Research Proposal on Marketing Communication Essay Example

Research Proposal on Marketing Communication Essay Marketing communication or promotion is one the four core elements of marketing mix characterized with the integrated complex of media used for the delivery of information from the producer to consumers or target markets. Marketing communication embraces every activity of the company aimed at the promotion, remembering, persuasion and informing the customers about the goods and services of the firm. Marketing communication includes the informative ads which are supposed to notify the consumer about the existence of the products manufactured by the company or to inform him about the possible changes and improvement of the product. The principal aim of marketing communication is to persuade the consumer of the quality and originality of the product. The customer should want to buy the product without paying attention to its price after watching the ad. The advertisement is not just the delivery of information, but it is a direct communication between the company and the client during which the first one tries to persuade the latter one in the necessity and exclusiveness of the production. The model of marketing communication is quite simple as it consists of five elements: We will write a custom essay sample on Research Proposal on Marketing Communication specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Proposal on Marketing Communication specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Proposal on Marketing Communication specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The first element is the sender or the firm (wants to deliver the concept to the consumer); The second component is the receiver (the customer); The third – the message (the set of codes and symbols which possess informative and persuasive value); The fourth – the channel of connection (the means used for the transmission of the information) The fifth – feedback loop (maintains the control of the successfulness of the transfer of the message and helps to make sure whether the consumer has understood the word). Marketing communication is the complex of methods aimed at the promotion of goods and services among the target audience. The student has the chance to research the problem deeper if he chooses the issue on marketing communication for the research paper. But before that he should persuade the professor in the effectiveness of the topic with the help of the proposal which includes the main points of the research, the methodology and the sources applied for the analysis and investigation of the matter. The student should deliver the information and arguments logically and precisely to inform the professor about the main idea of writing. At EssayLib.com writing service you can order a custom research proposal on Marketing Communication topics. Your proposal will be written from scratch. We hire top-rated PhD and Master’s writers only to provide students with professional research proposal help at affordable rates. Each customer will get a non-plagiarized paper with timely delivery. Just visit our website and fill in the order form with all proposal details: Enjoy professional research proposal writing service!

Gun Control In Canada essays

Gun Control In Canada essays There is a new legislation that has been passed recently by the Canadian government, which effect gun control towards the Canadian people. This new legislation is almost taking guns away from honest citizens of this country, and do that is to take away the Canadian way of life. It hardly affects dishonorable people in the criminal system, most of it affects law biding citizens, for example; hunters, target shooters, and other sportsman gun users. It is not only the people that are being considered potential criminals or discriminated for that matter, the police that are supposed to enforce these new laws for the new legislation also appose. There must be something wrong with the system if the ones that are supposed to enforce the laws are against it. One reason why they appose it is like in other issues cost like stated above they are wasted millions of tax payers money on this new legislation. With the cost it means less money for them as a department and therefore they would have to be doing drastic cut back, for example the laying of officers and the office workers. The system that they have set up that holds all the information about the gun owners, this database will be riddled with errors, these errors could actually result in the false prosecution of an individual. Millions of guns will not be registered, and there isnt anything they can do about it, because they cant go knocking everyones door asking if they have a gun, and whether or not it is registered and if they did the government would have to pay people to do it, because not too many people work for free. The government is alienating millions of honest citizens, who are just like anyone other tax payer, and should be treated as that. As the new legislation has been passed there are always going to be people that wont register like they are supposed to. All firearms owned prior to December 1, 1998 are required t...

Homelessness Case Study Example | Topics and Well Written Essays - 750 words

Homelessness - Case Study Example This was the only nice item of clothing she had and she was glad that her sister had outgrown it fast. Other wise she would be cold in her now threadbare pullover, the only other thing that she could say was really hers that she was given many Christmases back by some stranger who found her crying on the junction of Elm and Mel Street. Last week, that boy Curtis in her class had made fun of her look, again! He said it was jaded and unkempt. Well, he didn't know the half of it. At least she was able to shower today. She couldn't remember the last time she had a decent shower. She just used a wash cloth to wipe herself in the school bathroom so that she would at least not smell like the old torn upholstery that she always slept on. Her hair was clean today too. Normally, it was all oily and tangled. No wonder she had such few friends. Other girls at school were always clean, looking all prim and proper in their cute clothes compared to her. No wonder she couldn't get a boy to like her, she thought to herself quietly. Last night her mother was able to get them space at the Open shelter. She and her sister had been overjoyed. She got a hot bowl of soup and some steaming vegetables for supper and this morning, a mug of tea. But she thought the best part of all was that she got a bed all to herself that she did not have to share with either her mother or her sister. She had slept soundly for the first time in many weeks not worried about the cold or the mean looking strangers in the next carton house. She hadn't really eaten to her fill and she thought it hadn't been enough having had nothing to eat for two straight days. But it sure had tasted so good. She couldn't remember the last time she had anything hot, and clean, to eat. Most of the time she and her sister just rummaged through the bins outside restaurants. Two day old croissants weren't all that bad when washed down with some water. She then remembered that she might have to sleep in the carton house today and she frowned. Her mother might not be so lucky to get space in the Open shelter again today. It was by luck that she had managed to do so yesterday anyway. She would be sleeping hungry again today; there would be no hot bowl of soup like yesterday. Well, maybe not because something good just might happen. Like the Salvation Army would come by handing out packed food like they sometimes do. She thought about Curtis again and promised herself that one of these fine days she would punch him squarely on the jaw. She smiled at the thought of him just squirming. Soon, she started picking the small balls of lint from her frock, and for that moment she completely forgot about Curtis. Someday she would have all the nicest frocks and in different colors too. Pink was her favorite color. It was early morning and a lady going for her morning jog stopped by the bench to stretch for a bit. As she did so she took out one of those delicious looking power candy bars. As she watched the woman strip the cover off the bar, Sue could already feel the far off rumble in her stomach. The mug of tea she took in the

Macro and Micro economics research Essay Example | Topics and Well Written Essays - 1000 words

