participants, and the familiarity and type of the text. Yet a basic framework can be seen. When parents or teachers model, read, and talk to children about a text, they provide a structure that helps children understand and remember the story content.By promoting socially interactive story reading in which both reader and listener actively participate and cooperatively negotiate what is important and what things mean, teachers engage children in a process of learning through social interaction. It appears that, not only do children internalize the social conventions of stories when they talk with adults about them, they take away specific knowledge from hearing stories, such as the syntax, organization, and word f orms used in written language, and knowledge of its elements – words and letters themselves.Explanations of how children move into independent word reading have assumed a strong relationship among letter knowledge, phonological awareness, and reading (Ehri, 1999). Reading requires children to attend to the sounds in words and to the letters that symbolize those sounds. New evidence from interactive reading studies suggests that interactive reading may be another way to draw children's attention to print and to the ways that letters sound in words. through interactive reading, children begin to remember the story dialogues.In the process, they acquire written language structures and new vocabulary and then begin to focus on print and letter concepts. The research documents that these aspects of literacy learning can appear both at home and in the classroom. Therefore, both parents and teachers can promote young children's literacy acquisition through interactive story reading. At home, children can learn at a fairly optimal level because most parents are sensitive to their children's developing abilities in language.Parents can connect book information with their children's background experiences, and they are better attuned to the children's interests and level of understanding. At school, teachers achieve similar effects if they organize the story reading to elicit maximum participation from all students and if they repeatedly read stories. The theoretical construct posited by Vygotsky helps to explain how learning occurs. When reading to children is a social event, children's book explorations are refined through the verbal and nonverbal interactions that take place during the reading.During the reading, adults highlight and interpret the reality of the book, its written language features, vocabulary, and print forms, and the children mimic and modify the language to fit their understanding. Structured interactions enable children to add these underst andings to their current viewpoints through play with the language, questions, comments, and attempts to extend their understandings by making sense of new situations with the book language and print.From this theoretical perspective, it becomes obvious that reading to children without allowing discussion is not likely to be sufficient for developing the ability to use written language. If the goal is to teach literacy, an adult should mediate the ideas in books by keeping within bounds of children's understandings and by using an interactive story reading approach. Then, story reading becomes a way for young children to acquire knowledge about written language at new levels of understanding.Their face-to-face communication with adults provides a way for them to ask questions, comment about what makes sense, and use book language and book ideas. Although picture books provide essential picture and story line context, the language is without intonation, gestures, and pitch until an a dult reads it to the child. But, through mediation of this language, the child learns to interpret, apply, and transfer the sophisticated written language to their own oral language. Thus, literacy learning opportunities abound in interactive reading sessions.The process takes place through highly structured social interactions, interactions that involve routine joint participation sequences, in which the adults help children make connections to their own knowledge, and in which children make known their old understanding and practice their new understandings. Although this approach is easier for parents who are reading to one child, sufficient evidence now exists that teachers can read to small groups of children in a similar way, particularly in situations where teacher-group interactive language structures are fairly routinized, such as in rereading stories.Children learn about three aspects of literacy when they engage in interactive reading. First, they acquire knowledge about written language structures from the stories that they read interactively with an adult on a regular basis, and that they can talk about, act out, and use to play with story language. This suggests that teachers need to provide opportunities for children to hear and talk about stories. Second, they acquire new vocabulary from listening to stories.Children's oral language is embellished with new words and book phrases that are drawn from the book they hear read, particularly those they hear read repeatedly. Their attention to story information thereby becomes more focused and their listening comprehension improves. Finally, children learn about the form of print, that is, about how language is graphically represented, when they have opportunities to memorize texts and recite them as though they were reading. Their learning can be heightened when the print in the stories is salient, and when they hear repeated readings.Repeated reading is an activity particularly well suited for presc hool and kindergarten classrooms and will foster development of children's letter knowledge and phonological awareness, which can be connected to later word and letter recognition and to decoding. It is clear from more than a decade of research that interactive story reading is a powerful social avenue for developing language and literacy, and that it can be used as an influential literacy tool both in the home and in the school; that is, as Cochran-Smith (1984) has said, the child and adult bring to life books, and books enrich children's lives.Works Cited Anderson R. C. , Hiebert E. H. , Scott J. A. , & Wilkinson I. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Champaign, IL: Center for the Study of Reading; Washington, DC: National Institute of Education. Butler D. , & Clay M. (1999). Reading begins at home: Preparing children for reading before they go to school. London: Heinemann. Cochran-Smith M. (1984). The making of a reader. Norwood, N J: Ablex. Cross T. G. (1998). â€Å"Mother's speech and its association with rate of linguistic development in young children†. In N.Waterson & C. Snow (Eds. ), The development of communication. London: Wiley. Bruner J. S. (1998). â€Å"Learning how to do things with words†. In J. S. Bruner & R. A. Garton (Eds. ), Human growth and development. Oxford, England: Oxford University Press. Ehri L. C. (1999). â€Å"Movement into word reading and spelling: How spelling contributes to reading†. In J. M. Mason (Ed. ), Reading and writing connections (pp. 65-82). Boston: Allyn & Bacon. Hewison J. , & Tizard J. (1990). â€Å"Parental involvement and reading attainment†. British Journal of Educational Psychology, 50, 209-215.Ninio A. , & Bruner J. (1998). â€Å"The achievement and antecedents of labelling†. Journal of Child Language, 5, 1-6. Snow C. E. (1993). â€Å"Literacy and language: Relationships during the preschool years†. Harvard Educational Re view, 53, 165-189. Snow C. E. , & Ninio A. (2006). â€Å"The contracts of literacy: What children learn from learning to read books†. In W. H. Teale & E. Sulzby (Eds. ), Emergent literacy: Writing and reading (pp. 116-138). Norwood, NJ: Ablex. Teale W. H. (1991). â€Å"Parents reading to their children: What we know and need to know†. Lrnguage Arts, 58, 902-912.

