Analyze the development and nature and assess the achievements of the movements for school and school improvement in the UK

At one level school improvement is a approach of schools achieving organizational development and growth. At another level school improvement has a moral purpose and is essentially associated to the life-chances and achievements of all students. School improvement is basically concerning building communities and instituting positive relationships within those communities. It has at its center the fundamental belief that schools can and does make a difference and that this difference can be considerably enhanced. Rutter et al. 1979:13) give one of the most encouraged statements about school improvement by highlighting that the factors that persuade school performance are ‘open to amendment by staff rather than fixed by external constraints’. In other words, schools can progress, schools can transform and school performance is not a fixed or predetermined entity. Evidence would imply that those schools engaged in improvement activities build communities that are joint and empowering. They promote positive relationships and permit all voices to be heard and accredited. In this sense, school improvement means moving from a culture of individualism to what Clarke (2000:7) calls ‘a transformed sense of social responsibility’. So, what’s in it for schools? At its most thoughtful, it is about making a difference to the lives of young people as well as at its most realistic it is about knowing how to do this most efficiently. It is obvious that schools that put in the development of their teachers also put efforts in the development of the school. While teachers are given power to act and are implicated in the development of the school there is more prospective for school growth. Hopkins (2001) concluded that â€Å"teachers' involvement is one of ten essential principles for what he calls authentic school improvement†. In a climate of collegiality rather than likability teachers are more expected to trust one another and to support innovation and change (Barth, 1990). Barth (1990:158) illustrates a school as ‘four walls surrounding a future’. This image detains the potency and prospect of school improvement. It reminds us that school improvement is much more than heaving test scores or increasing grades. Its core lies in building school communities that are joint, inclusive and eventually empowering. For it is only within such communities that the prospective of both students and teachers will be completely realized. It is this objective that lies at the heart of school improvement and make certain that schools remain places where, primarily learning matters. Schools are able of improving themselves if the conditions are right and the relations within the school are encouraging of change. It will inexorably be more difficult to form the optimum internal conditions in the face of persistent external change. Schools are presently caught between the demands of policy-makers and the desires of the students and parents in their community. Fullan (1999) argues that schools are inexorably pulled in two directions, by established and less stable forces, and that ‘the dynamics of the successful organization are of asymmetrical cycles and discontinuous trends’ (Fullan, 1999:4). Therefore, by building strong professional communities schools will be more capable to swim with the deluge of external reform and will be more skilled at coping with the pressures of external change. There are many projects that are initiated with the lap of time to attain school improvement in UK. The IQEA school improvement project provides an interesting paradigm of how a school improvement project can develop. What began as a complete school staff development initiative, ultimately transformed itself into a school improvement initiative with a total assurance to enhancing classroom practice. The overall aim of IQEA is ‘to make and appraise a model of school development and a programme of support, that supports a school's capability to provide quality education for all its pupils by building upon accessible good practice' (Hopkins et al. , 1994). In the project, approaches and methods from the development and effectiveness paradigms are mixed together; particularly, these comprise use of and work on improvement and change processes with contribution on school and classroom effectiveness and measurement of outcomes. Hopkins and Ainscow, 1993 outline five postulation on which they based later phases of the project: †¢ School improvement is a procedure that focuses on enhancing the quality of students' education. †¢ The vision of the school must be one which holds all members of the school community as both learners and providers. The school will see in exterior pressures for change significant opportunities to secure its inner priorities. †¢ The school will inquire to develop structures and make conditions which persuade collaboration and show the way to the empowerment of individuals and groups. †¢ The school will search to promote the view that monitoring and assessment quality is a job which all members o f staff share. The project, which began with just nine schools in 1991, has grown each year, and presently involves in many schools in several areas of the country. A contract is approved between school staff, the Local Education Authority and the project team. All staff of a school has to concur that the school will take part, and at least forty percent receive release time to take on specific project-related activities in their own as well as each other's classrooms, though all staff participate in certain IQEA-focused staff development events. At least two staff members are chosen as coordinators and attend ten days of training and support meetings, for which authorization is offered. The school selects its own priorities for development as well as its own methods to attain these priorities. It also participates in the assessment of the project and has to consign itself to share findings with other contributors in the project. The unique conceptualization of the project was based on the understanding that effective change strategies center not only on the implementation of central policies or chosen initiatives, but also on forming the conditions within schools that can protract the teaching-learning process. From their work on the IQEA project, there were known a series of conditions that underpinned the work of these successful schools (Hopkins and Ainscow, 1993). Broadly stated, the conditions are: †¢ Staff development †¢ Involvement †¢ Leadership †¢ Coordination †¢ Enquiry and reflection †¢ Collaborative planning. As work persistent with IQE A schools on the building of ‘capacity' in these areas, the project personnel began to observe a number of aspects influencing how particular conditions can best put in to a ‘moving school' ethos (Rosenholtz, 1989). As significance they began to expand a series of propositions concerning the relationship between the way a school approaches a particular condition and the collision of that condition on the school's capability to hold the key to the setting up of a school culture which can significantly allow all teachers within the school community (Hopkins and West, 1994). These six conditions and the interrelated propositions were the center of early work with the IQEA project schools. Consequently, the project began to center some of its research energies on to what was formerly thought to be a parallel set of conditions which linked to the idea of capacity at the classroom level. These conditions were linked to teacher development, much in the same way as the unusual set of conditions were linked to school development. As such, they were made-up to be transferable across classrooms and between teachers, and linked to a variety of teaching-learning initiatives designed to develop the achievement of students. At this stage, the project adapted a ‘Framework for School Improvement' (Hopkins