Macro and Micro economics research - Essay Example Competitors sell products and services of the same description. A public is any group that has a potential interest on the ability of a company to achieve its goals and objectives. Macro environment Macro environment factors are also external to the firm and cannot be controlled. These factors hardly have any effect the marketing capability but affect the decisions of marketing within the company. Macro environmental factors may include the following: Cultural and Social Forces: This idea is considered in marketing literature as a substitute to the concept of marketing. The social forces try to make marketing as a practice that is socially responsible. This implies that companies ought to eradicate products that are socially harmful and only produce what may be valuable to society. Legal and political forces: Development in the legal and political field highly affects the decisions of marketing. Marketing decision may not be taken without considering the political parties in power, g overnmental agencies and laws regarding land. These variables often develop remarkable pressures on management of marketing. Laws often affect promotion and pricing, product design, capability and product capacity. In almost all the countries, the government always intervenes in the process of marketing despite their political beliefs. Demographic forces: In this situation, the marketer examines the population since the people create markets. Economic factors: The economic environment is made up of macro level factors that relate to a distribution and production means that affects the business of a company. Physical forces: These include the renewable and non-renewable resources of the earth. Renewable forces include food products and... Cultural and Social Forces: This idea is considered in marketing literature as a substitute to the concept of marketing. The social forces try to make marketing as a practice that is socially responsible. This implies that companies ought to eradicate products that are socially harmful and only produce what may be valuable to society. Legal and political forces: Development in the legal and political field highly affects the decisions of marketing. Marketing decision may not be taken without considering the political parties in power, governmental agencies and laws regarding land. These variables often develop remarkable pressures on management of marketing. Laws often affect promotion and pricing, product design, capability and product capacity. In almost all the countries, the government always intervenes in the process of marketing despite their political beliefs. Demographic forces: In this situation, the marketer examines the population since the people create markets. Economic factors: The economic environment is made up of macro level factors that relate to a distribution and production means that affects the business of a company. Physical forces: These include the renewable and non-renewable resources of the earth. Renewable forces include food products and the forest. Non-renewable resources include minerals, coal and oil. These components often change the level of resources that are necessary for a marketer.

Discussion Essay Example | Topics and Well Written Essays - 250 words - 94

Discussion - Essay Example otivation theory however elaborates on the behavior of individuals who are exposed to health threat communication hence arousing fear in them (Orbell, Hagger, Brown & Tidy, 2006). The health belief model focuses on perceived barriers and benefits whereas the protection motivation model has its core values on response efficacy and perceived self-efficacy. The two theories share on vulnerability and severity (Ajzen, 2002). Self-efficacy theory is built on outcome expectancies which are perceived as either positive or negative depending on the performed behavior. On the other hand, the theory of planned behavior works under the assumption that most social relevant behaviors are volitionally controlled. Hence, an individual’s intent on performing a particular behavior is seen as the immediate determinant as well as the only and best predictor of the behavior (Hunter, Grunfield & Ramirez, 2003). The health belief model and the protection motivation theory share the same concepts on perceived vulnerability and severity. This level of overlapping is sometimes criticized since it causes defining of these models challenging (Orbell, Hagger, Brown & Tidy, 2006). Hunter, M. S., Grunfield, E. A., & Ramirez, A. J. (2003). Help-seeking intentions for breast cancer symptoms: A comparison of the selfregulation model and the theory of planned behavior. British Journal of Health Psychology, 8, 319–333. Orbell, S., Hagger, M., Brown, V., & Tidy, J. (2006). Comparing Two Theories of Health Behavior: A Prospective Study of Noncompletion of Treatment following Cervical Cancer Screening.Health Psychology, 25(5),

