Othello and Racism Essay Example for Free

Othello and Racism Essay Held a captive and cannot escape the grips of racism, Othello must battle with this matter from day one till his call of death. Just because his skin tone is unusual from Venice and its citizens, makes Othello an outcast . Although born a black moor, Othello has all the great characteristics a man should have. Being courageous, honorable, intelligent and all the aspects a woman would want in a husband. He grew up to be a venetian military general who has risen to high position of power is viewed in two means. One, since Othello belongs to the military realm he hence deserves the respect and authority any other general should receive. Second view is highly different and because the race role is a huge issue, it essentially eliminates the first way people would view Othello. But this doesn’t stop Desdemona from falling in love with him and making him her husband. The color of Othello’s skin doesn’t bother Desdemona one bit which isn’t the case for the rest of the characters seen throughout the play. Before Othello’s name is even mentioned in the play, racial slurs are being said and the audience is being introduced to how Othello will be treated. In Act I Scene I, Rodrigo and Iago talk about â€Å"the moor†, â€Å"the thick-lips† and â€Å"the old black ram† . Small comments like these slowly bring out the characteristics that multiple characters share in this play. Iago and Rodrigo aren’t the only ones who have a problem with Othello; Desdemona’s father ,Brabantio, is in the same boat with Iago and Rodrigo. Brabantio is a self-important the Venetian Senator whose main priorities are his job and his daughter. If one of these main concerns aren’t necessarily going his way, then there could be a problem. Othello encounters this the hard way unfortunately. Brabantio hears news about how his daughter has gotten married but not to any regular guy, to a moor.

Impact of Adolescent Anxiety Disorders on Education

Impact of Adolescent Anxiety Disorders on Education An exploration of the impacts of adolescent anxiety disorders on secondary educational outcomes. The context and initial broad area / theme for study The board theme of this study is to explore the types of anxiety disorders experienced by adolescents and the impact this has on their education. The study will also look at implications of anxiety on classroom teachers looking at strategies in which they can try and reduce anxiety and improve educational outcomes. The research will then focus more sharply on school refusal. Considering the possible reasons and causes of school refusal and the impacts school refusal can have on educational, social and lifelong outcomes. The research will take a critical approach to literature already written in this area to draw out any common themes in cases of school refusal. The research will also analyse the literature to examine any practical approaches on how to encourage these pupils to attend school and improve their educational and life experiences. Review of key readings that underpin the investigation What is anxiety and what are the types of anxiety disorders? The Department of Education (2016) offers brief definitions of anxiety and the types of anxiety disorders experienced in childhood and adolescents. This is also supported by the World Health Organisation (2016) and the ICD10 diagnostic tool as well as the American Psychiatric Association Diagnostic and statistical manual of mental health (DSM-5). Anxiety is defined as an emotional disorder which has an array of symptoms including; breathlessness, fearful, irritability, panicky, fidgety, sickness, tense or having difficulty sleeping. These references will be used as a first point of call in defining and laying out the symptoms of the types of anxiety disorders experienced by adolescents and children. Criticisms of diagnostic tools mental health is a complex phenomenon in which we have relatively little understanding. The diagnostic tool is a classificatory system and Banzato (2008) states that the diagnostic categories failed to be validated and a large debate around the classifications descends around the separation of the boundaries between different disorders. This suggests that using the diagnostic tools on their own may lead to an over identification of mental health disorders, classifying behaviours that dont necessarily need to be classified will increase the diagnoses of disorders. Further criticisms as well as support of the DSM-5 has been offered by NHS England (2013) who state that there are two main interrelated criticisms, for example, during the revision process of DSM-V to the DSM-5 pharmaceutical industry had a large influence on what was to be included. In addition, the DSM-5 contributes to the medicalisation of behaviour and mood that would not necessarily have or need a diagnosis. Morris and March (2004) offers an in-depth discussion of childhood