et al. , 1994) to state the relationship, as it then saw it, between school and classroom conditions, and the development of development in schools. Other school improvement projects which are organic in nature are those that are based upon a partnership model with schools and the local education authority (LEA). The ‘Schools Make a Difference’ project in London and the Lewisham School Improvement project describe this type of approach. The Lewisham School Improvement Project commenced in the spring of 1993 and arose out of a partnership between Lewisham schools, Lewisham Local Education Authority (LEA) and the University Of London Institute Of Education. It has four aims: †¢ to boost pupil progress, accomplishment and development; †¢ to build up the internal capacity of schools for managing change and appraising its impact at: Whole school level; Classroom level; Student level; †¢ to develop the capability of the LEA to give data to schools that will support their ability to plan and assess change; To assimilate the above with the system's ongoing in-service and support services to figure a coherent approach to professional development. The project has some dimensions, though these overlap to some extent: Leadership development-a progression of voluntary five-day workshops (‘Leaders Together') with head teachers as well as deputy head teachers across the borough of Lewisham, who work with a par tner throughout and between sessions. Topics covered include and emphasize the significance of leadership and management of school effectiveness and school improvement. School projects-more intensive work with a preliminary pilot group of ten schools (primary, secondary and special schools are characterized), the heads and deputies of who have contributed in the initial workshops. A succeeding group of schools has consequently been involved. These schools have recognized a focus for improvement and learning, and cross-role project teams attend several sessions in which they work with Institute facilitators to process their focus areas through analysis of school-based data. They are as well introduced to the school effectiveness and school improvement research findings, with a special accent on their role as change agents within their schools. The title of the workshop series, ‘Moving Together', reflects the optimistic impact on school improvement of teachers learning together (Rosenholtz, 1989). Endorsement has been offered for course and project work. Indicators creation-a voluntary group of fifteen teachers, head-teachers, LEA advisers and officers have recognized and developed LEA and whole school indicators of change, development and achievement, with a focus on pupils through special educational needs. These indicators will be accessible to schools when evaluating their effectiveness regarding individual pupils' progress, whole school systems and worth for money. They will also give data to inform the LEA's strategic planning, comprising its resourcing and monitoring role. Monitoring and evaluation-evaluation of change is basic to the project, and the question ‘Has it made a difference? ‘ is a frequent theme. The purpose is for the project itself to represent appropriate evaluation procedures and to reveal effectiveness, as well as encouraging and supporting schools to assess their own effectiveness. The LEA collects borough-wide data on examination results, attendance and absenteeism, exclusions and staff absence data, broken down by gender along with ethnicity for each school. Pupil baseline data at age 11 also comprise the London Reading Test and a group reading test to be finished by all pupils throughout their first month in secondary school and are supplemented by a complementary test at the end of their first year. The accessible data will facilitate evaluation of the project's effectiveness in the pilot secondary schools against LEA averages, against other matched schools, and longitudinally. Some similar data subsist for primary aged pupils. At present, however, the capability for monitoring and evaluating efficiency in primary schools is limited, and pilot primary schools are being assisted to increase appropriate indicators (Stoll and Thomson, 1996). The Halton Effective Schools teacher survey (Stoll, 1992) has been modified to be completed by staff in all the pilot schools and in a group of coordinated schools. It will be repeated after two years. The schools themselves also give regular progress reports, addressing issues linking to success criteria, baseline data and development to date. An Institute researcher has carried out interviews in pilot schools, and LEA Link advisers finished questionnaires on their viewpoint of individual schools' progress. Interviews have also been carried out with key members of the LEA, together with the director. Follow-up interviews are planned. More current school progress reports reveal the increased emphasis on changing classroom practice and opportunities for student learning (Teddlie and Reynolds, 1999, 301). For instance, in an update in September 1994 the deputy head teacher of the special school observed that the first year was mainly devoted to the groundwork of staff-centered input and contribution, and teaching and appraisal strategy development. This year, with these structures in place, the focus has shifted to students in the classroom. According to Fidler’s (1997) idea that â€Å"no particular organizational structure is most effective in a given situation, for loosely coupled or even ‘fuzzy’ structures† â€Å"Increasing economic rationalism in society may be evident in schools with little value placed on whether students are happy or enjoying school. Curricula related to personal, social, and health education have become devalued, as they are not measurable quantities in the view of education authorities† (Morley & Rassool, 1999, p. 1). Schools implicated in the more detailed project work are a special school that caters for students who have rigorous learning difficulties and are between the ages of 11 and 19 years. The school has reported that ‘Leaders Together' has given them with the impulsion to work as a staff to write novel prospectus group-based schemes of work. For their project they have chosen to center on reporting and assessment so as to develop a system that will both sustain the UK's National Curriculum and permit for the marked differentiation between students that subsists in their school. Part of the cultural conditions of the school which they as well wish to integrate into the project is the contribution of their non-teaching staff. A primary school also implicated in the project has determined on students' writing, the curriculum center from the school's development plan. The staff as a whole have already spent time eloquent their vision and aims for the school, and they have explored and coordinated a diversity of strategies that comprise: analysis of the school's own statistics on attainment; using pertinent research findings to inform practice; paired classroom observations; staff development session; annual targets for individual teachers linked to the aims of the project; and the development of a usually known and agreed monitoring scheme to be used by the head teacher and languages teacher while they visit classrooms and give feedback to teachers. Governors and effectiveness-more recent corresponding work with governing bodies of numerous schools who have been introduced to school effectiveness and school improvement issues and are working through them as they relay to their own role in promoting better school effectiveness. Dissemination-dissemination within and beyond the LEA takes place. The last two yearly head and deputy head conferences have taken school improvement as their theme. Schools and their LEA partners also allocate experiences and understandings gained locally, around the country and in other LEAs, at Institute of Education conferences, and national and international research conferences. A presentation