Wednesday, October 30, 2019

Crosscultural Miscommunication Essay Example | Topics and Well Written Essays - 500 words

Crosscultural Miscommunication - Essay Example Negotiating styles of Australians and Canadians are explored to identify their similarities and differences against the GLOBE framework. It is seen that negotiation skills are of primary importance for any leadership position across all kinds of businesses and it determines the success of the business to a large extent. Negotiation is of relevance when there is a need to achieve common goals and the same needs to be communicated to the other parties. Also, when communication and personality differences are identified, need for negotiation can arise. In such situations, the participants are required to have a clear idea of the goals needed to achieve and also be aware and respect the differences in communication and personality styles (Walters, 2007). Wade observes that a culturally common solution is offered at the beginning of any negotiation (1999). Both Australians and Canadians prefer to start an informal conversation before the actual negotiation process. Australians tend to prefer straight forwardness as their Canadian counterparts and do not leave much to be interpreted in a conversation. Both have a culture of saying 'no' directly when they are uncomfortable with the negotiations.

Monday, October 28, 2019

Interpretation of Matthew Passage Essay Example for Free

Interpretation of Matthew Passage Essay The book of Matthew is one of the four epistles. This in other words is to mean that the book, which is in New Testament, happens to be the first book that records the teachings of Jesus Christ, at the believed time when He was on the earth. In this paper, the interpretation will come from Matthew chapter 6 verses 25-34. These verses contain Christ Jesus teachings on how Christians should live here on earth independently but with the divine intervention of their God. This in other words is to mean that the verses emphasizes on God and Christians perceptions of possessions. Different strategies of argumentation will be used to discuss this chapter, that is, verse by verse interpretation will be one of the strategic ways of interpretation of the chapter. This will be in an endeavor to bring out the theme of divine providence that Christ Jesus teaches his believers while at the same time drawing a closer look at the theme of cynicism as portrayed by the tone of Christ Jesus in his teachings. In the process of interpretation, contemporary literature will be used together with various comparisons. This will in an effort to bring the text and its context to the conventions of thought and the characteristic way of life of its people at that particular time. The arguments depicted in this passage will be identified and commented on. This is especially on how the arguments form a persuasive tone as a whole. The contents of the verses in this chapter will also be compared with the discussions of divine providence by Epictectus and Dio. This will be help to analyze the verse which comes closer than the other. At the end of the discussion, the verses will also be related to chapter 5 verses 7 of the book of Matthew, where the context of the verse brings a personification of Jerusalem (Good New bible 809). In this chapter, Christ Jesus teaches Christians not to worry about their lives but instead, be trusting. This is to mean that Christians are obliged to trust their maker, their God, for their divine provision. Looking at the lives of the people at that particular time and even today, one can easily decipher the fact that our lives have gone past the worries implied in the text. This is because of the fact that many people get worried of the things that they do not even need. In verse 24, Christ Jesus talks of the two masters that a Christian can serve, either God or the material things. This is the verse that carries weight in the whole of this chapter. This is because; the others are based from it in the sense that Christ Jesus believes that Christians are more inclined into serving both or focusing mere on material things, where on the other hand, his teachings are centered on serving God, and seeking his righteousness first, and â€Å"the rest shall be added† (Good New bible 809) In verses 25: Christ Jesus is commenting on the worries that Christians or the disciples at that particular time needed. These include food, drink, and clothing, which are the basic necessities of life. At this particular moment, the disciples and the believers at this particular moment were worried about getting enough to get by (Good New bible 809). The principles of chreia (which is defined as a brief reminiscence aptly attributed to someone) are clearly illustrated on this verse. The chreia saying that Jesus made was: do not worry about your life, what you will eat or what you will drink, or about your body, what you will put on, is not life more than food and the body more than clothing. The elaboration of Jesus chreia is quite admirable due to the aspect of sarcasm and rhetorical. It’s considered rhetoric to tell people not to worry about their own lives, the clothes, food and shelter, of which are the basic needs of human being. But to some extent, the chreia in the sentence can be appreciated from the fact that the believer live by the power of God and therefore he who is able to give life can also provide the rest that they need. In one way or another, the chreia is also expressed in other verses, for instance in verse 33: but seek first the kingdom of God and the rest shall be given unto you. The believers who desire the gifts from God must first seek his kingdom, irrespective of whether it’s a hard and a bitter process or not. this can be compared to such chreia sayings as ‘the roots of education are bitter but the fruits sweet’. This is to mean for one to enjoy the fruits of education, they must first taste the bitter roots of education. The same case with believers; for them to enjoy the gifts of God they must first seek the kingdom of God. Verses 25 to 34 as unit can be said to contain one teaching of Christians, in his admonition, and teachings. The verses are interlinked, in the sense, they indicate the conditions that believers should follow in order to acquire God’s blessings. The word ‘therefore’ links with verse 24 in the sense that for believers, they cannot serve two masters, that is, God and satan. The word believer in the context of Christianity originates from believe in one God as the creator and maker of heaven and the earth, and therefore having believed in God wholeheartedly, Christians or believers, ‘therefore’ should not worry about their lives. The word ‘therefore’ in this context is used to connect the two verses and subsequently introduce the other verses. While on the other hand, some of the believers were in the current generation worry about what to do with all the material possessions that we have. Jesus emphasizes on the fact that God is the provider and therefore believers should not be worried about what to eat or drink, but should be satisfied with the little they have. This in other words is to mean that Jesus raises the eyes of the believers above their worries by redirecting their thinking. He raises their sights above the worries of this world to faith and trust in God, who is their heavenly father and therefore will not forsake but provide for them. This is again to mean that Christ Jesus takes the Christians to the source of their blessings and where their help is guaranteed, that is, from their heavenly father (Good New bible 809). In verse 28, where Christ Jesus is talking about worries on clothing, He delivers his teaching by giving a comparison with the lilies of the field â€Å"how they grow; they neither toil nor spin, yet I tell you even Solomon in all his glory was not clothed like one of these†. If God therefore is able to clothe the grass of the field today, which is alive today and gone the following day, who are Christians who are made in his own image not be clothed by Him even more. This is to mean that Christians should focus more on the things of the kingdom of God have a security. Christians should therefore stop the single minded pursuit of financial security but on the contrary should seek the things that last (Good New bible 809). He also brings a comparison in verse 26 where he emphasizes on the fact that Christians are more valued by God than any other creature. The birds of the air neither sole or reap, nor gather into barns, and yet they never go hungry from the fact that Heavenly father provides for them. This is to mean that Christians, who are better than the birds of the air, should focus their hope from God alone for divine provision. He therefore gives the second reason why Christians are not supposed to get worried. This is found in verse 32: â€Å"we have a heavenly father who knows what we need†. This is to mean that the heavenly father as portrayed by Christ Jesus is kind and loving and will therefore provide for their needs (Good New bible 809). Christians should therefore trust and believe in the heavenly father for his divine provisions. God has therefore given us strength and the ability to work to earn our living. He controls our minds and helps us make wise decisions. He also provides to believers through other people. This can be through our fathers and mothers, relatives, church, friends among other people. These are some of the divine channels that our father in heaven uses to provide for Christians here on earth (Good New bible 809). In verse 28, Christ Jesus gives the third reason why Christians should not worry about the things of this world. This is because there are more important things that Christians should be seeking after. Christ Jesus says that â€Å"therefore do not be anxious, saying, what shall we eat? Or what shall we drink? Or what shall we wear, for the gentiles seek after all these things, and your heavenly father knows that you need them all. Here the theme of cynicism is portrayed from the fact that Christ Jesus understands the fact that many Christians are pessimistic and anxious about their daily needs (Good New bible 809). Believers seek first the kingdom of God and his righteousness, and all these things will be added to you†. Here Christ Jesus is trying to emphasize on the fact that Christians should understand that their heavenly father will always provide for them and therefore they should center their focus on the things of the kingdom of God, which will last forever. He is therefore teaching Christians to focus on their energy in seeking the kingdom of God and his righteousness. This is to mean that it’s more seeking that the material things of this world. Christ Jesus came teaching about this fact; the paramount importance of seeking the kingdom of God and his righteousness. In this verse, the theme of divine providence is depicted in two ways (Good New bible 809). First, Christians are advised to seek the kingdom of God first. This is to mean that they should work and strive towards attaining the heavenly gifts which only God can give. This being the case therefore, their heavenly father, God, is portrayed as the provider. The only one who is in a position to provide the things of the kingdom, and his righteousness? The second point comes at the end of the verse whereby, Christ Jesus says that â€Å"and all things shall be added unto you†. This is to mean that after seeking the kingdom of God, and his righteousness, they shall or will receive a divine provision from their father, that is, all things they have desired shall be provided. This is a portrayal of the theme of divine providence (Good New bible 809). Looking at the way Christians had misused Jerusalem church; Christ Jesus drives them out claiming that â€Å"his house shall be a house of prayer†. The believers at that particular time were using the church to gain material possession; a place where they were supposed to seeking God and his righteousness. This also brings out the theme cynicism, from the fact that Christians had much doubt and even pessimistic about seeking God. They therefore opted to seek material possessions even his house own house, that is, the church, where they were supposed to seek God (Good New bible 809). The last verse in this chapter gives the ‘Christ Jesus conclusion’ on the whole issue. Christ concludes his teachings with the following; †¢ Christians should first seek the kingdom of God first and his righteousness †¢ After seeking the kingdom of God, all other things shall be added unto them. †¢ They should therefore not get worried about tomorrow for tomorrow will worry about its own things. †¢ He finally concludes that each day has its sufficient trouble and therefore Christians are not supposed to worry about their future. Although the above conclusions are true, there are other results are conspicuous throughout this chapter. These are based on the theme of divine providence and the theme of cynicism. The results indicate that for Christians to partake of the heavenly gifts, that is, the divine provision from their father, they must have; †¢ Have faith and trust in Him †¢ They must also believe in Him †¢ They must also seek his kingdom and righteousness first. †¢ Have no worry about their basic needs for their father cares and loves them to provide for them. †¢ The results also indicate that Jehovah God is the sole provider of both his righteousness and the daily needs that we need as Christians. It’s through the focus on the above results that the whole paper has been formatted. The central verse in the chapter that has been analyzed can was considered and identified to be verse 24. This is because it carries the starting and the concluding remarks of the verses studied. That is, Christians must choose one master to serve, either God or material possession (Good New bible 809). Works cited Good News bible. Early Christian Gospels: The book of Matthew 6: 24-34. USA: American Bible Society. 1994.

