Realism and Liberalism Essay

Realism and Liberalism are two major and dominant theories in global politics. They both have contrasting ideas when dealing with how states should relate to each other. Realism is a conservative and pessimistic theory which states predicts and will act on their national interest regardless of morals. This belief results from people who are selfish and competitive. Realism is a perspective that is dominated by cynicism. Realists place each state in the position of closely observing the actions of their neighbors to resolve problems effectively without regarding moral concerns. Realists only want to maintain their own security. They always want enough power so they can be strong enough to withstand attacks. They believe that the international system is inherently anarchical and cannot really be made peaceful except through power. Realists also do not believe in democratization. Realists also believe that countries will pursue power regardless of being democratic. They believe countrie s will fight for their interests even if they and their opponents are both democracies. Realists claim that only powerful states are true and key actors in international politics. Liberalism is progressive and optimistic. They emphasize that the broad ties among states have both made it difficult to define national interest and decreased the usefulness of military power. Liberals believe that the international system can be manipulated to make peace. Liberals believe in organization like the United Nations. They believe that institutions like that allow various countries to interact in a variety of ways and will lead to less conflict between countries. They also believe in democratizations. They believe that democratic countries will not fight one another. They also believe in non-state actors and their importance. They tend to pay attention to individual leaders and also they give way to non-governmental organizations. Liberals believe military power is not the only form of power. Economic and social power matter a great deal too. Exercising economic power has proven more effective than exercising military power. These theories remind me of a documentary that I watched about Kofi Annan and the theory that he valued. I believe that there is a difference between force and diplomacy. After watching the documentary, I came to a conclusion based on the lectures that Kofi Annan is a liberal. I’m saying this because in the documentary, he states that he speaks for the poor, weak and the voiceless. He explains that he does not have power or any military resources. I also understand that, his influence is based on persuasion and morals but not because he’s the Secretary General. Discussing the September 11th disaster (after), he made it very clear that the United Nations interference was not to side with one team but to create unity amongst all nations. Thus, this eradicates the realist point of view. He stated that the security of every nation was one of the United Nations goals. I think that no other organization can take this job since it’s a very difficult task and it needs a fair and firm leader who will not be bias, or work because of a personal interest. In the documentary, an example on Sesame Street was used to demonstrate how to instill peace amongst individuals, which explained further that its not always about talking or persuasion but it’s the understanding and love that is expressed for one another. From both theories I think it depends on what the person values the most. It’s either their self-interest or the interest of all. For example, Kofi Annan’s documentary made me understand. Bibliography Kofi Annan â€Å" Center of the Storm† PBS

The Current Positioning Of Pepsi Corporation Commerce Essay

Pepsi International is a universe renowned trade name. It is a really good organized transnational company, which operates about all over the universe. They produce, one of best carbonated drinks in the universe. Pepsi is a symbol of hygiene, quality and service, all over the universe. Pepsi is bring forthing Cola for more than 100 old ages and it has dominated the universe market for a long clip. Its caput office is in New York. PepsiCo is the 2nd largest nutrient and drink company in the universe. It manufactures markets and sells a assortment of salty, sweet and grain-based bites, carbonated and non-carbonated drinks PepsiCo seeks to accomplish growing and long-run value in its operational activities by making competitory advantages through new merchandise invention.MISSION STATEMENTâ€Å" To be the universe ‘s prime consumer Merchandises Company focused on convenient nutrients and drinks. We seek to bring forth healthy fiscal wagess to investors as we provide chances for growing and enrichment to our employees, our concern spouses and the communities in which we operate. And in everything we do, we strive for honestness, equity and unity. †VISION STATEMENTâ€Å" To be the universe ‘s best drink company † . Bing the best agencies supplying outstanding quality, service, cleanliness and value, so that their every client is contented and happy with their merchandises. † â€Å" To increase the value of their stockholder ‘s investing through gross revenues growing, cost control and wise investing of resources. †Fact ABOUT THE CompanyPepsi is a USA based public company whose stocks are available in New York. Mountain Dew, acquired by Pepsi-Cola in 1964, switches its advertisement and bundle artworks room bushwhackers to action-oriented scenes. The 3rd Mountain Dew motto appeared in 1973 â€Å" Put A Small Yahoo in Your Life. † PepsiCo acquired Pizza Hut, Inc. Pizza Hut was founded in 1958 by Dan and Frank Carney. Taco Bell is was acquired by Pepsi. Taco Bell was established in the mid 1960s by Glen Bell. PepsiCo purchased Kentucky Fried Chicken, the leader in the speedy service poulet market. KFC was founded by Colonel Harland Sanders. Colonel Sanders began franchising the company in 1952. KFC was spun off along with Pizza Hut and Taco Bell concerns as Tricon Global Restaurants, Inc. in 1997. PepsiCo purchases Seven-Up International, the 3rd largest franchise soft drink operation outside the United States SWOT Analysis, which is based on thorough reappraisal of the concern ( corporation, merchandise class competition, clients and merchandises ) , individualities and evaluates the internal strengths and failing of the companies good as its external menaces and chances. The selling mix is driven by the consequences of the SWOT analysis.2.1. StrengthDemand of Pepsi is more than its rivals. Company has a really established name and a good repute. Pepsi has big market portion than its rivals. As the mark clients of Pepsi is immature coevals, so Pepsi has more trade name loyal clients. Most of the clients are satisfied with the monetary value of the Pepsi. Pepsi is an international company and it has a really strong place internationally. The environment of mill is really good and attractive. Pepsi spends a batch of budget on its advertisement. Pepsi has a really huge distribution channel and it is easy available everyplace. Employees are besides motivated. Peoples like the gustatory sensation and quality ofA PepsiA around the universe Pepsi has heavy advertisement and publicity activities Pepsi offers many price reduction strategies for clients clip to clip. Pepsi Cola is patronizing athleticss, musical concerts, walks2.2. WEAKNESSESPepsi