Unauthorized Sale Of Starbucks In Japan Essay Example | Topics and Well Written Essays - 1000 words

Unapproved Sale Of Starbucks In Japan - Essay Example Past record of the organization shows that, 'a client would purchase at some random time was 66 cases and lion's share of the purchasers would just purchase 1 to 11 cases to a request' (Black Market Sale). Underground market has been main problem for the brands of universal measures and notoriety. On account of Star Bucks, the brand despite the fact that isn't viewed as brand of universal notoriety, anyway the result of the organization has been dark showcased, it was accounted for to the organization's scheduler through an email that the result of the organization were being sold informally in Japan, the witness was legitimate of brand insurance for Beam Global, the capacity of the security organization was to watch out for the deals of various items in the worldwide market, and in the event of any negligence, the training was accounted for to the organization authority. Star Bucks was despite the fact that offering its image to various nations, however it was shockingly to see that the results of organization was being sold in Japan, a nation where the organization never appropriated its item. It was accounted for to the organization's legitimate that, various results of the organization including Starbuck Coffee and Cream Liqueur that were being delivered in organization's private mechanical unit in Frankfurt, were being sold in Japan illicitly. The organization has already no immediate contact with any of the merchant in Japan, and the organization was not approved to sell or market their item in Japan, it was along these lines total obstruction in the organization's creation and conveyance office, and it was questioned that the organization's very own position and dark advertiser more likely than not indicated the arrangement and execution of this unlawful practice. The organization official had the errand to patch up the case and find the depend able authority or means engaged with this negligence. The instance of the organization was by and by took care of by the scheduler. Game-plan After the terrorizing of the degenerate practices regarding the dispersion on the item in the unapproved locale, the scheduler stopped the creation office of those specific brands on quick notification. The scheduler took the Plant Manager and the Manager Operations into certainty before making any such stride, and all means were taken in the wake of taking both the controlling specialists into certainty. The organization authorities halted all creation offices, and taught the workers not to include or relate themselves into any creation related movement for brief timeframe. The organization authorities chose to audit the past shipment records for the specific span, during which the email was sent. The representatives were mentioned to include themselves into social event and keeping up the arrangements of the considerable number of shipments that have been made by the organization to their neighborhood and universal clients. The organization authorities needed to apply this strategy to follow whether shipment to Japan has been made on record or not. Assessment OF THE COURSE OF ACTION

Describe the nature of Scared Essay Example | Topics and Well Written Essays - 1750 words

Portray the idea of Scared - Essay Example They built up the current design from a few other country they vanquished including Egypt and improved it with their insight so it could fit with their riches and the quickly extending urban populace. In the Ottoman Empire, there was additionally a particular association between the idea of design and the social and strict convictions and from multiple points of view; the engineering mirrored the Islam confidence (Saound 2). For example, Sultan Suleyman planned a mosque that had rooms that were explicitly intended to oblige explorers and outsiders, inciting a portion of the fundamental principles of Islamic confidence. This paper is planned for examining Roman and Ottoman engineering in the periods between the fourth and seventeenth century in connection the strict hugeness borne. The planners of the main Roman sanctuaries were cleric who lead in the act of customs in the period around 600-800 BC, now, the Romans were not the extraordinary country they were to later become and didn't have a realm. They would hold ceremonies focused on the development of Godly qualities, family and requesting the life of the general public, the customs would each get the arrangement of room considered suitable for them. With time, the ministers would outline the space they required for their customs in the theoretical; in the end, genuine structures were put up to contain the exercises and this transformed into various sanctuaries; for various Gods and with various purposes. While Roman modelers were required to be down to earth in their work, magnificence and glory were basic parts of any development appointed particularly for their Gods and Rulers. This is on the grounds that the structures were proposed for the exhibition of open capacities as well as to intrigue the neighborhood as well as guests who might spread updates on Rome’s greatness. Step by step, the strict significance joined to Roman sanctuaries came to rise above the religions and the divinities for whom t hey were built, reflectively; Romans rehearsed a syncretic religion with numerous divine beings who had sanctuaries committed to them. Nonetheless, when Rome turned into the central station or Christianity as a rule, and the Catholic Church specifically as it despite everything may be, a large number of the sanctuaries were transformed into houses of worship and still practical as such to date. Perhaps the best work of Roman design was the Madison Carree, situated in Nimes, France; it was worked in the 16 BC, anyway in the fourth BC when Christianity had settled in itself in Roman social fiber, it was changed over into a congregation yet having filled in as a sanctuary for the early mainstream Gods. A conversation of Religious design, Roman or something else, would be fragmented without a notice of the Pantheon; it was and stays one of the most striking and very much saved compositional works from old Rome. Worked in 126BC, it has filled in as a Roman catholic church since the seven th century; it is comprised of a tremendous Circular patio and there Corinthian sections made of rock three positions of colossal stone Corinthian segments (Moser). Presumably the most astonishing part of the plan is the way that the at the top, the sanctuary is there is a focal roundabout opening known as the Oculus making the sanctuary a colossal vacation destination is considerably progressively mainstream during the blustery climate. At that point, guests can watch the precipitation from the highest point of the

How to Write a Narrative Essay Introduction

How to Write a Narrative Essay Introduction There is hardly a more important part in a writing piece than its introduction. It has multiple functions and in many cases, the first impression that your writing makes on readers depends solely on the introduction chapter. When so much hinges on it, it’s easy to get frozen and hesitant. Is your introduction impressive enough? Does it tick all the boxes? Will your reader be intrigued? Is your style fluent enough to lure them into the main body? The bad news is, such hesitations will never leave you â€" it’s completely normal for a writer to hate his or her own work. The good news is, there are some proven techniques to follow, and if you don’t feel that your introduction improves with their use, at least you will have the benefit of following a defined set of rules, which adds confidence. Let’s focus on writing introduction for narrative essay. Debunking the myths For some reason, there is a certain amount of false beliefs that surround narrative writing in general and the contents of narrative paper chapters in particular. Myth No.1: A narrative paper can’t be personal. Quite the opposite â€" a narrative paper is almost always personal because the best kinds of stories are told by people about themselves. Narrative papers are often assigned as admission papers, where admission officers will look closely at the personal component. Myth No. 2: There is a separate set of rules for how to start a narrative paper. Not quite true. The introduction to a narrative paper will be somewhere in between the academic and fiction worlds. That’s why the narrative paper rules are more of a mix of the two sets of rules. You should still rely on academic writing norms but add a significant amount of fiction writing tricks â€" attention grabbing, etc. Myth No. 3: An introduction to a narrative paper doesn’t need a thesis. This is not true at all. Every paper needs a summary statement that will be further expanded in the body paragraphs. The thesis statement for a narrative essay will be different from other kinds of papers, of course, but it will still exist. Getting ready to writing a narrative essay introduction As with any other activity, you need a plan before you start working. Suppose you already have an outline for the entire paper, so you know how you want to proceed. Decide on the following: Will you write your introduction before or after all the other parts? It is generally recommended to put off writing of the introduction until you have written all the other chapters, as then you will have a better understanding of the general flow of your paper. However, many writers choose to start with the introduction part. They feel that the introduction will set the tone for the entire paper. Choose the approach that works for you, personally. How long will your introduction be? There are still word limits, even if you are working on a rather creative paper. How much of its word count will you allocate to the introduction chapter? What will you include in it? Different kinds of information can be included in the introduction chapter: while some prefer to go with only the thesis statement, others pack the introduction with background information, elaboration on the importance of the topic, and other things. In deciding how many aspects to include in your introduction, don’t forget about the word limit. Starting your introduction for narrative essay The first and the most important thing that your introduction should start with is the attention hook, i.e. something that will force your reader to pay attention. There are multiple ways to do it, here are just a few: providing unexpected statistics; stirring emotion; stirring curiosity; quoting a famous person, etc. The wording you choose plays a major role. Omit long, hard-to-read sentences. You reader should be drawn into your paper and forced to read more and more â€" which is hard to achieve if your writing is hardly comprehensible. You could go with the so-called incipit introduction, where you start with the end of the story. It can be especially appropriate for narrative papers, but you should be careful not to overdo it. The attention hook should be followed by describing the setting. There are two approaches here: you can either describe only the events that were precursors to the main conflict in your paper or you could include the “feelings” part. Your choice should depend on the kind of story you are telling â€" which one is more appropriate? The last paragraph is usually reserved for the thesis statement, and there are no reasons to change it in the narrative paper. Besides, summarizing your point in the last paragraph of the introduction makes a nice break and holds your reader in suspense until she reaches the main body (if you manage to build such suspense, of course). Concluding recommendations There are a few recommendations that apply to narrative writing in general. First of all, you can’t afford to just tell about things. You need to show them. The descriptive language should help you, as well as a well-considered approach to describing the sensory effects of events. Talk about smells and looks and sounds instead of giving a dry account. Second, you should consider including the psychological element. What did the main characters feel as the events unfolded? You are most likely to be the only main character, so you shouldn’t have problems describing the psychological effect. Finally, try to implement all the small copywriting tricks â€" simple sentences, building up tension, using transitions â€" to make your story more cohesive. If a reader can’t but read your entire paper at one go, you have created an amazing piece of work. These are the fundamentals of writing introductions to narrative papers, but they should suffice if you have no clear idea of the subject in general. With time and practice, you will be able to develop your own set of rules to follow. For now, stick to the general recommendations outlined above.