to the International Congress for School Effectiveness and Improvement on the work of the project integrated the three partners in the project: the Institute, the LEA and the schools. In early 1993, Hammersmith and Fulham LEA recognized the Schools Make a Difference Project to assist the borough's eight secondary schools heave student levels of attainment, achievement and morale (Myers, 1995). While association to the project was optional, all eight schools in the ability chose to participate. The project's guiding principles were based on school effectiveness research findings. These principles were: †¢ that students require to believe that schooling can be valuable and relevant; †¢ that learning should be challenging and relevant, to support students to build up their capabilities as responsible, considerate and active citizens; †¢ that students' rational, personal and technical abilities, abilities and capabilities are recognized and valued, and that expectations of development and performance are high; that good behavior is a essential condition for effective learning, and that students take accountability for their own behavior and present a high level of engagement in a well planned learning process; †¢ that parental participation is vital and must be sought; †¢ that all staff in the schools are involved in, and devoted to, the school's development; †¢ that schools as well as the community work towards a shared vision and that a professional learning community is formed within schools; †¢ that head teachers have a fundamental role to play in providing a climate where this can take place; That a ‘plan, do and review' approach is thoroughly and rigorously applied. Hammersmith and Fulham LEA had chosen a project manager to work with schools and LEA personnel to found the structures and procedures for the project. Within her role she made usual visits to the schools and took the schools' senior management teams to visit schools of interest around the country. In combination with head teachers and higher education staff, she has also organized in-service training for the coordinators, head teachers, senior management teams and various other staff members. The schools all chosen project coordinators, who were awarded thirty half days of ‘cover' by other staff so as to carry out work linked with the project in their schools, attend in-service training sessions and visit other schools. Coordinators receive authorization for their course and project work through the London Institute of Education. The coordinators recognized project working parties in their schools that integrated representation from a wide range of teaching and support staff and, in some schools, from students, parents and governors. Every school produced a project plan based on criterion agreed by the head teachers for expenditure of the project budget. The plan was developed as a consequence of wide consultation, and integrated a project focus based on the school's development plan. Numerous schools chose as a focus supple learning strategies, and engaged in a diversity of forms of staff development to help bring in new teaching and student study methods to staff. In one school, for instance, the eight voluntary members of the SMAD Development Group determined to pair up with a partner to take on in classroom observation and act as every other's ‘critical friend'. Supply cover for this has been integrated within the school's project plan. The project also funded school-based revision centers throughout the Easter vacation that have already helped raise student engagement. The project's findings, as highlighted by its external assessor (Pocklington, 1995) were that, as there was and generally rise in student achievement across all of the schools in 1993-94, differing rates of progress were attained across the eight schools. hough it is difficult to attribute improvement to particular aspects of the project, probable contributors were examination revision canters as well as coursework clinics, celebratory events, an emphasis in the majority schools on student consultation, students' responses to improvements to the physical environment, and ‘the beginnings of transforming the leading ethos in the pupil sub-culture' (Pocklington, 1995:125). Four factors emerged to bear considerably on the degree to which the project was successful in each s chool: Hiring of a practically full-time project manager; Appointment of a controller in each school; Partnership between the manager and head teacher; Establishment of a group in each school to ease and oversee project accomplishment. SMAD and Lewisham School Improvement Project Both have particularly emphasized the role of the LEA in development as well as change. The impulsion for change in these projects is locally owned, outwardly supported and school-initiated. In all of these projects external support, though often welcomed, is not completely necessary all through the project as the school searches out and forms its own support networks. Disclosure to new ideas and practices, collaboration through consortium or ‘pairing’ arrangements are common in this kind of school improvement work. Primarily, programmes of this type interface at the complete school level but provide much-needed sustain and incentive for change at the classroom level. At the other end of the school improvement range are projects which fall into the mechanistic category in the respect that they advocate or set a particular approach to school improvement. Early examples of such approaches take in the self-managing approach to school improvement developed in the mid-eighties (Caldwell and Spinks, 1988). This approach has been extensively disseminated and is based upon a management cycle that has six phases, i. e. goal-setting, policy-making, planning, groundwork, implementation and assessment. Though this cycle is now comparatively commonplace, this ‘step by step’ approach has not proved successful with all schools. It is obvious that this instrumental approach and others like it do not take into account the changeability of schools and school context. Such mechanistic approaches presuppose consistency both within the organization and across organizations. The High Reliability Schools project in the UK characterizes a school improvement project intended to make sure that there are high levels of traditionalism between schools. This project is premised upon work by Stringfield (1995) which argues that educational systems have much to learn from the organizational processes of extremely reliable organizations within the corporate as well as state-owned sectors. The characteristics of highly consistent organizations take in effective training programmes, concentration on a few goals, standard operation procedures, attention to minor detail and identifying and rectifying weak links (Reynolds et al. 1996). The research concerning High Reliability Schools (HRS) is continuing but some evaluative proof is available. The message from this work is that ‘HRS principles and technology and the emphasis upon dependability are all generative of improved student outcomes but that optimum gain requires a consistent delivery system at project and school level’ (Stringfield et al. , 2001:36). It is obvious that success with HRS relies on schools taking on the model fully without the prospect of modification. The project in its promotional material frequently utilizes aircraft analogies, arguing, for instance, that if one is in a holding pattern over Heathrow Airport, it is not reassuring to note that one has the technology to land the plane however might not use it, or that only thirty per cent of air traffic controllers are effective air traffic controllers, or that we are trying to do something by understanding the ineffective air traffic controllers but have not quite managed it thus far. Because of the cost, both human and financial, of any failure, the plane should land. Recent estimates suggest the cost of needless school failure within the