anxiety disorders including; Generalized Anxiety Disorder, Specific Phobia, School Refusal, Separation Anxiety Disorder, Social Anxiety disorder, OCD, Panic disorder and PSD. The discussions and findings in this book are supported by Beidel and Alfano (2011). These sources will also be used in the defining of mental health disorders in children and young people. These sources also provide useful information on prevalence rates as well as the treatment of childhood anxiety disorders. Prevalence and statistics around anxiety in childhood and adolescents Merikangas, Et al (2010) Anxiety disorders were the most common condition (31.9%) the median age of onset for this disorder was 6 years old. Lifetime prevalence 25.1% of 13-18-year-old. Statistical difference in sex with females at 30.1% and males at 20.3%. United States. Department of Health (2015) 3.3% or about 290,000 children and young people have an anxiety disorder. Exposure to bullying is also associated with elevated rates of anxiety, depression and self-harm in adulthood. Goodman and Scott (2012) anxiety disorders, affect roughly 4-6% of the general population. Roughly 5% of referrals to child and adolescent mental health services present with refusal to attend school associated with anxiety or misery. Around 4-8% of children and adolescents have clinically signià ¯Ã‚ ¬Ã‚ cant anxiety disorders that cause substantial distress or interfere markedly with everyday life. This makes anxiety disorders the second commonest group of psychiatric disorders among children and adolescents. The effects of gender and age on prevalence vary from one anxiety disorder to another. The three most common anxiety disorders are specià ¯Ã‚ ¬Ã‚ c phobias, separation anxiety disorder and generalised anxiety disorder. Social anxiety disorder and panic disorder are less common, as is post-traumatic stress disorder. Criticism of these statistics statistics such as these have played an important role in the development of mental health policies (Banzato, 2008). However, geographical and cultural variations in the use of the diagnostic tools means comparisons across/within countries, regions and cultures is difficult (Banzato, 2008). School Refusal What is it? What causes it? Statistics surrounding it. Thambirajah et al (2008) Most children and young people go through occasional, infrequent and temporary non-attendance in school at some point in their school career. School attendance (children can be educated at home if approved by the LEA education officer) in the UK is compulsory for all young people under the age of 16 (young people under 18 have to be in some sort of Education, Training or Work). The issue of school attendance is currently at the focus of intense activity in schools, LEAs and the press. The most recent media interest surrounds the removal of children and young people from school for family holidays. This, until recently, resulted in fines given to parents/carers of these children. The term school refusal has been used to refer to the group of children who are reluctant to or fail to attend school for emotional reasons (Thambirajah et al, 2008). Thambirajah et al, (2008) clarifies the different terms used to describe different groups of children who fail to att end school, these terms are based around the core characteristics as they are currently understood by authorities and researchers and include; truancy, parentally condoned absence, school phobia, separation anxiety and school refusal. Official figures do not take school refusal into account and therefore there are no official estimates of the extent of the problem. As well as this it is hard for professionals and teachers to be aware of the problem this is due to; lack of awareness of the extent and impact of school refusal, difficulties in distinguishing school refusal from other groups, invisibility of these children, excluding medical conditions, blaming parents. Kahn and Nursten (1968) also provide an in depth analysis of the psychosocial problems that can lead to school refusal. Kearney (2008) states that there are a range of contextual risk factors as well as psychological factors can lead to school refusal and high absent rates include; homelessness and poverty, teenage pregnancy, school violence and victimisation, school climate and connectedness, parental involvement, family and community variables. Lignefeller and Hartung (2015) Discuss various statistics surrounding school refusal in the US and the factors that surround school refusal. These can include; School safety, bullying, pressure of academic achievement. The article then looks into the problems that school refuser face due to the lack of attendance. Implications and treatments for school refusal are also discussed. The findings in this article are supported by Nuttall and Woods (2013). Kearney and Bates (2005) provides a summary of the characteristics of youths with school refusal behavior and explores the