Social Media And Its Effects On Society Essay - 1605 Words

Over the duration of time, I have noticed the great deal of power that media has influenced on how women ought to appear. The relationship between social media and its users is a high effect on people and causes many problems. We are constantly thrown images of women and men to categorize what is eye catching. It has been clear that social media has blossomed in the last few decades to only deliver us with messages. Social media is applying to us, that looking more like the Kardashians and less like ourselves is the new norm. It is constantly feeding us with a new method on what is pretty in the media and the thinner you are the more likes you get on social media accounts. Social media sites have converted to the top social outlet for many teens to communicate. Nevertheless, with a lot of positive outcomes can with lots of negative effects. I am a huge user of social media and I have been questioning what role is social media playing on body images, especially on teens. It leaves me with the concern on how is social media portraying negative body images to teens? My generation has made social media a new platform for many new forms of businesses and a global interaction with people. As I became more concern about this topic, I began to be aware of the many portals that social media influence on its audience. I was highly interested in the way women s bodies are portrayed and how it affects teens today. In my teen years, I was very concern on the amount of likes I wouldShow MoreRelatedSocial Media And Its Effects On Society1597 Words   |  7 PagesSociety Crumbles into Smithereens One Post at a Time You are walking out of the new Star Wars movie, posting about how superb it was, when suddenly you are swooped up and thrown in the back of a vehicle. No one would have thought posting about how you were there earlier would provoke such a situation. After all, social networking is â€Å"safe† and â€Å"friendly.† Now, social media is defined as â€Å"A form of electric communication through which users create online communities to share information,† accordingRead MoreSocial Media And Its Effect On Society1711 Words   |  7 Pagesinfluence usually are not the first words you would expect to come to mind when thinking about the term â€Å"social media,† yet with a little digging you will soon realize it could be the perfect description. Social media can be defined as forms of electronic communication through which users create online communities to share information, ideas, personal messages and other content. Most often social media is understood as a p ositive concept because of the ways it has allowed us to attain cheap and easilyRead MoreThe Effects Of Social Media On Society1359 Words   |  6 PagesIn a broad sense, Social media refers to elements such as websites, television, blogs, IM, and other applications that enable users to create and share various forms of content such as messages, pictures, and information, or to be able to participate in social networking. Social media depends on web-based applications, which allow a high level of virtual interaction on various levels such as social, professional, and educational levels. Social media has had various contributions to the developmentRead MoreSocial Media And Its Effects On Society1592 Words   |  7 Pagesdevelopment of vast social media networks has improved our communications and interactions. These networks, such as Facebook and Twitter, are essential to how information is shared and criticized. The Social Media Handbook defines social media as â€Å"networked information services designed to support in-depth interaction, community formation, collaborative opportunities and collaborative work† (Hunsinger, 2014 p.1). Having an account or profile on these sites is more than a social norm; it is a requirementRead MoreSocial Media And Its Effects On Society1359 Words   |  6 PagesPeople may say social media is good for you but is it really? Everyday, everywhere I always see people on social media calling people bad names, not being able to communicate face to face with each other. Social media, social media, social media†¦ oh what is has done to the world, so many students grades have dropped, criminals PROMOTE crimes. Ultimately, what is at stake here is social media will one day take over the world. People’s safety will be in danger, crimes will increase, people will getRead MoreSocial Media And Its Effect On Society1601 Words   |  7 Pagesrecent editorial titled â€Å"Hazards of Social Media† on your LinkedIn page on February 10th, 2016. It was very interesting to read your perspective on social media and its effect on society. Having an undergraduate major in Psychology at the University of Southern California and currently conducting research on social media usage at the Brain and Creativity Institute of USC, I have spent significant time researching the issue of social media.Though I agree that social media can be hazardous if not used effectivelyRead MoreSocial Media And Its Effect On Society998 Words   |  4 Pagesis bound to be a shift in social norms. As the times change, so does societ al views on acceptable values. One such possibility is the standard value accepted by mainstream society in which the way a female body is sexually portrayed in the media. It appears that society has not only accepted this standard, but has increasingly encouraged a more sexualized representation of the female body. Social media is an informational highway about what is accepted by the larger society and inferred by the individualsRead MoreThe Effects Of Social Media On Society Essay1644 Words   |  7 PagesSocial media has become prominent parts of life for many young people today. Most people engage with social media without stopping to think what the effects are on our lives, whether positive or negative. Are we as a society becoming more concerned with Facebook friends than we are with the people we interact with face-to-face in our daily lives? What will the longterm effects of today s social media use be? There are many positive aspects, but there are equally as many dangers that come withRead MoreSocial Media And Its Effect On Society1151 Words   |  5 PagesSocial Media The Workplaces’ Largest Enemy Being employed means that an individual will in most cases have coworkers and bosses; the environment shared between the employees is known as the workplace. In the time before technology, people being fired from their jobs was not an unheard of situation. The difference now is people are being terminated from their jobs because of something they posted on social media. If this was not the case, it would set a precedent that posting inappropriate or hurtfulRead MoreSocial Media And Its Effects On Society Essay1396 Words   |  6 PagesIn our modern world, the use of social media is overwhelming and second nature due to the availability. Several people all around the world possess some form of an electronic device that is capable of accessing social media, rather it be Facebook, Twitter, Snapchat, Instagram, and many more. â€Å"Technology’s rampant popularization over the past decade in terms of social media has meant that texting, Facebook, and Twitter have inevitable take n over as the most efficient ways of communicating with each

The Downside Risk of Samples Essay on Freedom of Speech Should Be Given or Not That No One Is Talking About

The Downside Risk of Samples Essay on Freedom of Speech Should Be Given or Not That No One Is Talking About For instance, the Congress cannot make a rule prohibiting certain forms of speech, but an individual may. Despite what most might think, there are lots of ways to structure a thriving speech. In some instances it may actually want a reversal of key. Don't copy one or more of these examples! What Samples Essay on Freedom of Speech Should Be Given or Not Is - and What it Is Not For instance, if your speech is addressing a historical subject, utilize a chronological strategy. Pragmatism thus amount just to the recognition that the true world is complex and that a whole lot of distinct principles may point in various directions in regards to any specific circumstance. The modern idea of speech isn't restricted to speaking or writing. The real-world application of principal doesn't necessarily yield the appropriate outcome, because when it has to do with oppression, inte ntion doesn't matterresults do. In addition, you can remain in your property provided that you desire. Music is then going to be fully understood as a way to support this departure. It was not till my car ride home down long street which I realized Warwick will stay part of me. Stay focused on your objectives, but in addition on your life. Buying VS Renting Buying a house versus renting is a big choice in a persons life and should be cautiously considered. Blogging online is just one of the few places left where we still have the liberty of speech. Begin your blog at no cost and learn how on my site. Live everyday like it's your last. As expected, not everybody approves. Everything will get far better. This is among the hardest things I have ever written. You're able to locate a solitary spot to express your emotions, although it can be difficult at first, you've too. Instead, it is a mixture of the preparation that you put into a speech and the knowledge of what con stitutes effective communication that will set your fears in the rear seat. An inner awareness of harmony and spiritual depth is subsequently recognized within music. If you realize that you are developing new relationships the very same or similar to past ones, you're in a cycle. The Upside to Samples Essay on Freedom of Speech Should Be Given or Not As the nation is becoming more and more diverse, new viewpoints ought to be welcomed, in addition to listened to in order to permit the country to evolve. That organisation has done some considerable work to improve the dignity of gay individuals, but surely the Government aren't bound to accept its whole agenda. India is among the countries full of nuclear power. Strikes broke out all around the nation. Life, Death and Samples Essay on Freedom of Speech Should Be Given or Not Elaborate guide on how best to begin an essay After an instructor assigns an essay, among the very first questions that students ask is the best way to begin their essays. Chemistry is a subject which, basically, supplies you with useful information concerning the different substances or forms of materials which compose the physical world around us and the way in which they behave or react with one another. I used to not want the guidance that lots of students at other schools need. Learn what the teachers are teaching your son or daughter by heading to their classes. Vital Pieces of Samples Essay on Freedom of Speech Should Be Given or Not At the exact same time, it is but one of the most abused rights by Americans. Put simply, while the government couldn't prohibit protesting the Vietnam War, it may punish this system of protest which served to curtail the performance of the draft. Security is essential to be able to safeguard a community. Furthermore, a compelling government interest isn't one that is merely furthered by means of a restriction on speech. Because folks are absolutely free to express their opinions, much disagreement has developed over time. From such statistics, an individual could be quick to conclude that African men have an inclination towards criminal activity. A good deal of individuals are anti-Semitic, anti-Muslim, anti-gay marriage, etc. From this 1 creed, men have committed several atrocities. The second argument is quite odd. Every second is valued the exact same and should not be wasted. I would like to just say that there isn't anything wrong if you answered Yes'' to all the questions mentioned previously. The answer, naturally, is none. We are going to perform a lot of 60s songs and that will produce the period. Millions of people may lose their livelihood because of this. Our celebration wouldn't be complete without your presence. Generally proof of employment, income and a good credit history (or an excellent explanation) is required to rent a house. So basically, you don't have to be worried about a landlord's fiscal ability to generate mortgage paymen ts punctually. For the brief term renting makes more financial sense since it takes a number of years at least to compose the initial upfront price of purchasing. Many of which you'll have to discover or fish out through your very own due diligence.