does non offer any kind of inducement or price reduction to its retail merchants. Pepsi target merely immature clients in their publicities. Crown of the disposable bottle is non good. Demand of disposal bottle is worsening. Result of low profile or non-existent advertisement Pepsi Sn battalion is non available in far off rural countries. Pepsi is non sing many possible mercantile establishments like hotels, college canteens etc. Most of the drinks supply is restricted to few states. Lack of invention. Lack of popularity of many Pepsi ‘s trade names Health issues2.3. OPPORTUNITIESInvention Company may get down come ining rural countries besides. The company may besides diversify its concern in some other possible concern. Launch healthy drinks Increase mineralA waterA gross revenues Increased involvement of people in musical groups, cultural shows and athleticss has provided an chance for Pepsi to increase its gross revenues through them. Overtake rivals Increase Awareness plans New engineerings that entree efficiencies. Launch otherA PepsiA discrepancies in the untapped states.2.4. MenaceThe chief rival of the company is the Coca Cola. At the international degree, Pepsi has a really strong competition with Coke. Coke has started its advertizements more efficaciously to increase their demand and it is a really strong menace for Pepsi. New entrants are gainingA market portion Ongoing recession Cola drinks are non good for the wellness so the awareness degree of the people is increasing which is a large menace to the company Decrease in PepsiA brandA value in last few old ages. Some negative wellness consequence Economy instability in 3rd universe states Economic height become stillborn Political instability in few states The monetary values of natural stuffs such as sugar and metals utilizing in fabrication are increasing quickly. Adversary is Thinking Seriously About Textile Sector Market Bounded trade names3.1. Political Factor:Political StabilityWhenever the authorities is considered to be stable, the concern will boom. If there is political stableness in the state the policies and schemes made by Pepsi can be consistent to be implemented. Foreign companies are besides acute to put in those states which are politically stable where they have no fright of diminution in their market portion or close down due to sudden alteration of authorities.Assorted EconomyIn assorted economic system authorities and private sector both plays their function in developing the economic system of the state. Investing by foreign companies like Pepsi is more likely to boom in assorted economic system.Laws FormulationGovernment has given transcript rights to Pepsi so that another company can non sell their merchandise by the name of Pepsi. The states where Torahs are formulated, the schemes and activities of the company are different.Social ResponsibilityPepsi ‘s societal duty is to supply its clients with clean and hygienic merchandise so to make this they have increased the usage of disposable bottles.3.2. Economic Factor:Income and Income per CapitaIf the income degree or per capita income of the people increases, it will hold a positive consequence on the ingestion of Pepsi.InflationIf the state faces inflationary tendency in the market, the monetary value of the Pepsi will finally increase which will take down its demand.Consumption BehaviorUnited Kingdom and other states are ingestion oriented societies. Due to demonstration consequence the people are more inclined towards ingestion than salvaging. So the people spent to a great extent on nutrient points. Hence Pepsi has a good market portion in the present fortunes.Income DistributionIt means how much is in the custodies of rich and hapless category. In World 10 % rich people posses 93 % of wealth and 90 % people posses 7 % of wealth. If there is balanced distribution of income in the state, the ingesti on of the people will increase hence increasing the gross revenues of drinks every bit good.Payment ModAs the usage of fictile money is increasing the ingestion form of the people are increasing. Although it will hold a low affect on the ingestion of Pepsi.Employment OpportunitiesAs employment chances increase the living criterion of the people addition and the people consume more.Aggregate DemandIn instance of Pepsi, aggregative demand of the merchandise increases in the season of summer as the hot conditions makes the consumers want to imbibe more.Aggregate SupplyIn summer season to get by up with the increasing demand they have to increase the aggregative supply of their merchandise.Economic PoliciesSome of the economic policies which can impact the market of Pepsi are discussed below:Fiscal PolicyIt is the policy of revenue enhancements. If heavy revenue enhancement is levied on Pepsi so its monetary value will lift holding negative consequence on its ingestion.Monetary PolicyMo netary policy is made to curtail or increase the supply of money in the market. If policies are made to curtail the flow of money in the market, rising prices can be controlled therefore increasing the existent income of the people which will finally impact the ingestion of Pepsi.Monetary value PolicyIf monetary value of Pepsi is increased its demand will diminish and frailty versa.Income PolicyIf income of the people will increase their buying power will increase and therefore increasing the market portion of Pepsi?3.3. SOCIAL FACTORS:PsychographicIt is a combination of demographic and psychological factors. Psychological properties mean how you perceive things. The company will concentrate on the behaviour of consumers and do different alterations in their merchandise measure or quality and in advancing their merchandise so that they can pull the clients. Keeping in position that the behaviour of different consumers is non alike they have to do their selling schemes in conformity with their demands so that they are convinced to purchase the merchandise.ReligiousReligious factors can act upon the market gross revenues of Pepsi as it happened in 2003 when the U.S-led onslaught on Iraq, broad subdivisions of society in Pakistan have banned American multinationals Coke and PepsiSocial StatusPepsi is a good celebrated trade name. Peoples who are trade name witting will non imbibe drinks of lesser known trade names. They will seek to demo their position by imbibing Pepsi which is known to all as a quality drink.MediaIt is a really of import factor for selling. Media these yearss is a really effectual manner of animating people to purchase a specific merchandise. A good publicity can tout up gross revenues to a great extent.3.4. Technological Factor:Research and DevelopmentThrough research and development quality of the merchandise can be improved or better techniques or machinery can be developed which can increase the production. When engineering is advance the s upply of the merchandise addition hence the company experiences growing in their concern. Pepsi operates in about all the states and these are besides technological factors: Introduction of tins and plastic Bottles Newer and attractive DesignsA State-of-the-art workss Ad3.5. OTHERS Factors:3.5.1. DEMOFGRAPHIC Factor:AgeThe demands of different age groups are different. Pepsi should aim that age group that consumes it the most and do promotional schemes harmonizing to their behaviour. So their chief mark is the immature coevals.EducationA company has to do