United States to be the equal of a plane crash every week, yet little is done to put off school failure and much is done to avert air traffic controller failure. The characteristics of these HROs have been determined to be as follows: †¢ They train extensively, pre-service and in-service, in order to eliminate operational flaws. When training, all levels of an organization act as respondents on the effectiveness of all levels, in a process of mutual monitoring; The goals of the HROs are few and explicit (the job of the air traffic controller is to land the plane, not to relate socially to the pilot! ); †¢ There is a body of knowledge about practice that is codified into SOPs-Standard Operating Procedures-which tell people how to behave in the event of any contingency; †¢ Great attention is given to minor errors, since the belief is that these could cascade into major system failure; †¢ Simulations to identify weak links are always being run, with direct action being taken to identify the trailing edge and to make it more effective; The organizations are well resourced, and equipment is kept in good order. (Reynolds 1998, 1-4) Underlying the reasons for the existence of all the organizational procedures is the belief that system failure or unreliability would generate costs that are too heavy for a society to bear. With eight secondary schools, working in close association with Sam Stringfield of Johns Hopkins University in the United States and David Reynolds of Newcastle University's Department of Education, a programme has been developed to model schools on these highly reliable organizations from other fields outside education. The programme consists of the following: †¢ All the schools have joined a performance indicator system that generates high quality data upon student achievement, the ALIS (‘A' Level Information System) and YELLIS (Year Eleven Information System) schemes pioneered by Fitz-Gibbon and colleagues at the University of Newcastle upon Tyne (Fitz-Gibbon, 1992). These data feed back to schools their relative performance on their different public examination subjects, and relate directly to the effectiveness of their departments. †¢ All the schools are testing their intake of new pupils as they arrive from junior school. The testing will be repeated at the beginning of each school year, for these pupils plus for the new intake of pupils. Ultimately all pupils will be tested annually. These data will reveal those pupils who have unrealized potential, plus a ‘gain score' will be provided for each year that will be a baseline. †¢ The schools will be provided with the best knowledge available as their standard operating practices. Schools make available two of their five in-service days each year for ‘HRS' activities. One day will be for a formal knowledge input of school effectiveness/school improvement knowledge. The other day will be for an input of teacher effectiveness knowledge, plus in both days some skilling of whole school staffs. Both days will be oriented around background pre-reading, formal presentations and more group related activities. Schools are to adopt up to four goals to be their ‘HRS' goals. Two project-wide goals will be academic achievement (e. g. percentage of students with five or more GCSEs at grade A-C, staying on rate, percentage of students with five or more GCSEs at grade A-G, plus GNVQ outcomes as appropriate), and the unauthorized absence rate. Up to two other goals, which must permit measurement, will also be chosen by each school to reflect school needs, priorities, developmental status etc. (Reynolds 1998, 1-4) Thus, despite differences of approach, highly effective school improvement projects have been found to share certain characteristics or features. A broad comparative analysis of highly successful programmes demonstrates a number of shared principles or features (Harris, 2000c). This analysis found that effective school improvement programmes: †¢ focus closely on classroom improvement; utilize discrete instructional or pedagogical strategies, i. e. they are explicit in the models of teaching they prescribe; †¢ apply pressure at the implementation stage to ensure adherence to the programme; †¢ collect systematic evaluative evidence about the impact upon schools and classrooms; †¢ mobilize change at a numbers of levels within the organization, e. g. classroom, department, teacher level; †¢ generate cultural as well as structural change; †¢ engage teachers in professional dialogue and development; †¢ provide external agency and support. Harris, 2000c) This comparison showed that as the school improvement programmes and projects assorted in terms of content, nature and approach they imitated a similar philosophy. Central to this philosophy is an observance to the school as the centre of change and the teacher as the means for classroom change and development. Within highly effective school development programmes the non-negotiable elements are a center on teaching and learning, an obligation to professional development and diffused or devolved leadership. As new school improvement projects and initiatives appear to emerge daily, evidence concerning their collision is not always forth-coming. Critics of the school improvement field have highlighted the virtual absence of evaluative evidence concerning the impact of school improvement upon student performance and achievement. Additionally, there has been little deliberation of the relative effectiveness of different school improvement initiative in enhancing student performance. The studies that do subsist offer little evidence concerning the relative efficiency of one approach over another. Further comparative studies of school improvement are desired to assist schools in selecting development programmes that are most effectual and ‘fit’ their developmental needs. Presently, there is an accumulating knowledge base concerning school improvement arising from the numerous projects as well as programmes around the world. Moreover I believe that in order to improve and to protract improvement over time schools need to build and raise a sense of professional community. In the most effective schools, there is proof of positive relationships both within and outside the school. Barth (1990:45) portrays a professional community as ‘one where adults and students learn and each energizes and puts in the learning of the other’. A professional community is one in which there are collective norms and values amongst teachers and students. These norms and values symbolize the fundamental beliefs of those within the community and become the central purpose of the school. To build a professional community needs schools to think the type of school culture that reigns and to seek ways of changing it for the better. Learning within an organization is most favorable in an environment of shared leadership and shared power. To promote such an environment needs team work, collaboration and an assurance to enquiry. Connections are mainly important in building community. As Sergiovanni (2001:63) notes, ‘community is something most of us desire in order to experience the sense and meaning that we require in our lives. We cannot go it alone. We have to be connected somehow, somewhere. Community is a mainly important source of connection for children and young people. ’ If the needs of students to belong are not met by the school then they will get belonging outside the school. In schools that are improving there are communal norms, shared values, decided goals and common aspirations. These are schools where the social relationships are functional and where trust and deference are at the heart of all developmental work. This does not occur by possibility but results from the premeditated effort of staff and students to communicate and to work together with one another. Sergiovanni (2001) notes that such ‘communities of responsibility’ are far from easy to develop but are necessary to generate and protract school improvement over time.