The Forbidden Game The Chase Chapter 5 Free Essays

Jenny screamed. Or got out half a scream anyway. The rest was cut off as something knocked her to the ground. We will write a custom essay sample on The Forbidden Game: The Chase Chapter 5 or any similar topic only for you Order Now It was the dark figure in front of her, and it was shouting something. â€Å"Jenny, get down!† Her brain only made sense of the words after she was down. There was a dull crashing and a thudding-and-rushing that might have been the blood in her ears. Then the crashing stopped. â€Å"Wait, stay down until I see if it’s gone,† Tom’s voice said. Jenny got up anyway, looking at him in amazement. What are you doing here? she thought. But what she said was â€Å"Did you see it?† â€Å"No, I was looking at you. I heard it and then I-â€Å" â€Å"-knocked me down,† Jenny said. â€Å"Did you see it, Audrey?† â€Å"Me? I was trying to get my door open, and then I was trying to get your door open. I heard it go by, but when I looked it was gone.† â€Å"I don’t think it went by,† Tom said. â€Å"I think it went over-it ran over the hood of your car.† â€Å"It couldn’t have,† said Jenny. â€Å"A person wouldn’t-† She stopped. Once again a horrible image of Nori, scampering spiderlike, entered her mind. â€Å"I don’t think it was a person,† Tom began in a low voice. â€Å"I think-â€Å" â€Å"Look!† Audrey said. â€Å"Down there past that streetlight-some kind of animal-† Her voice was high with fear. â€Å"Turn on your headlights,† Tom said. A wedge of white light pierced the darkness. The animal was caught squarely in the beams, eyes reflecting green. It was a dog. Some sort of Lab mix, Jenny guessed. Black enough to blend into the night-or the hedges. It stared at them curiously, then its tail gave a quick, uncertain wag. Rustlings in the bushes, Jenny thought. That tail wagging! And the quick, panting breath. â€Å"Dog breath,† she gasped aloud, almost hysterically. After the tension, the relief was acutely painful. Audrey leaned her auburn head against the steering wheel. â€Å"And for that I lost my shoes?† she demanded, sitting up and glaring at Jenny, who was hiccuping weakly. â€Å"We’ll go back and get them. I’m sorry. Honestly. But I’m glad you’re here, anyway,† Jenny said to Tom. He was looking at the dog. â€Å"I don’t think-† he began again. Then he shook his head and turned to her. â€Å"I didn’t mean to hurt you.† â€Å"Didn’t you?† Jenny said, not meaning the knocking-down. She looked up into his face. He ducked away to help Audrey pick up her scattered belongings from the sidewalk. They could only find one shoe. â€Å"Oh, leave it,† Audrey said in disgust. â€Å"I don’t care anymore. I only want to get home and soak for about an hour.† â€Å"You go on. Tom can take me home,† Jenny said. Tom looked at her, seeming startled. â€Å"You do have your car, don’t you? Or did you walk?† â€Å"My car’s down the street. But-â€Å" â€Å"Then you can take me,† Jenny said flatly. Audrey raised her eyebrows, then got in her car and drove away with a â€Å"Ciao† settling the matter. Tom and Jenny walked slowly to Tom’s RX-7. Once inside, though, Tom didn’t start the engine. They just sat. â€Å"Well, you’ve made yourself pretty scarce today,† Jenny said. â€Å"While the rest of us were working.† That hadn’t come out right. She was upset, that was the problem. Tom was fiddling with the radio, getting static. â€Å"I’m sorry, Jenny,† he said. â€Å"I had things to do.† Where was his smile-that rakish, conspiratorial, sideways grin? He was treating her politely, like anybody. Worse, he was calling her Jenny. When he was happy, he called her Thorny or some other silly name. â€Å"Tom, what the hell is going on?† â€Å"Nothing.† â€Å"What are you talking about, nothing? Tom, look at me! You’ve been avoiding me all day. What am I supposed to think? What’s happening?† Tom just shook his head slightly. â€Å"You really have been avoiding me. On purpose.† Jenny hadn’t quite believed it herself until she put it into words. â€Å"Not just today, either. It’s been ever since-† She stopped. â€Å"Tom. It’s not-it hasn’t got anything to do with-† She couldn’t make herself say it; it was too ridiculous. But what other explanation was there? â€Å"It hasn’t got anything to do with what happened in the Game, has it? With-him?† She could tell from the silence that she was right. â€Å"Are you crazy?† Jenny said in a sort of quiet explosion. â€Å"Let’s just not talk about it.† â€Å"Let’s just not talk about it?† Somewhere inside Jenny hysteria was building up, ready to be released. â€Å"Look, I know the score. Maybe better than you do.† In the faint light from the instrument panel, she could see that his mouth was grim. Jenny got hold of herself and said carefully, â€Å"Tom, I am your girlfriend. I love you. We’ve always been together. And now suddenly you’ve changed completely, and you’re acting like-like-â€Å" â€Å"I’m not the one who’s changed,† he said. Then, turning fully toward her, he said, â€Å"Can you look at me and tell me you don’t think about him?† Jenny was speechless. â€Å"Can you honestly tell me that? That you don’t think about him, ever?† â€Å"Only to be scared of him,† Jenny whispered, her throat dry. She had a terrible feeling, as if earthquakes and tidal waves were ahead of her. â€Å"I saw you with him-I saw you looking at each other.† Oh, God, Jenny thought. Her mind was filled with panicked images. Julian’s fingers in her hair, light as the soft pat of a cat’s paw. Julian tilting her face up, Jenny flowing toward him. Julian supporting her weight, kissing the back of her neck†¦ . But Tom hadn’t seen all that. He had only seen her and Julian together at the end, when Jenny’s thoughts had been on getting her friends out of the paper house. â€Å"I was trying to save us all,† she said, safely on high moral ground. â€Å"You know that.† â€Å"And that means you didn’t feel anything at all for him?† Lie, Jenny thought. There was no reason she should have to lie. She didn’t feel anything for Julian, But she was so confused-so frightened and confused-she didn’t know what was going on anymore. â€Å"No,† she said. â€Å"I know you, Jenny-I know when something gets to you. I saw you-respond to him. He brings out another side to you, makes you different.† â€Å"Tom-â€Å" â€Å"And I saw what he can do, everything he can do. He’s superhuman. How can I compete with that?† And there, Jenny thought, clarity returning, was the problem. If Tom Locke the Flawless had a flaw, this was it. He was used to always winning, and winning easily. Tom didn’t do anything he couldn’t do right the first time. He wouldn’t try if he thought he was going to fail. â€Å"Besides, you don’t need me anymore.† Oh. So that was what he thought. Jenny shut her eyes. â€Å"You’re wrong,† she whispered. â€Å"I needed you all day today. And you weren’t there†¦ .† â€Å"Hey-oh, Jenny, don’t cry. Hey, Jen.† His voice had changed. He put a hand on her shoulder, then an arm around her. He did it awkwardly, as if it were the first time. Jenny couldn’t stop the tears. â€Å"Don’t cry. I didn’t mean to make you cry.† He leaned over to grip her other shoulder with his other hand. Jenny opened wet eyes. He was looking into her face, and he was so close. The grim expression was gone, and in its place was concern-and love. Anguished love. In that instant Jenny saw beneath the smooth, polished exterior of Tom Locke’s defenses. â€Å"Tommy †¦Ã¢â‚¬  she whispered, and her hand found his, their fingers locking together. Then one or the other of them made a movement -Jenny never could remember which-and she was in his arms. They were holding on to each other desperately. Relief flooded Jenny, and she gave a little sob. It felt so good to have Tom holding her again. In a moment he would kiss her, and everything would be all right. But then-something happened. The RX-7’s interior was small, like an airplane cockpit, and the center console curved out. Tom pulled back a bit in order to kiss her, and his hand or elbow knocked into the radio buttons. It must have, because suddenly music spilled into the car. It was a song Jenny’s mother sometimes played, an oldie by Dan Fogelberg. She had never really noticed the words before, but now they rang out clearly through the car. â€Å"†¦ Like the songs that the darkness composes to worship the light†¦.† Jenny recoiled, heart jolting. God, who had thought of that? Who had ever thought of that? What did some seventies songwriter know about darkness worshiping light? She was staring at the radio, transfixed. Out of the corner of her eye she saw Tom staring at her. Jenny reached out and jabbed at the radio, and the car was plunged into silence. She had to say something-but her mind was blank. All she could hear was the echo of Julian’s voice saying, â€Å"I want her for†¦ light to my darkness. You ‘II see-Tommy.† The silence became terrible. â€Å"I’d better get you home,† Tom said in a voice as empty and polite as he had started with. â€Å"It’s late.† â€Å"It was just a song,† Jenny burst out, but she knew the song wasn’t the problem. The problem was her reaction. â€Å"You’ve changed, Jenny.† â€Å"I’m so tired of hearing that!† Jenny got her breath and added, â€Å"If I’ve changed so much, maybe you don’t want me anymore. Maybe we should break up.† She had said it to shock. Stunned, she realized he wasn’t going to contradict her. â€Å"Better get you home,† he said again. Jenny desperately wanted to take the words back, but it was too late. It was too late for anything, and her pride wouldn’t let her cry or speak. She sat frozen as they drove to her house. Tom walked her in. Jenny’s mother was standing on the threshold of the living room. â€Å"And just where have you been?† she demanded. She had dark golden hair and a quick temper. â€Å"It’s my fault, Mrs. Thornton,† Tom said. â€Å"It is not his fault. I’m responsible for myself,† Jenny said. â€Å"As long as you’re home,† Mrs. Thornton said, with a sigh. Her temper, like Jenny’s, flared quickly and died more quickly. â€Å"Are you hungry? Have you had dinner, Tom?† Tom shook his dark head. â€Å"I’d better be getting home,† he said, avoiding Jenny’s eyes! â€Å"Yes, you had,† Mr. Thornton said softly but pointedly from his armchair. Jenny’s father was a small man, but he had a sardonic eye that could kill from across the room. â€Å"I’m sure your parents are expecting you. And next time, be back before dark.† As the door closed behind him, Jenny said with reckless energy, â€Å"There probably won’t be a next time.† Her mother was startled. â€Å"Jenny?† Jenny turned toward the kitchen, but not before she saw her parents exchange glances. Her father shook his head, then went back to Time magazine. Her mother followed her into the kitchen. â€Å"Dear one-you can’t be upset because we want you home early. We’re just trying to keep you and Joey safe.† â€Å"It isn’t that.† Jenny was struggling with tears. â€Å"It’s just-I think Tom and I are going to break up.