promotional schemes maintaining in position the client degree. If the per centum of instruction is high in a state so through advertizements people can be made good cognizant of their merchandise and can convey their message easy. Promotion and instruction has a direct relationship.Population DistributionPopulation distribution means how much [ population lives urban countries and rural countries. Pepsi is concentrating on urban countries as people there are more inclined towards such drink while people in rural countries are more inclined imbibing desi drinks.3.5.2. Physical Factor:RegionWorld is divided into different geographical parts. Selling and gross revenues of Pepsi is different in diffe rent geographical parts. In hot countries its demand is more.City SizeThe metropoliss which are dumbly populated the ingestion of Pepsi is more.ClimatePepsi is more suited for humid or hot weather-beaten states. It is a beginning of refreshment when a individual is 30 due to the hot conditions.InfrastructureRoadss are the basic demand for transit of Pepsi from one topographic point to another. Pepsi can non open mills in every metropolis so it has to transport it to other metropoliss where Pepsi is demanded. Electricity is the basic necessity for production of any merchandise. Changeless burden casting slows down the procedure of production which leads to less production and low market portion. The selling universe is full of surprises. Who could conceive of that Coca Cola would be overtaken by Pepsi? If Coke could be overrun by Pepsi, it would be no admiration that Pepsi might be overtaken by some other drink. The demand so is to unite quality with inventiveness. Along with that, the repute of the company has to be kept robust. Today we live in a fast moving universe where freshness and newness count a batch. One can non rest on one ‘s awards. Fresh attempts, newness of attack must stay the central rules of a well orchestrated selling scheme and the run must be relentless. A uninterrupted barrage in advertizement would convert the clients that Pepsi is a portion of their lives. In order to populate with manner, Pepsi ought to be an indispensable ingredient of one ‘s life. The Pepsi is at its adulthood phase and the gross revenues of company are non turning really quickly. Company is making a batch of promotional activities to allow the merchandise remain in the market. It holds a big portion of the market and whenever the gross revenues province worsening, the company can better it by different promotional activities. Sellers of Pepsi can seek to better gross revenues by bettering one or more selling mix elements. They can cut monetary values to pull new users and rival ‘s clients. They can besides establish a better advertisement run or usage aggressive gross revenues publicity to better the gross revenues. Therefore, Pepsi is at its adulthood phase. Pepsis, the pick of Generation next is non supplying the first pick of immature coevals. A immature coevals wants something strong in cold drinks & A ; therefore prefers Thumsup. Pepsi should come out with some excess strong gustatory sensation to catch up maximal immature coevals & A ; to go precisely Generation Next drink. Company should name competent & A ; honest salesman so that they could supply strategies to the full retail merchant ‘s & A ; cover their full path. It is frequently seen that some salesman do non adumbrate strategies to the retail merchant & A ; few of the retail merchants complained about it. So there should be frequent visits of Customer Executives to their several countries to maintain the tradesmans benefited with assorted strategies. Delay in get downing of supply new waves from several terminal should be checked & amp ; a proper clip registry should be maintained. Most of the retail merchants are kicking about non-fulfillment of committednesss sing their sampling. Company should do certain that the retail merchants get the sampling on clip so that they are satisfied. Most of the retail merchants are kicking about hold & A ; no replacing of burst bottles. Marketing Management should screen some solutions to this major job of replacing burst bottles. One-half filled bottles should besides be checked at the clip of issue of goods from the distributer ‘s travel down to the several paths. Company should seek to give some recognition installation to the distributers so that they get motivated. Credit installation for retail merchants should be provided. Proper feedback system should be developed by guaranting regular visits & A ; look into indiscriminately at the assorted mercantile establishments Pepsi is a good renowned company and it has maintained its place good by understanding the client psychological science, by guaranting quality, by presenting inventiveness in merchandises, by enlarging its merchandise base, by maintaining economic factors in position and by intense and jazzy advertizements. Whenever and where of all time there is a spotlight event, Pepsi must calculate in, like the cricket and football lucifers between any state and many other such occasions. The cardinal word for success in the Marketing World is to â€Å" stay in the limelight † and that is what Pepsi is making. SWOT Analysis of Pepsi, which is based on thorough reappraisal of the concern ( corporation, merchandise class competition, clients and merchandises ) , individualities and evaluates the internal strengths and failing of the company good as its external menaces and chances.

Phenomenology Is The Study Of Phenomena Essay - 1037 Words

In its most simplistic form, phenomenology is the study of phenomena. In other words, phenomenology focuses on the appearance of things as they appear in our individual experience, and even the ways in which we experience particular things (Aspers 2009). Phenomenological methods incorporate the subjective view of experience, i.e. the first-person point of view. Humans are described as conscious thinking beings and phenomenology argues that the only way we can confirm the existence of a phenomenon is through the way we consciously perceive our surroundings (Heidegger, as cited by Aspers 2009). Sociological methodology implies that the notion of sociology is indeed a science. Empirical phenomenology and ethnomethodology aim to describe, â€Å"how people perceive and think about things, although this is central to the phenomenological approach† (Aspers 2009, p. 6). Social scientific analysis seeks understanding and explanations (Aspers 2009). According to Aspers (2009, p.4), â€Å"if we are to understand the social world and meet the demands of phenomenology, we must produce explanations that are grounded in the subjective experiences of real people.† Therefore, it is a social scientist’s job to understand why particular things happen and how these incidents occur (Aspers 2009) whilst taking into account the subjective relationship to these phenomena. Phenomenology has greatly influenced sociology, as it is a philosophical method of knowing and understanding the nature of reality.Show MoreRelatedSwot Analysis : Voices From The Group : Violent Women s Experiences Of Intervention1669 Words   |  7 Pagesinquiry, ethnography, and case studies. Non-experimental methods may include qualitative methods such as surveys, focus groups and interviews (Hacker, 2013). 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Why Should People Commit Crime And Labeling Theory From A...