The Special Relationship UK and US

The Special Relationship UK and US The term ‘special relationship is used to describe the Anglo-American relations soon after the Second World War when Britain and the United States developed a close working relationship and co-operated extensively in terms of military alliance, intelligence, diplomacy, nuclear affairs and also in cultural and intellectual life. The relationship between President Roosevelt and Prime Minister Churchill established the beginning of an extraordinary relationship in political history. The term ‘special relationship was coined by Winston Churchill in his Sinews of Peace Address (commonly called the Iron Curtain speech) at Westminster College, Fulton, Missouri, on 5 March 1946. Arguably, a period in which both Britain and the United States had a lot to gain from profound cooperation was the late 1940s.Britain had been weakened by the effects of the War and required financial assistance to restore its industries and rebuild its cities. The United States on the other hand was facing Soviet threat and was restricted by isolationist tendencies and domestic dissent on the domestic political front. Gallagher (2004:110) states that this period was a time when London and Washington recognized the need to maintain the kind of unity that had been so important during the fight against Japan and Nazi Germany. The Anglo-American relationship had several distinctive features. In the axis of intelligence, the United States and Britain shared a wide range of information than either does among its other allies; especially during the Second World War and thereafter restored under the 1948 UKUSA agreements of which Dickie (1994:260) describes as â€Å"the most fruitful joint venture of the Anglo-American partnership, with extraordinary dividends for both sides†. This agreement set up the signals intelligence (SIGINT) apparatus of the United States, Britain, Canada, Australia and New Zealand. In the same vein, British intelligence operatives worked with the Central Intelligence Agency (CIA) and functioned from the US embassy in London (Dumbrell, 2001). Britain and the United States also shared numerous bilateral defence links left over from the Second World War. Colman (2004) states that In December 1941, the cooperation between the British and American governments reached its peak with the signing of the Anglo-American Alliance and the creation of the combined chief of staff which is a collaborated British and American military command which presides over all Anglo-American operations. The NATO alliance, focused on the defence of Western Europe had Britain and the United States as its leading members. The formation of NATO in 1949 had the British Army of the Rhine (BOAR) as the Britains land force contribution with over 50,000 troops stationed in Germany in 1962 (Colman, 2004). The special relationship resulted in the Atlantic Charter of 1941, which is a set of guiding principles at the coming of peace targeted to govern relations between states. The Anglo-American relationship was furthered strengthened by economic connections, atomic and nuclear matters, and considering the fact that both countries share a common heritage and a common language. It is also pertinent to note the personal relationships that existed between some American Presidents and British Prime Ministers, significantly Churchill (whose mother was American) and Roosevelt and years later between Margaret Thatcher and Ronald Reagan. The extent of the unity of purpose and cooperation which existed between the British and American governments during the Second World War remains one of the most phenomenal aspects of that period. However, the special relationship was intensely strained during the Suez crisis of 1956 and raised questions as to how special the relationship really was in reality. This essay seeks to address how the Suez crisis impaired the UK, USA special relationship and to decipher if the relationship was really that special. The Suez crisis of 1956 greatly strained the relationship between Britain and America; the crisis exposed their differences to colonialism, communism and their contrasting stakes in the Middle East. Also, the Anglo-American Alliance and Britains position as a great power was in ruins during this period. The Suez Canal was a sea route of vast strategic importance to Britain. As the main significance of the British Empire; it connected Britain with India and the pacific. The major figures involved were Anthony Eden, Britains Prime Minister, US president Dwight D. Eisenhower, his secretary of state, John Foster Dulles and the Egyptian president Gamal Abdul Nasser. The Suez Canal was the focal point of Britains military presence in the Eastern Mediterranean especially since Britain domination of Egypt since the 1880s (Dimbleby and Reynolds, 1988). Eden, who was Churchills successor as prime Minister argued that the Canal was Britains great imperial lifeline, particularly for oil (The Economist, 27 July 2006). For the Egyptians on the other hand, the Canal Zone was a constant reminder of the despised British occupation and efforts to terminate Britains presence in the Canal Zone were escalated especially after the military coup of 1952 which ousted the luxurious king Farouk. It became somewhat difficult to operate the canal as Egyptians boycotted British employment and attacked British personnel. (Dimbleby and Reynolds, 1988) The British government came to a decision in 1954 to evacuate the Canal Zone by June 1956. Eden hoped that this decision would foster a new relationship with Egypt and also since the American and British government agreed to financially support Nasser with a loan of $70 Million towards the procurement of the Aswan High Dam to provide better irrigation and electric power to Egypt. (Dimbleby and Reynolds, 1988) However, despite the loan offered by Britain and America, Nasser was not forthcoming, he undermined the Baghdad pact, a regional defence organization which was British-led and rejected the Anglo-American peace treaty plans with Israel. His ambition was to politically resurrect the whole Arab world against colonialism and opposition of great powers exploitation of the Middle East. Dimbleby and Reynolds (1988) state that while accepting the loan from the Anglo-American government, Nasser ordered arms from the Soviet Union through Czechoslovakia. By March 1956, the Anglo-American governments could no longer put up with Nasser; Eden condemned and compared Nasser with Mussolini and Hitler of the 1930s, adding that the Egyptian leaders objective was to become a ‘Caesar from the Gulf to the Atlantic, and to kick us out of it all (Shuckburgh, 1987:327). Dulles the US secretary of state announced on 19 July 1956 that the Aswan loan offered to Egypt had been cancelled. Nasser retaliated on 26 July 1956 by declaring to an amazed world the nationalization of the Suez Canal, stressing that Egypt would be in charge of the canal and proceeds used to finance the Aswan dam. Britain placed economic and political sanctions on Egypt as the British interest was in severe jeopardy, the British government was ready to use force to bring Nasser down. Eden tried to convince Eisenhower on the removal of the Nasser government for a regime friendlier to the West. However, Eisenhower was as unreceptive to Britain, just as Britain had been to America at the peak of the Dien Bien Phu crisis in Vietnam in 1954 (Louis and Owen, 1989) America did not have much at stake in respect to the nationalization of the Suez Canal as Britain did and as such believed that diplomacy was the best option, Dulles on 2nd October told a news conference that under the North Atlantic Treaty, Suez was not a part of Americas obligations to her Allies. (Dimbleby and Reynolds, 1988) Britain sort alliance with France as co-owners of the canal. Israel was encouraged to escalate the border raids in Sinai