† Her mother stared. â€Å"Oh, sweetheart!† â€Å"Yes. And I just don’t know-oh, Mom, everything’s changing!† Abruptly Jenny threw herself into her mother’s arms. â€Å"Things do change, sweetheart. You’re at the age when everything starts happening. I know how scary it can be, and I’m sorry about Tom-â€Å" Jenny shook her head mutely. She and her mom had talked about growing up before. Jenny had always felt secretly a little smug at how well she was handling it all. She’d had it all planned out: high school with Tom, and then college with Tom, and then, in some comfortably fuzzy future, marriage to Tom, and an interesting career, and a world tour. After the tour, babies. Boy and girl, like that. She’d already conquered growing up: she knew exactly what it was going to be like. Not anymore. Her cozy future was crumbling around her. She drew away from her mother. â€Å"Jenny †¦ Jenny, there isn’t anything you’re not telling us-say, about Zach? Because Aunt Lily is really worried. She says he’s been acting so different†¦ . He even seems to have lost interest in his photography. †¦Ã¢â‚¬  Jenny could feel herself stiffen. â€Å"What kind of anything?† she said. â€Å"Of course, we know Zach didn’t-didn’t hurt Summer in any way. But he wasn’t the one who made up this story, was he? And you all believed it because you care about him.† It was phrased as a theory, and Jenny was horrified. â€Å"No,† she said. â€Å"First of all, nobody made up the story.† Although Mrs. Thornton continued to face her, Jenny noticed that her mother’s golden-brown eyes went shades darker at that, and seemed to wall over. It was how all the parents looked when the kids talked about the reality of what had happened that night. They were listening, but they weren’t listening. They believed you because you were their kid, but they couldn’t believe you. So they ended up staring at you like polite zombies and making excuses behind their eyes. â€Å"Nobody made the story up,† Jenny repeated tiredly, already defeated. â€Å"Look-I’m really not hungry.† She escaped to the family room, where Joey was playing a video game-but it wasn’t escape. The phone rang. She reached for it automatically. â€Å"Hello?† Shhshhshhshhshhshhshhshhshhshh. Chills swept over Jenny. The white noise went on, but over it there was a whispering. â€Å"A †¦ ishhshhshht†¦Ã¢â‚¬  â€Å"Joey, turn the TV down!† The breathy whisper came again, and Jenny heard the psychic’s voice in her mind. Vanished†¦ â€Å"Van-ishhshhshhed,† the voice whispered. Jenny clutched the phone, straining to hear. â€Å"Who is this?† She was suddenly angry rather than afraid. She had visions of the frosted-blond psychic on the other end. But the voice seemed like a man’s, and it had a distorted quality to it that went beyond foreign. The word sounded like vanished, but†¦ The phone clicked, then there was a dial tone. â€Å"What’s wrong?† her mother said, coming in. â€Å"Did someone call?† â€Å"Didn’t you hear it ring?† â€Å"I can’t hear anything over that TV. Jenny, what is it? You’re so pale.† â€Å"Nothing.† She didn’t want to talk about it with her mother. She couldn’t stand any more questions -or any more weird stuff-or any more anything. â€Å"I’m really tired,† she said and headed for the back of the house before her mother could stop her. In the privacy of her own room, she flopped on the bed. It was a pleasant room, and normally its familiarity would have comforted her. Michael always said it looked like a garden because of the Ralph Lauren comforter in rose and poppy and gold and dusty blue, and the baskets on the dresser twined with silk flowers. On the windowsill were pots of petunias and alyssum. Just now it made Jenny feel-alien. As if she didn’t belong to its familiarity any longer. She lay listening to the house. She heard the distant sounds of the family room TV cut short, and presently heard splashing noises in the bathroom. Joey going to bed. Voices in the hall, and a door shutting. Her parents going to bed. After that, everything was quiet. Jenny lay there a long time. She couldn’t relax for sleep; she had to do something to express the strangeness she felt inside. She wanted-she wanted – She wanted to do something ritual and-well, purifying. By herself. Then she had it. She went to the door and cautiously turned the knob. She stepped into the darkened hallway, listening. Silence. Everyone was asleep; the house had that hushed middle-of-the-night feeling. Quietly Jenny opened the linen closet and fished out a towel. Still careful not to make the slightest sound, she unlocked the family room sliding glass door and eased it open. A three-quarter moon was rising over the foothills. Jenny glanced toward her parents’ room, but their Venetian blinds were dark, and a row of tall oleander bushes blocked their view of the pool. No one would see her. She made her way stealthily to a block-wall alcove, where she turned a switch. The pool light went on. Magic. It transformed a dark ominous void into a fluorescent blue-green jewel. Jenny sighed. Keeping well behind the screening row of bushes, she stripped her clothes off. Then she knelt by the lip of the pool, sat on it, easing her legs into the water. She could feel the porous concrete deck on the backs of her thighs and the cool water on her calves. She looked at her feet, pale green and magnified in the glowing water. With a careful twist and a slide, she dropped in. A slight shock of coolness. Jenny boosted off the side of the pool with her feet and floated on her back, spreading her arms. The smell of chlorine filled her nostrils. The moon was pure silver in the sky and very far away. Right now Jenny felt as distant from ordinary emotions. So what do you do, she thought, floating, when you’ve sold your soul to the devil? That was about the size of it. She had let Julian put his ring on her finger. A gold ring with an inscription on the inside: All I refuse and thee I chuse. Magical words, inscribed on the inside of the ring so they would rest against her skin and bind her to the promise. When they’d gotten back from the Shadow World, Jenny had put the ring in the white box, the one with the paper house, the one P.C. and Slug had stolen. Now she wished she had it back. She should have had it melted down or hammered flat. The water slipped pleasantly between her fingertips. It cradled her whole body, touching all her skin. It was a very-sensual-feeling, to be embraced like this, to stroke out in any direction and feel the coolness flow past you. Jenny-felt things-more these days. She’d discovered it that first week after getting back. She’d realized, to her bewilderment and somewhat to her horror, that she found things more beautiful than before. The night air was more fragrant than it used to be, her cat’s fur was smoother. She noticed little things-tiny, delicate details she had never seen before. Something about her time with Julian had-opened her to things. To their sensuality, their immediacy. Maybe that was what people were noticing when they said she had changed. Or maybe she’d always been different. Because she’d been chosen. Julian had chosen her, had fallen in love with her, had begun to watch her, when she was five years old. Because when she was five she had opened a secret closet in her grandfather’s basement, a closet carved with the symbol Nauthiz, a rune of restraint. It had been a natural thing to do. Let a kid alone in a cellar where a bookcase has been moved to expose a secret door, and what would anyone expect? What would be the harm? It depended. If your grandfather was like any grandfather, a sweet old guy who liked gardening and golf, no harm. But if your grandfather was a dabbler in the black arts, it might be another story. And if your grandfather had actually succeeded in his ambition to call up spirits from another world, to trap them †¦ and if the door you opened was the one that held them in †¦ The consequences had been unimaginable. Jenny had opened that door and seen a whirling, seething mixture of ice and shadows. And in the shadows-eyes. Dark eyes, watching eyes, sardonic, cruel, amused eyes. Ancient eyes. The eyes of the Others, the Shadow Men. They were called different names in different ages, but always their essential nature came through. They were the ones who watched from the shadows. Who sometimes took people to-their own place. The thing Jenny remembered most about the eyes was that they were hungry. Evil, powerful, and ravenous. â€Å"They’d love to get a tooth in you,† Julian had told Dee. â€Å"All my elders, those ancient, bone-sucking, lip-licking wraiths.† Suddenly the water seemed more cold than cool. Jenny swam over to the steps and got out, shivering. In her room she rubbed herself dry until she stopped shivering. Then she put on a T-shirt and crawled into bed. But the vision of glowing eyes haunted her until she fell asleep from sheer exhaustion. She woke up very suddenly when the phone rang. The alarm, she thought, confused, and reached for the clock by her bedside. But the ringing went on. Her window was dark. The clock in her hand showed a glowing red 3:35 a.m. The ringing went on, frighteningly loud, like a siren. Her parents would pick it up any minute now. But they didn’t. Jenny waited. The ringing went on. They had to pick it up. Not even Joey slept that soundly. Each burst of noise was like white lightning in the dark and silent house. Chills ran over Jenny’s skin. She found that she had been counting unconsciously. Nine rings. Ten. Eleven. Twelve. Shattering the stillness. Maybe it was Dee, maybe she and Michael had found out something important and for some reason hadn’t been able to call until now. Heart pounding, Jenny picked up the receiver. â€Å"A isht,† a voice whispered. Jenny froze. â€Å"A †¦ isht†¦Ã¢â‚¬  The formless electronic noise blurred the word. Jenny could only make out the vowel sounds and the soft shush at the end. A as in amble, then shht. It didn’t sound exactly like vanished anymore. She wanted to speak, but she couldn’t. She could only clutch the phone and listen. â€Å"A isht†¦Ã¢â‚¬  Damaged? No, that was even farther off. A-isht. Am-ish. Amished. Oh my God Oh God oh God oh God†¦ Sheer black terror swept through her, and every hair on her body erected. She felt her eyes go wide and tears spring to them. In that instant she heard, really heard what the voice was saying. She knew. Not vanished. It sounded like vanished, but it wasn’t. It was something much worse. The whispery, distorted voice with the odd cadence was saying famished. Famished. Jenny threw the phone as hard as she could across the room. She was on her feet, her skin crawling, body washed with adrenaline. Famished. Famished. The eyes in the closet. The Shadow Men. Those evil, ravenous eyes †¦ The better to eat you with, my dear. How to cite The Forbidden Game: The Chase Chapter 5, Essay examples