Sociologists have done thousands of research studies on deviance; an action or behavior that is out of the norm. However, the question that they are most intrigued with is; what causes a person to commit a deviant act? There are two theories that are in debate, anomie-strain theory, and labeling theory. In this essay, I am going to compare and contrast the two theories and explain how tattooing has become a stigma in today s society. I am going to discuss three similarity views; first they share ties with social strain in deviance, by the way, society is structured. Second, they both deal with crime among minority group as well as crime rates in the United States. Third, both anomie-strain and labeling theory focus on the deviant behavior regarding the individual social and cultural status and how society response to these types of deviant behaviors. I am going to explain Robert K. Merton’s theory on why people commit crime and labeling theory from a sociological perspective, and how people respond to the actions that people make. Even though the two theories are similar they play different roles in society in dealing with deviance behavior. Anomie strain theory can be described as the failure to achieve certain goals, which can lead an individual to commit deviant acts. Emilie Durkheim, a sociologist defines anomie as lack of normal ethical or social standards which leads relationships with people to become frayed. Sociologist Merton applied Emilie Durkheim theory in theShow MoreRelatedThe Sociological Perspective On Medical Conditions1687 Words   |  7 Pagesbiomedical perspective is used to explain various medical conditions. This can include, but is not limited to using an individual’s body and pathogens to explain poor health. On a different note, the sociological perspective takes on a different approach to explain medical conditions. 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Essay about The Joy Luck Club - 1355 Words

The Joy Luck Club 1. From the film The Joy Luck Club, Chinese girls were supposed to act obedient and respectful to their parents and elders. This included the girls having to abide by each and every Chinese tradition that their parents instilled in them. Girls were also expected to be quiet and considerate to their parents and elders. They were only supposed to speak when spoken to at all times. Acting out against anything their parents enforced upon them was completely unacceptable. 2. Much like to their parents and elders, Chinese girls were supposed to be quiet and obedient to their husbands and mothers-in-law. Girls were supposed to respect, and not openly question the decisions that were made in the household. These†¦show more content†¦This eventually led to her committing suicide in an attempt to give her daughter the strength that she lacked. Secondly, these women, especially the latter wives and the concubines, lose a lack of identity. For example, when these women marry, they are referred to as which wife they are. Even the wives refer to each other as first wife, second wife, etc. 5. As with Chinese women, slave women in the U.S. experienced complete losses of power over their lives. Slaves were forced to live their lives to the orders of their masters just as these Chinese wives were forced to live their lives to the orders of their husbands and higher wives. By given no chance to survive by themselves and maintain an identity, these women suffered from great losses of self-esteem and hope. As far as non-slave women in the U.S. are concerned, their lives are comparable to those lives of Chinese women, as well. Non-slave women in the times of slavery and Chinese women both experienced great inequities and discriminations. Women in both situations were given very few rights and chances to survive by themselves. Many of these women chose to give up their freedom and power for the protection and secure lifestyle that a man could provide, despite how damaging it may be to their identity and self-esteem. 6. Sex-role expectations were a very important issue in the relationship between An-Mei and her daughter. Throughout the mothers life, she was expected toShow MoreRelatedSummary Of The Joy Luck Club 853 Words   |  4 PagesExam Project Process Check #1 Book: The Joy Luck Club Author: Amy Tan By: Bala Sundaram Themes: A) The Joy luck Club presents a couple of themes but one of which, relates to an issue that is affecting many immigrant families who bring up their kids in foreign countries. In forwards, the difficulty in speaking and translating another language.The mothers and daughters in the book have difficulty in communicating their ideas and feelings with one another.The problems associated with communicatingRead MoreJoy Luck Club Analysis981 Words   |  4 Pagesas well.† (Tan 213). 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Partnership Vs Joint Venture-Free-Samples for Students-Myassignment

Question: Prepare a Consultative report that Critically analyses: The key features of a partnership as compared to those of a joint venture Legislation applicable to both the partnership and to the joint venture The differences between the two business structures The advantage and disadvantages of each method of business organisation Answer: Introduction In Australia, there are different forms of unincorporated business structures which can be selected by the parties, in order to carry forward their business. The two key options are that of partnership and joint venture. Making the decision between which one is the most suitable for the business of the person requires a comparison to be made between the available choices and to consider the different advantages and disadvantages of the two options. In the following parts, an attempt has been made to analyse which unincorporated business structure proves best for Xiaojing, Lance and Nick, particularly with regards to their herbal product business. Partnership vs. Joint Venture A partnership is a business arrangement which takes place between two or a higher number of parties, in order to carry on business in combined manner and to share the profits and losses in an equal manner. Joint venture on the other hand, refers to the business which is formed between two or a higher number of parties, but for a limited time period or for a specified purpose. Thus, joint venture can be deemed as a partnership undertaken for a limited time period or for undertaking only a particular task. This makes the ambit of partnership quite larger than that of a joint venture. A joint venture is formed where two different firms come together to run a common business for a limited time period; whereas a partnership is formed for carrying unified business as a going concern by different partners (Latimer, 2012). In Australia, each state and territory has their own partnership act, which applies over the partnerships undertaken in that jurisdiction. For instance, in the jurisdiction of New South Wales, the Partnership Act, 1892 is applicable; and for Victoria, the Partnership Act, 1958 applies (Australian Government, 2017). In Australia, a joint venture can be established in a contractual manner, as a corporate or in certain specified manners. The manner of formation of contract dictates the regulation of joint venture. When the same is formed in contractual manner, it is regulated through contract law; when it is drawn as a corporate, the Corporations Act, 2001 (Cth) applies; and depending upon the other form, the other laws apply (Handley, Knox, Davis, Caddy Zambotti, 2017). Hence, for joint ventures, there is no unified or particular law which applies, as is still present in cases of partnership, through different yet common partnership acts. In a partnership, the business of the partnership firm is carried on by the partners, whereas, in a joint venture, the business is carried on by the parties of the joint