common assessment and treatment methods that have been designed to curb this behavior. Kearney (2006) evaluated The School Refusal Assessment Scale-Revised (SRAS-R). This is an instrument designed to evaluate the relative strength of four functional conditions of school refusal behavior in youth. Despite the presence of a small number of items that may detract from the scale, strong support was found overall for the four-factor structures of the SRAS-R-C and SRAS-R-P. These data provide support for the functional model of school refusal behavior in general and the discriminant validity of the SRAS-R in particular. School Refusal Implications Sewell (2008) states that school refusal can have significant short term and long term consequences, for example; poor academic performance, family difficulties, worsening peer relationships, academic underachievement, employment difficulties and increased risk of psychiatric illnesses. Supported by Maynard et al. (2015). School Refusal Interventions/treatments Lauchlan (2003) discusses the effectiveness of interventions and the reasons for successes and failures. There are a range of interventions and treatments for example; relaxation training, cognitive restricting or self-statement training, exposure, medication, social skills training, parent/teacher training etc. This articles provides a summary and critical analysis of the above interventions. Lingenfelter and Hartung (2015) provides a critical analysis of this and states that there is a strong focus on therapy and counselling with trying to treat school refusal behaviors. These can be supplemented with medication. Revised research question From my initial review of the literature there are clear and defined areas of research conducted in this area. However, due to the comprehensive nature of the research in this area, there seems to be a lack of clarity surrounding three particular areas. Therefore, my revised research questions are: What is known to be the main reasons behind school refusal in children and young people? What is known to be the implications for children and young peoples educational outcomes as a result of school refusal? What are the different treatment/intervention strategies for school refusers and how effective are these? Rationale for the research design For this research project I have chosen to do a systematic review of the literature. The main reasons for choosing this type of research design is the sensitive nature of the topic (anxiety disorders) and the barriers that would be placed in doing primary research with students with anxiety issues. In addition, there is already a wide selection of literature on this topic area however, there is a lack of drawing this literature together to critically analyses it from different perspectives. Systematic reviews are attempts to review and synthesis existing research in order to answer specific research/review questions (Andrews, 2005). This area has been the center of ongoing in depth research from early 1930s to the present day. The research looks into the various reasons for school refusal (although this has been acknowledged that each case is individual, there are a variety of common themes that have emerged). The research has also investigated several treatments or interventions of school refusal. However, there is little research that draws these ideas together and critically analyse them. The large amount of research in the area means that creating more primary research would be pointless, instead I believe that there is a need to draw this literature together to compare, co ntrast and analyse it and this would be more beneficial to this area of research. This idea is supported by Klaveren and Inge De Wolf (2013) who states that systematic reviews give structure to the findings of larger amounts of empirical studies and act as an informant to the reader on the results and effectiveness of previous studies. Systematic reviews are often viewed in a skeptical way, especially in the field of educational research. For example, Andrews (2005) questions the idea of reviewing research, he suggests that not all research is worth reviewing and therefore a systematic review can place importance on less significant research. In addition, Bryman (2012) states that there are suggestions of applicability of a systematic review to certain types of literature. This is due to early systematic reviews being concerned with the exploration of certain independent variables and their effects. However, Bryman (2012) also states that there has been a shift in the use of systematic reviews and that they are now considered useful tools in a range of research areas. In addition, Mulrow (1994) states that professionals, researchers and policy makers need systematic reviews to be able to efficiently integrate existing information and provide data for rational decision making. Mulrow (1994) also states that the expl icit methodology used