The representation of the working class northern man in Billy Elliot and The Full Monty Essay Example

The representation of the working class northern man in Billy Elliot and The Full Monty Paper Everyone has a stereotyped view about some one else, we prejudge people all the time, whether its because of their background, how they look or where they come from. In Billy Elliot and The Full Monty the director challenges the stereotype of the working class northern man; we see the men as the typical stereotype and the ways in which they over come it as the film progresses. I intend to explore the representation of these men in the two films, and show how the working class northern man alters to our stereotype on them. We get stereotypes from a number of different places, the way we are brought up and what our parents tell us has a major influence on what we think of them. We are also brain washed by the media, newspapers have their own opinions on the working class northern man and we also see it on television programs such as Coronation Street which is also set up North. My personal views on the working class northern man and the opinion I have accumulated from such sources are that, they find it hard to express their emotions and are quite aggressive and violent. We will write a custom essay sample on The representation of the working class northern man in Billy Elliot and The Full Monty specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The representation of the working class northern man in Billy Elliot and The Full Monty specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The representation of the working class northern man in Billy Elliot and The Full Monty specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The stereotype also includes that the working class northern man is sexist for example believing that the role of a women is in the house doing the typical household chores- which we see reference to this in The Full Monty. The stereotype also includes that they are proud, prejudice, traditional and not very well educated- speaking with a dialect, a lot of these men are quite poor so wouldnt be able to afford to go to school and would have to be out to work at a young age. No stereotype is false without truth behind it, we still see aspects of the stereotype in the film but we also see them overcoming these stereotypes and in a way, becoming modernised and less traditional. Beginning with Billy Elliot, the film is set in the 1980s during the miners strike which as can be imagined, caused a lot of poverty, tension and distrust between the strikers, police and scabs ( the name given to those who carried on working in the mines during the strike). The whole situation was very violent, every day police had to escort the scabs to the mines in fear of them being hurt by the strikers. The first time we see the picket line, the miners are shown in a de-humanised way. As there are so many of them, the director has given a birds eye view of the picket line, portraying the men as animals. We also see close ups of some of the men, de-picking expressions of their faces, the hatred and the anger they are feeling, giving the viewer a closer, more personal look at what emotions are going through these men at the time. This scene shows how masculine these men are, how aggressive and true to the stereotype there are by being abusive and violent- hurling fruits at the buses full of scabs. This scene is a good insight to Billys life, and as we see, further on in the film how his life is split between the dancing and his family in the miners strike. As I mentioned before, the common stereotype of the northern class working man, is that he is the man of the house, he is the one that earns the money and puts bread on the table, this is typical in Billy Elliot. Jackie is the father and in charge of the family, he has a lot of pride and has his own prejudice of, that it is a mans job to earn the money. The miners strike would have effected everyone, in particular the men, they were the ones that went out to work in the mines and once on strike no money would be coming in, we see this in Billy Elliot- the family are on strike and therefore have very little money to buy food. This brings out a lot of anger and frustration in both Jackie and Tony. Following on with Billys character, he is the central role and even though he is not fully a working class northern man. I would like to explore the way, as a young boy or a child in this type of society, he still differs from his family, yet keeping some traits that he accumulated from his up bringing. Billy is a caring boy, the way he is the only one that looks after his grandmother, he makes her food and takes care of her. He is understanding towards her being senile. His mother is dead, and later on in the film we see him looking after her grave and always remembering her by playing the piano, he trys hard at boxing even though hes rubbish so he doesnt let down his dad, and towards the end of the film we see him giving Michael a kiss good bye. He is not afraid to show his emotions and is very caring for a young boy, especially compared to his brother and father. However, he does have some parts of the stereotype in him, he can be quite aggressive, as we see when hes at the ballet school and hits the young boy. He has prejudices on other people, although not as much as his father and brother have. At the beginning of the film he is determined that boxing is for boys and ballet is for girls, once he crosses over to like ballet. We see a change in him and wants to make sure that Just cos I like ballet doesnt mean Im a puff which he tells Michael at Christmas, when he starts getting the wrong ideas! Billy has more self-control in himself than his father and how you would typical say a working class northern man has. His life is split in two, with his ballet life and his home life. A good example of how we see this is the way that every time he is dancing or happy his life switches back by a sudden noise. When he enters the house after his meeting with the dancing teacher, the bang of the door and its like a sudden flash, back to reality- as if hes living in his own little world, a sharp noise and it snaps him back to real life and his situation. His dancing is to escape his problems at home, the miners strike, his poverty it makes him feel electric like electricity. Its a means of expressing what he is feeling, without shouting or violence. We see this on numerous occasions during the film. Take, for example, the scene where the dance teacher comes to tell Jackie and Tony about Billys dancing audition. They cant believe he likes ballet and an argument arises between Tony and the dance teacher. Theres a good use of scene cutting here, we see Billy standing on the table above everyone else as hes not like this and wont rise to shouting. The scene then cuts to him in an outdoor loo, the director gives the sense that he is caged in, using metaphor, as this is exactly what he is. As the shouting gets more and more between Tony and dance teacher, Billy erupts and breaks the walls of the loo, bursting out dancing. Hes, in a way, erupting out of his brain, out of his life, hes so frustrated that he just wants to dance and prove to everyone. This is the turning of the film, once everyone realises that hes serious we start to see a change in Jackie and Tonys attitude towards him. Furthermore, as I mentioned before, Billys way of expressing is feelings is to dance. The very first private lesson with his teacher is a key scene in the film language of the film. We first see a long shot of the dance teacher by the window, the director has shown how lighting techniques and camera angles can give different atmospheres. In this scene all this contributes to a sense of nervousness and anticipation, a contrast to the noise and excitement of the boxing during the morning in the previous scene, this is a lot more mysterious and secretive. Even though Billy is never typically like the common stereotype of the working class northern man, he still has traits, which of course he would have considering his background. He still swears and gets aggressive at time, is determined in his dancing. Nethertheless we still see a change in him, he still had to overcome his prejudices in believe ballet was for girls, being quite sexist. By the end of the film, he is not afraid to show his emotions, he understands what Michael is (are references to his sexuality during the film). We still see how he is un-educated and hasnt got a very broad mind than others in the audition scene. Theres a lot of tension and embarrassment in the fact that Billy doesnt really know what to say or understands what he is being asked replying with dunno all the time. Coming from a poor working class background and speaking with a dialect makes him different from people living in London, he has his stereotyped views on people there thinking that there are snobbish and cant really understand them. Like when we see him punch the boy after his audition, we really see the difference between people in London- upper class families to those in the North in working class families. Billy is the one character though out the film, that differs from every one else. Hes young and interested in the world around him, he wants to make something of himself and get away from the poverty that surrounds him. In my opinion hes the one that changes people, he makes Tony and Jackie realise where there prioritys lie and that not everything evolves around the miners strike. He changes and becomes even more independent, not afraid to ask and to show what he is. And by the end of the film we see how he is, hes done what he wanted to do, gained respect. Grown from a boy to a man. And hes not a puff! Following on with Jackies character, Billy and Tonys father. He is very much the man of the house; hes had to take on the role of the mother and father, after his wife has died. He is what you would call the typical working class northern man. Hes proud in believing that its his job to earn the money, and wont accept charity from the dance teacher to pay for the journey to London. Hes sexist in saying that ballet is for girls, lads do boxing, football wrestling, not frigging ballet. He cant understand why Billy would want to do ballet instead of boxing like he and his father did. His pride has been hurt, and he probably thinks Billys doing it against him, hes traditional in this way as well. Hes also aggressive and quite violent, when we see him with all the other miners on the picket line hurling abusive at the scabs. When see him shouting at Billy on several occasions at the start of the film, when Billy is playing the piano and Jackie shouts at him, and during the middle of the film we see the incident where he hits Tony. I think he sometimes struggles to keep his status and needs to make sure that everyone knows whos boss. In contrast to this, we do see Jackies sensitive side and the part that goes against the stereotype. After the scene with him shouting at Billy we see him change and put a 50p on the fridge for his boxing, so he doesnt go out the house feeling angry with him. We see this side from very early on but only does it change further on in the film when he realises Billy is serious on ballet. He overcomes his personal views about the issue and trys to talk to Billy about it. An extremely powerful scene with Jackie is when he decides to go back to work, be a scab, so that he can get money for Billy to go for his audition. He wants to do whats right and help Billy, he realises that he doesnt know anything about Billy he could be a genius for all we know. When Tony realises what his father his doing he chases after him, Jackie breaks down. He knows the situation he is in, Tony re- assures him that well get the money some how. Jackie is the father, and knows he is the only one that can provide for the family, hes older and is less excited than Tony about the strike. Hes wise and wants to do whats best. Throughout the film we see Jackie cry a total of 3 times, on the picket line, at Christmas and happy crying when he sees Billy in London in a show. The director challenges his stereotype the most, we all know he is the character that most typically resembles the working class northern man. To show how he differs from it, the director as made him change. Making the viewer see how he isnt totally like the brand, we have put on him. He has a sensitive side, and on those 3 occasions isnt afraid or embarrassed to show it. He is only human, after all! The third male in Billys family and that can be classed, as a working class northern man is Tony. He is a lot older than Billy and therefore hasnt got very many things on common. Hes a rebel and excited for the strike, to him its a game and he wants to use violence and abuse at the scabs. In several scenes we see that hes very negative and thinks hes right he blocks out Billy incredibly and only when Jackie accepts the ballet does Tony. One of the scenes that reflects Tonys character and the position he is in, is the scene where we see him running away from the police. Music is used effectively here, The Clashs London Calling- a loud a rebellious song, a perfect choice reflecting upon Tonys character and the scene itself giving it atmosphere and character. We can see how Tony is excited and enjoying the chase, running through houses and washing. This is probably the only scene that we see Tony acting slightly younger than he is through out the film, this chase is like a game to Tony- like a small child. The whole chase seems quite childish, and is a nice link to Billy, as we see Billy running a lot- the director has shown that despite all their arguments Tony and Billy have some similarities. The scene ends with the police catching up with Tony, this time they are being de-humanised, stand all in one big mass, beating on their shields sounding quite tribal, a massive difference from the chase minutes before- which was quite fun, it has now turned rather nasty. We see this a lot during the film, how Billys life changes suddenly from being happy with the dancing, to the natural truth of his life- his familys situation in the miners strike. Similarly to Jackie, Tony has trouble when dealing with his emotions, and prefers to be abusive than talk for example when Billy asked what Tony thought about death he just replied with F*** off. This giving the impression that he was quite arrogant and thought he was better than Billy (because hes older), and doesnt want to answer his questions or even talk to him. Two key scenes reflect Tonys sensitive, one with Jackie as he breaks down on the picket line and right at the end when Tony mouths Ill miss you to Billy. Like is mentioned before the scene with both Jackie and Tony on the picket line is a very powerful emotional scene. We see how the roles are reversed and Tony has to comfort his father reassuring him that everything will be ok. On the other hand, in my view he seems rather embarrassed and slightly worried about what hes friends would think if his father became a scab. However, we do see this caring side to him, along with the scene at the end, as Billy departs on his way to ballet school. Tony trys to act hard through out the film, trying to maintain his stereotype. The director has represented him as a fill in to the family, he is in between Jackie and Billy. Despite his very masculine approach to everything and thinking hes better than every one else, we see a different side to him in the scene when his father hits him. Personally, I find that there is quite a struggle between Jackie and Tony as to who is man of the house, both of them are un-employed and that weakens Jackie. This scene is powerful, there is no music and its set in the darkness of the kitchen, creating an atmosphere. Tony wants to go out and do some damage to the scabs but Jackie wont let him, he calls him a disgrace and tells him your nothing since mum died, this is the trigger and Jackie hits him. Its an action to punish him for what he has said and also to put him in his place. Jackie wants to make sure Tony realises whos boss and he does, Tony doesnt hit him back after a pure sign of respect. Tony is probably the one person that I feel doesnt change as much as Billy or Jackie, we do see him differing from his stereotype but not as much. Hes still very much, the aggressive, abusive, rebellious person you would imagine. None the less, he does begin to respect Billy and he loses his prejudices of ballet, whereas before he thought that, like Jackie did, ballet is for girls. We see a more caring and sensitive side to him as the film progress, he becomes more understanding and more adult- realises his situation and position, like Jackie does. There are a couple of other characters in Billy Elliot film that should be mentioned because there are working class northern men and I would like to show how not all are typically like their stereotype. Take for instance Michael. Hes the complete opposite to how the stereotype is, hes very feminine and not afraid to show it, hes caring and compassionate towards Billy. We see him experimenting with his sisters make-up and clothes, and puts on a tu-tu that Billy gets for him, at Christmas. He has his own prejudices, as he thinks that because Billy likes ballet he must be homosexual. Hes really not what you would expect from a person in that society but of course it happens and the director has given Michael as a good example of this. Even in that situation some people are different and have hardly any qualities of the stereotyped view of the working class northern man. Another person in Billy Elliot classed as the northern class working man, who actually, because of his situation, differs from the classic stereotype. The dance teachers husband is a middle-class man, they live in a good area, with a bigger house than Billys family, however he has been made redundant. Which shows that it wasnt just the working class people that were unemployed in the 1980s, middle class people were made re-dundatent maybe because of the lack of produce beign sold and not being able to pay for extra employees? In this example, the roles are reversed and the dance teacher is still at work whereas her husband isnt, she is the main earner in the house, this going against the stereotype as being the man is proud and is the provider. The dance teachers husband, doesnt seem to mind, he realises the situation the miners are in and is disinterested. A common feeling men would have been feeling in that situation ( as we see later in The Full Monty) some men just seemed to give up believing that, that was it. Looking at film language in Billy Elliot, I have found that each character is represented in a different way, Billy is always wearing quite bright colours and in lots of scenes with him in there is music which reflects upon is personality. Whereas Jackie and Tonys characters are more mysterious and even though there is a scene where everyone is dancing to the same tune there isnt as much happy filming with them. The use of scene cutting between the miners and Billy dancing is used to great effect creating a massive contrast between the two, making the miners scene more powerful and effective. The use of long shot camera angle is good as well, the classic part in the film of Billy running up the hill and later with his father doing the same. Looking at the very last scene of the film, an extremely moving piece. The film has moved on about 7-10 years, we see Jackie has aged, having grey hair. They have come to watch Billy in a performance of Swan Lake (a link from when the dance teacher took Billy to played him the piece of music). Little is said by Billy as he waits in the wings, the music of the ballet piece is played and we see Billy warming up and getting ready to go on. The music and the way Billy is acting builds up incredible tension and enthusiasm. The scene cuts to Jackie and back again, we see Billy rush on stage and the scene cuts back to Jackie where he gasps/crys in amazement. We see a close up on his face to see his sense of pride and astonishment. The film ends with a picture of Billy mid air, in a jump. Personally, I feel this last scene is the most memorable of the whole film, I was really into it. The way it has been filmed really gets the viewer to actually believe what is going on. It feels as if your Billy and Jackie, feeling nervous, excited and amazed. Best part of the film for me!