Saturday, October 26, 2019

Colonial Women Essay -- History Historical Colonies Gender Essays

Colonial Women Women did not have an easy life during the American Colonial period. Before a woman reached 25 years of age, she was expected to be married with at least one child. Most, if not all, domestic tasks were performed by women, and most domestic goods and food were prepared and created by women. Women performed these tasks without having any legal acknowledgment. Although women had to endure many hardships, their legal and personal lives were becoming less restricted, although the change was occurring at a snail’s pace. Life for the colonial woman was a mix of imprisonment and freedom in their marriages, homes, and in the American Colonial legal system. Women who chose to come to the American Colonies had a 100 percent chance of finding a husband. Men outnumbered women almost six to one. Any woman could be choosy when finding a husband, for countless men tried to woo her into marriage. Because women could choose their husbands, they could marry those men who would give her the most benefits. A woman did not have to marry a man who would treat her poorly. In most New England colonies, a woman could sue her husband for a divorce if he treated her without respect and abused or neglected her. Although women had the legal privilege to divorce a bad husband, she did not have any legal rights under the law. As soon as she married her husband, she lost all legal existence. For a woman to have any place in the legal system it was better to remain single. Single wom...

Thursday, October 24, 2019

Valentine’s Day

With Valentine's Day approaching, I plan some cheer in the lives of college students. I prepare hundreds of love poems by the famous and the infamous on slips of paper to be tossed in a basket and passed around the classroom. And we share poems in April during National Poetry Month. Last December when we read â€Å"A Christmas Memory† by Truman Capote, I noted that not one student in class had ever tasted fruitcake. I made some and brought it in for a taste test (ingredient list on BB to avoid any allergies). My students always know the homework and what is expected, but I like to bring in the unexpected. They know that for me â€Å"education should be fun BUT education is never a joke.† I grew up in dreadful Appalachian poverty, the only one in a large extended family to attend college. My students know the story. If a person works hard, most of life works out and brings rewards. I demand that they work hard. I have been teaching for almost 40 years. I am not shy about calling a student into my office and using the â€Å"metaphorical stick† to say: you are brilliant. Why are you so casual about your studies? I receive emails or letters from students to let me know how life worked out for them. One of the young men whom I had reprimanded in my office for taking his studies too frivolously sent a note that he had just received his PH D and had accepted a position as a Superintendent of Schools in Connecticut. I have served on every committee and volunteer to mentor young faculty. I understand that at my age, they must say: she is still excited to enter the classroom after all these years. What is the secret? I have presented at both national and international conferences. About five years ago I began to question the value of our curriculum in developmental education. That led to much research, a chance meeting with Peter Adams of Community College of Baltimore who became my mentor. I knew that our administration and Trustees would not consider class sizes of eight (Peter's recommendation and practice) so I devised a triad system. Two classes of ENGL 101 (nine developmental students nestled into the 20 in each section). The two nines join later in the support class of eighteen. We have had phenomenal results in both retention and graduation. When the need arose recently for an Honors program, I stepped up to get that curriculum going. Students stop by my office to chat or to ask that I listen. When a student enters, I place everything aside and am â€Å"in that moment.† I have been voted Faculty of the Year twice by students and was presented with the Lindback Teaching Excellence Award. I look forward to every day with my students and with my colleagues in the community college.

Wednesday, October 23, 2019

Childhood Obesity Essay

The childhood obesity crisis is an epidemic that not only touches the lives of people in the United States, but it affects the lives of those all around the world. In a society where childhood obesity is a major health care concern, many do not understand the complexity of this issue whereas others just seem to ignore it. Publically it seems to fall at the wayside when it is discussed in conjunction with many of the world’s other problems. So many young children struggle with this problem as the rates of childhood obesity have increased. Childhood obesity can be defined as any child between the ages of 2 through 19 that have exceeded the 95th percentile of the Body Mass Index (BMI) in comparison of those in their peer group. BMI measures height, weight, waist circumference and skinfold to determine the amount of fat a person is storing. Today, nearly one-third of children and adolescents are overweight or obese and face major health concerns in the future (Ogden, Carroll, Curtin, Lamb, & Flegal, 2010). Contributors to the obesity problem are unhealthy eating, derived from a poor diet or eating too much, not enough physical activity, and lack of information on this subject. There is not enough being done to combat this complex issue and measures have not been taken to prevent this from happening in the future. If parents are educated about what childhood obesity is, what causes it, how it causes low self-esteem, why it is such an important topic, what they can do to decrease the risk of this issue, and how this affects their children as they grow into adults, then the number of obese children will decrease in time. There is not a single specific reason as to why childhood obesity occurs. It can stem from genetics, medical conditions, medicine taken, social behavior, mental status, environment, and demographics. For example, some medicines that are used to treat seizures can decrease the body’s ability to burn calories and medical conditions such as hypothyroidism slows down the body’s metabolism, one of the main functions needed to maintain a healthy weight. An example of a mental health condition is as a result of how people become anxious, upset, or stressed and turn to overeating for escape of their problems. Obesity can also derive from our genetic code (U.S. Department of Health and Human Services, 2008). Just as genes determine the color of our hair, eyes, the dimples in our cheeks, they also contribute to the amount of fat you store and where you store it. The way foods are processed and chemically altered can cause genes to mutate, altering the way children grow, process, and store products consumed. According to a study conducted by Jane Wardel, Susan Carnell, Claire Haworth and Robert Plomin(2008), there is a strong influence between obesity in children and their genes. Furthermore, it states that the onset of this epidemic has not changed the results, it only verifies that obesity is a health concern. It shows that the environment plays a small part in this health care issue but the genetic codes given to us by our family increases a child’s risk of becoming obese. It is impossible to change our genetic code; however, long term weight control and community involvement are needed to decrease obesity in children that have this high genetic risk. This can have other adverse affects as children fall victim to low self-esteem. Of the reasons given, one cause does not overshadow the other as they all can affect the livelihood of our children. Reasons listed above prove there should be great concern on any occasion; however there is an emphasis on the lack of attaining insight to and maintaining a healthy lifestyle. This pivotal point of controlling a healthy lifestyle is most likely the key essential part to preventing childhood obesity and overall well being (U.S. Department of Health and Human Services, 2008). Today, we live in a society where physical appearance is a vital part of everyday living. Through media and social acceptance, children are lead to believe that you can obtain the highest level of beauty by being thin. This acceptance can alter self perception and cause a serious issue in self-esteem. Self-esteem is an important because its outcome will shape the rest of their lives. It has influence on how they act, their mental health, their interaction with society, how they engage with their peers, and how they feel about themselves. It is already difficult that children have to go through the phases of life to get to adulthood, but when you add obesity into it, the results may be negative. During the elementary and secondary school education phase, children are required to participate in physical activities that many obese children cannot succeed in due to their weight. These children become humiliated and become withdrawn beginning the decline in grades. Obese children are often times the center of ridicule by their peers as well as adults, and as a result, making it difficult to have social interaction due to fear of embarrassment. They are unable to establish personal relationships because the feeling of criticism and failure lowering self-esteem. Personal relationships are vital for development as humans need to receive accolades from each other because they make us feel satisfied, self-confident and valuable. Being obese has a negative effect where those plagued with issue are made to feel inferior to those that judge and even themselves. Self perception can become such a severe issue that many turn to suicide (Paxton, 2005). If parents do not encourage their children in changing their diets and increasing physical activity as an obese youth, these same children are more likely to transcend their weight complications in to adulthood. There are several reasons why childhood obesity occurs and if it is not controlled at an early stage then there are many negative consequences that may occur in that child’s life. It has been estimated that about 26 to 41 percent of obese preschool children grew up to be obese adults, and approximately 42 to 63 percent of obese school-age children grew to be obese adults (Serdula, Ivery, Coates, Freedman, Williamson & Byers, 1993). In addition to increasing the risk of obesity in adulthood, childhood obesity has been known to cause pediatric hypertension, Type II diabetes, risks of coronary heart disease, creates stress on the weight-bearing joints, lowers self-esteem, and affects relationships with peers (U.S. Surgeon General, 2001). If untreated, these preventable health risks are more likely to transfer in to adulthood, become severe, and even result in death. This issue cannot be tackled by one person alone, it is the responsibility of everyone to make this an important topic and spread it throughout the masses. Preventing childhood obesity is important because this is one of the many growing epidemics that humans can prevent. This public health problem has forced the government to intervene in everyday household affairs to assist parents in reinforcing positive choices. Believe it or not, but the government plays a huge role in this national public health crisis. They give guidance, support and information vital to making this epidemic a national priority. In their proven commitment to eliminating this problem, they have changed policies, provided funding, created programs and made this problem their life’s issue. They have also given workforce incentives and have monitored the outcome of the policies and programs put in place. Childhood obesity continues to place a strain on the economy as youth projects such as Lets Move, Making it Happen and The School Nutrition Foundation, have been mandatorily created in order for families to be aware of and become involved in the prevention of childhood obesity. The U. S. Food Stamp Program has taken the initiative to explore adding $227 per month to help low income families purchase fresh fruits and vegetables. Many states have also provided incentives for citizens that promote healthier behaviors. States such as California and New Jersey have local incentive programs that give tax deductions to those that ride their bikes or economically sound vehicles to work. There are also incentives that match funds used to create nutrition education and physical activities programs within the workplace. Health care cost continue to sky rocket as $147 billion is used to provide preventive, diagnostic, and treatment services related to obesity (Finkelstein, 2009). It has been shown that if left untreated, obese children will grow in to obese adults and this also poses a strain on the economy. Obesity related disorders can cause loss of work resulting in many seeking public assistance due to their disabilities. It stops economy productivity as 39.3 million days of work have been lost due to obesity related illnesses (Wolf, Colditz, 1998). Beginning the practice of healthy eating and increasing physical activity at a young age will equip children for success and teach them that maintaining a healthy lifestyle will give them a better and brighter future. Parents are the first line of defense in the prevention of this health problem which is why it is so important to maintain constant influence on their children. Naturally children seem to follow in the same footsteps and the same patterns as their parents. With that being said, if a child has overweight parents, and their parents have a sedentary lifestyle and unhealthy eating habits, their children are more likely to become obese. This idea also works the same way if the parents have an active lifestyle and practice healthy eating habits. They have a very difficult decision to make when it comes to healthy choices. The current state of our economy leaves low income families having to choose between food that is affordable versus food that is high in nutritional content. They also have a difficult decision to make when it comes to their mobility practices. Fast food establishments target â€Å"on the go† families with drive-thrus designed to be fast pace. The problem with this is, they serve sweet, over-processed, and fatty foods that normally have low to no nutritional content. Parents are often plagued with the focus of work and maintaining the household that they will find different means of keeping their children occupied, and often too many times that consist of watching television or playing games. Children participating in sedentary activities are acceptable for a small period of time, but the emphasis on physical activity needs to take place in their everyday lives. There are several different ways parents can help their children prevent or stop childhood obesity. They can start by taking small steps to influence a healthier lifestyle. Expecting anyone, let alone children, to change their eating habits overnight is unrealistic. Give the children goals such as eating fresh fruits and vegetables one serving more than they did the day before or going to the park and increasing their play time from a half hour to a full hour. Praise them for staying on the course, but do not reward them with junk food. Although it is acceptable to serve high caloric, sweet, and fatty foods in moderation, you do not want the children to fall back into their old habits. Trying to be creative and positive is another helpful step. This will help the children want to be proactive in staying healthy and making good decisions. Lastly, be understanding. Like with any lifestyle change it takes some getting used to. If any of the methods listed do not work for a specific lifestyle, parents should not be afraid to try a different regimen altogether or modify the current one (U.S. Department of Health and Human Services, 2008). In conclusion, the ultimate goal is to stop childhood obesity in an effective and timely manner. The information given throughout this paper has given you an idea on the severity of this issue if unresolved. Parents, schools, and communities around the world have an equal responsibility in fighting this matter. If this epidemic continues on this same path, the outcome will result in obese children becoming obese adults; therefore repelling them from all the benefits that a healthy life style has to offer. A certain level of understanding about childhood obesity must be attained through education, its causes, how to decrease its risks, its effects on adolescents as they become adults, and the importance on exploring this diverse topic. Along with this understanding, there must be acknowledgment of how our society, social practices, diets, and how physical activities contribute to this health issue. Childhood obesity continues to dramatically increase, and has done so in just a short period of time. It prolongs everlasting effects on the economy, in families, in social practices, and in communities around the globe. References Finkelstein, EA, Trogdon, JG, Cohen, JW, and Dietz, W. Annual medical spending attributable to obesity: Payer- and service-specific estimates. Health Affairs 2009; 28(5): w822-w831. Retrieved from http://www.cdc.gov/obesity/causes/economics.html June 2010 Ogden, C L. (2010). Prevalence of Obesity Among Children and Adolescents: United States, Trends 1963–1965 Through 2007–2008. Division of Health and Nutrition Examination Surveys Ogden, C.L., Carroll, M.D., Curtin, L.R., Lamb, M.M., and Flegal, K.M. (2010). Prevalence of high body mass index in US children and adolescents, 2007-2008. JAMA. 303(3):242-249. Pearce, Jamie and Witten, Karen. Geographies of Obesity: Environmental Understandings of the Obesity Epidemic. 2010 Serdula MK, Ivery D, Coates RJ, Freedman DS, Williamson DF, Byers T. 1993 Mar; 22(2):167-66. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/8483856. U.S. Surgeon General. Overweight and Obesity: Health Consequences. Rockville: MD; 2001. Retrieved from http://www.surgeongeneral.gov/topics/obesity/calltoaction/fact_consequences.htm Wolf AM, Colditz GA. Current estimates of the economic cost of obesity in the United States. Obesity Research.1998;6(2):97–106 Paxton, HL. The Effects of Childhood Obesi ty On Self-Esteem (2005) U.S. Department of Health and