and invade Egypt signalling another Arab-Israeli War thereby posing a threat to the Suez Canal. Britain and France would exploit the opportunity as a pretext to intervene and secure the Suez Canal (The Economist, 27 July 2006). The American government was completely kept in the dark concerning these preparations for action. Eden concluded that although the Americans were in principle not happy with Britains use of force against Egypt to recover the canal, they would not completely oppose Britain. Outright American antagonism was least expected and that is exactly what Britain was faced with. A twelve hours ultimatum was issued by London and Paris for Israel and Egypt to retreat from the canal which was to be taken over by British and French forces. Israel accepted this ultimatum while Egypt rejected it and on the 31st of October 1956, the British and French destroyed Egyptian airfields. Eisenhower was infuriated by the obvious deception of his closest ally and Britains unwillingness to revert to diplomacy. Eisenhower, who was completely kept in the dark, felt utterly betrayed by his erstwhile allies, he told his aides â€Å"Ive just never seen great powers make such a complete mess and botch of things† (Dimbleby and Reynolds, 1988:214). He was determined to bring the whole enterprise to a stop. The timing of Britains actions was further unfortunate for Eisenhower who was up for re-election on 6 November 1956 of which his intention was to win as the incumbent ‘peace president, and it was pertinent he showed his capability of controlling global diplomatic and military conflicts. As such, Eisenhower could not afford to get caught up in a foreign complicated situation of no direct interest to America. America proved adept working via the United Nations and introduced a resolution calling for a ceasefire and desists from the use of force by all UN members. This resolution was passed by a majority of 64 to five votes, Russia voting with the US (Dumbrell, 2001). Britain on the other hand was severely criticised from all around the world instigated by the Americans. Apart from publicly criticising Britain and giving her a cold shoulder, Rachman (2001) highlights that the Americans further used the diminishing value of the pound sterling as a weapon to evict Britain from Egypt. A run on the pound ensued under US pressure as foreign holders of the sterling began to back out their holdings. America attacked the fragile economy of Britain and prohibited the IMF to offer emergency loans to Britain until the invasion was called off. The British Treasury envisaged an imminent financial collapse and on 7th November, Britain declared a ceasefire, stopped the operation and gave in to America demands. The French though furious were obliged to agree as their troops were under British authority, many of Britains illusions about the special relationship was destroyed and undermined by the Suez crisis of 1956. This is not the first time the Anglo-American relationship was severely strained and certainly not the last; the Indo-China crisis and the difference of opinions over Formosa are some examples. In reference to the ‘special relationship in the Middle East, Ashton (1996:113) argues as to the reason why the Middle East proved to be ‘such a fertile ground for conflict between the two powers was simply that their interests here often failed to coincide. Indeed, the US Cold War aims of containing the Soviet Union clashed with Britains tendency towards the Middle East in terms of the protection of its imperial interest. This difference in Anglo-American relations produced conflicts following the nationalisation of the Anglo-Iranian oil company in 1951 by the Iranian Premier Mohammad Mossadeq. The Anglo-American opposition further resurfaced in 1955 when Britain adhered to the Baghdad pact. Dulles, discussing the pact with Eisenhower asserted that â€Å"the British have taken it over and run it as an instrument of British policy that has drawn down upon it a tremendous amount of criticism† (Foreign Relations of the United States, 1991). The Anglo-American dispute as a result of failure of interest to coincide was also apparent over the tension in the South-Eastern Arabia territory of Buraimi. Anthony Eden, in January 1957 the eve of his resignation as Prime Minister remarked â€Å"It may be that the United States attitude to us in the Middle East dates from our refusal to give up Buraimi† (Smith, 2008). As highlighted by Petersen (2000), Hoover the Assistant secretary of State responded to the Anglo-American crack over Suez by stating that â€Å"this cleavage had gone a great deal deeper than people imagined. It had Started a long time ago even before Suez and as far back as the Buraimi incident† (Petersen, 2000:72). Petersen further argued that the Buraimi crisis â€Å"presented Anglo-American diplomats with a conflict of interest which †¦ eventually contributed to the rupture of the Atlantic Alliance during the Suez crisis of 1956† (Petersen, 1992:72) The British was hurt the most by the Suez crisis, which resulted in a break down in relations between Britain and America, a near crippling of the Pound sterling and in the resignation of Eden the conservative Prime Minister, as his health wrecked. According to Freiberger (1992), the crisis further exploded the lingering imperial pretensions of Britain and quickened the independence of its colonies e.g. Ghana and Nigeria. Britain learnt from the Suez crisis that it would never be able to take actions independently of America again as British politicians are contented to play second fiddle to America. If there is a special relationship between Britain and America, then it is a one way street with Britain hanging on to the coat-tails of the United States. Suez showed the French that perfide Albion could not be relied on as Britain always places its â€Å"special† relationship with America above its European interests. Conclusion History shows that international relations vary with the strength and character of respective leaders and that applies to the relationship between the United States and Great Britain. In the aftermath of Suez, Britains position became somewhat untenable to act like a superpower, her position as a world power began to decline with the rise of America. The Suez crisis made it very clear to the US that it has to take more prominence in crisis of the Middle East. One could easily wonder if the United States actively developed a strategy to replace Britain as a dominant power in the Middle East or if the US sacrificed its allies with the ambition of gaining total domination of the region. However, there have been recent controversies regarding the existence of the special relationship. According to a recent report by the Commons foreign affairs committee, Americas relationship with Britain is not more special than its relationship with its other main allies, and the term ‘special relationship does not portray the ‘modern Anglo-American relationship. (Times online, 28th March 2010) In this report, a committee of influential MPs state that â€Å"Britains special relationship with the US—forged by Winston Churchill and Franklin Roosevelt in the Second World War—no longer exists† (Times online, 28th March 2010). Does this mean that the relationship is dead? Relying on the traditional model of bilateral partnership will certainly doom this relationship to obscurity. Strengthening Britains leadership within the EU and a renewed partnership within multilateral institutions are essential for a strong and vital special relationship in the 21st century. Burwell (2010) echoed that the fundamental element of the special relationship in the 21st century must be partnerships that surpass the bilateral UK-US relationships. The Anglo-American special relationship should work towards a partnership with multilateral institutions to take on global challenges through diplomacy and political influence.