Social Control essays

Social Control essays Most people in society have strong enough self-control to know what is right from what is wrong and what is honest and what isn't. A majority of society has thought about committing a crime at some point in their lives, but not everyone carries through with it. Only those with low self-control commit crime. Foucaults books are based on discipline and punish, which essentially maps the reformation of the power to punish, and the development of many different bodies of knowledge that strengthen and work together with that power. The modern power to punish is based on the management and organization of bodies in time and space, according to strict technical methods: the modern knowledge that Foucault describes is the knowledge that relates to human nature and behavior. Foucault's point is that one cannot exist without the other. The power and techniques of punishment depend on knowledge that classifies individuals, and that knowledge receives its authority from certain relation ships of power and domination. Discipline is a type of social control, which is a way of controlling the movement and operations of the body. It is a type of power that forces the body by bending and dividing up its movement, and the space and time in which it moves. The disciplines are the methods by which this control became possible. Foucault traces the beginning of discipline back to monasteries and armies. He is clear, however, that the concept changed in the eighteenth century. Discipline became a widely used technique to control whole populations. The modern prison, and the modern state, is impossible to think of without the control of bodies and movement. Many people still seem to criticize the way prisons are ran in todays society. They say that they are not disciplined enough in that they dont give them enough restrictions. People who criticize the failure of prisons miss the point. To explain this, ...

6 Reasons You Should Seriously Consider Becoming a Nurse Practitioner

6 Reasons You Should Seriously Consider Becoming a Nurse Practitioner Ever thought about becoming a nurse practitioner? Nurse practitioners  are a combination of both nursing and medical care. These practitioners are able to help patients one step further  than a registered nurse. A nurse practitioner  can prescribe medicine, look at patients, diagnose illnesses, and provide treatments, similar to a physician. Here are 6 advantages of becoming a nurse practitioner.  Source [Ohio University]

Declaration of Independence and the U.S. Constitution Research Paper

Declaration of Independence and the U.S. Constitution - Research Paper Example Constitution. The U.S. constitution was finalized on July 4th 1776 and was drafted by Thomas Jefferson. A significant portion of the Declaration, pointed at the tyranny of King George III, and his refusal to grant the right of self-governance to the Americans. This was used as a base / foundation for the formation of the Constitution. Due care was taken to ensure that the setbacks and abuses faced during the rule of King George III were prevented. This was done by including provisions that ensured the protection of basic human rights, a right which was denied during the reign of the King. ... The new constitution guaranteed a basic set of rules in the interest of the nation, which included the protection of liberty of the people; and the right to democracy i.e. the dispersion of power which was initially concentrated in the hands of a few. This rule was included specifically, in response to the tyranny experienced by the colonists, during the reign of King George III when the power was highly concentrated and the common man hardly had a say in matters important to them. The colonists had experienced severe setbacks under the reign of the King, which was mainly on account of his atrocious laws and a total disregard for the well being of the Americans. There was a severe lack of ethics in the laws formed under the King’s rule, which hindered the progress and development of not only individuals but of the nation as a whole. Hence, the key emphasis during the formation of the new constitution was to include principles of ethics and morality, in order for the laws to be fair and just. The basic concepts of self-government and a basic respect for the individual are the key laws, which were proposed and included in the new U.S. Constitution and can be considered as intrinsically ethical in nature. Furthermore, various religious ethics such as the Judaeo-Christian ethics and political ethics also formed a significant part of the new constitution. The constitution provided for equality among all, its people, a rule which is the foundation of social ethics. The social contract theories propagate the formation of equitable social living arrangements for all. The abolishment of dictatorship and the advocacy of self-government, is also a distinguishing force, which represents a highly ethical view, which is

Communication Skill Assessment Assignment Example | Topics and Well Written Essays - 500 words - 1

Communication Skill Assessment - Assignment Example Additionally, I have received complaints and opinions from friends and coworkers about the deficiency of proper communication skills. For example, I seem confused when communicating with the seniors or express discomfort when talking in a group discussion (Duffy et al.,  2004). Through the assessment, I have noticed a significant gap in my communication abilities particularly in public. I have a serious problem in communicating to an extent that I prefer the use of email and text messages to verbal communication. Specifically, I hate face-to-face contact because I lack the required confidence to face individuals regardless of their status or gender (Krizan,  Jones, & Merrier,  2002). When speaking, lecturing or expressing an opinion in a public gathering, I find myself lost in words, confused and disorganized such that I fail to pass my message. However, this does not mean that I do not have the required content, but rather that I lack an essential skill to enhance my communication. The reliance on non-verbal communication has adversely affected my skills. I frequently use email and text to communicate with workmates within the office. Consequently, this has affected my relationships and further incapacitated my delivery of essential messages when called upon to present relevant company analysis (Krizan,  Jones, & Merrier,  2002; Baack, 2012). The dependence on technologically enhanced communication such as text messaging and emailing has impaired my communication, creating a significant gap between my working and social life. In short, my consistent use of technology enhanced communication models has resulted in a visible communication gap that reflects in my productivity and social life. The prevalence of the problem is so adverse that there is a need to find an immediate solution. Specifically, this is because I have to be a better speaker as I am constantly required to provide the financial status of the organization (Krizan,  Jones, &