Tuesday, October 22, 2019

Womens Role in Colonial Latin America Politics Essays

Womens Role in Colonial Latin America Politics Essays Womens Role in Colonial Latin America Politics Paper Womens Role in Colonial Latin America Politics Paper In many culture of the world, women have always been treated as second-class citizens inferior to men. Women were limited in their access to the occupational field and their roles are constricted mainly in the domestic field as to raise children and home-making. This idea has rooted since the beginning human civilization and has further undermined the roles of women in society throughout humans history. As Lavrin (1995:1) put it, â€Å"assumption that the restrictions imposed on the female sex by law and custom were needed to maintain the integrity of family and society†. In some society, this discrimination is often enforced under the guise of religion. In the Islamic world, religious restrictions on the activities of women of reproductive age tend to keep them near home, where they often engage in domestic food gardening and especially in food processing (Nye 1993:13) The Culture of Honor In order to have comprehensive view of the gender issue in the time of the colonial Latin America, we will examine how the honor was defined and defended In the case of Latin America, the patriarchal system of the society has formulated the culture of honor which dictates the administration of the society and its individual lives. Although this set of value concerning the culture of honor apply to both men and women, in practice, they are often used as a means to further diminish the status and roles of women which in turn aimed at maintaining the status quo of the male dominance. Nye (1993:13) argues that these claims of honor often were necessarily an attempt to place others in a position of inferiority. This system was usually manifested in legal codes, social gatherings, seating arrangements at public events The culture of honor in the time of the Colonial Latin America is believed to have rooted from the cultural concept which was based on the Iberian legal and customary practices. These system suggest that adultery and the initiation of a sexual relationship or remarriage within a year after a husbands death as dishonorable (Johnson 1998:4) Furthermore, there is this issue of biological differences that kind of legitimizing the gender discrimination issue. This aspect has been used to influence the cultural norms in a patriarchal world in relation to the idea of honor. In this case, women are always in losing end since they cannot deny their physical nature. Johnson and Lipsett-Rivera (1998:82) argue that this biological difference is the main factor which established parameters for sexuality and procreation and influenced cultural norms that defined the presence or absence of honor. According to them, there were several logical explanation which accounts for this: First, unlike females, males could never physically demonstrate proof of their virginity at the time of first intercourse, so male sexual abstinence was never an issue of honor. Secondly, since males never become pregnant, they never had any potential to manifest overt signs of their sexual activity in public, and so the ensuing consequences of intercourse never directly threatened their personal honor. Johnson and Lipsett-Rivera (1998:82) further contrasted female honor which could rest on tangible proofs of virginity, and women physically showed that they had been sexually active when they became pregnant or gave birth. Women who consented to intercourse risked their personal honor in ways that men could not.

Monday, October 21, 2019

Location and its effect on success or failure essays

Location and its effect on success or failure essays The Amish of Lancaster Pennsylvania (and Indiana) relied on the availability of good farmland for their success. At the time of their settling land was readily available and in large tracts. Even though much of the land needed to be cleared of trees and rocks the Amish were accustomed to hard physical labor so this was not a problem. They were able to establish a very successful farming operation, both grain and livestock. Their lifestyle was very restrictive so their proximity to larger populations in the early days was not even an issue. Today on the other hand, their farms have become centrally located within the state as a result of the continued development around them. They do still own enough land to be self sufficient and successful. The opportunity to sell excess goods and their highly reputed skills and labor as builders and craftsmen has added to their success and allowed their community to expand to other areas of the country. Today, just 18 miles from my house th ere are a growing number of Amish living today. They operate a highly successful dairy operation and a lumber mill. They also sell baked goods from a roadside stand located just east of Rockville on the south side of US 36. My wife and I look forward to frequent Saturday morning trips to buy fresh baked pies, cakes, cookies and best of all bread. They have adopted very few modern conveniences, but still manage to prosper in today's society while still adhering to their traditional way of life and worship. I say welcome to the Hoosier Heartland!!! The next of the communities I would like to discuss is the Oneida Community, located in upstate New York. Even though their community failed due to a number of reasons, their geographic location could only be slightly responsible. The fact that the neighboring communities, and the East Coast "New England" area as a whole were for the most part considered to be rather conservative, this led to a lot of r ...

Sunday, October 20, 2019

Dromiceiomimus - Facts and Figures

Dromiceiomimus - Facts and Figures Name: Dromiceiomimus (Greek for emu mimic); pronounced DROE-mih-SAY-oh-MIME-us Habitat: Plains of North America Historical Period: Late Cretaceous (80-65 million years ago) Size and Weight: About 12 feet long and 200 pounds Diet: Probably omnivorous Distinguishing Characteristics: Relatively large eyes and brain; long legs; bipedal posture About Dromiceiomimus A close relative of the North American ornithomimids (bird mimic dinosaurs) Ornithomimus and Struthiomimus, the late Cretaceous Dromiceiomimus may have been the fastest of the bunch, at least according to one analysis of this theropods unusually long legs. At full tilt, Dromiceiomimus may have been capable of hitting speeds of 45 or 50 miles per hour, though it probably stepped on the gas pedal only when it was being pursued by predators or itself in pursuit of small, skittering prey. Dromiceiomimus was also notable for its relatively large eyes (and correspondingly big brain), which matched up oddly with this dinosaurs weak, toothless jaws. As with most ornithomimids, paleontologists speculate that Dromiceiomimus was omnivorous, feeding mostly on insects and vegetation but pouncing on the occasional small lizard or mammal when the opportunity presented itself. Now for the catch: many, if not most, paleontologists believe that Dromiceiomimus was actually a species of Ornithomimus, and not deserving of genus status. When this dinosaur was discovered, in Canadas Alberta province in the early 1920s, it was initially classified as a species of Struthiomimus, until Dale Russell reexamined the remains in the early 1970s and erected the genus Dromiceiomimus (emu mimic). A few years later, though, Russell changed his mind and synonymized Dromiceiomimus with Ornithomimus, arguing that the main feature distinguishing these two genera (the length of their legs) wasnt truly diagnostic. Long story short: while Dromiceiomimus persists in the dinosaur bestiary, this difficult-to-spell dinosaur may soon go the way of Brontosaurus!

Saturday, October 19, 2019

Homeland Security Research Paper Example | Topics and Well Written Essays - 2000 words - 1

Homeland Security - Research Paper Example The American state found out later that day about nineteen Islamic terrorists, members of Al-Qaeda who had entered into the state and were involved in the strategic planning and execution of their plan which brought about death and sorrow to thousands of people and their relatives (Ball 2005). The aftermath of the attack included immediate search-and-rescue operation and prolonged analysis and investigation of the incident by the federal government. Although the reasons and causative factors of the incident could not be highlighted at the moment, but the need of drastic changes and improvements in the security of the nation was required to prevent any other such terrifying circumstances. Hence, the United States Department of Homeland Security (DHS) was the outcome of an immediate aftermath efforts taken by the federal government. Immediate measures were taken by the federal government after the Al-Qaeda attacks. President Bush stated in his letter to the Speaker of the U.S. House of Representative, â€Å"Yesterday evil and despicable acts of terror were perpetrated against our fellow citizens. Our way of life, indeed our very freedom came under attack. Our first priority is to respond swiftly and surely†¦Ã¢â‚¬ ¦Congress must act† (Ball 2005). ... Two decisive actions were taken by the president in less than two months to defend the nation in this â€Å"war of terror†. The foremost step taken was to present in front of the Congress an anti-terrorist act, USA Patriot Act 2001, which was signed by President Bush six weeks later. The act was passed to strengthen the powers and activities of the national agencies of the country such as FBI or the CIA (Ball 2005). On September 20, 2001, just nine days after the attack, the establishment of the Office of Homeland Security was announced by the President Bush. The Office would be established within the White House by executive order and Pennsylvania Governor, Tom Ridge would be the Director of the office. Moreover, Homeland Security Council was also created for the security of United States against terrorist attacks or threats and help in the co-ordination and development of the strategic plans. The legislation for the establishment of the Department of Homeland Security was fi rst introduced by the Texas Representative Richard K. Armey in the U.S. House of Representatives on June 24, 2003. After the political differences and issues against the bills were settled, the Homeland Security Act of 2002 was passed and signed into law by the President Bush on 25 November, 2002 (Bullock et al 2012; U.S. Department of Homeland Security n.d.). These decisions taken by the federal government represented the immediate requirements of a strategic organization which was well-equipped and coordinated to defend the country in the seemingly endless war of terror. The mission statement of the DHS includes the safety, security and resilience of the state against terrorism and other