Levi Strauss :: essays research papers

Loeb Strauss, whose name was later changed to Levi, was born on February 26, 1829, in Buttenheim Bavaria in Germany. He was born to his Jewish parents Hirsch Strauss and his second wife, Rebecca Haas Strauss. His father, was a dry goods peddler who traveled around the country selling dry goods. Hirsch Strauss had five other children Jacob, Jonas, Louis, Rosla and Mathilde from his first wife, who had died several years earlier. Loeb and his older sister Fanny were the two children Hirsch had with his second wife. In 1845 Hirsch died of tuberculosis. After this, the already poor Strauss family became much poorer because there was no income. At this time two of Levi’s older brothers Jonas and Louis left for America. Two years later, Rebecca and the other children left on a boat for New York. When Levi got to New York, he was taught the ways of pedaling by his brothers, who had already started a dry goods business called J. Strauss Brother & Co. In 1848 Levi moved to Louisville, Kentucky, where he sold goods from his brother's store. In 1853 he returned to New York upon hearing gold had been discovered in California. He persuaded his two brothers to provide him with a supply of silk, cloth, and a few luxury items, which he planned to sell in San Francisco. He also took a supply of canvas, which he intended to use to make tents, and wagon covers to sell to prospectors who were crossing the continent. In January of 1853 Levi became a United States citizen, and by March of the same year he arrived in San Francisco, by the time he landed, Levi had sold all his goods to passengers on the ship except for the canvas. When Levi Strauss got to San Francisco, he opened up a dry goods store under his own name representing his family’s New York firm. The name of his firm was "Levi Strauss." At this time the companies main products were the dry goods shipped to it from New York, but this was about to change. While here, a local miner asked if he sold pants. Levi, being a keen business man, decided to make pants from the rolls of canvas originally brought over to make tents, Levi’s were born. When Levi ran out of canvas, his brothers sent him a new fabric called denim.