venture. A key feature of partnership firms is that minors can be partners in a partnership firm and thus, can obtain the benefits of the partnership firm. However, a minor cannot be a party to the joint venture. A partnership is formed with the aim of sustaining it for a long time and is deemed as a going concern; whereas the joint venture is made for a particular period (Gibson Fraser, 2014). The joint venture agreements usually cover a clause of the manner in which the joint venture is to be liquidated. It also provides the manner in which the profits (or losses) would be shared between the parties upon the completion of period of joint venture or upon the competition of the task for which the joint venture had been formed. So, a joint venture provides the manner of its end. The partnership on the other hand is e nded through dissolution of partnership firm, owing to the death of partners or a deadlock being the partners (Singh, 2015). It is important for a partnership to have a trade name, which is not an obligation for the joint venture. When it comes to the ascertainment of profits, the same is done in partnerships in an annual manner; and for joint ventures, it is done when the venture is ended or as per the term covered under the joint venture agreement. The valuation of the joint venture is done at its end, whilst the valuation of the partnership is done each time a new partner is added or an old partner leaves the partnership firm. It is obligatory to maintain separate books of accounts in cases of partnerships, whereas the same is not an obligation for the joint ventures. The aim of partnership is to earn profits, whereas in joint ventures, the key aim is to fulfil the venture which has been undertaken and simultaneously earn profits (Gabriel Marcus, 2010). Each form has its own advantages and disadvantages. In a partnership, the biggest drawback is that the partners have unlimited liability. This means that the partners can be made personally liable for the debts of the partnership. Apart from this, upon the death of all the partnership, the partnership comes to an end. Also, each partner is jointly and severally liable towards the partnership firm and the agency law makes the firm liable for the acts of the partners. However, there are a number of benefits of partnership in the sense that it is easy to establish and the cost of starting a partnership is very low; a higher resource availability is also attained both in financial and non financial terms, including the talent pool; there is a limit on external regulations; and the business of partners remains a private affair (Tasmania Government, 2017). A joint venture has benefits as it allows the capacity to be increased, allows new markets and distribution networks to be accessed, allows access to higher resources as two firms combine their resources; and also allows sharing risks and costs with the co-venture party. The drawbacks of joint venture include high cost of setting up; lack of clarity in responsibility; lack of proper leadership; and the lack of full interest of the parties owing to the same being carried on for a specified period (Invest Northern Ireland, 2017). Conclusion In the preceding parts, the discussion carried on highlighted the different aspects of partnership and joint venture. On the basis of the comparison carried on between the two forms, it is recommended to Xiaojing, Lance and Nick to opt for a partnership form for running their herbal product business, particularly due to the going concern status and the ease of formation of partnerships. References Australian Government. (2017). Partnership. Retrieved from: https://www.business.gov.au/info/plan-and-start/start-your-business/business-structure/business-structures-and-types/partnership Gabriel, J., Marcus, A. (2010). Financial Accounting. New Delhi: Tata McGraw Hill. Gibson, A., Fraser, D. (2014). Business Law 2014 (8th ed.). Melbourne: Pearson Education Australia. Handley, A., Knox, M., Davis, B., Caddy, M., Zambotti, L. (2017). Joint ventures in Australia: overview. Retrieved from: https://uk.practicallaw.thomsonreuters.com/0-616-8149?transitionType=DefaultcontextData=(sc.Default)firstPage=truebhcp=1 Invest Northern Ireland. (2017). Joint ventures and business partnerships. Retrieved from: https://www.nibusinessinfo.co.uk/content/joint-venture-benefits-and-risks Latimer, P. (2012). Australian Business Law 2012 (31st ed.). Sydney, NSW: CCH Australia Limited. Singh, S. (2015). Difference Between Joint Venture and Partnership. Retrieved from: https://keydifferences.com/difference-between-joint-venture-and-partnership.html Tasmania Government. (2017). Partnership advantages and disadvantages. Retrieved from: https://www.business.tas.gov.au/starting-a-business/choosing-a-business-structure-intro/partnership-advantages-and-disadvantages

The Physical Education Teacher’s Role free essay sample

This essay will discuss the roles of a teacher in Physical Education, how their motivational practices and teaching styles can influence lifelong participation, how the different key stages of the National Curriculum for Physical Education (NCPE) affect the role of a teacher in their aims aim to promote health and lifelong participation, as well how government strategies have affected teacher practice. Although there is no specific for Lifelong Participation (LLP), Vanreusel (1997) suggests the basis of participation can be described as an activity that raises pulse and is enjoyable in nature. By continuing this from early childhood all the way through to adulthood and the later years of life, it establishes the lifelong link with participation in physical activity. A Physical educationalist can help promote a healthy active lifestyle and recruit people to the notion of participating for the rest of their lives by providing quality teaching and essentially through the use of motivational theory, which shall be touched upon later in the essay. We will write a custom essay sample on The Physical Education Teacher’s Role or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many people group physical activity and physical education together. Physical activity is the movement of bodily parts that result in heart rate increase and expending of energy. There are differing types of physical activity, such as low, medium and high levels of intensity. These can be further grouped in to the type, such as individual and team based or recreational and competitive (Shimon, 2011). Hilton and Bramham (2008) propose physical activity can constitute non-sporting alternatives that still provide pleasure and fitness gains, such as walking the dog or gardening. They finish with the notion of sport and exercise being two ‘significant and meaningful forms of an overarching, generic concept’ (Hilton and Bramham, 2008: p167). In essence, it is a teacher’s role to maintain high levels of physical activity throughout a session, whilst also educating students through the physical. As cited in MacNamara et al. (2011) the UK Department of Education and Science pronounced in 1992 that promoting physical development and capability that ensured lifelong involvement via competitive and non-competitive physical activity was physical education’s purpose. Using the work of Shimon (2011) to help define Physical Education, he proposes by using physical activity as a process of learning, we mature the mind and body. Physical education plays a part in the holistic educational progression by aiding the development of children and adolescents in a physically active environment. Jenkinson and Benson (2009) summarises the subject of physical education, suggesting it is a tool to provide opportunities for learning of the physical and through the physical. It is also instrumental in developing domains such as psychomotor and cognitive. Shimon (2011) articulates that physical education is