...Madonna Business Case Analysis Madonna Business Case Analysis This particular business case analysis will explore the tactic Madonna’s career took to maintain her place in entertainment industry. Madonna is not only the highest earning female entertainer known worldwide, but she has shown to be a tremendous business woman. The case analysis identifies the impact that strategy can be for businesses of individuals as well as organizations. Madonna’s life shows that strategy does not relate in simply creating a detailed plan, but formulating clear goals, recognizing competitive environment, which is affectively implemented and can be easily adjusted. Synopsis of the Case Since the beginning of Madonna’s career she has been thriving to become one of the world’s top entertainers. Due to her endless motivation and perseverance since 1977, a she has maintained her career to earn exorbitant amount of money to entertain. When interviewed by Dick Clark in 1984, Madonna was asked what she wanted to do when she grew up? Her answer was simple: “rule the world” (Grant, 2011. p491) Forbes (2010) placed Madonna in the top 25 moneymakers in entertainment, earning 58 million dollars this year. Her success has not been through sheer luck, but through perceptive business behavior that gives her room to reinvent herself year after year. Her triumph in the industry has allowed her reproduce her work through movies, writing, and numerous additional business opportunities, increasing...
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...Consumption in College Incomplete Paper Alcoholic beverages such as beer can cause problems for many people throughout life, but for college aged people alcohol can cause the worst. In college most people are being out on their own for the first time ever and having that freedom they have never had. Some problems caused by alcohol in college are, missing an assignment or class, or even death. Drinking a beer a day has been found healthy, but in college that is never the case. Not that everyone drinks or everyone drinks a lot but there is always that select group that will drink more nights out of a week than not. And when that group drinks they drink heavily in order to be drunk. Problems occur with many people who do drink very heavily because it impairs their ability to get things done for many hours including the ones when drinking and after. A student may not attend class the day after drinking because he or she may be to sick or just exhausted from the drinking the night before. After the student skips the first one it becomes easier and easier to skip classes, therefore it is more likely to happen over and over again. Also when skipping classes a student can miss anything from an important lecture to a test which can really hurt their grades. The final big issue is the number of students who die every year from alcohol poisoning. Alcohol poisoning is caused by excessive amounts of alcohol in the body. Some very...
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...images of black women in white slavery America was of a woman who ran entirely off of her sex drive, a Jezebel. A jezebel was considered to be the complete opposite of a proper white woman. She was thought to have little to none religious affiliation. A jezebel took no instances to cover her body, and showed no signs of prudery. The idea that black women were over-sexualized first gained credence when Englishmen went to Africa to buy slaves. Not being accustomed to the traditional wear, Europeans mistook semi-nudity for lewdness. They also misinterpreted African cultural tradition of polygamy and claimed to be the Africans' uncontrolled lust, tribal dances were considered to be an orgy. The travel accounts of Europeans spurred inaccurate analysis of black women livelihood. Perhaps it was the warm climate of Africa that prompted William Bosman to describe the women he saw on the coast of Guinea as "fiery" and "warm" and "so much hotter than the men."' William Smith must have fallen under the same influence, since he wrote of "hot constitution'd Ladies" who "are continually contriving stratagems how to gain a lover."' The conditions under which women worked, were sold and were punished also contributed to this way of thinking. Southerners were extremely prudish about what they felt a woman should be. A "respectable" white woman wore layers and layers of clothing and never exposed even her legs or arms to public view without approval of her husband and the acceptance of the community...