in a systematic review limits bias and, hopefully, will improve the reliability and accuracy of the conclusions drawn. Bryman (2012) states that due to the transparency of the methodology adopted and outlined in the research, it provides a degree of replicability to the study and therefore increasing the validity and reducing the bias of the study. Due to the nature of this research, ethical issues are kept to a minimum. No human participants will be used in this research and participants from the articles analysed are already anonymised and informed consent was obtained. Additionally, there is no need to gain gatekeepers permission for the use of the articles in the study as they are available on the internet. The articles are accessed via institutional log-on but can be purchased by the public. To reduce ethical issues further I will take care to be professional in my writing/reporting for example by criticising the literature politely and in a constructive manner. References Andrews, R. (2005) The place of systematic reviews in education research, British Journal of Educational Studies, Vol. 53, No. 4, PP 399-416 Banzato, C. (2008) Critical evaluation of current diagnostic systems, Indian Journal of Psychiatry, Vol. 50, No. 3, PP 155-157 [accessed 21/12/2016 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2738361/] Beidel, D., Alfano, C. (2011) Child Anxiety Disorders: A Guide to Research and Treatment, Routledge: London Bryman, A. (2012) Social Research Methods, Oxford University Press: New York Department of Education (2016) Mental health and behaviour in schools: Departmental advice for school staff, Department of Education: London Department of Health and NHS England (2015) Future in mind Promoting, protecting and improving our children and young peoples mental health and wellbeing, Department of Health: London Goodman, R., Scott, S. (2012) Child and Adolescent Psychiatry, Wiley Sons: Chichester Kahn, J., Nursten, J. (1968) Unwillingly to School, school phobia or school refusal, a medico-social problem, Pergamon Press: Oxford Kearney, C., Bates, M. (2005) Addressing School Refusal Behaviour: Suggestions for Frontline Professionals, Children and Schools, Vol. 27, No. 4, PP 207-216 Kearney, C. (2006) Confirmatory Factor Analysis of the School Refusal Assessment Scale-Revised: Child and Parent Versions, Journal of Psychopathology and Behavioral Assessment, Vol. 28, No. 3, PP 139-144 Kearney, C. (2008) School absentesim and school refusal behaviour in youth: A contemporary review, Clinical Psychology Review 28, PP 451-471 Klaveren and De Wolf (2013) Systematic Reviews in Education Research: When Do Effect Studies Provide Evidence?, Working Papers 46, Top insitute for evidence based education research. Lauchlan, F. (2003) Responding to chronic non-attendance: a review of intervention approaches, Educational Psychology in Practice, Vol. 19, No. 2, PP 133-146 Lingenfelter, N., Hartung, S. (2015) School Refusal Behaviour, NASN School Nurse, Vol. 30, No. 5, PP 269-273 Maynard, B., Brendel, K., Bulanda, J., Heyne, D., Thompson A., Pigott T. (2015) Psychosocial Interventions for School Refusal with Primary and Secondary School Students: A Systematic Review, Campbell Systematic Reviews, Merikangas, K., He, J., Burstein, M., Swanson, S., Avenevoli, S., Cui, L., Benjet, C., Georgiades, K., Swendsen, J. (2010) Lifetime Prevalance of Mental Disorders in US Adolescents: Results from the National Comorbidity Study-Adolescent Supplement (NCS-A), Journal of the American Academy of Child and Adolescent Psychiatry, Vol. 49, No. 10, PP 980-989 Morris, T., March, J. (2004) Anxiety Disorders in Children and Adolescents, The Guildford Press: London Mulrow, C. (1994) Systematic Reviews: Rationale for systematic reviews, British Medical Journal, Vol. 309, PP 597-599 NHS England (2013) News analysis: Controversial mental health guide DSM-5, [ accessed 07/01/2017 http://www.nhs.uk/news/2013/08August/Pages/controversy-mental-health-diagnosis-and-treatment-dsm5.aspx] Sewell, J. (2008) School Refusal, Australian Family Physician, Vol. 37, No. 4, PP 406-408 Thambirajah, M., Grandison, K., De-Hayes, L. (2008) Understanding school refusal: A handbook for professionals in education, health and social care, Jessica Kingsley Publishers: London World Health Organisation (2016) International Classifications of Diseases ICD10, Neurotc, Stress-related and somatoform disorders (F40-F48) [Accessed 20/12/2016: http://apps.who.int/classifications/icd10/browse/2016/en#/F40-F48]

Computer Technology :: essays research papers