Friday, October 18, 2019

DWI Plea Bargaining and Recidivism and relevance to deterrence and Thesis

DWI Plea Bargaining and Recidivism and relevance to deterrence and social learning theory - Thesis Example From the research it can be comprehended that social learning theory and general deterrence theories are two theories which may be used to combat the problem of drinking and driving. Social learning is based upon group behavior, and the assumption that groups have the same norms, values and beliefs, which are transmitted through the group. Behavior may also be punished or rewarded within the group, and modeling plays a part, in that individuals look at each others' behavior and imitate this behavior. The group also has definitions, which serve as justifications or excuses for behavior. This is the most important part of social learning theory. General deterrence theory, on the other hand, focuses on reinforcement, as opposed to association. It is solely focused on punishment, and the theory is that if punishment is both severe and certain, it is more likely to deter others from engaging in this particular behavior. This theory has less scientific evidence supporting it, although it c an coincide with social learning theory, in that part of social learning theory concerns vicarious reinforcement, which means that individuals in a group see others in their group be rewarded or punished for behavior, and react accordingly. General deterrence is a part in that, if a member of a group is punished, then this is a model to others to stop the behavior. Social learning theory has been implicated in criminality, in particular with regards to violence. Rosenstock, Stretcher, and Becker (1988) state that social learning theory is based upon expectancies and incentives. The expectancies consist of expectancies regarding environmental clues (how events are connected, and what leads to what); expectancies about the consequences of one's own actions; and expectancies regarding one's own competency to perform the behavior necessary to achieve the desired outcome. The incentives part of this equation consists of value of the particular outcome. Akers, Krohn, Lanza-Kaduce, Radosev ich (1979) conceive of social learning theory as a variance of operant conditioning combined with learning by observing other's behavior. In other words, social learning is dependent upon the factors governing operant conditioning, which is dependent upon rewards to reinforce good behavior and punishment to deter bad behavior. Either deviant or conforming behavior may be reinforced, depending upon the punishment and rewards one gets for one or the other behavior. Observation of others is the other part of this equation, and this is where individuals learn by watching others what kind of behavior is rewarded or punished. Others model for them what behavior is good and what behavior is bad – in particular, people learn from others who have great influence in their lives, like peers, teachers or parents. Akers (2006) states that social learning consists of four variables. The first is differential association. This means that the individual associates with others with behaviors, values and norms which are supportive of the particular act in question. This association may either be with peers, parents or others, and it may also be association with video games, television, on-line groups and the like. A definition refers to rationalizations, justifications and excuse for the behavior. Differential reinforcement refers to the anticipation of rewards or punishment for the behavior. Generally, the more likely the behavior is to be rewarded, the more likely the person will engage in this behavior. Imitation refers

What does Jacks mask represent, and what does it show the reader about Essay

What does Jacks mask represent, and what does it show the reader about how Jack is changing - Essay Example His mark made him look like a barbarous creature as compared to his previous appearance of a civilized boy. With his mask, he considered himself a stranger and he wanted to hide behind his mask and do all the barbarous tasks. Jack masked keenly and others followed blindly. After masking his face, he started dancing and laughing with a â€Å"bloodthirsty snarling† that indicates towards the change that appeared in him. The mask hid his real personality of a civilized boy and turned him into a savage, who was ready to hunt, kill and hurt without any mercy. When he was masked, he had to take care of nothing because nobody was going to recognize him. He was hidden behind his mask. His mask compelled him to do the wrong and injurious. He was no more in the bounds of civilization. He was not Jack but someone else and could do anything he liked in his new position without blaming Jack. After masking his face, Jack became more violent. A ship arrived but there was no fire to indicate that the island has some civilized residents. Jack was involved in narrating his bravery story before the boys and he was not at all interested in the ship that has arrived and left them. He covered his face with mask and was a newly barbarous creature and he was not interested to return back to civilization. Jack did all the barbarous actions such as he hunted a pig mercilessly with a masked face and he â€Å"smudged blood over his forehead†. â€Å"Painted faces and Long hair† that is the title of chapter 4 indicates that the boys entered barbarism by masking their identities. Painted faces depict barbarians and it is also a war symbol. The barbarians paint themselves to hide themselves from their enemies or during a fight. Jack by covering his face with paints has converted himself from a civilized person to a savage, a brute who does not care about anyone and acts according to his own instincts. His attitude towards Piggy

Thursday, October 17, 2019

Introduction to Legal Theory - What is freedom Does law necessarily Essay

Introduction to Legal Theory - What is freedom Does law necessarily restrict freedom - Essay Example This paper examines whether Thomas Hobbes’ philosophy of freedom is well taken care of under current laws. Hobbes posited that human beings are free when their actions are not under the limitation from any other party. In a liberal world, for example, Hobbes would argue that one’s enjoyment of freedom does not encompass the right to subject another person to slavery1. In addition, freedom falls short of the legal right to hit people where there is no need for self-defence. Essentially, a free individual has the wide latitude under the law to engage in whatever he or she so wishes provided that those activities do not offensively hurt or force other individuals against their own freedoms. Freedom apparently cannot encompass the legitimate right to infringe other peoples liberty because that would not only be unfair but illogical2. As Hobbes has indicated, freedom does encompass the legal right to defend oneself from offenders who try to harm or thrust their own will upon the liberal person. In some way, freedom might be real in political lenses, but socially unfavourable, for an individual to enjoy legal protection to inflict aggressive harm on other people if nobody enjoyed the freedom to not be harmed in such manner. It is the ensuing complications as to the enjoyment of freedoms that the law sets in to guarantee the maximum level of liberties which an individual should enjoy in an environment where coexistence is imperative3. In light of this, as Hobbes has said, laws do not necessarily limit freedoms; rather, they enforce a sense of self-control among the citizenry in order to ensure that every person enjoys the maximum freedom possible without behaving in a manner that would be detrimental to others4. In the United Kingdom, The Human Rights Act (HRA) 1998 is the main body of law which seeks to provide maximum freedoms to the UK citizens. The statute also seeks to safeguard the legal interests of all stakeholders in the society. The HRA envisages

Immigrant Policies in America Essay Example | Topics and Well Written Essays - 1000 words

Immigrant Policies in America - Essay Example Immigration in modern day America is just as strong as it was when America was formed. Initiations by the American government such as the green card lottery are a means of attracting fresh faces to this already diverse country. The immigration debate is one of the biggest in America. Some native-born Americans forget that their ancestors were once immigrants and tend to harbor hostility towards new immigrants while others are more accepting. It is obvious that Americans have mixed feelings about immigration but many do not realize that immigrants also share mixed feelings about starting a new life in America. Modern day America is often referred to as a melting pot in which many different nations and people blend together to form a unique culture. Although this picture of America seems ideal, it is far from realistic. Immigrants who leave their home countries in order to come to America are sometimes left feeling out of place and confused. Immigrants are not sure how to balance their old culture with the new American culture. For example, Muslim immigrants who wear the traditional hajib often feel as though they are discriminated against thus are forced to conceal their true identity this leads them to "refrain from participating in practices or adopting dress that would make them appear different from the average citizen" (Smith).On a more positive note, as immigrants begin to live in America for a longer period, they are able to establish their own cultural identities and balance their two worlds. America does not discourage cultural diversity but embraces it. For example, the American education system has Spanish incorporated into its curriculum and bilingualism in the workplace is becoming a much sought after skill. There are numerous multi-cultural festivals in America, which aim to promote understanding between cultures. Immigrants have their own places of worship such as Mosques, temples, and community clubs in which they can socialize with other members who are sharing similar experiences. As time passes immigrants, do not isolate themselves from American life but become more involved. They are no longer lost tourists but real Americans who want to be involved in every aspect of American life, "Many are moving from a phase of dissociation from mainstream American life to much more active participation in political and social arenas" (Smith). Recent studies have found that the number of post-secondary degree presented to minorities has dramatically increased from 1991 to 2000. Degrees awarded to Hispanics and Asian Americans doubled while degree awarded to Indian Americans increased by 77%. All groups showed a large increase in the attainment of Masters Degrees and a slight increase in doctorate degrees. This increase is a clear indication that children of immigrants are working hard to close the educational and economic gaps between them and native-born Americans (American Council on Education, 2002). Although conditions are slowly improving, factors such as the language barrier and employment opportunities prevent new immigrants from enjoying the same privileges and benefits as those born in America. Unskilled workers who immigrate to America in hopes of finding a better life are often left disappointed. America does not have a huge shortage

Wednesday, October 16, 2019

Introduction to Legal Theory - What is freedom Does law necessarily Essay

Introduction to Legal Theory - What is freedom Does law necessarily restrict freedom - Essay Example This paper examines whether Thomas Hobbes’ philosophy of freedom is well taken care of under current laws. Hobbes posited that human beings are free when their actions are not under the limitation from any other party. In a liberal world, for example, Hobbes would argue that one’s enjoyment of freedom does not encompass the right to subject another person to slavery1. In addition, freedom falls short of the legal right to hit people where there is no need for self-defence. Essentially, a free individual has the wide latitude under the law to engage in whatever he or she so wishes provided that those activities do not offensively hurt or force other individuals against their own freedoms. Freedom apparently cannot encompass the legitimate right to infringe other peoples liberty because that would not only be unfair but illogical2. As Hobbes has indicated, freedom does encompass the legal right to defend oneself from offenders who try to harm or thrust their own will upon the liberal person. In some way, freedom might be real in political lenses, but socially unfavourable, for an individual to enjoy legal protection to inflict aggressive harm on other people if nobody enjoyed the freedom to not be harmed in such manner. It is the ensuing complications as to the enjoyment of freedoms that the law sets in to guarantee the maximum level of liberties which an individual should enjoy in an environment where coexistence is imperative3. In light of this, as Hobbes has said, laws do not necessarily limit freedoms; rather, they enforce a sense of self-control among the citizenry in order to ensure that every person enjoys the maximum freedom possible without behaving in a manner that would be detrimental to others4. In the United Kingdom, The Human Rights Act (HRA) 1998 is the main body of law which seeks to provide maximum freedoms to the UK citizens. The statute also seeks to safeguard the legal interests of all stakeholders in the society. The HRA envisages

Tuesday, October 15, 2019

Technology and Socity Essay Example | Topics and Well Written Essays - 1000 words