Eczema Essay

The city grew very fast, and over the next ten years the population of West Tennessee expanded from 2500 to 100,000. The majority of families at the time took to farming, and with the help of the fertile land, Memphis soon became the center for growing and trading cotton in the Southeast. Indeed, cotton became king in Memphis, bringing in black men and women to work forced labor on plantations. According to the census of 1820, 20% of the populations of Memphis were slaves, and that number is said to have risen throughout the 19th century. Racial tension in Memphis began with its first and second mayor. Marcus B. Winchester was the irst mayor of Memphis and is said to have committed political suicide when he married a woman who was a quarter black. The second mayor of Memphis, Isaac Rawlings, had a common-law marriage with black woman, having multiple children with her. These encounters were socially unacceptable and looked down upon by white plantation owners, even though the majority of whites in Memphis at the time favored the gradual emancipation of slaves. As the civil war approached, the black population grew as more black slaves were brought to Memphis to work the cotton fields. During the Civil War, Memphis sided with the Confederates, but it was uickly captured by the Union who strategically wanted the town as the sight of a naval yard. The Union also made Memphis a freedman’s colony, and many neighboring black slaves came to Memphis once they were emancipated to partake in education and paid labor. Memphis fell so easily to the Union that most of its infrastructure remained in place. For a brief moment, Memphis became a city of opportunity to black Americans and a place where black communities thrived. Yet as white Memphians saw themselves competing with former slaves, tensions ran high on many of their newly arrived black neighbors in a riot that left forty-six dead, nearly wice that many injured, five women raped, approximately 100 blacks robbed, and ninety-one homes, four churches, and all twelve black schools destroyed. â€Å"[l] The riots did not stop until martial law was declared and troops from Nashville arrived in Memphis to force peace. For a good many years, the black community suffered and struggled to regain prominence, most of them being too poor to move away for new opportunities. With all the schools destroyed, the educational opportunities vanished and the ability of black to become literate and contribute to society became almost impossible. Yet this would not be the only disaster in Memphis. In the 1870s, a series of yellow fever epidemics plagued the city. In 1878, the worst of the yellow fever epidemics hit, and 25,000 people fled. 17,000 contracted the fever and over 5,000 died in the summer of 1878. Of the population that would remain in Memphis, 70% of those would be blacks who were too poor flee. The city of Memphis, which was already in debt, lost much of its tax base and went bankrupt. At the end of the 1800s and the early 1900s, Memphis would turn around again economically, yet many of the areas social problems would remain. Memphis fared reasonably well in addressing the problems of its white community, but the citys black citizens were shunted aside, their civil rights and their human dignity subordinated to a cult of white supremacy. â€Å"[2] Around this time, railroads connected Memphis to the Atlantic Ocean, allowing it to become one of the largest manufacturers and shippers of hardwood in the United States.

Eleanor of Aquitaines Children and Grandchildren

Eleanor of Aquitaine's Children and Grandchildren Eleanor of Aquitaine has been called the â€Å"grandmother of Europe† for the connections of her children and grandchildren to many royal houses.   Here are the children and grandchildren of Eleanor of Aquitaine: First Marriage: to Louis VII of France Eleanor of Aquitaine (1122 – 1204) married Prince Louis of France, later Louis VII of France (1120 – 1180), on July 25, 1137. Their marriage was annulled in 1152, and Louis maintained custody of their daughters. 1. Marie, Countess of Champagne Marie of France (1145 – 1198) married Henry I (1127 – 1181), Count of Champagne, in 1164.   They had four children.   2. Alix, Countess of Blois Alix of France (1151 – 1197) married Theobold V (1130 – 1191), Count of Blois, in 1164.   They had seven children. More details and generations: Eleanor of Aquitaines Children and Grandchildren: Her First Marriage Second Marriage: Henry II of England After Eleanor of Aquitaine’s first marriage was annulled, she married Henry FitzEmpress (1133 – 1189), later Henry II of England. 1. William IX, Count of Poitiers William IX (1153 – 1156), Count of Poitiers 2. Henry the Young King Henry (1155 – 1183) the Young King married Margaret of France (betrothed November 2, 1160, married August 27, 1172).   Her father was Louis VII of France, Eleanor of Aquitaine’s first husband, and her mother was Louis’ second wife, Constance of Castile; Henry and Margaret shared two older half-sisters, Marie and Alix. After Henry’s death she married Bela III of Hungary in 1186. William of England (1177 – 1177), born premature, died three days after birth 3. Matilda, Duchess of Saxony and of Bavaria Matilda (1156 – 1189) of England, married as his second wife, Henry the Lion, Duke of Saxony and of Bavaria. Their children lived in England after their father was deposed in 1180 until their mother’s death; William, the youngest child, was born in that exile period. More details and generations: Eleanor of Aquitaine’s Descendants Through Matilda, Duchess of Saxony 4. Richard I of England Richard I (1157 – 1199) of England, married Berengaria of Navarre (1170 – 1230); they had no children 5. Geoffrey II, Duke of Brittany Geoffrey II (1158 – 1186), Duke of Brittany, married Constance, Duchess of Brittany (1161 – 1201) in 1181. More details and generations: Eleanor of Aquitaine’s Descendants Through Geoffrey II of Brittany 6. Eleanor, Queen of Castile Eleanor (1162 – 1214) of England married Alfonso VIII (1155 – 1214), King of Castile, in 1177 More details and generations: Eleanor of Aquitaine’s Descendants Through Eleanor, Queen of Castille 7. Joan, Queen of Sicily Joan (1165 – 1199) of England, married first William II (1155 – 1189) of Sicily in 1177, then married, as his fifth of six wives, Raymond VI (1156 – 1222) of Toulouse in 1197. More details and generations: Eleanor of Aquitaine’s Descendants Through Joan, Queen of Sicily 8. John of England John (1166 – 1216) of England, known as John Lackland, married first Isabella (~1173 – 1217), Countess of Gloucester, in 1189 (betrothed 1176, annulled 1199, she married twice more), then second, in 1200, Isabella (~1188 – 1246), Countess of Angoulà ªme (she remarried after John’s death). More details and generations: Eleanor of Aquitaine’s Descendants Through John, King of England Two of Eleanors Ancestors (Grandchildren / Great-Grandchildren) were canonized as saints in the Roman Catholic Church:   Ferdinand II, King of Castile and Leà ³n, Isabelle of France The Royal Houses Listed here are some of the descendants of Eleanor of Aquitaine children, grandchildren and great grandchildren only who were kings, queens, empresses (the women usually as consorts though a few ruled in their own right): England: Henry the Young King, Richard I of England, John of England, Eleanor Fair Maid of Brittany was for a time proposed as the rightful ruler of England, Henry III of England. Edward I of England France: Blanche of Castile, Queen of France, Louis IX of France Spain (Castile, Leon, Aragon): Eleanor, Queen of Castile, Ferdinand II, King of Castile and Leà ³n, Berengaria, Queen of Castile and Leà ³n (ruled Castile briefly in her own right), Eleanor of Castile, Queen of Aragon, Henry of Castile Portugal: Urraca of Castile, Queen of Portugal, Sancho II of Portugal, Afonso III of Portugal Scotland: Joan of England, Queen of Scotland, Margaret of England, Queen of Scotland Other: Otto IV, Holy Roman Emperor, Richard of Cornwall, King of the Romans, Isabella of England, Holy Roman Empress, Charles I of Sicily, Marie of Champagne, Empress of Constantinople, Alice of Champagne, Queen of Cyprus, Berengaria of Leà ³n, Queen of Jerusalem, Eleanor of Portugal, Queen of Denmark, Eleanor de Montfort, Princess of Wales More About Eleanor of Aquitaine Eleanor of Aquitaine BiographySiblings of Eleanor of Aquitaine