Computer Technology   Ã‚  Ã‚  Ã‚  Ã‚  Being a kid sitting around with your friends, there was always that one person this said, do you think this will ever happened? When I grow up all I will have to do will say door open to get in my house, everything else will be done for me. now, much to my surprise this day has now arrived. The arrival and utilization of computers in today's world is absolutely unbelievable. Things can be done with computers that could have never been done in the past. we have security systems that don't need keys, cell phones that could go on line, and receptionists are now virtually unknown due to automated voice systems. the question that everyone wants to know is, our we too dependent on computers, and what will happen when they fail us? this is an idea that nobody really likes to discuss. Going further in-depth with this idea, what have computers done to the business world. many people feel it has enhanced businesses of today's society, others feel it has ruined them. there now companies being run by very few workers due to fully automated systems, systems that need one operator a and it can produce more than that of 15 to 20 a lot of cases. what this does the company's is forces them to put new technological advances in their budget to keep up with competition and be more cost effective. This is exactly why the technology is there, to get one step ahead of the competition, and to produce more product, more often.   Ã‚  Ã‚  Ã‚  Ã‚  Integrating computers into assembly lines, batch plants, using them for inventory control purposes, data acquisition, data collection, ect., are all very exciting innovations in today's business world. This does a lot in making our world more technologically advanced, however, what happens to our unemployment rates when these workers are replaced with machines.   Ã‚  Ã‚  Ã‚  Ã‚  At this point in time in history unemployment rates are actually down, however I see them doing nothing but getting worse in the near future. in a book and was recently read, how to drive your competition crazy, Guy Kawasaki, there's a paragraph in there about Toyota that has a direct correlation with technology and how it's affecting today's work place. in this paragraph it says, â€Å" Toyota’s introduction of the Lexus line of cars is an example of outrageous substitute positioning. these cars were squarely positioned against Mercedes and BMW.

Hamlet’s Revenge Essay -- Shakespeare, denmark

William Shakespeare’s masterpiece, Hamlet, is the story about the Prince of Denmark’s struggle for revenge against his murderous uncle, who is now the new King of Denmark. Hamlet is stricken blind with revenge and has even been considered mad. Hamlet’s fall into insanity is a result of many different, tragic reasons. Throughout the entire play, Hamlet seems to be a loner, with a lack of true companionship. Most everyone seems to be against him throughout the play. They mistrust Hamlet, as he does them. He does not fully trust anyone, which will ultimately lead to his downfall. Hamlet does in fact have a tragic flaw that may lead him to disaster. Hamlet has a tendency to over think every thing he does. With every thought and process he goes through he must have a reason of doing it the way he does, and if they are not done how he likes, he will not attempt the task. Hamlet is portrayed as intelligent. This is shown through Hamlet’s use of his obvi ously superior mind and knowledge to deceive most everyone in the kingdom. He is clearly more intelligent than any other character in the play, and to us, the most human. His intelligence does get him into a great deal of trouble though. He must always prove for himself every thing that he is told. He cannot take anyone’s word for granted. Hamlet is meant to seem more psychotic and delusional the farther into the play the reader gets. Shakespeare meant for this. Without seeming crazy, Hamlet would not have the opportunity of revenging his father’s death. Hamlet’s pseudo madness is the very means for his revenge. Hamlet seems to be a loner throughout the play. The first time that this is seen is through Hamlet’s mistrust and even disgust of his uncle and mothers wedding... ...mon theme in the play, and it plays a major role throughout Hamlet. It seems that no body really trusts each other. Hamlet has little trust in anyone, which could make it easier to follow through with his revenge. He doesn’t really trust anyone, and no one really trusts him, so there is nothing to lose. This is seen in life with friends. If you know or trust someone, you try harder not to hurt their feelings. If you don’t know them then hurting their feelings is not quite as important since you do not have a strong bond with that person. Hamlet uses these advantages he has to create a mad persona of himself, which is believable, to gain his revenge. Works Cited Shakespeare, William. â€Å"The Tragedy of Hamlet, Prince of Denmark† Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 9th Ed. New York: Pearson Longman, 2009. Print

Comparing Characters in Charles Dickens Bleak House and Great Expectat