Technology and Socity - Essay Example Despite the advantages, however, the society and the natural environment has had paid a lot for the construction of dams. Firstly, the dams have affected places that are of vital importance to some. For instance, most of the dams have flooded aboriginal burial sites and midden areas. Burial sites are something considered ‘sacred’ by the aborigines and although the authorities may have to consider the ‘common’ good by building of dams, the aboriginal society is usually affected adversely. The building of dams on the river has also affected the natural habitat. According to the Australian state of the Environment Committee (2001), the main reason for this is the way the ground quality of water has been influenced. Because of the augmentation of the flow of the river by the creation of dams, many cities have emerged alongside the river. Most of these cities are industrial sites that produce a lot of sewage and waste. Most of the waste generated by industries is thrown into the river without considering the consequences. The result is that the water quality has been affected. The Murray River has the capacity of maintaining around 2,539 kilometers of aquatic and riparian life.The contamination of the water in the rivers has affected the habitat for the aquatic life and many species are rapidly dwindling in numbers. Unfortunately along with the industrial waste and sewage, different pesticides and fertilizers are also flushed into the river. Pesticides, especially DDT, do not just kill fish and consequently humans (after ingestion of the contaminated fish). They also disturb the entire ecosystem by disturbing ecological cycles that are dependent on rivers. As a consequence, the contagion of water has led to the extinction of certain insects and birds. Further, the building of dams and weirs requires the clearing of natural