Final Project Research Paper Example | Topics and Well Written Essays - 1000 words

Final Project - Research Paper Example For example, it would be necessary to know why one needs to put up the department, what has changed in order for the company to decide to set up the department, the functions the company wishes the department to do, and how the department will contribute to the success of the company (Mathis & Jackson, 2011). In the case of Wabash Box Company, I would first consider hiring employees with prior experience in the manufacturing field. This is vital because it would reduce cost of training required to train inexperienced employees. I would also consider analysing categories of jobs required by the company in order to evenly distribute the 150 employees. To set up human resource department, I would also be required to set up a recruitment and selection team that will be mandated to hire new employees. Selection criteria will of course be determined by the working environment in Franklin, and this should go in line with the culture of Tennessee. Since the company needs to develop and offer distinct or quality corrugated containers, I would also strategically consider designing a career development plan, which will among other functions include training of the employees in order to develop and advance their skills. This should also go hand in hand with a strategy to maintain human resource. Question two: most appealing function of HR My most appealing HR management is employees motivating. Obtaining employees is one thing, and retaining them is a different thing all together. Retention of employees, however, requires a combination of multiple concepts. One and most obvious is as the function states â€Å"motivating†. There are various incentives and strategies of motivating employees. These need to be taken seriously as they may lead to employees leaving for another motivating organization or company, thus lose of credible asset to the company, which translates to loss of business (Mathis & Jackson, 2011). The articles I selected involves employees motivating. The argument in articles is about how to address the issue of employees when they tell their bosses that they are leaving the organization. A number of issues are raised in this argument, but, which all revolve around the issue of employees motivating. The problem arising is that these news may be surprising to the boss since it means losing that the employee would lead to lose of business. To some extent, the problem could be related to the boss refusal to motivate his or her employees, and probably the reason could be the organization could not be in a position to do so. The key point is that addressing employee’s salary should involve ensuring that they are market worth. The issue of employees motivating can be applied in academic and also professional career by a way of putting measures of employee’s retention into practice. Research on employees motivating can be of great importance to students, since this would help them dig deep in order to have an in-depth unde rstanding of the phenomena. Question three: 100 Best Companies to Work For Companies that I would like to work for: i. Google, The Boston Consulting Group, and SAS Institute a. Google’s mission is â€Å"to organize the world’s information and make it universally accessible and useful† (Google Company, 2012, 1). Google has a vast of jobs to offer ranging from sales and account management, product and customer service, administrative and many more. According to what Google displays on its career