Entrepreneurship In Contexts Of Business Management Commerce Essay

Entrepreneurship In Contexts Of Business Management Commerce Essay The business world can be seen as a complex system of individuals and business organisations that, in a free market economy such as South Africa, involves the activity of transforming scarce resources into products and services in order to meet the needs of society (Du Toit, Erasmus Strydom, 2007:4). Business organisations therefore solve the fundamental economic problem of how to ensure the highest possible satisfaction of needs with scarce resources (Cronje, Du Toit Motlatla, 2001:23). In order to understand how the business organisation satisfies the needs of society in a free market economy, it is important to understand the driving force behind the business organisation, namely the entrepreneur (Du Toit et al., 2007:37). The entrepreneur is at the heart of a free market economy and establishes business organisations and in doing so creates jobs and wealth (Cronje et al., 2001:3). Entrepreneurs and new business creation is fundamental to the growth of the South African economy and to the future socio-political stability of the country (Von Broembsen, Wood Herrington, 2005:5). Due to low economic growth, high unemployment and an unsatisfactory level of poverty in South Africa, entrepreneurship becomes a critical solution (Rwigema Venter, 2004:27). As mentioned in Chapter 1, one of the most important groups of entrepreneurs within the economy with considerable potential to contribute to economic growth, economic development and employment generation are business women (Blumberg Kenan, 2008; Ahl, 2006; Negash, 2006; Blumberg, 2005; Republic of South Africa, 2005; Baker, Aldrich Liou, 1997). Therefore, this study focuses on the strategic entrepreneurial behaviour of business women in South Africa. An improved understanding of entrepreneurial behaviour and decision-making would enable business management students to better understand how business organisations function in todays competitive environment. In this chapter the concept of business management is addressed. The chapter starts by introducing the subject of economics, followed by an overview of business management as a discipline. This section leads to a discussion of the relationship between economics and business management. Then follows a section which elaborates on entrepreneurship and strategic management as well as a section how these two fields overlap. Special attention is given to entrepreneurship and strategic management in an attempt to clarify the position of this study in a business management context. The position of the study within the field of economics and business management is illustrated in Figure 2.1. Figure 2.1: The position of the study within the field of economics and business management 2.2 ECONOMICS Economics has been defined in various ways in its more than 200 year history (Arnold, 2004:3). It is therefore useful to review a number of definitions of what economics entails. Alfred Marshall (1824-1924) broadly defined economics as the study of mankind in the ordinary business of life; it is the study of wealth and of man. Lionel Robbins (1898-1984) definition focussed on alternative outputs that can be achieved with scarce resources. He defined economics as the science which studies human behaviour as a relationship between ends and scarce means which have alternative uses. Similarly, Milton Friedman (1912-2006) said that economics is the science of how a particular society solves its economic problems. He then argues that an economic problem exists whenever scarce means are used to satisfy alternative ends (Arnold, 2004:3). It seems from the above definitions that economics is the study of how society manages its scarce resources (Mankiw, 2004:4). More comprehensively, economic s is the study of how individuals and societies deal with the fact that wants are greater than the limited resources available to satisfy those wants (Arnold, 2004:3). The condition, under which wants are greater than the limited resources available to satisfy those wants, is called scarcity (Arnold, 2004:3). This endeavour to achieve the highest possible satisfaction of needs with scarce resources is known as the fundamental economic principle (Smit, Cronje, Brevis Vrba, 2007:20) and every economic system is subject to it (Cronje et al., 2001:23). That being so, it follows that any component of an economic system, including a business organisation, is also subject to the economic principle (Nieman Bennett, 2006:6; Cronje et al., 2001:23). In order to create wealth and satisfy wants, as implied in the definitions, resources are utilised (Nickels, McHugh McHugh, 2008:9). Resources are divided into four broad categories, called factors of production. These factors of production are: land, labour, capital, and entrepreneurship (Arnold, 2004:5). Land includes all natural resources, such as minerals, forests, water and unimproved land. Labour, on the other hand, consists of the physical and mental talents people contribute to the production process. Capital consists of produced goods that can be used as inputs for further production. Entrepreneurship, the focus of this study, refers to the particular talent that some individuals have for organising the resources of land, labour, and capital to produce goods, seek new business opportunities, and develop new ways of doing things (Arnold, 2004:5). It furthermore refers to the initiative of putting together a range of production factors in various combinations in diverse busin esses to satisfy the numerous needs of consumers (Nieman Bennett 2006:6). The field of economics is traditionally divided into two broad subfields, namely, microeconomics and macroeconomics (Mankiw, 2004:4). On the one hand, microeconomics deals with human behaviour and choices as they relate to relatively small units and studies interactions through individual markets, given scarcity and government regulation (Arnold, 2004:27). In other words, microeconomics is the study of how households and firms make decisions and how they interact in specific markets. On the other hand, macroeconomics deals with human behaviour and choices as they relate to highly aggregate markets or to the entire economy (Arnold, 2004:4). Macroeconomics is thus the study of economy-wide phenomena (Mankiw, 2004:27). The present study is related to microeconomics as it deals with individuals i.e. business women and how they make decisions to allocate scarce resources. Neoclassical economists are interested in decision-making, especially the costs and incentives associated with economic choices (Hicks, 1937). The decision-making process plays an important role in any business organisation and is of importance for problem-solving, the development of business plans, and goal-directed behaviour (Gray, 2001). In macroeconomics, a neoclassical synthesis was developed in the early 1950s, based on an integration of Keyness ideas and the ideas of earlier economists (Blanchard, 2006:576). These theories had a fundamental impact on the modern understanding of firms and their relation to the environment. In economics theories are useful for explaining and predicting economic behaviour. Theories are developed to explain observed phenomena in terms of a set of basic rules and assumptions (Pindyck Rubinfeld, 2005:5). The theory of the firm consists of a number of economic theories which describe the nature of the firm, company, or corporation, including its existence, its behaviour, and its relationship with the market (Coase, 1937), which impact business management scholars understanding of the field. The theory of the firm is based on a simple assumption namely that firms try to maximise their profits (Pindyck Rubinfeld, 2005:5). The theory of the firm furthermore provides an explanation of how a firm makes cost-minimising production decisions and how its cost varies with output (Pindyck Rubinfeld, 2005:188). In simplified terms, the theory of the firm attempts to answer questions regarding the existence of firms, the boundaries of firms, the organisation of firms and questions con cerning heterogeneity of firm actions and performances (Coase, 1937). To summarise, the field of economics focuses on how society manages its scarce resources, also called factors of production, to satisfy the needs of society. In order to understand how entrepreneurship, as one of the factors of production, influences wealth creation in the economy, one has to appreciate the role of business management which is concerned with the management aspects of the factors of production. 2.3 BUSINESS MANAGEMENT AS A DISCIPLINE The origins of traditional management can be traced back to the need for efficiency and effectiveness (Weymes, 2004:340). The endeavour to achieve the highest possible satisfaction of needs with scarce resources is known as the fundamental economic principle (Smit et al., 2007:20). Within economic and management sciences, traditional business management is subject to this principle, and the managements task is thus is to decide how an organisation can achieve the highest possible output with the least possible input (Smit et al., 2007:20; Scheepers, 2009:7). More specifically, it entails an examination of the factors, methods and principles that enable a business to function as productively as possible in order to maximise its profits (Nieman, 2005:39). In short, the individual business enterprise should focus on realising the economic principle (Scheepers, 2009:7). The study of business management depends on comprehensive and ongoing research and the examination of management problems, the testing of approaches and principles as well as experimentation with methods and techniques. Business management is thus an applied science that studies how business organisations can best be directed towards realising their objectives given their limited resources (Du Toit et al., 2007:27). Klekamp (1968:54) defines business management as achieving organisational goals through people. It is useful to consider this time-worn definition through the perspective of three fundamental schools of management. These schools are: the traditional school of management; the behavioural school of management and the quantitative school of management. It appears that the traditional school sees the achievement of organisational goals as a process. It further suggests that the process is universal i.e. the distinguishing characteristic of a manager is the mastery of her discipline and the application of her art rather that the environment in which it is practiced. The behavioural school, on the other hand, focuses on the achievement of goals, as the process does, but dwells to a large extent upon why people act as they do when under the influence of the management process and in the company of people grouped together for the accomplishment of organisational goals. Alternatively, the quantitative school proposes that the achievement of goals depends to a large extent on the quality of the decisions made in the practice of the management science (Klekamp, 1968:54). Although, business management has been defined by a number of authors, fundamental to most definitions is the idea that management is a social process of planning, coordination, control, and motivation (Pettinger, 2002; Hodgetts, 1981:114). One can infer that business management therefore involves satisfying needs with a limited amount of resources through planning, coordination, control, and motivation of these resources (Ward, 2008:19). The many definitions offered in the literature on management demonstrate the wide differences of opinion among writers and experts about the tasks and activities of management. Figure 2.2 illustrates the four fundamental tasks that are singled out as the most important activities of the management process. These are: planning, organising, leading and control (Du Toit et al., 2007:129). Figure 2.2: The four fundamental management tasks represented as a process SOURCE: Adapted from Du Toit et al., 2007:130 The following brief description of the fundamental management tasks clarifies the concept of management and the management process. The first fundamental task of management, namely planning, determines the mission and goals of the organisation, including the way goals are to be reached in the long-term, and the resources needed for this task (Du Toit et al., 2007:130). Strategic management is an integral part of planning and is the process of developing a vision, mission and long-term objectives for the organisation as a whole. According to Nieman and Bennett (2002:14), organisations succeed if their strategies are appropriate for the circumstances they face, and feasible in respect of their resources, skills and capabilities. Strategic management is discussed in more depth in Section 2.6. The second fundamental task in the management process is organising. This task refers to the development of a framework or organisational structure to indicate how people, equipment and materials should be employed to reach the predetermined goals (Du Toit et al., 2007:130). Leading, the third fundamental task, entails directing the human resources of the business and motivating them (Du Toit et al., 2007:130) in order to get them to perform in such a way that the organisational objectives can be achieved (Nieman Bennett, 2006:99). The final fundamental task, namely control, implies that managers should constantly establish whether the business is on a proper course towards the accomplishment of its goals (Du Toit et al., 2007:131) as well as structuring the activities of the organisation to facilitate the attainment of its objectives (Nieman Bennett, 2006:93). The fundamental task of business management is, however, not only to plan, organise, lead, and to control but to study those factors, principles and methods that will lead a business organisation, as a component of the prevailing economic system, to reach its objectives against the background of limited resources (Du Toit et al., 2007:28) within the microeconomic field of study. In the following section the relationship between economics and business management is discussed. Particular attention is paid to the discussion of a business organisation as a component of the economic system, specifically how, as a need-satisfying institution in the free market economy, it provides for the needs of the community (Cronje et al., 2001:32). 2.4 RELATIONSHIP BETWEEN ECONOMICS AND BUSINESS MANAGEMENT On the one hand, economics, as a social science, studies how humans and society exercise choices concerning different ways of utilising their scarce resources in order to satisfy unlimited needs. On the other hand, business management as an applied science is concerned with the study of those institutions in a particular economic system which satisfy the needs of a community. Economics examines the entire economic system, while business management limits its studies to one component of the economic system, namely the individual organisation (Cronje et al., 2001:23). Business management is thus closely linked with microeconomics and the theory of the firm as the purpose of business management is to hold an organisation to the economic principle (Cronje et al., 2001:23). Business management, as a field of study, is concerned with the management aspects of the inputs, the conversion process, and the outputs (Nieman Bennett, 2006:6). More specifically, it entails an examination of the factors, methods and principles that enable a business to function as productively as possible in order to maximise profits (Nieman Bennett, 2002:4). In order to recognise how the business organisation satisfies the needs of society in a free market economy, such as South Africa, one has to understand one of the driving forces behind the business organisation, namely the entrepreneur (Du Toit et al., 2007:37). 