the only area of a school curriculum that focuses on lifelong skill acquisition and development. In addition to this, because the importance of quality instruction within the school setting has now intensified, the occupation should not be taken lightly. It is recognised that school based physical education programmes are pathways for children to acquire knowledge to lead healthy and active lifestyles (Wuest, 2006; Gao, Lee and Harrison, 2008). Teachers have a mandatory two hours a week of physical education that is expected to be high in quality. This can be achieved by engaging students’ personal emotions, resulting in intrinsic motivation to absorb knowledge and thrive in the learning environment. By providing a positive environment, it impacts on student’s motivation to continue involvement with sport and physical activity. NCPE The introduction of the National Curriculum for Physical Education in 1992 is seem as the biggest attempt of change to school based physical activity in England and Wales (Curtner-smith et al, 2001). Reasons for this relate to a shift in governmental thought in the direction they wanted physical education to head in. Previously, physical education was about improving athletic ability, a more military style approach. This meant that teachers predominantly required a good skills knowledge-base, with the primary role of helping students throw further, jump higher and run faster. A shift in focus meant teachers were being asked to develop students holistically, such as improving personal, social and communication skills (Mawer, 1993). The role of a teacher had altered due to the change in emphasis, and was now required to involve students in decision making processes, as this could help such cognitive abilities such as problem solving (Goldberger and Howarth, 1993). By helping the students appreciate the knowledge being passed on to them, it can have a positive effect regarding extra-curricular participation, potentially resulting in a festering love for sport and activity that will last a life time. Curtner-Smith et al (2001) argue that after a few years, the government intervened with the aims of the NCPE, which differed from views of the original task force and had now opted to head back towards a more performance based agenda. With another change in emphasis, confusion could be caused for teachers. Assuming teachers had made efforts to evolve their thinking and styles concurring with the new roles implemented by the original NCPE, this move could have triggered frustration for the teaching public. Despite these assumptions, data collected in two separate studies by Curtner-smith and colleagues (Curtner-Smith et al, 2001 and Curtner-Smith and Hasty, 1997) had shown the introduction of the NCPE had little or no effect on teaching behaviours. Direct styles of teaching remained common-place during the starting years of its implementation. This suggests that the sample of teachers had failed to adapt their roles for the benefit of their students. A central theme within the curriculum has been to encourage teachers to plan, deliver then evaluate sessions. This allows for critical reflection of performance. Teachers can assess what they are doing right, in terms of promoting the aims of the NCPE, and also where they are going wrong, i. e. are the students not engaging? Does the learning environment have the right ‘motivational climate’? Teaching styles Teaching styles in physical education found distinction thanks to the ‘Spectrum’ model proposed by Mosston (Mosston and Ashworth, 2002) many years ago. Mosstons Spectrum has been highly successful in underpinning the conceptualisation of teaching styles in many PE domains across the western hemisphere (Sicilia-Camacho and Brown, 2008). The ‘Spectrum’ was a timely notion as the need for a model on teaching styles was emphasized by Mawer (1993) after the inception of the newly formed NCPE in 1992. He suggested that a variety of approaches to teaching were required as teachers were now required to form professional relationships built on respect and coherence however primarily because of the terminology used in NCPE policy texts, which included â€Å"‘setting goals,’ ‘exploring and selecting outcomes,’ ‘refining’, ‘adapting’, ‘improvising’, ‘describing’, ‘comparing and contrasting’, ‘analysing’, ‘judging’ and ‘reviewing’† (p. ). With a broader scope of achievement for pupils, styles differing from those previously more reproductive in nature (teacher-centred) required evolution to a more productive in nature (learner-centred) (Curtner-Smith et al, 2001). Failure to implement such procedures could have resulted in the probable inability of a) teachers to facilitate the required learning wanted by the government, because of a more autocratic approach, where teachers would tell, shout and demand things from a student rather than ask questions regarding improvement or improvisation, and b) pupils to achieve the personal and social skills, as well as problem solving abilities proposed by following the NCPE (Mawer, 1993). Hall (2004) suggests that having a PE department geared towards the same goals and outcomes regarding the ‘Why? ’, ‘What? ’ and ‘How? of PE teaching will lead to a successful educational programme because of the understanding teachers garner for their roles. These practices form high standards of teaching and help provide year on year continuity in classrooms, sports halls and playing fields throughout many schools that have optimised these ideals. Methods of providing high quality, inspirational teaching in the physical environment consist of non-stop, challenging and enjoyable activities. Teachers who appreciate the important part they play in a child’s education can help form confidence and motivation in youths, which provides a platform for lifelong participation. If children are to reap the benefits of a healthy active lifestyle during our school years, in to the remainder of their adult life, Caune et al (2012) view it as an important factor that schools and teachers establish a lasting impression regarding the significance of lifelong participation to students. This is achieved by teachers educating and motivating students to engage in term-time physical education as well as extra-curricular activities, which can help prepare them for a life of physical activity (Corbin, 2002). Methods of further involvement for the recommendation of extra-curricular activities can be simply asking students if they are currently participating in any. Also, by researching local sports teams and opportunities to become involve in extra physical activity, a small bulleting could be produced and introduced to students, providing contact numbers or websites, thus allowing them to take responsibility of the situation regarding participation. These club links can provide greater positive exposure to sport, motivating young people to remain in physical activity after they have left school. Motivation When looking at lifelong participation, it is simple to see the underpinning philosophy of what is required from a person to participate in an activity for the duration of their life, motivation (Caune et al, 2012). Concerns have been raised over the past decade or so, regarding the low level of physical activity participated in by the younger public. As a result, the motivation of students has come to the forefront of investigative research, prompting many scholars to look at the setting of physical education (Caune et al, 2012). While Roberts (1992) offers a complex definition, suggesting that â€Å"motivation and achievement behaviour are manifestations of cognitions and thought processes within dynamic social contexts† (p. vii). A more user-friendly definition is provided by Shimmin (2011), that motivation are the feelings of want and desire that push us to act on something. By applying this to physical education, he