Monday, October 14, 2019

Early Childhood Education Essay Example for Free

Early Childhood Education Essay He taonga te reo: Honouring te reo me ona tikanga1, the Maori language and culture, within early childhood education in Aotearoa2. Dr Jenny Ritchie, Associate Professor, Early Childhood Teacher Education, Unitec Institute of Technology, New Zealand Abstract This paper considers data from recent research which illustrates the ways in which tamariki (children), whanau (families) and educators are integrating the use of the Maori language within their everyday educational interactions, as mandated by the bilingual New Zealand early childhood curriculum, Te Whariki (Ministry of Education, 1996). Languages reflect cultures, expressing our deeper meanings and representations. Inscribed within verbal and non-verbal languages are our ways of being, knowing and doing (Martin, 2008). Jeanette Rhedding-Jones has inquired in her Norwegian multicultural context as to â€Å"What kinds of constructions are the monocultural professionals creating for cross-cultural meetings and mergings? † (2001, p. 5). What follows is an exploration of strategies by which Maori ways of being, knowing and doing are being enacted through the medium of te reo in early childhood centres. Introduction Te Whariki (Ministry of Education, 1996), the first bicultural education curriculum in Aotearoa, reaffirmed a commitment already widely acknowledged across the early childhood education sector in this country, to Te Tiriti o Waitangi3, and the validation and inclusion of te reo me ona tikanga4 as an integrated component of early childhood education programmes. Te Whariki contains strong clear statements of expectations for educators in terms of enacting te reo Maori within their teaching: New Zealand is the home of Maori language and culture: curriculum in early childhood settings should promote te reo and nga tikanga Maori, making them visible and affirming their value for children from all cultural backgrounds. Adults working with children should demonstrate an understanding of the different iwi and the meaning of whanau and whanaungatanga5 (Ministry of Education, 1996, p. 42) The juxtaposition of the promotion of te reo and tikanga alongside whanau and whanaungatanga is insightful. Previous research had identified that as early childhood 1 2 Te reo is the Maori language, tikanga are Maori beliefs, values and cultural practices. Aotearoa is a Maori name for New Zealand. 3 Te Tiriti o Waitangi/The Treaty of Waitangi, signed in 1840 between Maori chiefs and the British Crown, promised protections to Maori of their lands and taonga – everything of value to Maori , which includes their languages, beliefs, values and traditions. 4 Te reo is the Maori language and tikanga are Maori cultural practices. This phrase, literally, â€Å"the language and its cultural practices† demonstrates how intrinsically the language and culture are linked. 5 Iwi are tribes, whanau are families, and whanaungatanga is the building of relationships. 2 educators generate an environment reflective and inclusive of Maori values such as whanaungatanga, Maori families are more comfortable and become more involved within that early childhood setting (Ritchie, 2002). Te reo Maori has been severely jeopardised by the processes of colonisation. As Mere Skerrett has written: Maori ways of speaking were also colonised through the subjugation of te reo Maori, to be replaced by English. This, at times violent, process of colonisation caused a disruption in the intergenerational transmission of Maori language, Maori knowledge and, as a consequence, disrupted Maori lives and Maori societies. (2007, p. 7) Whanau Maori have consistently stated their preference that their children learn their language and culture within education contexts (AGB/McNair, 1992; M.Durie, 2001; Else, 1997; Te Puni Kokiri/Ministry of Maori Development, 1998) in affirmation of their identity as Maori, since â€Å"Te reo Maori serves as the medium through which symbolic and cultural components are properly united and Maoriness most appropriately expressed† (A. Durie, 1997, p. 152). Young children learn languages comparatively easily. Early childhood centres are a logical site for young children to have opportunities to learn te reo Maori, in naturalistic experiential ways, consistent with both early childhood and second language learning pedagogies (Cummins, 2001; Ritchie, 1994). This will only occur if we are able to provide them with a linguistically rich environment and authentic language models. It is reasonable that Maori parents might expect that their children will not acquire poor pronunciation of their own language from their educational experiences. Previous Research In 1999 as part of my doctoral research (Ritchie, 2002), I observed 13 different early childhood settings in the Waikato area (Ritchie, 1999). I noted that in most of the settings there was at least one staff member who attempted to use some Maori language. This was a stronger use of te reo than Pam Cubey observed in eight Wellington early childhood centres in 1992, when she reported that virtually no Maori language was heard (Cubey, 1992). During my observations, the most frequent usage of te reo Maori were ‘commands’, such as: â€Å"Haere mai ki te kai; E tu tamariki; E noho; Haere mai ki te whariki; Horoi o ringaringa†6. There were also instances of counting and naming colours in te reo Maori. Several staff repeatedly inserted single Maori nouns within some of their regular English sentences, for example, â€Å"Do you want some fruit? Some panana 6. Haere mai ki te kai – come and eat E tu tamariki – stand up children E noho- sit down Haere mai ki te whariki – come to the mat Horoi o ringaringa – wash your hands panana – banana aporo- apple taringa – ear(s) waha mouth 3 or some aporo? Turn on your taringa, zip up your waha†. During my visits, eight of the 13 centres sang at least one song in te reo Maori, usually at structured mat-times, which were compulsory for all children. These teachers identified confidence and competence as barriers, because, as one teacher explained, â€Å"you feel like a real twit when it comes out wrong†. I was concerned that the available te reo Maori resources appeared to be under-utilised and that the range of language use was restricted to simple commands, the use of colour names and counting in Maori. This indicated reliance on a limited range of vocabulary, with little knowledge of Maori grammar. Teachers expressed their need for support and encouragement to broaden their ‘comfort zone’ beyond single words, to using complete and more complex phrases that represent linguistically authentic Maori structures. I suggested that teachers consider widening the range of formats in which they used Maori phrases. Recent data Whilst 6. 58% of registered early childhood teachers are Maori (Ministry of Education, 2007), only 1. 6% of New Zealanders of European ancestry speak Maori (Ministry of Social Development, 2007). Early childhood teachers’ use of te reo may seem encouraging in that 75% of Pakeha early childhood teachers said that they use some Maori whilst  teaching, yet 70% of these teachers reported themselves as speaking Maori â€Å"not very well† (Harkess, 2004, p. 12). In 2006 we reported on a two-year study7 with a range of participants, which included early childhood educators, an Iwi Education Initiative8, teacher educators, specialist educators and professional learning providers, co-exploring strategies for supporting the involvement of whanau Maori within early childhood settings other than Kohanga Reo9 (Ritchie Rau, 2006). Using narrative (Connelly Clandinin, 1990; Schulz, Schroeder, Brody, 1997) and Kaupapa Maori (Bishop, 2005; Smith, 1999, 2005) research methodologies, we explored early childhood educators’ strategies for encouraging the participation of whanau Maori within early childhood education settings, and ways for implementing understandings of commitments derived from Te Tiriti o Waitangi as expressed in the bicultural early childhood curriculum, Te Whariki, through the delivery of Tiriti-based programmes10. Participants in this study were those who were strongly committed to implementing Tiriti-based practice. Pedagogical enactment described in this study was consistent with 7 This project was funded through the Teaching Learning Research Initiative, a fund provided by the New Zealand Ministry of Education, and administered by NZCER. 8 We gratefully acknowledge the support and contribution of Kokiri Tuwaretoa Education Initiative to the Whakawhanaungatanga study. 9 Kohanga Reo are Maori-medium educational settings where young children are immersed in the Maori language and culture in a whanau-based context. 10 The term Tiriti-based practice is derived from a commitment to Te Tiriti oWaitangi, the treaty signed in 1840 by Maori chiefs and the British Crown, that legitimated the presence of immigrants, initially from Britain, alongside the tangata whenua, Maori, the indigenous people of this land. 4 a view of Maori language and cultural practices as being holistically and simultaneously performed. This enactment includes daily welcoming and spiritual rituals in te reo, and is inclusive of waiata11. This climate generated a sense of welcoming and safety for Maori families, which resulted in their increasing involvement in centre reo and tikanga implementation. An educator demonstrated how this whanau participation was integral within their early childhood centre programming: â€Å"In partnership with whanau we  introduce new waiata each term, and tikanga experiences, such as, hangi, powhiri, harakeke, [and] legends of the whanau, hapu12, and iwi attending the service. † Other Maori co-researchers within the Whakawhanaungatanga research project also identified aspects of Te Ao Maori13 that they would like to see reflected within early childhood education and care settings. They considered it important that Maori parents and whanau sense a match between their values and those of educational settings. They valued a sense of whanaungatanga generated and enacted within the early childhood centre, whereby tamariki and whanau, kuia and kaumatua, and other whanau members such as â€Å"Aunties† (Martin, 2007) participated as a collective, learning and teaching alongside the teachers and children, educators sharing responsibility and demonstrating willingness to identify and support the needs of all members of that collective. In this vision, te reo Maori is modelled and integrated throughout the programme, with support for adults to increase their own facility with the language alongside their children, and there is ongoing everyday enactment of tikanga such as: rituals of welcoming and farewell; sharing of kai14; a value of inclusiveness; reference to Te Ao Wairua15 and nga Atua16, and annual celebrations such as Matariki. 17 Children, in this view are exposed to te reo as part of the daily enactment of Maori beliefs, values and practices. Co-researchers in this project demonstrated a commitment to integrating te reo and tikanga within their centre practice, in ways that were meaningful and contextual for children and families. Working with natural materials, such as harakeke (flax), provided a source of learning of traditional knowledge, involving the planting and care of the flax bushes, weaving of rourou18, children observing alongside adults, connected to the land and its spiritual significance, as Ana, a Playcentre kaiako, described: So even though we had those harakeke within our centre boundary, in our lawn, we knew that the pa harakeke19 of that harakeke that we had, came 11 12 Waiata are songs. Hangi are feasts cooked in earth ovens, powhiri are greeting ceremonies, harakeke is flax, and hapu are sub-tribes 13 Te Ao Maori is the Maori world. 14 Kai is food 15 Te Ao Wairua is the spiritual dimension. 16 Nga Atua are supernatural beings, or gods. 17 Matariki is the constellation whose arrival announces the Maori New Year. 18 Rourou are flax food baskets. 19 Pa harakeke are flax bushes, often planted as a source of flax for weaving and rongoa (medicinal remedies), and also refers metaphorically to the nurturing by the wider family of the offspring, the younger shoots. 5 from a bigger picture. And all the natural resources on our little wagon inside, in the area of where they go and make pictures and glue things and make structures out of the driftwood and put their shells and tie their shells on and harakeke, they might have been just in the rourou baskets, but we knew and the tamariki knew they come from this bigger picture out there in the whenua20, because they had gone to get them. So we brought our big world reality and our spiritual world reality into the bounds of that centre. Pania, a Maori kindergarten teacher, spoke of her bilingual approach as being like a whariki,21 †¦where you get two strands and you build them together to make your little kete22 or your whariki of learning. And [implementing a bilingual approach] is a way that I can facilitate my programme that is non-threatening. It’s an option for the child – and the parent – whether they would like to do it, but it’s also another teaching technique and a resource and a learning strategy. Daisy, a Pakeha kindergarten teacher, actively researched aspects of tikanga that she was interested in integrating into her teaching: I wrote a story and what I wanted to do was encompass the tikanga aspects on collecting kai moana23. I wanted it to be something Pakeha could grasp, something simple, that was really clear and conveying the tikanga aspects because it’s not just about going down to the beach and picking up a few pipis24, its deeper than that, there’s a lot of kaupapa25 behind it. How did I know about all the tikanga? —I’ve never gone out collecting kai moana in my life? Research, korero26 with others more knowledgeable. As far as getting it to children it needs to be simple and straight-forward. The pipi story is focused on Tangaroa,27 the protocols around that. The tamariki seem to enjoy it, but in order to deepen their understanding, and extend the story, I set up the pipi hunt in the sandpit. So the story was a visual and a listening experience, whereas the pipi hunt was a tactile experience, so that then I think I would have managed to tap into every child’s way of learning. Daisy also involved whanau Maori of her centre in her planning, although she took primary responsibility for researching the reo and tikanga that was to be incorporated. Incorporating te reo and tikanga was more effective when educators were committed both individually and collectively to proactively integrating this within planning, teaching 20 Whenua is land. Whariki are woven flax mats. 22 A kete is a woven flax basket. 23 Kai moana are seafoods. 24 Pipi are cockles. 25 Kaupapa is philosophy. 26 Korero is talking. 27 Tangaroa is the Atua, supernatural being, or God, of the sea. 21 6 interactions, programme evaluation, and centre review. Many of the Pakeha coresearchers have worked hard over the years to increase their competence in te reo, and continue to do so, by taking courses. At Ariel’s childcare centre, all the teachers had attended a reo course offered in their local community. Penny, a kindergarten head teacher who was also studying te reo, explained that as her own confidence grew, and supported by her co-teacher, the quality of te reo within the centre programme continued to strengthen, as â€Å"the reo is fed in gently and quietly†. Respondents from the Hei Ara Kokiri Tuwaretoa Education Initiative data articulated aspirations for early childhood education services that envisioned all children as being supported to become biculturally and bilingually competent. The following example recognises the important role of early childhood services in offering quality models of te reo Maori: To be fully bicultural and therefore bilingual all children in Aotearoa/NZ should have the opportunity to learn to be fluent in Maori and English and develop understanding of both cultures’ world view. We need proficient Maori speaking teachers in all ECE learning environments. It is not enough to use Maori language in directives – information – acknowledgment contexts. We need to work towards providing environments where children can use the target language, be completely immersed in te reo Maori. We need to promote environments where the conscientization of language is constructed as normal to prevent dialogue being used by teachers to act on children. Teachers and children need to be using dialogue to work with each other – co-constructing. In order to reflect this, we need to provide environments rich in Maori language. We need proficient speaking Maori teachers! Regurgitating learnt phrases will not provide the opportunities for children to really conscientise their experiences, that is, thinking in Maori. Only a very high level of exposure in Maori will do that. Honouring the indigenous language and culture of this country remains an ongoing challenge for educators, particularly given the legacy of colonialistic arrogance that has limited access for many people, both Maori and non-Maori. Kaupapa Maori models are providing inspirational pedagogical models that honour te reo me ona tikanga (Skerrett, 2007). However, as the numbers of Maori children in education services other than kaupapa Maori remains high, the onus is on educators in these sectors to find strategies to provide Maori children and families with the language that is their birth-right and source of identity as affirmed by Article 30 of the United Nations Convention on the Rights of The Child (1989), which requires that: In those States in which ethnic, religious or linguistic minorities or persons of Indigenous origin exist, a child belonging to such a minority or who is Indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. 7 Conclusion Maori continue to seek education provision that respects and honours their identity, including the linguistic affirmation of authentic models of te reo Maori (Robertson, Gunn, Lanumata, Pryor, 2007). As early childhood educators seek to deliver on the expectations outlined in the early childhood curriculum, Te Whariki (Ministry of Education, 1996), there remain many challenges, not the least of which is the lack of linguistic competence in te reo Maori of the vast majority of teachers (Harkess, 2004). Our research indicates that educators who are dedicated to an ongoing journey of reflexive praxis founded in a commitment to social justice and the promise of Tiriti-based partnership are generating early childhood programmes which respectfully reflect the Maori language and culture, and this in turn encourages the participation of whanau Maori in these services. References AGB/McNair. (1992). Survey of Demand for Bilingual and Immersion Education in Maori. A Report to the Ministry of Education. Wellington: AGB/McNair. Bishop, R. (2005). Freeing Ourselves from Neocolonial Domination in Research: A Kaupapa Maori Approach to Creating Knowledge. In N. K. Denzin Y. S. Lincoln (Eds. ), The Sage Handbook of Qualitative Research (3rd ed. , pp. 109-164). Thousand Oaks, California: Sage. Connelly, F. M., Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2-14. Cubey, P. (1992). Responses to the Treaty of Waitangi in Early Childhood Care and Education. Unpublished M. Ed. Thesis, Victoria University of Wellington, Wellington. Cummins, J. (Ed. ). (2001). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. Durie, A. (1997). Te Aka Matua. Keeping a Maori Identity. In P. Te Whaiti, M. McCarthy A. Durie (Eds. ), Mai i Rangiatea. Maori Wellbeing and Development (pp. 142-162). Auckland: Auckland University Press with Bridget Williams Books. Durie, M. (2001). A Framework for Considering Maori Educational Advancement. Paper presented at the Hui Taumata Matauranga, Turangi/Taupo. Else, A. (1997). Maori Participation Performance in Education. A Literature Review and Research Programme. Wellington: Ministry of Education. Harkess, C. (2004). Ethnicity in the Early Childhood Education Teacher-led Workforce. Demographic and Statistical Analysis Unit: Ministry of Education. 8 Martin, K. (2007). Making Tracks and Reconceptualising Aboriginal Early Childhood Education: An Aboriginal Australian Perspective. Childrenz Issues, 11(1), 15-20. Martin, K. (2008). Please knock before you enter. Aboriginal regulation of Outsiders and the implications for researchers. Teneriffe: Post Pressed. Ministry of Education. (1996). Te Whariki. He Whariki Matauranga mo nga Mokopuna o Aotearoa: Early Childhood Curriculum. Wellington: Learning Media. Ministry of Education. (2007). Nga Haeata Matauranga. Education 2006/2007. Wellington: Ministry of Education. Annual Report on Maori Ministry of Social Development. (2007). The Social Report. Retrieved 30 July, 2008 from http://www. socialreport. msd. govt. nz/documents/sr07-cultural-identity. pdf Rhedding-Jones, J. (2001). Shifting Ethnicities: Native informants and other theories from/for early childhood education. Contemporary Issues in Early Childhood, 2(2), 135156. Ritchie, J. (1994). Literature Review on Pedagogy of Second Language Acquisition in Immersion Early Childhood Care and Education Settings Report to Te Puni Kokiri. Hamilton: University of Waikato. Ritchie, J. (1999). The Use of Te Reo Maori in Early Childhood Centres. Early Education, 20(Winter), 13-21. Ritchie, J. (2002). Its Becoming Part of Their Knowing: A Study of Bicultural Development in an Early Childhood Teacher Education Setting in Aotearoa/New Zealand. Unpublished PhD thesis, University of Waikato, Hamilton. Ritchie, J. , Rau, C. (2006). Whakawhanaungatanga. Partnerships in bicultural development in early childhood education. Final Report from the Teaching Learning Research Initiative Project. Retrieved February 21, 2008, from: http://www. tlri. org. nz/pdfs/9207_finalreport. pdf Robertson, J. , Gunn, T. R. , Lanumata, T. , Pryor, J. (2007). Parental decision making in relation to the use of Early Childhood Services. Report to the Ministry of Education. Wellington: Roy McKenzie Centre for the Study of Families Ministry of Education. Schulz, R. , Schroeder, D. , Brody, C. M. (1997). Collaborative narrative inquiry: fidelity and the ethics of caring in teacher research. Qualitative Studies in Education, 10(4), 473-485. Skerrett, M. (2007). Kia Tu Heipu: Languages frame, focus and colour our worlds. Childrenz Issues, 11(1), 6-14. 9 Smith, L. T. (1999). Decolonizing methodologies. Research and Indigenous Peoples. London and Dunedin: Zed Books Ltd and University of Otago Press. Smith, L. T. (2005). On Tricky Ground: Researching the Native in the Age of Uncertainty. In N. K. Denzin Y. S. Lincoln (Eds. ), The Sage Handbook of Qualitative Research (3rd ed. , pp. 85-107). Thousand Oaks, California: Sage. Te Puni Kokiri/Ministry of Maori Development. (1998). Making Education Work for Maori. Report on Consultation. Wellington: Te Puni Kokiri/Ministry of Maori Development. United Nations. (1989). United Nations Convention on the Rights of the Child. Retrieved February 21, 2008, from: http://www. cyf. govt. nz/432_442. htm.