Operation Management at Fiat Case Study Example | Topics and Well Written Essays - 1000 words

Operation Management at Fiat - Case Study Example Fiat was founded On 11 July 1899 at Palazzo Bricherasio, the company charter of "Societ Anonima Fabbrica Italiana Automobili Torino" was signed. Among the members of the Board of Directors, Giovanni Agnelli stood out in the group of investors and won recognition for his determination and strategic vision. The 'Fabbrica Italiana Automobili Torino' company was founded in Turin, The first factory was opened in 1900 in Corso Dante. 150 workers were employed there and produced 24 cars. After that Fiat started a factory on s green field site at Melfi in southern Italy. At that time the competition was too high in the automobile industry. Fiat and all its competitors were facing a problem of poor quality products and productivity. The plant was the outcome of a major re-engineering effort undertaken by the company related to quality, productivity and endemic industrial conflict. For over a decade the plant was considered by Fiat and its competitor to be the leading example of productivity. But after the factory was started to do a better performance, it started fell down in productivity because of a strike in its production and supply area, by workers. From the very beginning the production system of Fiat's is a customer driven production system. But as the production was fallen due to the strike, the marketing department has to take steps to defend its market share, which was decreased as well. But as it's the problem of internal environment and related to human resource where alone marketing department cant do much. Marketing department can do a research "LE PEST C analysis (stands for Legal, Economical, Political, Ecological, Social, Technological and Cultural analysis)"1 along with HR department on its internal environment to find out the problem. At same time Fiat have to do another research on its customer to understand their recent behavior, needs and also on market to understand the recent market situation and future trends. All the decisions will depends up to these research result and some measurement. Such as recent consumer behavior, situation of sales and recent market share, recent market trends- after conflict was co vered and published by media. After media coverage, if the market and consumer behavior remain same marketing department need no to go for increase marketing activities such as advertisement but other promotional tools must be in working mode such as "public relation, direct marketing, sales promotion"2 etc. To capture the market share and get a competitive advantage they will use "Flank Attacking strategy"3. If the market trends shows that the future market may boom and the consumer behavior are in changing pattern as they want to spend more money for having a car, and if the demographical segment shows that the income level is increasing and will booster the sales, only then Fiat should start to build a new factory that will be worthy to Fiat in long run. If Fiat decide to start a new plant based on positive research

Ch.15 - Book - America's Courts and the Criminal Justice System by Essay

Ch.15 - Book - America's Courts and the Criminal Justice System by David W. Neubauer, Henry F. Fradella - Essay Example determined by the parole board who take into account the minimum sentence plus the prisoner’s good behaviour while in jail (positive rehabilitation). Liberal criticism of indeterminate sentencing law is based upon the fact that people who have committed similar crimes usually serve different number of years. This discrepancy creates an ambiguous sentencing system. Conservatively, indeterminate sentencing is based on the principle of rehabilitation. Evidence in the 1970s revealed that rehabilitation had very little impact on the convict’s future decisions with respect to crime. The rehabilitation system also focused on the convict, neglecting the crime and the victims. There was no sense of punishment, retribution or deterrence. Indeterminate sentencing were once very popular but it was however noted that at times judges were too lenient and that rehabilitation did not stop convicts from committing more crimes in the future. Legislature therefore instituted mandatory minimum sentences that had to be served irrespective of good behaviour. Apart from this, sentencing guidelines were also adopted to prevent ambiguous sentencing. Finally, legislatures adopted three-strike laws that act as reinforcement to rehabilitation measures. Indeterminate laws were very common in the 1970s but we however full of inconsistencies. Due to several criticisms about their effectiveness, legislatures around the country undertook several modifications in order to justify its