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... Does viewing violent media really cause criminal violence? A methodological review Joanne Savage* Department of Justice, Law and Society, American University, 4400 Massachusetts Avenue, NW, Washington, DC 20016-8043, USA Received 9 September 2002; received in revised form 26 October 2003; accepted 30 October 2003 Abstract The topic of media violence has been the subject of heated debate in recent decades. There is a vast empirical literature on the effects of television on aggression but no published comprehensive review has ever focused on those studies that use criminal aggression as their outcome. The present paper represents an attempt to fill this void and provide a resource for those who do not wish to delve into four decades of original research in order to assess this line of investigation. Studies are evaluated based on contemporary standards of research in the field of criminology. Although the possibility that television and film violence has an impact on violent criminality remains, it is concluded here that, despite persistent published reviews that state the contrary, the body of published, empirical evidence on this topic does not establish that viewing violent portrayals causes crime. D 2003 Elsevier Ltd. All rights reserved. Keywords: Television violence; Media violence; Violent crime 1. Introduction A vast empirical literature on the impact of television exposure on aggression has accrued over the last four decades, mostly in the fields of psychology...
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...International Relations Theory The new edition of International Relations Theory: A critical introduction introduces students to the main theories in international relations. It explains and analyzes each theory, allowing students to understand and critically engage with the myths and assumptions behind each theory. Key features of this textbook include: • discussion of all of the main theories: realism and (neo)realism, idealism and (neo)idealism, liberalism, constructivism, postmodernism, gender, and globalization two new chapters on the “clash of civilizations” and Hardt and Negri’s Empire innovative use of narratives from films that students will be familiar with: Lord of the Flies, Independence Day, Wag the Dog, Fatal Attraction, The Truman Show, East is East, and Memento an accessible and exciting writing style which is well-illustrated with boxed key concepts and guides to further reading. • • • This breakthrough textbook has been designed to unravel the complexities of international relations theory in a way that allows students a clearer idea of how the theories work and the myths that are associated with them. Cynthia Weber is Professor of International Studies at the University of Lancaster. She is the author of several books and numerous articles in the field of international relations. International Relations Theory A critical introduction Second edition Cynthia Weber First published 2001 by Routledge Second edition published 2005 by Routledge...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...spectators differently. The divergent (emotional) reactions towards both films are the effect of different rhetorical strategies: the first can be seen a typical example of baroque discourse and the latter as a specimen of mannerist discourse. The reference to the terms melodrama, mannerism and baroque does not imply that these films are just formal repetitions of historical periods or that they thematically and structurally refer to historical styles, but that they are characterized by opposing discursive strategies which came to the foreground in a specific historical time and constellation. Because these discursive strategies return in other historical periods and socialpolitical circumstances in different guises and with different aims, they can be compared to what Aby Warburg calls Pathosformeln (pathos formula). The expressive forms, gestures and discursive modes of melodrama, baroque and mannerism can thus be understood as transhistorical (gestural) languages of pathos that recur in history. Résumé Bien que All that heaven allows (1954) par Douglas Sirk et Far from heaven (2002) par Todd Haynes se caractérisent nettement comme un mélodrame, les deux films adressent leur public de manière fondamentalement différente. La divergence au niveau des réactions (émotionnelles) envers ces deux films, résultent d’une différence au niveau des stratégies rhétoriques auxquelles ils font appel : alors que le film de Sirk semble être un exemple type du discours baroque, l’autre...
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...Is Childhood Disappearing? 2012 Brendan Dolman Sociology, Unit 3 5/1/2012 Abstract This is a report to look at the social construct of Childhood and whether it is disappearing. This report explores the history of childhood and current socio cultural influences on modern day childhood. Is Childhood disappearing? Introduction I am interested in this subject area because childhood is a social construct which seems to be diminishing from society. This is of particular interest to me because childhood as we know it has only been about for the last century but now it seems that it is once again diminishing from society. I say this because when looking at childhood from 50 years ago and comparing it to childhood today there is a huge difference. Today toys seem to be targeted at children of ages 1-10 years old but not for children above that age (Manhattan Institute for Policy Research). Children seem to be pushed into the spotlight of adult activities such as the fashion and glamour world in the case of beauty pageants (Daily Mail Online 2011). There also seems to be more of a focus on older children playing on computer consoles with violent games which depict realistic and gruesome actions. These computer games also depict real life situations such as the war in Afghanistan and give these older children the opportunity to play as a soldier in this scenario. Content What is childhood? Childhood is not to be confused with being a child, it is a completely different...