International Marketing Strategy: Philips Case

1: What are the key success factors (KSF’s) in the male shaving market? How are they different from the female shaving market? 2: How can Philips increase the worldwide share of †dry shaving†? 3: How will you characterize and explain the cross-national advertising †rowing boat† campaign? 4: Who are the target groups for the:a) †rowing boat† advertising campaign b) †gift† advertising campaign c) WilliansF1 advertising campaign5: What is the difference in the cooperative relationship that Philips has with Nivea (Cool Skin) and that with WilliansF1? 6: Discuss the internet as a part of a multiple distribution channel strategy for Philip shaversIntroduction:– Philips is a dutch diversified technology company headquartered in Amsterdam, Netherlands. The brand was founded in 1891 by Gerard Philips. Now, it is one of the largest electronics companies in the world (People: 122.000 – Countries: 60)– Currently, the bra nd â€Å"Philips† is organized in three divisions: – Philips consumer lifestyle – Philips healthcare – Philips lightingKey Datas:– Chairman: Jeroen Van der Veer – Revenue: About 25 billions of Euros. – Collaboration: Nivea in 1998 (The Cool Skin) – Sponsor: PSV Eindhoven football team – Motto: Sense and SimplicityMajor Inventions of Philips:– Audio Tape (1963) – Compact Disc with Sony (CD – 1982) – Senseo (Coffee machine – 2001) – Blu-Ray Disc with Sony (2006)1) What are the key success factors (KSF’s) in the male shaving market? How are they different from the female shaving market?Philips, the market leader in dry shaver owes its success to a mix of different elements . First of all, the research and development department offers innovations enabling the brand to market different new products all in line with consumer needs . Therefore , the consumer feels the difference and more prone to change. They speak of a rassage â€Å"more comfortable , without irritation , no nicks , no cuts† Thanks to advanced technology Philips managed to reduce boundaries between wet and dry shaving and thus seduce advantage of consumers. In addition, Philips emphasizes the saving of time and cost savings that can bring dry shaver.Secondaly, thanks to its partnerships with brands such as Nivea and WilliamsF1, Philips managed to make known its products but also to associate with brands whose image brands allows it to attract many consumers, but also to benefit from a high visibility at sporting events such as F1 races. Also, thanks to its partnership with Nivea, Philips seems to involve a brand for comfort and hydration during shaving. So we can say that thanks to two points, consumers show a high satisfaction it gives to Philips a significant advantage over its competitors. On the women's market, it is completely different because women are more receptive to the design and sensitivity of shavers. The women's market requires more advertising and promotions. Indeed, this is explained by the fact that the shaver women remains a touchy subject compare to the man market.2) How can Philips increase the worldwide share of †dry shaving†?The brand â€Å"Philips† must increase the worldwide share of â€Å"dry shaving† thanks to four points:– The first one, Philips must concentrate the efforts on the Asia Market – Some of countries, in Asia, have a very fast growth like China and India China: Increase of 67.5 % since 2009 (Male toiletries) India: Increase of 63.6 % since 2009 (Male toiletries) – Philips, have to spend more in Asia market (The brand spend five times more in USA than in China. – The market position in Asia is a weakness currently.– The second point is to continue to innovate. Indeed, we can see that Philips has a real strong competitors like Braun, Panasonic, Remington. Itâ₠¬â„¢s very important for a brand to innovate a lot. The customers must see clearly a difference between the old and the new shaver. People always want â€Å"A new product†. We can see in the history of Philips, that the shavers improved a lot.– Some datas: – 1939: First Philipshaver was introduced – 1966: Philipshaver 3 – Another generations – 1998: Collaboration with â€Å"Nivea†Ã¢â‚¬â€œ Philips has two options for a product innovations: 1) Development of a new product (With Marketing Analysis) 2) Improvement of existing products (Technical abilities)– The third point for Philips is to target the young people: – To be their first experience – To make them loyal to the brand – Philips can launch a targeting advertising campaign (Distribution in front of the schools)– The last point is to take shares from the wet shaving: – Wet shaving world shares: 60% – Dry shaving world shares: 40%Foc us that dry shaving avoid irritation, nicks and cuts in advertising campaign.3: How will you characterize and explain the cross-national advertising †rowing boat† campaign?We can see in advertising â€Å"Rowing Boat† campaign some important informations: – First of all, this campaign was launched for many countries (USA – United Kingdom – Germany and Spain) – We can see that the advertising is targeting: Men – Athletic men – We can see the competition and some symbolizes related with the brand â€Å"Philips†: – Three rotating blades– The water symbolizes the skin – Very exclusive sport – Top of the market (Philips)4: Who are the target groups for the:a: †Rowing boat† advertising campaignThis advertising campaign is basically for young men, we can see four rowers in the boat. We know that young men use mainly wet shaving, on this ad Philips tries to show them that dry shaving i s for us too. Then, We can say that it is for people with middle or high incomes, indeed rowing sport is basically for people who have a comfortable situation. To continue, This advertising aims to affect sportsmen, active people who take care of their body.b: †Gift† advertising campaignThis advertising aims to affect women and especially wives. There are three rings linked with the three rotary heads. In fact, this ad tries to make women realize that the equivalency of a wedding rings for a men is a dry shaver (Philips). It implies a new kind of present for men and a new way to think. It is usually launched during Chrismas or Birthdays.c: WilliansF1 advertising campaignFinally, this advertising want to reach people who love sport, cars but not common cars, very