then draws on many factors that can influence a student’s reason for participation; interest in a task, belief in own ability as well as striving to improve ability are but a few. Furthermore, the numerous identities possessed by young people indicate learning can be achieved in a variety of ways and means (MacDonald, 2002), thus requiring many different strategies to provide the environment to do so for each and every child. Learning and motivation go hand in hand. When motivation is provided by a teacher within the learning environment, it facilitates engagement. While it is impossible to make people motivated to learn, it is possible to affect the ‘motivational climate’ of a learning environment using motivational theories and strategies (Shimon, 2011). Physical educationalists should always remain enthusiastic, engaging and confident. A teacher lacking in confidence will be the demise of all thoroughly planned sessions, clearly because a student will have little or no faith in what he is being told by his teacher if they are not seen to be confident in their delivery. By assessing the situation and monitoring how your students are engaging with your lessons using a certain theory or strategy, you can plan sessions and alter feedback and body language to suit the needs of individuals, thus potentially increasing motivation. Theories can be considered as a toolbox, where by if you identify a problem, you can go back to the toolbox (theoretical framework) and provide a solution with the available tools. Self-Efficacy Self-efficacy is a motivational theory related to expectations, which is situation specific. When considering a task in hand, students consider confidence in their own ability before undertaking a task. Roberts (1992) speaks about adaptive and maladaptive achievement behaviours in this strand of motivational theory. When weighing one’s situation up, if they consider their ability is high enough to achieve a positive outcome, then adaptive behaviours occur. This is where individuals are fully committed, consider the task worthy of effort and will persist until completion. Maladaptive achievement behaviours occur at the opposite end of the confidence ladder. When fear of failure, due to perceived ability, is rife students usually avoid effort and perseverance. This is critiqued and applied concisely by Gao, Lee and Harrison (2008), who give key factors behind how self-efficacy is produced. They suggest the procedure is a complicated cognitive process of four key areas; past mastery experience (have I been successful with this action before? ), vicarious experience (am I as capable as the person I am seeing complete the task? ), verbal persuasion (Is the teacher breeding confidence in me? Using positive reinforcement and/or attribution theory), and somatic, emotional states (is the student feelings anxious or nervous about the situation or in the environment? ). The model combines the managements of confidence and expectations. Analysing the concluding paragraphs of Gao, Lee and Harrison (2008) I can summarise that by applying theory to practice and creating realistic yet relatively high expectancy goals for individuals can avoid creating a sense of incompetence. To differentiate for a mixed ability group, it would be sensible to have a low starting threshold, where success is guaranteed, thus giving every child positive past mastery experiences (the starting point of self-efficacy). Using a student with low ability for group demonstration can positively affect a whole class, as it breeds confidence in that individual, as well as impacting the vicarious experiences of the rest of the group. For stimulus response to be effective, praising students is not enough. It is imperative that value is added by specifically stating how they achieved success, such as â€Å"that was a good jump because your knees were bent and then you drove through your heels and fully extended your knees and hips†. By stating the positives outcomes at the start of a program which students are about to commence, it can help develop a vested interest, adding perceived value to task or outcomes. It is important to realise that motivation is borne from self-efficacy, not vice versa. Government Efforts Green (2002) infers efforts in the UK made by the government to encourage lifelong participation and promote health, the supposed main role of school based physical activity, are visible by way of policies produced from the government (see, for example, DOH, 1999; NAO, 2000). This is backed up by Flintoff’s (2003) assumptions that since the start of the 1990’s, the younger public has had an emphasis progressively placed on them regarding UK sport policy. The early 1990’s reoccurs as a turning point in the government’s emphasis towards sport in schools, with Collins and Butler (2000) proposing no real investment had been made before this time, reverberating solid policy commitments from the Labour government with both Major and Blair at the helm. Flintoff (2003) also states the reasons for this as being a rise in levels of childhood dormancy, resulting in issues such as obesity. The government further acknowledged that an interest in other activities outside of sport and physical activity are an important factor behind drop-out rates and increasing levels of inactivity (DCMS and Strategy Unit, 2002). Coupled with a shortage in international success, the government has reacted by aiming an excess of policies and initiatives geared towards young peoples and increasing their participation levels. They have also produced announcements which commonly refer to PE as vital in educating and providing prospects for young people to gain independence in activity for the rest of their lives (Harris and Penney, 2000). Houlihan (2000) argues the value of producing so many policies and initiatives, as this has led to the saturation of ‘policy space’. He suggests that public policy is now a congested field, where each member is challenging for position over implementation of future issues. Another significant implication of ‘policy space’ progressively running out, it can lead to issues of individual policies becoming inter-reliant, whereby the effects of one policy can produce implications for the functioning of other policies (Houlihan, 2000), having an adverse effect on achieving their aims, which in some cases are increasing lifelong participation. One such policy, the School Sports Co-ordinator (SSCO), was a multi-departmental design. It linked with the Government’s efforts to create combined thinking, â€Å"in this case between sport (the Department of Culture, Media and Sport, DCMS) and education (the Department of Education and Skills, DfES)† (Flintoff, 2003. p232). The purpose of the role was to create opportunities in sport, by developing links between the physical education delivered in schools and the local sports clubs belonging to the broader community. The government has made efforts to bring teachers to the forefront of developing the strategies for SSCO, which appears a sensible decision, as they are the deliverers on the front line of the initiative. If the School Sport Co-ordinator programme is to achieve the aims set out, then professionals taking the post will require adequate knowledge of young people, the different motivational practices and be able to positively change attitudes towards physical activity (Flintoff, 2003). When given greater opportunity to experience a wider range of activities during younger life, this can have a positive effect in increasing lifelong participation as I shall look at in the next section. Early learning experiences Work from Kirk (2005) debates that while early learning experiences are critical to continuing involvement in physical activity, only a select few groups of the population are exposed to quality experiences in both schools and community clubs. Those