Dynamic and Static Characters in Charles Dickens' Bleak House and Great Expectations    `Bleak House' and `Great Expectations' are novels in which Charles Dickens develops a range of characters whose behavior, although dramatic, is somewhat far-fetched and implausible. However, it is precisely this implausibility, which allows Dickens to make powerful statements indicative of the condition of Victorian England. Dickens has a flair for giving characters exactly the amount of life required for their purpose in the novel. A tangible, dynamic character is likely to be multifaceted and intricate, however there are very few of these in `Bleak House' or `Great Expectations.' A few characters are complex, but static and incapable of development. The way in which characters in the novels occupy their space is interesting, in that it adds to the drama, although in most cases it boosts the unlikelihood of the character. By examining some of the characters from each novel, it can be seen how this dramatic effect is achieved. Mr. Bucket is an undercover detective. All three characters that he pursues in the novel ultimately end up dead. From his first introduction into `Bleak House,' he seems to be more mythical and illusory, rather than tangible. His first appearance in the novel is when he materializes, from nowhere, in front of Mr. Snagsby: Mr. Snagsby is dismayed to see, standing with an attentive face between himself and the lawyer, at a little distance from the table, a person with a hat and stick in his hands, who was not there when he himself came in, and has not since entered by the door or by either of the windows. It is not the case that Mr. Snagsby simply did not witness Mr. Bucket entering;... ...o be rather monotonous. Nevertheless, these are all memorable characters from `Bleak House' and `Great Expectations' and serve their purpose in the novel well. Works Cited and Consulted: Crawford, Iain. "Pip and the Monster: the Joys of Bondage." Studies in English Literature 28 (1988): 625-45. Dickens, Charles. Great Expectations. Ed. Edgar Rosenberg. New York: Norton, 1999. -----------   Bleak House.   New York: Penguin, 1985. French, A.L   " Imprisonment: The Case of Great Expectations." Discussions of Charles Dickens, 82-92.   William R. Clark, ed.   Boston: D.C. Heath & Co., 1961. Letwin, Shirley Robin. The Gentleman in Trollope: Individuality and Moral Conduct. Cambridge, MA: Harvard UP, 1982. Platz, Norbert H. "The Symbolic Dynamics of the Gentleman Idea in the Victorian Novel." Literaturwissenschaftliches 38 (1997): 147-65. Comparing Characters in Charles Dickens' Bleak House and Great Expectat Dynamic and Static Characters in Charles Dickens' Bleak House and Great Expectations    `Bleak House' and `Great Expectations' are novels in which Charles Dickens develops a range of characters whose behavior, although dramatic, is somewhat far-fetched and implausible. However, it is precisely this implausibility, which allows Dickens to make powerful statements indicative of the condition of Victorian England. Dickens has a flair for giving characters exactly the amount of life required for their purpose in the novel. A tangible, dynamic character is likely to be multifaceted and intricate, however there are very few of these in `Bleak House' or `Great Expectations.' A few characters are complex, but static and incapable of development. The way in which characters in the novels occupy their space is interesting, in that it adds to the drama, although in most cases it boosts the unlikelihood of the character. By examining some of the characters from each novel, it can be seen how this dramatic effect is achieved. Mr. Bucket is an undercover detective. All three characters that he pursues in the novel ultimately end up dead. From his first introduction into `Bleak House,' he seems to be more mythical and illusory, rather than tangible. His first appearance in the novel is when he materializes, from nowhere, in front of Mr. Snagsby: Mr. Snagsby is dismayed to see, standing with an attentive face between himself and the lawyer, at a little distance from the table, a person with a hat and stick in his hands, who was not there when he himself came in, and has not since entered by the door or by either of the windows. It is not the case that Mr. Snagsby simply did not witness Mr. Bucket entering;... ...o be rather monotonous. Nevertheless, these are all memorable characters from `Bleak House' and `Great Expectations' and serve their purpose in the novel well. Works Cited and Consulted: Crawford, Iain. "Pip and the Monster: the Joys of Bondage." Studies in English Literature 28 (1988): 625-45. Dickens, Charles. Great Expectations. Ed. Edgar Rosenberg. New York: Norton, 1999. -----------   Bleak House.   New York: Penguin, 1985. French, A.L   " Imprisonment: The Case of Great Expectations." Discussions of Charles Dickens, 82-92.   William R. Clark, ed.   Boston: D.C. Heath & Co., 1961. Letwin, Shirley Robin. The Gentleman in Trollope: Individuality and Moral Conduct. Cambridge, MA: Harvard UP, 1982. Platz, Norbert H. "The Symbolic Dynamics of the Gentleman Idea in the Victorian Novel." Literaturwissenschaftliches 38 (1997): 147-65.