performing and fast cars. It implies that Philips shavers have the same characteristics than F1 racing cars. There is also the use of an opinion leader in the person of the F1 Driver. This advertising will have a massive tv effect.5: What is the difference in the cooperative relationship that Philips has with Nivea (Cool Skin) and that with WilliansF1?The relationship between Philips and Nivea brought a new product in a new market segment. It was the opportunity for Philips to widen its product range and for Nivea to differenciate its products. Basically, the relationship’s goal was to make a common product, to unite Philips and Nivea’s know-how in one product to make an innovative product (strategic partner). In comparison, The relationship with WiliansF1 was different, it was sponsorship. Philips wanted to unite its image to the F1’s image which means that Philips wanted to take profit of the popularity of F1 (brand endorsement), increase its awareness, strengthen its image and to show to people that the F1 characteristics (Fast & performing cars, precision, excellence) are the reflection of Philips products.6: Discuss the internet as a part of a multiple distribution channel strategy for Philip shaversAdvantages:– Adjusted advertisement – Direct feedbacks from customers – Availability of products all over the world – Possibility to have a direct relation with customers – Viral marketing, people will share on their walls, will like or comment Philips publication & ads – Multi channel strategyDisavantages:– People can make negatives posts on their websites & social network pages – Philips has to be always in the trend, its pages cannot be old fashioned and Philips has to make posts regularlyConclusionAs a conclusion we can say through continuous innovation Philips managed to impose on the market shavers . Indeed, the technologies proposed by Philips is fully in line with the needs of consumers † faster and more sensitive shaving†. Moreover, the choice of partners and advertising remains important because these through these that Philipse vehicle values and attracts a growing numb er of consumers. The adaptation of the communication strategy by country reveals that Philips puts particular emphasis on the needs of local consumers. Finally, Philips should focus on the Asian continent because some developing countries such as China and India has a fast growing enabling Philips to increase its turnover and increase its superiority over more its competitors.

Business Man and Economics Case Study Example | Topics and Well Written Essays - 1250 words

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Econometrics 2 Essay Example | Topics and Well Written Essays - 1000 words

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Propaganda Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Propaganda - Research Paper Example According to Magstadt (147), Propaganda is the deliberate and a systematic effort to manipulate the perceptions, cognitions and or behavior using false, true or partial information in order for the informer to achieve certain specific responses that serves his or her intention. Propaganda may therefore passing information mainly to direct perception towards a certain point for the benefit of the propagandist. It therefore follows that propaganda may not benefit the audience but benefit only the architecture of the propaganda. Propaganda may also be intentional deception of individuals by changing their perceptions towards a particular issue. It can be engineered by the government or politicians for political reasons or just by an individual for self benefit. However, victims of propaganda do not often realize until they are completely deceived. Most of the times, propaganda is used to garner political support for politicians and they do this by spreading propaganda against their riva ls. However, it is important to clarify that propaganda is not only for political reasons but may be also witnessed by other societal organizations that have intensions of manipulating the perceptions of the people. The understanding of propaganda in a class setting has therefore to start with the differentiation of propaganda with the other forms of advocacy. There are other forms of advocacy that are used to persuade people and hence change their perception by not necessarily using lies and false information. From the explanation given above, it is clear that there is a difference between propaganda and other tools of persuasion. One idea that has come out is that with propaganda, is that the propagandists are willing and uses confusion and deception to change the people’s perception rather than ordinary persuasion and understanding (Magstadt, 148). Another difference is that they may take the opportunity that the audience do not have the full information and hence use part ial truth and partial lies to confuse them and make them believe. For example, in an organization, the leaders of that particular organization know very well that the information may not be true, however for the individuals in the organization that helps in the dissemination of the information; they might not know this. Bringing this difference in class aids in the understanding of propaganda as it it makes the members in a classroom stay focused and avoids confusion with other methods of advocacy. It also brings the concept clearer for the members in the classroom. It is therefore clear that propaganda is deliberate, deception and confusion that is intended to benefit individual interest or group of individuals. The techniques that are used to share propaganda are also very important. Since it is not a direct deception, it is important to outline the various techniques that are used by the propagandist to share information. The two commonly used avenues for sharing propaganda are t he advertisements through media and public relations. However the difference should come out clear between the advertisement that are meant to promote a commercial product and the advertisement that is only meant to share propaganda. It should be noted that the propaganda often takes a specific forma and is totally different from the commercial advertisements in the media. Propaganda often takes the political or nationalist kind of messages and hence should not be