Free Essays on Hitler

ADOLF HITLER 1. THE BEGINNING At half past six on the evening of April 20th, 1889 a child was born in the small town of Branau, Austria. The name of the child was Adolf Hitler. He was the son a Customs official Alois Hitler, and his third wife Klara. As a young boy Adolf attendated church regulary and sang in the local choir. One day he carved a symbol into the bench which resembled the Swastika he later used as the symbol of the Nazi party. He was a pretty good student. He received good marks in most of his classes. However in his last year of school he failed German and Mathematics, and only succeeded in Gym and Drawing. He drooped out of school at the age of 16, spending a total of 10 years in school. From childhood one it was his dream to become an artist or architect. He was not a bad artist, as his surviving paintings and drawings show but he never showed any originality or creative imagination. To fullfil his dream he had moved to Vienna the capital of Austria where the Academy of arts was located. He failed the first time he tried to get admission and in the next year, 1907 he tried again and was very sure of success. To his surprise he failed again. In fact the Dean of the academy was not very impressed with his performance, and gave him a really hard time and said to him "You will never be painter." The rejection really crushed him as he now reached a dead end. He could not apply to the school of architecture as he had no high-school diploma. During the next 35 years of his live the young man never forgot the rejection he received in the dean's office that day. Many Historians like to speculate what would have happened IF.... perhaps the small town boy would have had a bit more talent....or IF the Dean had been a little less critical, the world might have been spared the nightmare into which this boy was eventually to plunge it. ... Free Essays on Hitler Free Essays on Hitler The Growth and Implementation of Hitler’s Continental Expansionist Foreign Policy Program One of the most interesting historiographical debates about the Second World War concerns the nature of Hitler’s foreign policy. Everyone knows that the Second World War was horrible, even worse than the First, but it has yet to be unequivocally decided what exactly was Hitler’s role in bringing about such a catastrophe. The most important issue relates to the question of whether or not Hitler had evolved a clear and coherent foreign policy by the time he assumed office and to which he was to adhere until his suicide in the bunker. Historical scholarship has produced two main differing schools of thought on this subject, known as intentionalists and structuralists. The intentionalists argue that Hitler did indeed have a clear foreign policy program when he became Chancellor in January 1933. He had formulated this strict set of ideas several years earlier, and he consciously followed this plan throughout his twelve years in power. The structuralists counter this by arguing from several angles that Hitler was an unprincipled optimist with a central concern in â€Å"propaganda exploitation and the protection of his own prestige.† (1) That he was subject to pressures from elite groups and therefore not a free agent able to follow any clear design. And finally that foreign policy has to be seen as a form of social imperialism, an outward conveyance of domestic problems. All of which reject any possibility of coherent intention or program in Nazi Germany’s foreign policy.(2) The ferocity of this debate, perhaps best personified by the AJP Taylor, Trevor-Roper duels, has only increased the stubbornness of each side, and impeded any sort of configuration of a middle group.(3) It seems almost impossible to prove that any side can be completely and inequivocally correct due to the vast amount of sometimes c... Free Essays on Hitler 1. The Beginning At half past six on the evening of April 20th, 1889 a child was born in the small town of Branau, Austria. The name of the child was Adolf Hitler. He was the son a Customs official Alois Hitler, and his third wife Klara. As a young boy Adolf attendated church regulary and sang in the local choir. One day he carved a symbol into the bench which resembled the Swastika he later used as the symbol of the Nazi party. He was a pretty good student. He received good marks in most of his classes. However in his last year of school he failed German and Mathematics, and only succeeded in Gym and Drawing. He drooped out of school at the age of 16, spending a total of 10 years in school. From childhood one it was his dream to become an artist or architect. He was not a bad artist, as his surviving paintings and drawings show but he never showed any originality or creative imagination. To fullfil his dream he had moved to Vienna the capital of Austria where the Academy of arts was located. He failed the first time he tried to get admission and in the next year, 1907 he tried again and was very sure of success. To his surprise he failed again. In fact the Dean of the academy was not very impressed with his performance, and gave him a really hard time and said to him "You will never be painter." The rejection really crushed him as he now reached a dead end. He could not apply to the school of architecture as he had no high-school diploma. During the next 35 years of his live the young man never forgot the rejection he received in the dean’s office that day. Many Historians like to speculate what would have happened IF.... perhaps the small town boy would have had a bit more talent....or IF the Dean had been a little less critical, the world might have been spared the nightmare into which this boy was eventually to plunge it. 2. World War 1 While living in Vienna Hitler he made his living by drawing small pictures of fam... Free Essays on Hitler Adolf Hitler, an Austrian by birth, joined the German army during World War I. He won an Iron Cross for his bravery. In February 1925, he rebuilt and revitalized his political party, the Nazi party. Its strength increased gradually. In 1932, Hitler acquired German citizenship. Fresh elections to the Reichstag (German Parliament) took place on March 5, 1933, in which 44% of the total seats were won by the Nazi Party. Thus Hitler formed a coalition government with the nationalists who won 8% of the total seats. After becoming chancellor, Adolf Hitler crushed all opposition and began a campaign of repression against Jews and Communists. On June 30, 1934 he massacred thousands of socialists for treason, for which the day came to be known as ’Bloody Saturday.’ He centralized all the powers of the central and local governments, coordinated all the labor and youth organizations and controlled all the aspects of national life, including the Press, educational institutions, the stage and the cinema. When President Hindenburg died on August 2, 1934, he was succeeded by Hitler. The Nazi Party adopted three goals in its foreign policy: Union of all the people of the German race by the right of self-determination, in one great Germany The cancellation of the Peace Treaties of Versailles and St. Germain and The acquisitions of further territory for the support of the people Hitler then took a series of measures to repudiate the Treaty of Versailles. On October 14, 1933, Germany gave notice of withdrawal from the League of Nations and the Disarmament Conference. On March 19, 1935, Germany violated Part V of the Treaty of Versailles by re-introducing military conscription. On March 7, 1936, Hitler dispatched troops to remilitarize the Rhineland. To expand German territory and power, Hitler followed a policy of naked aggression. Germany entered into a pact with Japan against Russia. It was kn... Free Essays on Hitler 1. Hitler’s failure in November 1923 became a politically instructive experience for him and an important lesson for the organizational development of the party. What was the â€Å"lesson† and what consequences did Hitler draw from it, especially with respect to political tactics? Adolf Hitler’s life began in Austria on April 20, 1889. No one could have foreseen the dramatic effect this young boy would soon have on the world. The Austrian born Hitler often behaved in what can only be described as erratic behavior from which, at times, only Adolf could muster reason. This allowed Adolf’s life to be full of unexpected and often unfathomable ups and downs. Fortunately for him, he was able to learn from the various events that shaped his life. One such event providing a great political lesson for the young Adolf was the 1923 Beer Hall Putsch. The Beer Hall Putsch was a critical moment for Hitler. A crucial moment that would end in utter defeat. Hitler’s attempt to overthrow the Weimar Republic by force was a humiliating experience for Hitler and the Nazi movement. However, after a brief bout of depression over the failed coup, Hitler became more determined than ever to oust the democratic Weimar Republic government. While imprisoned at Landsberg, he searched for and reflected upon the mistakes that led to the defeat of his Nazi revolution and thus vowed not to repeat the same errors. Consequently, the lessons learned by Hitler would become the basis for the revival of the NSDAP after his release from prison. Hitler learned from the Beer Hall Putsch that overthrowing a modern state was not going to be accomplished by a simple armed uprising. The state, although fledgling, was quite capable of extinguishing the sparks of a rebellion prior to the onslaught of the flames of revolution. Moreover, it could likely be accomplished without any detrimental effect on the state itself through the use of the Germa... Free Essays on Hitler Hitler Adolf Hitler, to some, was a great ruler, but to others he was a murderer. Hitler was the leader of the Nazi party and was the dictator of Germany. He ordered to have millions of Jews murdered or thrown in prisons. Adolf Hitler was born April 20, 1889, in a small town in Australia called Branuan. His dad's name was Alios Hitler and was a customs official. He was 51 years old when Adolf was born. Klara Polz, Adolf's mother, was a farm girl and was 28 when Adolf was born. Klara and Alios had 6 children, but only Adolf and his sister Paula survived childhood. Adolf was a good student in elementary and got good grades. When he reached high school his studies dropped, and he dropped out of school when he was just 16 years old. In 1903 his father, Alios, died. Four years later, Hitler went to Vienna to study art, while he was away his mother, Klara, died. Hitler's hate for Jews and Slavs grew and became fiercely nationalistic. In 1913 he moved to Munich, Germany to become part of the Australian Army. The army found him physically unfit to be in the service. World War I began August 1914 and Hitler immediately signed for the Germany Army and was accepted. He served as a messenger and was decorated twice for bravery after two near death experiences. He was promoted to corporal. While recovering from a battle injury that caused temporary blindness, Germany surrendered to her enemies in November 1918. Hitler was angered and felt compelled to save Germany. In the autumn of 1919, Hitler attended meetings of the "Germany Workers Party." After joining the group and they decided to change their name to "National Socialist German Workers." This party was soon known as the Nazi party. Hitler was chosen as the leader because he was a skillful politician and organizer. In 1923 German workers went on strike against the government. Germany's money value decreased to about nothing. Hitler proclaimed a Nazi revolution o... Free Essays on Hitler Adolf Hitler was born and reared in Germany. He was just like any other man, de-voted to his country. Hitler served as a soldier and a statesman. He gained the trust of mil-lions that fought and died in his name. We must understand how he gained and abused power. We must know the life and impact of the man who was once a madman and a po-litical genius. Adolf Hitler was born on Easter Sunday, April 20, 1889, in the Austrian village of Braunau. Hitler’s mother Klara Polzl was a nice simple girl, twenty-three years younger than her husband, Alois Schicklgruber. Klara was the maid to Alois’s children when she got pregnant by him. When Alois heard she was pregnant they were married at once. But the child she carried, and two more died before Adolf. Alois was not a loving father, he had a bad alcoholic problem, often abused his family, and visited mistresses. Alois Hitler died when Adolf was only fourteen. After Alois’s death, Adolf had a burden lifted off his hands. He only stayed in school for two more years after his father died, and then dropped out at age sixteen. Hitler had only spent ten years in school. Adolf was inspired to paint, it let him be a different person with his creativity. His mother, who had a lot of faith in him becoming a artist, gave him enough money to go to the Vienna Academy of Fine Arts. When Adolf was in Vienna, doctors found a tumor in his mothers chest. They operated immediately but she grew weaker as the months past. Hitler always tried to comfort his mother. At the same time, Hitler wanted to study art. In 1907 his mother gave him permission to take his inheritance from his father to support him in Vienna for one year and pay tuition. In October of 1907 the rector of the academy told Hitler that he was a architect, not a painter. After hearing that disappointment, he found out his mother was dying. Adolf was there for his mother in her last months. She died on December 21,1907. Afte... Free Essays on Hitler ADOLF HITLER 1. THE BEGINNING At half past six on the evening of April 20th, 1889 a child was born in the small town of Branau, Austria. The name of the child was Adolf Hitler. He was the son a Customs official Alois Hitler, and his third wife Klara. As a young boy Adolf attendated church regulary and sang in the local choir. One day he carved a symbol into the bench which resembled the Swastika he later used as the symbol of the Nazi party. He was a pretty good student. He received good marks in most of his classes. However in his last year of school he failed German and Mathematics, and only succeeded in Gym and Drawing. He drooped out of school at the age of 16, spending a total of 10 years in school. From childhood one it was his dream to become an artist or architect. He was not a bad artist, as his surviving paintings and drawings show but he never showed any originality or creative imagination. To fullfil his dream he had moved to Vienna the capital of Austria where the Academy of arts was located. He failed the first time he tried to get admission and in the next year, 1907 he tried again and was very sure of success. To his surprise he failed again. In fact the Dean of the academy was not very impressed with his performance, and gave him a really hard time and said to him "You will never be painter." The rejection really crushed him as he now reached a dead end. He could not apply to the school of architecture as he had no high-school diploma. During the next 35 years of his live the young man never forgot the rejection he received in the dean's office that day. Many Historians like to speculate what would have happened IF.... perhaps the small town boy would have had a bit more talent....or IF the Dean had been a little less critical, the world might have been spared the nightmare into which this boy was eventually to plunge it. ...