lacking exposure to such experience range from youths with a lower socioeconomic background, girls and the young disabled. In contrast to young people from a higher socioeconomic background, boys and the able bodied, the aforementioned groups miss out on quality experiences, potentially affecting introduction to a rich volume of sports and activities that could impact lifelong participation. Kirk (2005) later suggests primary schools are inadequately equipped to give children the competency, insights and inspiration to progress in to secondary schools with the ambition to be involved in sports for the rest of their lives. A lack of quality early learning experiences in primary schools leaves little chance of the specialist PE teachers in a secondary school to impact on young student’s transition of learned knowledge to adults positively. Green (2004) reiterates Kirks (2004) thoughts that the PE, School Sport and Club Links strategy (PESSCLS) strategy ultimately failed, i. e. failed to raise participation rates of youths and linking school sport to outside clubs, due to the powers that implemented the role never had a solid research base from which to create an agenda for the position. Therefore teachers in the position were never fully able to fulfil the roles that they potentially never realised they were given. Consequently, the large scale investment by the UK government only had marginal bearing. Because of this, achieving the desired outcome of impacting on the bulk of the school-age population’s, through the use of teachers in a community based role, continuity with lifelong physical activity was debatable. Fairclough, Stratton and Baldwin, 2002) It is widely believed that active participation in sports during youth is an important prerequisite for adult involvement in sports (Yang et al, 1996; Green, 2010; Vanreusel et al, 1997). A quantitative study from Scheerder et al (2006) indicated that sport experiences and social background characteristics only partially explain the sport participation behavior of adults, whereas participation during adolescence is a better predictor of adults involvement in sports than educational level or arental socioeconomic status In the sports socialization process. Twilight adolescent sports involvement, along with the school program in which an adolescent is involved, appears to be a central role in the involvement of sport during later life. It is shown age is a significant factor of participation levels in physical activity, with national statistics suggesting there is a heavy decline when reaching the age of 45 and beyond (ONS, 1999). In spite of this, a notably active minority of over 45’s remain committed to vigorous physical activity well in to later life and for the remainder of their good health. Green (2010) suggests this can be attributed to a positive childhood participation in physical activity, usually deriving from a school’s physical education programme, and the impact of the deliverers. These past tendencies are a good evaluator of how a person will participate during later life (Roberts, 1996) Socialization Vanreusel et al (1997) offer insight to the long-term socialization process within sport, suggesting it is an on-going and complex process. Yang et al (1996) cites school as early starting point for this process, acknowledging the evolution, leaning and ingestion of skills, values, norms, self-perceptions, identities and roles. This suggests that primary school teachers, who are not specially trained for delivering physical education as a subject, will be a catalyst for the levels of activity or inactivity of their students. It can be argued that involvement in sport is not just a starting point of sport socialization but can be considered a by-product of it. Longitudinal studies (Vanreusel et al. 1997, Yang et al, 1996) have shown that strong links exist regarding the amount of physical activity during childhood and early teen years directly correlate with levels of physical activity in to adulthood. They also propose that the definitive years, that impact the sport socialization process, are the late adolescent years (16-19). This data then shifts the emphasis towards the importance of secondary school PE teachers, who are directly trained to deliver the subject of physical education, and the important role they play in the lifelong participation of the students they engage with on a weekly basis for a substantial amount of time, usually 5 years. Patters of inactivity are formed in this period that follow people throughout the rest of their lives (Vanreusel et al, 1997). Seefeld, Malina and Clark (2002) propose that ersisting with the extensive socialization process that ensues when involved with sport and physical activity during childhood and adolescence can be credited towards adult participation. They also discuss that persistence should not be on a sole of few activities, but a wide range of activities. It is the richness of early learner’s sport socialization that is important. This array allows a young person to experience many different actions and environments, usually provided by the PE teacher, which permits choice. This is where it becomes the teacher’s responsibility to provide exposure to many different sports. Although the NCPE provides guidelines on what should be taught, competent teachers are in a position and should possess the ability to differentiate activities and relate obscurer sports to more mainstream ones (Bocarra et al, 2008). The transition between adolescence and adulthood is a predominantly decisive time in relation to lasting participation. Roberts and Brodie (1992) support this with claims that as we reach adolescents and progress through to adulthood, lifestyles lean towards a reduced number of favoured pastimes that have been retained, increasing pressures on teachers to be a catalyst for lifelong participation. Conclusion After discussing at length the roles a physical education teacher plays in promoting lifelong participation and active lifestyles, as well as factors affecting their potential to do so, I can conclude that PE teachers play an extremely critical part in the facilitation of lifelong participation. There have been disputes over the effectiveness of physical educationalists in the UK regarding the success of promoting lifelong participation. Kirk (2002) claims very little evidence exists suggesting lifelong participation has been promoted during the time in which a national curriculum has been provided. Further to this, Kirk (2002), cited in Green, Smith and Roberts (2005), places blame towards a lack of similarity regarding the predominantly sports orientated physical education programmes and the lifestyle activities of adults. This is contended by Green, Smith and Roberts (2005) who say it is apparent in nature that sport and physical activity is engrained in present-day youth culture, citing the use of physical education programmes and the range of activity provided by the teachers that have developed comprehensive sporting repertoires and how this as helps promote healthy lifestyles. As touched upon earlier, motivation is another important subject, as it forms the basis behind all actions and desires that consistently appear in somebodies life. I have cited the motivational theory of self-efficacy as an ideal framework in which to build upon. By positively impacting the self-efficacy of a student, via the four components I mentioned earlier (past mastery, vicarious experiences, verbal persuasion and emotions), it can develop the intrinsic motivation required for prolonged engagement. Despite all the other sections of this essay I have critiqued towards the role a physical education teachers plays in promoting lifelong participation and an active lifestyle, I place motivation at the top of the totem when analysis the factors towards lifelong participation.