Employment Law for Business Essay Example | Topics and Well Written Essays - 1250 words

Employment Law for Business - Essay Example 1 Although the estimates shows that majority of victims filing cases are women there has been an increase on recorded cases of men filing against the female workers, a good example is the Britain's equal employment opportunities commission (Britain's EEOC) which has recorded eight percent sexual complaints coming from men. It is a psychological and sexual abuse which involves bullying and has been seen as illegal discrimination. There have been enormous lawsuits in courts concerning sexual harassment. The lawsuits has been having it's own outcomes on both the employer and the employee. The main purpose for this study is to examine the general outcomes of sexual harassment lawsuits for employees and employers, to help end the increasing sexual harassment cases between the employers and their employees and lastly to bring the true picture of law regarding sexual harassment. The rising cases of lawsuits have brought some serious consequences to the employees who are the victims of harassment. This leaves the sexual harassment victim with only three options of enduring the suffering, making courageous attempts to it a move that has a high likelihood of worsening the situation and lastly opting to leave the employment for a more conducive environment.2 There is a feeling of humiliation to the employee... There is a feeling of humiliation to the employee, in some varied scenarios there have been reported cases of physical injury being inflicted to the victim. There has been complete loss of dignity by the employee; this puts them in a situation of choosing between their self-esteem and their work. At times they encounter the inevitable thing of choosing between their safety and their job. It can result in job loss or career termination, this will mean that the employee will luck an income source for her upkeep. Disclosure of employee's personal life for scrutiny by the public. At many instances the victim has turned to be the accused while his/her personal life, lifestyle and mode of dressing are invaded. This humiliates the employee through gossips and scrutiny. There is defamation of the employee where she/he is sexualized in public a thing that soils his/her repute. This forces the victim to relocate to another town in search of a different job. There is increased stress on relationships with other people a thing that can lead into divorce. Colleagues will tend to distance themselves form the victim. The employee will loss trust on environments related to the one under which harassment occurred. The employee will also lack trust on people holding positions similar to those of the harasser. There is complete loss of recommendations and references because the employee is never in terms with the harasser. The victim will suffer serious health and psychological effects which will include lack of concentration, lack of sleep, depression, stigmatization, fatigue, endless headaches, abdominal problems, nightmares, loss of appetite that results into weight

The Implications of Dan Slobins Statements on Second Language Essay

The Implications of Dan Slobins Statements on Second Language Acquisition - Essay Example The Implications of Dan Slobin’s Statements on Second Language Acquisition Language is essential in being able to communicate properly and communication is essential to societal life, where a person needs to be able to understand and be understood by other people in order to survive. Thus, the study of language acquisition and development in children is well-covered as many delve into the process in order to help teachers and parents to promote a healthier and more successful language development in children in order for them to be well-equipped to live in the world. And with the diversity of language comes the need not only to fluently speak one language, but to also learn a second, or even a third, language. Immigration and inter-racial marriages are two very common happenings in the 22nd Century. Gone were the days when immigrants were treated like outcasts and racial discrimination was considered normal. Today, anyone can choose to migrate to another country in order to find a better life. Because of the phenomenon of immigration wherein a country is made more diverse and multicultural, it is but inevitable for inter-racial marriages to flourish. Because of these two factors combined and the subsequent success of international and multinational corporations, schools have felt it necessary to equip their students with the knowledge of a foreign language. In fact, â€Å"the number of people in the United States who speak more than one language has doubled to almost 50 million during the past 20 years†.

Health Issues Annotated Bibliography Example | Topics and Well Written Essays - 2000 words

Health Issues - Annotated Bibliography Example By evaluating the journal, there is a general consensus that wakefulness pressure injuries are consequences of economic losses in many countries health care system making it critical topic of discussion. Thus through evaluation, Healthcare professionals should construct the case for various resources to offer appropriate prevention strategies while providing clinical education where possible. Through critical analysis, despite the fact that pressure injuries are preventable, rarely do we appropriate measures of tying these preventions to cost of implementation. The result of implementing such program as the one conducted in Ballarat Health Services (BHS) is considered appropriate in improving patients’ wellness and economic outcomes. Furthermore, the authors contribute to the clear understanding of cost implications on prevention of pressure injuries since cost in such treatment is inevitable.Likewise, many health care institutions in many parts of the world are increasingly faced with immense pressure to cope with rising patient load and health care economic. The cost of prevention of pressure injuries can impact on hospital length of stay and other accrued costs thus their reduction becomes key. However, full statistical analysis has not been performed, that reveal if these improvements at BHS were statistically significant.In this way, these findings are limited due to the fact that this is an instance of an intervention as opposed to a trial that is controlled structurally and randomized.