Sunday, October 13, 2019

The Video Game Console Market Marketing Essay

The Video Game Console Market Marketing Essay The video game console market is a fast growing market. Sonys PlayStation 3 competes together with Nintendos Wii and Microsofts Xbox 360 for the market leader position. Compared with these competitors, Sonys PS3 includes the newest technologies and provides the highest variety of functionalities. Therefore, Sonys strategy is to target customers who focus on high technologies and multimedia-entertainment. However, this involves that the PS3 competes not only with console manufacturers, but also with other multimedia producers such as PC manufacturers. Due to the fact, that the Sonys PS3 will be quite expensive, the console will be available in a premium edition and in a cheaper basic edition. Considering the distribution of its PS3 games, Sony tries to change its traditional supply chain by providing an Internet platform, where users can download games. This results in saving costs and a faster distribution. Furthermore, the most important marketing tool is the Internet for promoting the PlayStation 3. Blogs, MySpace, YouTube and other kind of websites enable an area-wide promotion of the game console and especially, it is done by consumers. Another important tool is the official website, which offers among others information about the console and about available games. Additionally, Sony promotes its PlayStation 3 together with a meaningful slogan, which differs between Europe (This is living) and U.S. (Play Beyond). Finally, Sonys financing objectives are to sell 15 million exemplars in the first-year and to achieve total sales revenue of $8.25 billion. Its marketing goals are to sell more than 100 million exemplars in the long-run and to become the market leader. Table of Contents Executive Summary 1 1 Situation Analysis 2 2.1 Current marketing environment 2 2.2 Current Product Line 2 2.3 Product Analysis 3 2.4 Target Markets 3 2.5 Competitive Analysis 5 2.6 Product/Market Analysis Tools 5 2.7 SWOT Analysis 8 3 Objectives 8 4 Competition 9 4.1 Game console industry 9 4.2 Direct competitors 9 4.3 Market concept of competition 11 5 Product Unique selling proposition 12 6 Distribution 12 6.1 Supply chain 12 6.2 Next generation supply chain 14 6.3 Business Models 15 7 Marketing Strategy 16 7.1 AIDA 17 8 Marketing Mix Strategy of 4 Ps 18 8.1 Product 18 8.2 Price 18 8.3 Place 19 8.4 Promotion 19 9 Financial projections 19 10 Implementation controls 20 Situation Analysis Current marketing environment The video game console market is highly influenced from its demographic and technological environment. The worldwide population is growing and more and more people have a strong need for entertainment. Many people require something against boredom in their free time. Furthermore, the technology environment creates a variety of new functionalities which are almost unlimited. According to Moores Law, processor speed and memory capability reduplicate almost every 18 months by constant prices. Additionally, technologies such as High Definition TV provide a new way of entertainment consumption. Finally, another important influence in peoples behavior is enabled by the Internet. Its introduction was a milestone of the new economy. It allows finding almost any required information and enables worldwide communication as well as interaction and it simplifies doing business. Current Product Line Before we describe the features and functionalities of Sonys new video game console, the PlayStation 3, we would like to give a short overview of the companys current home video game line: PlayStation (PS1) The Sony PlayStation is the companys first video game console and was produced in the mid-1990s. It belongs to the fifth generation of video game consoles and provides a 32-bit processor. Furthermore, the PlayStation was the first game console that reached the 100 million mark. PlayStation 2 (PS2) Sonys PlayStation 2 is part of the sixth generation era and was released in 2000. Besides its 128-bit processor, it was the fist video game console that provides DVD playback functionality. It placed first in number of units sold in its sixth generation of video game consoles and it became the fastest selling and most popular game console in history, with over 110 million units shipped worldwide by November 2006.  [1]   PlayStation Portable (PSP) Sonys PlayStation Portable was the companys first handheld game console released in 2004. Besides playing games, it also provides different functionalities such as playing music, watching videos, viewing pictures and using Internet applications. Nowadays, the PSP is the main competitor of Nintendos Game Boy and Nintendo DS. Product Analysis The Sony PlayStation 3 (PS3) is the seventh generation video game console and the third in Sonys PlayStation series. The console was launched in North America and Japan in November 2006 and is yet expected to be launched in Europe by March 2007. The reason for its delay in Europe is a shortness of supplies with parts of the Blu-ray drive. The console offers high-end technology and it has been described as an engineering masterpiece because of its promising specification and use of new technology.  [2]   Furthermore, the PS3 will be available in two different editions on the one hand, a basic edition with a 20 GB hard disk drive (HDD), and on the other hand a premium edition with 60 GB HDD. Nevertheless, both editions will have key elements such the Blu-Ray Disc for High Definition movies, the Cell chip, Giga-bit Ethernet for high speed Internet-connection, and an HDMI connection for optimum output on HDTV. Compared with the basic edition, the premium edition will provide some extra features like support for multiple external memory storage devices (Memory stick, SD) and Wireless connectivity. More information about the specification can you find in the Appendix. Furthermore, Sonys newest game console provides a Linux operating system and some Internet applications such as an Opera Web browser and multiplaying functionality. Finally, another feature of the PlayStation 3 is the backward compatibility to Sonys previous video games for PS1 and PS2. Target Markets The following section should provide an overview of Sonys target market and of its targeted customers. Target market approach In our opinion, Sony should use a segmentation approach as their general strategy to reach targeted customers. Although mass-marketing would create the largest potential market, which leads to the lowest costs and results in lower prices or higher margins, we propose segment marketing because it can create a more fine-tuned product offering and price for the target segment. Moreover, this approach enables to select more easily the best distribution and communication channels, and to have a clearer picture of the main competitors.  [3]   Segmenting consumer markets Cultural distinctions, different needs and demands of individuals, and diversities in customers buying behaviours require market segmentation of companies to satisfy their customers effectively. Thereby, the market can be divided in geographic, demographic, psychographic and behavioural segmentation variables and the company can focus on target segments which it wants to attract.  [4]   According to Sony, the main geographic segments of the PlayStation 3 consist of the Northern America market, the Japanese market and the European market. When Sony released his first video game console PlayStation in 1994, the companys main focus was on the marketplace from 12- to 17-year-old boys. But nowadays, Sonys demographic segmentation divides the market of the PS3 in male and female, old and young players and expands its business vastly to a mainstream entertainment.  [5]  The PS3 offers a multifaceted repertoire of video games which includes something for everybody. Theres not merely one game to ultimately define the PS3 platform, but rather different must-have games for different segments of consumers. Additionally, an important and profitable demographic segment could be the college market because according to a study by Anderson Analytics GenX2Z only 26 percent of students report not playing video games.  [6]   Furthermore, Sony concentrates on a strong customer loyalty status in the behavioural segment. Besides its popular brand and the high reputation of its products, the company tries to win over its former consumers by the implementation of a backward compatibility which enables to play video games from its previous video game consoles (PlayStation 1, PlayStation 2). Finally, one of the important target segments of the PS3 involves consumers who require high technology. The company is convinced that its consumers desire and want to get the best out of the best. Characteristics of the targeted customers / product uses As already mentioned, Sonys targeted customers want to have the newest technologies and functionalities. Moreover, they need an entertainment system which provides functionalities such as viewing pictures, movies or listening music. The Playstation 3 can fulfil all this particular requirements and reach therewith a lot of different customers. First of all, video game players can use the console, because it provides high technology and a lot of different available games. Furthermore, movie lovers can use the PS3 because it involves a DVD drive and also allows watching movies in High Definition with its Blu-Ray drive. Moreover, customers can use the game console to see pictures from their last holidays easily by inserting their memory card in the included card-reader. Finally, customer can use the console to surf in the Internet or to use it instead of a computer, because its Linux operation system provides similar functionalities. Summarized, all members of a family can use the PlayStation 3 for different needs. For instance, children play video games during the day and when the father arrives, he uses the PlayStation to read his emails. Thereafter, the mother inserts the SD card in the PS3 and shows him the pictures from her trip to Stockholm last weekend. And at the evening, the whole family watch a movie together. This multimedia functionality provides the biggest benefit for the PS3s consumers. Purchasing process Some customers make their decision which game console they want to buy dependent from the number of available games. Not only the functionality and technology, but also the variety of games can be important for the decision-making process of customers. Therefore, the company has to offer information about the games which will be available for its game console. The primary channel for providing such information would be the official webpage. Furthermore, the final end-user of the game console is not always responsible for the purchasing process. For instance, sometimes parents purchase the game console for their children, and therewith another party is involved in the purchasing process. Market size estimations The number of consumers in the video game console industry increased continuously during the last years. Due to the fact, that game consoles of the newest generation are comparable with an entertainment system, we estimate a market size of 400 million potential users in Europe if everybody would buy the product. Considering that one product would be enough for a family, our final estimation of potential consumers will be 100 million in Europe. Furthermore, a forecast report of PricewaterhouseCoopers has shown that by 2010, the worldwide video game market will grow to $46.5 billion, at an average 11.4% compound annual rate.  [7]   Competitive Analysis Nintendo and Microsoft are the main competitors of Sony in the video game console industry. Considering the seventh generation, Sonys PlayStation 3 compete with Nintendos Wii and Microsofts Xbox 360. These two consoles were released world-wide in November 2006 and November 2005 respectively.  [8]   According to a study of the NPD Group about the best-selling video game consoles for December 2006, the Xbox 360 sold 1.1 million units, the Wii 604.2 thousand units and the PS3 490.7 thousand units. However, the PS3 sales figures include only the U.S. and Japan market, where it is released already. More details about the competition situation will be discussed in chapter 4 Competition. Product/Market Analysis Tools Product Life Cycle According to Sonys previous game consoles, the PlayStation 3 should have a 10-year product life-cycle. Its state-of-the-art technology involves that the usage of the PS3 resources and technology are just at the beginning and can fulfil all game requirements in the next years.  [9]   The product life-cycle consists of four different stages: Introduction: At this stage, the sales growth increase slowly when the product is introduced to the market. In Europe, the PS 3 is already located in the middle of this stage, because many game-console lovers and fans have ordered the PS 3 in advance to become one of the first consumers after its release in March 2007. For instance, a new PS 3 is pre-ordered almost each 20 seconds in Great Britain.  [10]   Growth: At this period, a market acceptance of the product is recognizable and the number of sales units increases. First-users report about the product positively and other consumers are becoming curious. Maturity: A slowdown in sales growth will be at this stage because the product has achieved acceptance by most of the buyers. Decline: Most of the potential buyers have already the product and therewith the number of sales declines. Figure 1: PlayStations Product Life-Cycle Different marketing strategies are necessary for each stage of the product life-cycle. We will discuss our recommended strategies in7 Marketing Strategy. Due to the fact, that the PlayStation 3 was already released in Japan and U.S., Figure 2 shows that the PlayStation 3 is located in a higher position compared with Europe. Figure 2: PS3s Product Life-Cycle in Japan and U.S. After shortness of supplies and an enormous rush demand in Japan and in the United States after the release in November 2006, a kind of stagnation is visible in these both markets today. Vendors report that a large contingent of the PlayStation 3 is still available in their shops.  [11]  Although Sony sees the reason for that in its optimized supply chain, the company has to consider new marketing strategies to increase its sales. The Boston Consulting Groups Growth-Share Matrix In the following section, we would like to analyse and classify Sonys game console product portfolio by profit potentials. Therefore, we used the Boston Consulting Group approach presented by Kotler.  [12]   Due to the fact, that the PlayStation 1 is not be sold anymore, we didnt regard it in our analysis. Figure 3: BCGs Growth-Share Matrix for Sonys game console product-line First, we placed the PlayStation Portable in the Question marks sector, because the market of game handhelds is still growing and as the strongest competitor of the market leader Nintendo DS, the relative market share of the PSP increases. Therefore, Sony has to spend a lot of money in the development and advertising of the PSP to keep up with the fast-growing market, and to overtake the market leader. Additionally, we also placed the PlayStation 3 in the Question marks sector, because the market of the seventh generation video game consoles is still increasing and it is not visible already if the PS 3 will take the position of the market leader. Finally, we located the PlayStation 2 in the Cash cow sector. The PS2 has a falling market growth rate after the release of the next generation game console. Nevertheless, it is still the market leader in its generation and it achieved higher sales units (1.4 million) as the Xbox360 (1.1 million), Nintendo Wii (604.2 thousand), and the PlayStation 3 (490.7 thousand) in December 2006.  [13]  According to the 10-year product life-cycle, the PS2 is in the decline stage and will stay in the market for the next 3 years yet. SWOT Analysis The SWOT analysis is the overall evaluation of a companys strengths, weaknesses, opportunities, and threats.  [14]  It is used as a framework to help an organization develop its marketing strategy. Thereby, strengths and weaknesses are internal factors which can be controlled by an organization, whereas opportunities and threats consist of external factors which are uncontrollable by an organization. Figure 4: SWOT analysis for Sonys PlayStation 3 Objectives Sonys financial objectives are to: Achieve first-year total sales revenue of $8.25 billion, based on an average price of $550 per unit. Sonys PlayStation 3 marketing objectives are to: Achieve a first-year unit sales volume of 15 million, which represent a projected market share of 25 percent. Increase second-year share to 40 percent and become the market leader. Sell more than 100 million units in the long-term. Arrange for distribution through the leading electric, video games and computer retailer in the top 100 and establish an Internet platform. Competition Game console industry According to the industry concept of competition presented by Kotler  [15]  , an industry is a group of firms that offer a product or class of products that are close substitutes for another product. The structure type of the video game console industry is an oligopoly, because the Japanese Nintendo and Sony, and the U.S. Microsoft dominate the market. Particularly, the structure is a differentiated oligopoly, because only few companies producing products partially differentiated along lines of price and features. Furthermore, the console industry is characterized by large cost of barriers to entry according to Porters model of five competitive forces. It may cost up to $2 billion to develop a competitive console platform and returns on investment may take several years.  [16]   Furthermore, these three console manufacturers have a similar business model consisting of the following three income flows: Hardware sales Sales of own software/games Licences fees from other software/game developers that use the console platform Finally, Nintendo, Microsoft, and Sony compete on a global basis with core markets in Japan, Europe and in the United States. Direct competitors The following section compares the direct competitors Nintendo, Microsoft and Sony with regard to their products, prices, sales units and game range. Product differentiation First of all, the following table shows the particular specification of each game console: Nintendo Wii Microsoft Xbox 360 Sony PlayStation 3 First publication 19 November 2006 (USA) 22 November 2005 (USA) 11 November 2006 (Japan) Processor IBM Broadway PowerPC (729 MHz) Tri-Core Xenon PowerPC (3,2 GHz) PPC Cell PowerPC (3,2 GHz) Graphic chip ATI Hollywood (243 MHz) ATI Xenos (500 MHz) nvidia RSX (550 MHz) Drives Own format (Wii and GameCube) CD, DVD (external HD-DVD drive available) CD, DVD, Blu-ray Maximal video quality SDTV = 480p (NTSC) or 576p (PAL/SECAM) HDTV = 480p 720p 1080i/p HDTV = 480p 720p 1080i/p (supports HDMI) Back. compatibility yes yes yes HDD 20 GB 20 GB / 60 GB I/O USB 2.0 (x2), SD USB 2.0 (x3) USB 2.0 (x4), PE: MemoryStick, SD CompactFlash Communication IEEE 802.11b/g Ethernet Extra feature: Wlan-Adapter Ethernet, Bluetooth 2.0, Wireless Controller, IEEE 802.11b/g (only premium edition) Furthermore, both competitors of Sonys PS3 provide an internet platform: Microsoft: Xbox Live Arcade Xbox Live Arcade (XBLA) is an online service that is used to distribute video games to Xbox 360 owners. Thereby, Microsoft offers an Xbox Live Marketplace, a virtual market place, where consumers can download movie and game trailers, game demos, Xbox Live Arcade games, gamer tag images, and Xbox 360 Dashboard themes.  [17]  The consumers can pay with Microsoft Points, which can be purchased by credit cards. Nintendo: WiiConnect24 It allows distributing content such as software patches and updated game contents while the Wii is on stand-bye.  [18]   Price strategy Nintendo offers the cheapest price in the game console market. Therefore, the company dispense with some extra features such as DVD drives or HDTV quality. Contrary, Sonys PlayStation 3 offers the newest technology with a plenty of accessories, but also the highest price. The following list shows the current prices in January 2007:  [19]   Nintendo Wii Microsoft Xbox 360 Sony PlayStation 3 Ca. 250 à ¢Ã¢â‚¬Å¡Ã‚ ¬ 300 400 à ¢Ã¢â‚¬Å¡Ã‚ ¬ (HDD-drive costs 200 à ¢Ã¢â‚¬Å¡Ã‚ ¬ extra) Basic edition: 500 à ¢Ã¢â‚¬Å¡Ã‚ ¬ Premium edition: 600 à ¢Ã¢â‚¬Å¡Ã‚ ¬ Market share in Japan and U.S. The following figures show how many game consoles each of the manufacturers has sold in Japan and U.S. during the last months:  [20]  21 Whereas Nintendos Wii was the market leader during the Christmas time in Japan, Microsofts Xbox 360 could sell the most units in the United States. Games An important criterion for buyers is the volume of games which are available for each game console. At the moment, Microsofts Xbox 360 consists of 82 exclusive games and 132 cross-platform games. In contrary, Nintendo offers 55 exclusive and 96 cross-platform games for its Wii. For Sonys PlayStation 3, 43 exclusive and 77 cross-platform games are planned. Figure 5: Available games for each console (Source GAMEZONE)  [22]   Market concept of competition Due to the fact, that the PlayStation 3 is more a multimedia centre than only a game console, we have to consider more competitors as only game console manufacturers. Therefore, we used the approach of Rayport and Jaworski to identify direct and indirect competitors by mapping the buyers steps in using the product.  [23]  The following figure shows the PS3s direct and indirect competitors: Figure 6: Competitor Map Sony PlayStation 3 Summarized, Sonys PlayStation 3 competes not only with other video game console companies, but also with PC manufactures and other high technology producers. Sonys PS3 offers besides a Linux operating system a plenty of functionalities such as Internet to attract previous PC users and to expand its market. This approach is comparable with Coca-Cola which identifies milk, coffee, tea, and water products as its main competitors.  [24]   Finally, Figure 7 shows Sonys market position with regard to technology and price compared with its video game console competitors: Figure 7 Market position of the main video game consoles Product Unique selling proposition The unique selling proposition is a marketing approach to promote a products benefit and to convince customers that the company can deliver it. For Sonys PlayStation 3, the main benefit, especially compared with its competitors, is its functionality as a multimedia centre and its state-of-the-art technology. Nevertheless, Sony has to consider that its targeted consumers are located in different market segments with different demands and wishes. Therefore, the company has to develop different unique selling propositions. First considering the video game hardcore fans segment, these costumers want to have the best and newest technology. Due to the fact, that the PS3 fulfil these requirements at best compared with its competitors, Sony should promote this in its advertisements, especially in game magazines. Furthermore, Sony wants to attract also middle-age consumers and families. The most benefit for these customers is to use the PlayStation 3 as a multimedia system which offers a variety of functionalities. Therefore, the company should focus on its multimedia range. Summarized, the companys unique selling proposition should consist of newest technology and multimedia-functionality. To emphasize this, Sony uses a short slogan after every mention of its products. In the United States, Sony evokes the following slogan: Play Beyond. People should associate therewith that the PS3 is not only a game console which enables playing video games, but also a system which allows playing in High Digital quality and getting a feeling of reality. Furthermore, the PS3 offers more than playing video games, it is a multimedia system that can be used for different pleasures such as Internet surfing or watching movies that can also be interpreted as a kind of playing. However, Sony uses a different slogan for the European market. The reason is that people with few English skills will not understand the impact of Play Beyond or will be interpreted wrongly. Therefore, Sony uses the following slogan in Europe: This is living. The slogan is really simple and uses words which can be understood by not English-speakers. Consumers can associate that the PS3 delivers a kind of living standard and ensures to enjoy living. Furthermore, its a relation to PS3s multimedia functionalities which are desired for every household these days. It emphasizes that the game console is the core of living room entertainment. Distribution Supply chain With the video game industry being the fastest growing sector of the growing entertainment industry, the industrys revenue has now reached $26 billion in annual revenue and there is currently no indication of decline in the industry. So, in order to identify how the revenue is distributed, its essential to look at the supply chain of the entire PS3 business. As seen in the supply chain, there are opportunities in many aspects of the console business, coming from the actual console sales as well as extras such as games. Figure 8: Original supply chain for video games.  [25]   The customers, as identified by our segmentation analysis table, are at the end of the supply chain, and their consuming of video games are distributes across several actors. Additionally, the most known among the actors are of course the hardware manufacturers, which include Sony, Nintendo and Microsoft. Except for the revenue coming from the console sales, they also get about 20% of the market price for the games, which are mostly sold in the growth level of the product life-cycle. The additional revenue in the supply chain is split among the other actors. Looking more closely at the publishers and developers, we realize that the publishers are likely to take a large portion of the revenue. Those are the large international companies that have sufficient funds to build a distribution network and employ developers to pull off new best-selling games for the consoles. Hardware manufacturers usually try to pull off deals with these companies when they identify potential best-selling games because the top 3.3% of the games bring in 55% of the sales revenue. For this reason, some hardware manufacturers, most notable Microsoft, tend to buy top-creative publishers to secure exclusive rights of new games for their console. Because of the complexity with world-wide game launches, there are almost always distribution partners in the chain, those accounts for an estimate of 10% of the shelf price. Next are the retail channels, which include online stores as well as retail stores. However, they are becoming increasingly bypassed in the supply chain, as discussed in the next generation supply chain (described in detail below). When they do exist in the supply chain though, they take an estimate of 30% of the shelf price. Developers are a mix of artists and engineers that create the actual games played on the console. Typically, they are funded by the publishers and together they take between 40 to 60% of the shelf price. Notably, in recent years another actor have also entered the supply chain as the industry have grow