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...71-92B; WR 50-59 29 Dharma and Karma: BG 31-36; 92-93; Chopra, Leder/aging, Leder/prayer, (M1) (s-l orientation posting) February 3 Karma and Reincarnation: BG 235-241;WR 63-75; Fox, Bache pdf (H2) (G1) 5 Karma Yoga: WR 26-29, 37-41; BG 93-109 (S1) 10 Karma Yoga and Gandhi; BG 48-63t (H3) (G2) 12 Jnana Yoga; BG 111-131; WR 29m-32m; Ramana Maharshi link (M2) 17 TEST #1 (S2) 19 Raja and Bhakti Yoga WR 41b-50m; BG 133-45; Muktananda pdf 24 BhaktiYoga/Gods and Goddesses; WR 32t-36; BG 169-77; Sanatan, Ramakrishna link (G3) 26 The Cosmic Vision: Gods and Gurus BG 191-209; 262-65 Ram Dass (Neem Karoli Baba) pdf (M3) (H4) March 10 Introduction to Buddhism and the Buddha; WR 82-99; Leder/Buddha pdf; Buddha film 12 The Four Noble Truths, Anicca; WR 99-103b; Sogyal Rinpoche pdf (H5) 17 Anatta, Interbeing, Nirvana; WR 112-119; PS 95-104; Bresnan pdf (S3) 19 Right Views, Intent,...
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...Great Expectations By Charles Dickens Download free eBooks of classic literature, books and novels at Planet eBook. Subscribe to our free eBooks blog and email newsletter. Chapter 1 M y father’s family name being Pirrip, and my Christian name Philip, my infant tongue could make of both names nothing longer or more explicit than Pip. So, I called myself Pip, and came to be called Pip. I give Pirrip as my father’s family name, on the authority of his tombstone and my sister - Mrs. Joe Gargery, who married the blacksmith. As I never saw my father or my mother, and never saw any likeness of either of them (for their days were long before the days of photographs), my first fancies regarding what they were like, were unreasonably derived from their tombstones. The shape of the letters on my father’s, gave me an odd idea that he was a square, stout, dark man, with curly black hair. From the character and turn of the inscription, ‘Also Georgiana Wife of the Above,’ I drew a childish conclusion that my mother was freckled and sickly. To five little stone lozenges, each about a foot and a half long, which were arranged in a neat row beside their grave, and were sacred to the memory of five little brothers of mine - who gave up trying to get a living, exceedingly early in that universal struggle - I am indebted for a belief I religiously entertained that they had all been born on their backs with their hands in their trousers-pockets, and had never taken them out in this state...
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...UNITED STATES INTERNATIONAL UNIVERSITY CHANDARIA SCHOOL OF BUSINESS SEMESTER: SUMMER 2014 COURSE: BUS1010: INTRODUCTION TO BUSINESS ORGANISATIONS INSTRUCTOR: MR. PHILLIP GACHAGO NAME: DESAI PRIYAL SANJIVKUMAR I.D NUMBER: 640066 TABLE OF CONTENTS Executive summary……………………………………………………………………………………………………………………….. 3 Introduction…………………………………………………………………………………………………………………………………… 4 Strengths of USIU…………………………………………………………………………………………………………………………… 5 - 9 Weaknesses of USIU……………………………………………………………………………………………………………………... 10 - 11 Conclusion………………………………………………………………………………………………………………………………………. 12 EXECUTIVE SUMMARY This document illustrates the strengths and weaknesses of United States International University giving a keen elaboration on each of the points mentioned in the paper. It goes ahead and also talks about how the university has adapted different ways to survive in an educational country based on a competitive level where not one or two but a great number of universities exist, making it very competitive. Though there is a great number of university in Nairobi, there is something about United States International University that tends to attract students from every different part of the world. However it also goes further to talk about its drawbacks compared to other universities and as this may affect its education, it may also deprive the university from getting students to study from all the different parts of the world...