2.5 ENTREPRENEURSHIP Economic development can be directly attributed to the level of entrepreneurial activity in a country (Bird, 1989; Schumpeter, 1934) as entrepreneurial businesses are responsible for growth and job creation in the economy (Nieman, Hough Nieuwenhuizen, 2003:3). Entrepreneurship is the process that causes change in the economic system through innovations of individuals who respond to opportunities in the market. Entrepreneurs are challenging existing assumptions as well as conventional rules of business and are creating value in novel and creative ways for themselves and society (Morris, Kuratko Covin, 2008:3). It is therefore important to study entrepreneurship in an increasingly globalised world where survival often depends on people who are driven by opportunity and who seek to achieve their goals in a sustainable way (Rwigema Venter, 2004:9). Although the term entrepreneurship has been in use for over 200 years, considerable disagreement remains over its meaning. Although the disagreement seems greatest if definitions of entrepreneurship between disciplines are compared, a consensus is found if definitions produced by specialists in the same field, are compared (Nieman et al., 2003:9). Economists, for example, tend to agree that entrepreneurs are associated with innovation and are seen as the driving forces of development (Filion, 1998). The behaviourists, on the other hand, try to understand the entrepreneur as a person and ascribe to the characteristics of mainly the flexible interpretative models. The behavioural approach places emphasis on explaining how decisions are taken within the firm. However, any theory of entrepreneurship must be flexible and multidimensional to reflect its multidisciplinary roots (Nieman et al., 2003:9; Filion, 1998). While multiple definitions of entrepreneurship could be found in the literature (Sharma Chrisman, 1999; Venkataraman, 1997; Schumpeter, 1983; Kirzner, 1973), no single definition has been accepted by the whole entrepreneurship field (Scheepers, 2007:25). For the purposes of the present study entrepreneurship can be defined as the process of creating value by bringing together a unique combination of resources to exploit an opportunity (Barringer Ireland, 2006:5; Stevenson, Roberts Grousback, 1989). Since this definition implies that: (1) entrepreneurship may vary in terms of the extent and number of times it occurs; (2) entrepreneurship occurs in various contexts for example start-ups and corporate firms; (3) it is a process that can be managed; and (4) it creates value and it is opportunity-driven (Scheepers, 2009). Firstly, regarding the implication that entrepreneurship may vary in terms of the extent and number of times it occurs, it is useful to examine the concept of entrepreneurial intensity (EI). The term of EI was pioneered by Morris and Sexton (1996), who view EI as a function of the degree and frequency of entrepreneurship (Morris, 1998:42). Frequency of entrepreneurship refers to the number of times an enterprise acts entrepreneurially. In other words, the number of entrepreneurial events that takes place within a company over a given period of time (Morris et al., 2008:69; Morris, 1998:42). The degree of entrepreneurship could be assessed against the background of three dimensions: innovativeness, risk-taking, and proactiveness (Erasmus Scheepers, 2008; Morris, 1998:37). Innovativeness, the first dimension of the degree of entrepreneurship, refers to the ability to generate ideas that will culminate in the production of new products, services and technologies. Risk-taking, the second dimension, involves the determination and courage to make resources available for projects that have uncertain outcomes. Attempts are made to manage these risks by researching a market, recruiting and employing skilled staff among other strategies. Proactiveness, the third dimension, indicates top managements stance towards opportunities, encouragement of initiative, competitive aggressiveness and confidence in pursuing enhanced competitiveness (Morris, 1998:18, 41-43). The concept of EI is illustrated in Figure 2.3. The two-dimensional matrix, referred to as the entrepreneurial grid, shows the frequency of entrepreneurial events on the vertical axis, and the degree to which these events are innovative, risk-taking and proactive on the horizontal axis (Morris et al., 2008:69). EI must become a key activity ratio that is monitored on an ongoing basis within organisations. Assessment at the level of the organisation can be used for various purposes: to benchmark and track levels of entrepreneurship; establish norms and draw industry comparisons; establish entrepreneurship goals; develop strategies; and assess relationships between EI and organisation performance variables over time (Morris et al., 2008:78). Figure 2.3: The entrepreneurial grid SOURCE: Morris et al., 2008:70 Secondly, as implied in the definition of Stevenson et al. (1989) entrepreneurship in reality can occur in various organisational contexts (Morris et al., 2008:11). These organisational contexts may range from establishing a new enterprise, growing an existing small business, or innovation within large organisations (Scheepers, 2009:27). In other words, entrepreneurship can also be used to describe entrepreneurial actions within a firm. In this instance, an entrepreneurial firm creates wealth by concentrating on being innovative, proactive, and risk-taking (Ireland, Hitt, Camp Sexton, 2001:51). Corporate entrepreneurship is a term used to describe entrepreneurial behaviour inside existing organisations (Morris et al., 2008:11). Within these different contexts the definition above still applies, since the process and required inputs are similar, even if the outputs differ (Scheepers, 2009), therefore the female entrepreneurial behaviour examined in this study is still regarded as ent repreneurship, even though it may occur in two contexts, namely within a corporate context or in an independent venture. Thirdly, as stipulated in the definition, entrepreneurship can be viewed as a process. Therefore even though entrepreneurship and innovation are inherently unpredictable, chaotic and create ambiguity; entrepreneurship is a process, and as such it can be managed. Entrepreneurial events are characterised by different stages, such as opportunity identification, business concept definition, assessment of the resource requirements, acquisition of the needed resources, and then the management and harvesting of the business (Morris Kuratko, 2002). Finally, the ability to act entrepreneurially is linked to the perception of opportunity. The pursuit of opportunities also emphasises that those opportunities, which create the greatest value, could be exploited. It is important to note that entrepreneurship differs from management. There are important differences between the entrepreneurial and managerial functions, as well as the expertise and competence with regard to each (Nieman et al., 2003:13). Management is a social process of planning, coordination, control, and motivation (Ward, 2008:19). Management thus involves getting things done through other people and is, in a sense, a transformation process, where human, technical, and conceptual skills are used to transform inputs into outputs (Morris et al., 2008:12). Entrepreneurship, on the other hand, is the process of creating value by bringing together a unique combination of resources to exploit an opportunity (Barringer Ireland, 2006:5; Stevenson, Roberts Grousback, 1989). Entrepreneurs envision the future, recognise emerging patterns, identify untapped opportunities, and create innovations to exploit those opportunities (Morris et al., 2008:12). Figure 2.4 contrasts the primary roles of the manager with those of the entrepreneur. The figure shows that managers are charged with the efficient and effective utilisation of the resources under their control. They tend to be focussed on optimising current operations. Entrepreneurs, alternatively, demonstrate creative capabilities in obtaining resources, overcoming obstacles, and persisting in implementing new ideas that represent change (Morris et al., 2008:12). Figure 2.4: Comparing and combining key roles of managers and entrepreneurs THE ENTREPRENEURIAL MANAGER SOURCE: Adapted from Morris et al., 2008:13 One of the general approaches to management methods with the purpose of creating a sustainable competitive advantage is that of strategic management (Cronje et al., 2001:24). According to Nieman and Bennett (2002:14), strategy is fundamentally about a fit between the organisations resources and the markets targeted by it, as well as the ability to sustain fit over time and in changing circumstances and to create and maintain a competitive advantage within a given market. Therefore, the nature and characteristics of strategic management is discussed in the following section. 2.6 STRATEGIC MANAGEMENT Several schools of thought with different opinions about the nature and scope of strategy can be distinguished from the literature (French, 2009:13). There is also a lack of a universally accepted definition of strategic management. However, central to most definitions is the notion that strategic management is the process through which managers formulate, implement, and monitor action plans to optimise the achievement of key goals (Rwigema Venter, 2004:195). Barney and Arikan (2001:140) define strategic management as a firms theory of how it can gain superior performance in the markets within which it operates. Venkataraman and Sarasvathy (2001:651) define the subject of strategic management as having to do with the methods used to create value and the ensuing struggle to capture a significant share of that value. Hough, Thompson, Strickland and Gamble (2008:4) propose that strategy consists of the competitive moves and business approaches that managers employ in order to grow the firm, attract and please customers, compete successfully, conduct operations, and achieve the targeted levels of organisational performance. For the purpose of the present study strategic management is defined as a process that deals with the long-term entrepreneurial work of the organisation, with organisational renewal and growth, and more particularly, with developing and utilising strategy, which is a guide to the organisations operations (Lyles, 1990:363). Strategic management has gained prominence in recent years as organisations compete in volatile environments (Rwigema Venter, 2004:197). The dynamic environment in which organisations operate poses ongoing management and leadership challenges, marked by complexity, uncertainty, and ambiguity (Rwigema Venter, 2004:93). Traditional business models are often no longer applicable and some managers are abandoning conventional approaches to strategy as they search for new ways to achieve a competitive advantage in a turbulent environment. Strategic management paradigms have shifted from essentially static to more dynamic worldviews (Scheepers, 2007:46). To summarise, in todays fast-paced competitive environment, firms face the need to be increasingly nimble and adaptive (Ireland Webb, 2007:49). Ireland et al. (2001:53) state that successfully integrating entrepreneurial and strategic actions improves a firms ability to grow and create wealth. The following section elaborates on the relationship between entrepreneurship and strategic management and on how these two fields overlap. 2.7 RELATIONSHIP BETWEEN STRATEGIC MANAGEMENT AND ENTREPRENEURSHIP While the fields of strategic management and entrepreneurship have developed largely independently of each other, they both focus on how firms adapt to environmental change and exploit opportunities created by uncertainties and discontinuities in the creation of wealth (Hitt, Ireland, Camp Sexton, 2001:480; Venkataraman Sarasvathy, 2001:480). Creating wealth is at the heart of both entrepreneurship and strategic management. Figure 2.5 illustrates how firms create wealth by using entrepreneurial actions and strategic actions within different domains. Figure 2.5: Creating wealth through entrepreneurial and strategic actions SOURCE: Ireland et al., 2001:51 As illustrated in Figure 2.5, firms can create wealth by using entrepreneurial actions and strategic actions within different domains. These domains are vital in the process of creating sustainable income streams by developing and exploiting competitive advantages. (Ireland et al., 2001:51). Strategic management and entrepreneurship overlaps in terms of their interest in venture creation, novel strategies, growth and performance of organisations (Scheepers, 2007:46). Entrepreneurship involves identifying and exploiting entrepreneurial opportunities. However, to create the most value entrepreneurial firms also need to act strategically. An integration of entrepreneurial and strategic thinking is therefore necessary (Hitt et al., 2001:479). In the previous section entrepreneurship was defined as the process of creating value by bringing together a unique combination of resources in order to exploit an opportunity (Barringer Ireland, 2006:5; Stevenson et al., 1989). As such, entrepreneurial actions, on the one hand, entail creating new resources or combining existing resources in new ways to develop and commercialise new products, move into new markets, and/ or service new customers (Hitt et al., 2001:480). On the other hand, strategic management entails the set of commitments, decisions, and actions designed and executed to produce a competitive advantage and earn above-average returns (Hitt et al., 2001:480). Strategic management thus provides the context for entrepreneurial actions (Ireland, Hitt, Camp Sexton, 2001). Entrepreneurship is about creation; strategic management is about how advantage is established and maintained from what is created (Venkataraman Sarasvathy, 2001). Entrepreneurship is concerned with how the opportunity to create value in society is discovered and acted upon by some individuals. Strategic management is concerned with the methods used to create this value and the ensuing struggle to capture a significant share of that value by individuals and firms (Venkataraman Sarasvathy, 2001:650-651). Strategic Management has to do with the achievement of ends obtaining market share, profit and sustained competitive advantage. Then again, entrepreneurship has to do with the achievement of beginnings creating markets, firms and products (Venkataraman Sarasvathy, 2001:651). Thus, entrepreneurial and strategic perspectives should be integrated to examine entrepreneurial behaviour. For the purpose of the present study this approach is called strategic entrepreneurial behaviour (SEB). SEB is entrepreneurial action and behaviour with a strategic perspective. It is the integration of entrepreneurial (i.e. opportunity-seeking behaviour) and strategic (i.e. advantage-seeking behaviour) perspectives in developing and taking actions to create wealth (Hitt et al., 2001:480-481). 2.8 CHAPTER SUMMARY This chapter attempts to provide perspective on the position of this study within the broad field of economics and business management. It defines the concept of business management as satisfying consumer needs with a limited amount of resources, through the planning, coordination, control, and motivation of these resources. Based on this definition of business management, the chapter provides an explanation of how business management stems from economics. Economics is defined as the allocation of scarce resources in order to fulfil the unlimited needs of society. This section leads to a discussion of the relationship between economics and business management. The main link between economics and business management is that the one studies the economic system as a whole, while the other studies a single component of that system.