STD booklet

Which of the following is NOT true of the success of interest groups? A. The more intense a group, the more successful it tends to be b. The more financial resources a group has, the more successful it tends to be c. The more potential members a group has, the more successful it tends to be d. The smaller a group is, the more successful it tends to be e. The larger a group is, the more successful it tends to be 4. Which of the following is an example off single Issue Interest group? A. NEAR b. NAACP c. FALL-CIO d. UCLA e. National Wildlife Federation 5. An interest group is most likely to have influence in Congress when the issue at take a. S narrow in scope and low in public visibility b. C. D. E. 6. Is part of the president's legislative package has been traumatized by the media engages legislators' deeply held convictions divides legislators along party lines Which of the following Is not a tactic that Interests groups use? A. Lobbying to Influence policy b. Forming Pace to influe nce elections 7. A. Litigating to influence policy through the courts appealing to the public to promote a positive group image Which of the following is true of mimics curiae briefs? They are used by interest groups to lobby courtsThey are used exclusively by liberal interest groups They are used exclusively by conservative interest groups d. They are now unconstitutional e. They are the means by which a litigant seeks Supreme Court review off lower court decision 8. Which of the following factors best accounts for the rise of interest groups and the decline of political parties in recent years? A. National parties have become too closely identified with controversial issues. B. Court decisions have restricted the political parties' abilities to recruit new members. C. It is less expensive to Join an interest group than to Join a political party. D.Interest groups have been more successful in avoiding negative press coverage than have political parties. E. Interest groups are bette r able to articulate specific policy positions than are political parties. 9. . Which type of interest group would the NAACP be? Economic civil rights . Single-issue governmental environmental 10. An interest group would likely have the greatest influence on policy matters involving a. Narrow issues, only a few interest groups, and technical information b. Broad, highly visible national issues c. Broad foreign policy issues d. Major constitutional questions about civil rights and liberties . Areas in which members of Congress have considerable expertise and commitment 1. Interest groups seek to influence political processes in ways that benefit their members. In doing so, however, they may not act in the overall public interest. (a) Describe two techniques interest groups use to influence elections. (b) Explain how interest groups use each of the following to influence government decision making. Mimics curiae briefs Issue networks (also known as iron triangles) (c) Explain how each of the following serves to limit interest group influence. The media Pluralism 2.Individuals often form groups in order to promote their interests. The Constitution contains several provisions that protect the rights of individuals who try to promote their interests in a representative democracy. (a) Explain two provisions in the Bill of Rights that protect individuals who try to influence politics. Interest groups engage in a variety of activities to affect public policy. Explain how each of the following is policy. Government institutions used by interest groups to exert influence over Grassroots manipulation Litigation Lobbying of (c) Describe one specific federal governmental regulation of interest groups.