Blooms Essay Example | Topics and Well Written Essays - 1250 words

Blooms - Essay Example Bloom’s objectives for learning is that man should be a creator, not just a mere storer of existing knowledge. This creativity will eventually assist him in dealing with future and unperceived problems and conflicts, thereby enabling him to be fully equipped intellectually in addressing issues that he may encounter along the way. First published in 1956 Bloom’s Taxonomy of Learning Objectives: Handbook 1- Cognitive Domain, is actually a joint effort of collaborative initiatives headed by Benjamin S. Bloom, an academician and educator, with more than thirty of his colleagues, and is the outcome of eight years extensive work which began in 1948. The primary reason for coming up with this handbook is to provide a set of guidelines and develop a system of classification to assist in the over-all design, testing procedures and assessment of the American learning system. Later on, in 2001, Bloom’s former student, Lorin Anderson, together with Krathwhol, revised some of the established features, the two most prominent of which are the interchanging of the last two stages of hierarchy and the language used, from Bloom’s nouns to verbs, and expanded their content, to make it attune with the times. Bloom’s taxonomy, in its completeness, classifies learning into three domains or categories: the COGNITIVE DOMAIN – includes knowledge or intellectual capacity, or the â€Å"THINK† aspect, and this is divided into six levels; the AFFECTIVE DOMAIN – includes behavior and emotions, the ‘ATTITUDE’ aspect, has five levels; and the PSYCHOMOTOR DOMAIN – includes the physical, motor and manual capabilities, the SKILLS aspect, and this has 6 levels. Of the three, it is the first domain, the Cognitive Domain, which created a global impact for it became a sort of syllabus, or lore for education, and has been translated in more than twenty languages worldwide. Through the years, Bloom’s taxonomy has been m et with countless criticisms, but educators and intellectuals alike cannot ignore the fact that it has set forth a valid, tested, and acceptable sets of objectives to guide them on how learning should progress and evolve. Bloom came out with a publication of his second domain, the AFFECTIVE DOMAIN later on in 1964, (with Krathwhol and Masia) while the third one, the PSYCHOMOTOR DOMAIN, was tackled in detail by other authors, notably RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972), which explains the variation in details in the different representations of the Bloom taxonomy (Chapman, Alex). For purposes of brevity, it is the first domain, the COGNITIVE DOMAIN, which shall be tackled here vis-a-vis a senior level college research paper. Bloom’s taxonomy of cognitive domain consist of six tiers, or steps, like a stairway, in the sense that you have to pass thru the first step before you can proceed to the next, a linear movement, until you reach the pinnacle. The first three tiers are what is known as lower level thinking, and these are: Knowledge, Comprehension, and Application. It is imperative that one has to finish each tier one at a time, and finish all three before he can proceed further to the next three tiers, as these last three are more complicated and will require deeper intellectual approaches. These last three are considered higher level thinking,

Why are people in the year 2013 afraid to overcome their issues with Research Paper

Why are people in the year 2013 afraid to overcome their issues with diversity - Research Paper Example Diversity is virtually unavoidable. It will always come out in any societal settings. This can include at school, place of work or at social functions. These three settings are the most common under which aspect of diversity gets experienced. One reason why people fear to overcome their issues with diversity is because of perfectionism. Perfectionists tend to believe in the notion that they belong to a different class from the rest of their colleagues in any settings. This may be attributed to several reasons (Williams, 2013). One such reason is having completed education earlier than your colleagues and by doing so, having had gotten better grades. This makes them get held as among the elite in any society and as a result, they seek to justify their treatment by the same society. Most perfectionists fear failing, getting disapproved or making mistakes. This further makes it difficult for perfectionists to appreciate any diversity in their diversity. They find themselves unable to accept that other people in the same field or setting may have different ideas from their ideas. Perfectionism can, therefore, be viewed as a problem rather than a positive attribute. Perfectionists can be found virtually in all settings of a society. In a school setting, perfectionists may be those students who have had a relatively good academic record. Such students in most cases find themselves detached from their colleagues due to their impressive performance. This detachment can lead to a condition where the student always strives to impress their colleagues with a view to ‘disapproving’ them. The student, therefore, lives a life of fear of making a mistake (Williams, 2013). In a working place, people to whom authority has been bestowed upon them will in most cases try to be impressive to their juniors. Such staff may find it hard to be always at