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...Contents Introduction…………………………….……….…………….…………………... 3 FIRST PART 1. What is Humour?..................................................................................................... 5 2. Humour and Culture…………………………….……………………………...… 6 3. What amuses Britain?……………………………….…….……….………...…… 7 4. Comedy…………………………………………………………………………… 8 4.1 British Comedy………………………………………………..………………..… 9 5. British Television Comedy.……………………………..……………………...… 9 5.1 Sitcom - situational comedy……………………………………………………. 10 5.1.1 Britcom……………………………………………………………….…….…… 11 SECOND PART 6. What makes Britain laugh?..……………………………………………..…… … 11 6.1 Madness & Surrealism………………………………………………………….. .12 6.1.1 Monty Python's Flying Circus…………………………………..………….…… 12 6.2 Political Satire…………………………………………………..…………….…. 14 6.2.1 Yes, Minister……………………………………..………………….……. …….. 15 6.3 The Race……………………………………………………….…………….. …. 17 6.3.1 Da Ali G Show……………………………………………………………….. … 18 6.4. The Family………………………………………………...…………….…… … 20 6.4.1 Only Fools and Horses………………………..……………..……... .. 21 THIRD PART 7. It’s Monty Python!.………………………………………………... ….… 24 8. Manipulation in Political Life……………………………………… ……. 26 9. “Boyakasha!”..................................................................................... 27 10. "This time next year, we'll be millionaires!"………………………. .… ….. 30 Conclusion…………………………………………………………. 33 Appendices Appendix A……………………………………………………………….. 35 Appendix...
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...within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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...CHAP TER Separating Ideas and Shaping Content Writing Paragraphs 1. PURPOSE, AUDIENCE, TONE, AND CONTENT L E A R N I N G 1. 2. 3. 4. 6 O B J E C T I V E S Identify the differences between summary, analysis, synthesis, and evaluation paragraphs Identify the content in writing paragraphs Demonstrate how audience and tone influence content Apply purpose, audience, tone, and content to a specific assignment Imagine reading a poorly written review of a movie that you would like to see this weekend. You cannot follow the characters, action, or conflict because the author of the review rambles on and on. Without clear paragraphs, this review will likely lose your interest, and you may skip the movie altogether! When you are the writer, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. Effective writers use a single paragraph for each new idea they introduce. Paragraphs separate ideas into logical, manageable, and distinct units. Each paragraph focuses on only one main idea and presents coherent sentences to support that single point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. Each paragraph is shaped by Purpose: the reason why the writer composes the paragraph. < Tone: the attitude the writer conveys about the paragraph’s subject. < Audience: the individual or group whom the writer intends to address. < Content: the written material in the paragraph...
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...Done By: Maggie Bilal Bawab Instructor: Mohammad El-Haj Senior Project: Fall 2014-2015 Feasibility Study for Clothes Manufacturing Dedication I dedicate this project to my deceased father. He was always an inspiration to me, spiritually, personally and professionally. He has been the backbone to my achievement and accolades in all endeavors. He has constantly taught me the value of prayer, time, life, friends, school and work… Through the years I have learned many lessons from him, specifically: patience and credibility. I also dedicate this project to my instructor. He was base and the peak of my enclosed pyramid like studies. Acknowledgement I would like to thank all my friends throughout my study years. I studied with them, enjoyed free time together, and helped one another. I also thank all my instructors for teaching us new information and new studies. Also, for learning from them life experiences and knowledge. In addition, I would like to thank my parents and my family for raising me, teaching me and standing beside in every level in my life. Table of Contents Abstract ……………………………………………………………………………………..10 Executive Summary …………………………………………………………………………11 Chapter1: Introduction……………………………………………………………………….12 1.0 Background ………………………………………………………………………….12 1.1 Brief Description of the project………………………………………………………12 1.2 Objectives ……………………………………………………………………………13 1.3 Mission ……………………………………………………………………………...
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