Super bakery

Bakery is a virtual company, in this company many things go on, but it only deals with the core functions of the industry when the other portions of the company are contracted out. Since the bakery Is a leader when It comes to the Institutional baked goods market, the business may have ongoing concerns maintaining the quality of its goods and services. The Super Bakery management department agree to put into play the BBC plan (activity based costing plan).Super Bakery has an extra challenge when putting this operation system to work by doing this plan. The reason for this Is due to the bulk of the functions being contracted out, but the plan is meant to help the company keep control over the contracted out functions. The strategy used by Super Bakery was to Identify an undeserved market and compete in that market. They decided to choose the school system within the institutional food market. The difficulties with this market are government requirements and funding shortfalls.Super Ba kery developed a high nutrient baked good that replaced the high fat donuts because it meets the USDA recommendations or the food that was to be served to the children. This market was also restricted by high costs associated with freshly produced baked goods. Super Bakery went against the market norm and began refrigerating their product. Through the use of vacuum sealing they are able to distribute the product nationally without having to have bakeries in every city, so they made their market anywhere in the US without adding costs.Since Super Bakery was catering to the school systems, this gave them additional access to cheaper and fresher ingredients. This was due to the different overspent supported commodities which helped their distributors reduce costs by Implementing just In time delivery. Probably one of the most remarkable strategies used by Super Bakery was the outsourcing of the major operations of the bakery business. Super Bakery oversees the production and delivery o f their products, but contract out the major functions such as manufacturing, selling and distribution of their product.In this sense, they are a virtual corporation that oversees the process but doesn't get bakers flour under their fingernails. The managers of Super Bakery sought out a new method for assigning costs because their old traditional system did not accurately reflect the differences In real cost structure. Super Bakery's management thought it was necessary to install an BBC system, as an effective way to more efficiently manage the company activities. While attempting to add great value, the business managers desire to make the least investment in fixed assets, staff, and working capital.Managers inside Super Bakery believe installing an activity-based system was required because the company understood that the company benefited by outsourcing some activities, but also realized the need to control and coordinate these services. The company's ability to control the cost of the outsourced businesses was a big challenge that leads to manager's decision to implement activity-based cost system. The management's reasoning works because an activity-based cost system will enable Super Bakery to create a specific breakdown of the costs of customer's orders.Also, the BBC system prevents the distortion that may happen with traditional overhead cost allocation. Management suspects a wide fluctuation in the cost of serving customers throughout the country. A new improved pricing system was required due to orders with low profits margins being subsidized by orders with high profit margins. The key requirement of the new system would enable the company to more accurately assign costs to each customer's order. The BBC system is beneficial to the company because it can accurately identify to managers which areas are more profitable and assist in strategic product planning.The internal users will be able to aka better overall financial decisions that will have a po sitive effect throughout the company. Managers know that the Super Bakery business would certainly benefit from the installation of the BBC system. This reasoning works because in an activity-based costs system costs are tracked by individual accounts according to performances of outsourced activities and presents detailed data concerning workflow cost. The system assigns overhead costs directly to the actual activity cost pool and uses multiple bases.Management's plan involves implementing an effective activity-based costing system capable of thoroughly analyzing the company's many activities. Super Bakery adapted the BBC system over the old traditional system because they realized the advantages in accurately identifying costs(internally and outsourced) associated with the business activities. The managers of Super Bakery found it necessary to install an BBC system that has now proven to be valuable in tracking profitability of individual accounts and outsourced performance. There are two different cost systems that Super Bakery could choose to use.A Job order cost system is one that takes a specific Job into account and tracks all the costs for that one Job and then totals the costs together. The other system is a process order cost system which is used when a company produces a similar product and tracks the costs by department as a whole. The cost system that would be more suitable for Super Bakery would be a process order cost system. Since Super Bakery is a producer of similar baked goods, specifically doughnuts, and they outsource their entire production line, a cost system would make the most sense for taking into count the many different cost centers.A process cost system also allow for multiple work in process accounts but Super Bakery has contracts and orders placed by vendors across the United States. With using a process cost system, Super Bakery would be able to keep track of multiple orders and contracts at the same time. Another aspect of a pr ocess cost system that Super Bakery can take advantage of is that costs are assigned by department. Super Bakery would be able to track the costs for each vendor and count it as a department.A process order cost system would be the best option for Super Bakery because it allows for flexibility and the Super Bakery did a great Job figuring out the best cost system for their company. The cost system is activity based cost system that lets the company take full advantage of productivity, and this leaves room to provide each client with extraordinary care personally. The virtual corporation is able to monitor expenses with a minimal in-house staff while controlling outside vendor costs without sacrificing product and customer service excellence.