Logistics Management Essay Example | Topics and Well Written Essays - 3000 words

Logistics Management - Essay Example Logistics management includes channel management, material management, distribution management and supply chain management. Manufacturing and distribution organizations generally use several modes of transportation in the field of domestic and international logistics management. There are four major modes of transports that are being adopted and implemented by the organizations. Transportation is considered as the important link of domestic or international logistics systems. Vehicles that are used in logistics management should have specific necessary properties. Transportation can be defined as the shipment of goods or services from a point of origin to point of consumption through air, road, rail and sea modes. Logistics and freight transportation is important to the economy of a country. Billions of dollars worth of services or goods is being moved by train, truck, barge or ship at any given point of time through international freight transportation process. Transportation in log istics management concerns the movement of goods or services from a source, such as factory, plant or workshop to a particular destination, such as retail stores, customers or warehouses. This transportation or shipments of goods or services can take place via air, water, road, rail, pipeline or cable routes using boats, trucks, trains or plains. The essay will discuss about four different modes of transportation, such as air, water, road and rail. In addition to this, the essay will determine the legal consideration, financial aspects and government actions that are associated with these four different modes of transportation. Discussion Cargo handling is the major objective of a manufacturing and distributing organization in its logistics management process. Cargo handling includes shipment and delivery of goods and services. This cargo handling process is generally done through four major means of transport, such as waterways, roadways, airways and railways. Roadways Logistics Lo gistic trucks are used in roadways logistics management process. Roadways logistics generally play a key role in the cargo handling process even in sub urban, area, small towns and rural areas. Organizations generally use large number of logistics trucks having different shipment capacities. Global business environment has become highly competitive as several manufacturing and distributing organizations are implementing unique operation strategies in logistics management process. Earlier, the organizations were focusing on only high revenue generation and profit maximization. Now-a-days, several leading organizations are focusing on sustainable strategy development process in order to avoid several external and internal issues and challenges, such as environmental issues, legal issues and workplace conflicts. Organizations used to keep logistics trucks with different shipment capabilities in order to supply the shipments of different size. The organizations use trucks with different shipment size based on the amount of orders of several business clients and customers. The operating cost associated with the trucks in the logistics management depends upon the distance of places, size of shipments, size of trucks and amount of equipments used in trucks. Now-a-days, the organizations are using fuel efficient trucks in order to reduce the level of fuel consumption and carbon emission. Fuel consumption and carbon emission are closely interrelated. Hugh consumption of fossil fuel can increase the carbon emission level. Air pollution and several critical human diseases are the major consequences of

Sarcodina Case Essay Example for Free

Sarcodina Case Essay Sarcodina, the largest phylum (11,500 living species and 33,000 fossil species) of protozoans). It comprises the amebas and related organisms; which are all solitary cells that move and capture food by means of pseudopods, flowing temporary extensions of the cell. Most sarcodines are free living; others are parasitic. One of these parasites is the causative organism of amebic dysentery. With the exception of chloroplasts, sarcodines are identical to the ameboid members of the phylum Chrysophyta. Sarcodines may reproduce asexually by cell division, often without breakdown of the nuclear envelope that is typical in mitosis, or sexually by meiosis and the production of haploid gametes, followed by fusion of gametes and the formation of zygotes. Sarcodina /Sar ·co ·di ·na/ (-di ´nah) a subphylum of protozoa consisting of organisms that alter their body shape and that move about and acquire food either by means of pseudopodia or by protoplasmic flow without producing discrete pseudopodia. Phylum Sarcodina The sarcodines are a much more familiar group of protists than the mastigophores. The most well-known example of a sarcodine is the famous amoeba. Lacking any rigid structure outside of their cell membrane, sarcodines can freely change their shape and form pseudopodia. Sarcodines can live in both freshwater and marine environments. They can reproduce both asexually and sexually, and they are usually free-living. Like mastigophores, sarcodines use pseudopodia to move and capture food. Although the amoeba is generally thought of as lacking any structure, some have shells, and most other types of sarcodines also have shells. One class of sarcodines, the foraminiferans, possess calcareous shells (they are made of CaCO3). Radiolarians also have shells, but theirs contain silica. While the latter two groups usually live in saltwater environments, the heliozoans live in freshwater. They too can have shells which contain silica. Sarcodines reproduce sexually by syngamy (fusion of two gametes) and asexually by division or budding. In multinucleate forms, cytoplasmic division with distribution of the nuclei occurs. Some sarcodines have flagella during certain stages of their development; in other groups flagellated and unflagellated generations alternate. Sarcodines may be either solitary or colonial. Although some are parasitic on plants or animals, most sarcodines are free-living, feeding on bacteria, algae, other protozoans, or organic debris. The genera are distinguished by the structure of their pseudopodia. See also pseudopodium. Pseudopods or pseudopodia (false feet) are a special group of amoebas able to change their form to be able to move. Pseudopods are one of the three locomotion modes of unicellular organisms (together with flagella and cilia). Pseudopods can also capture prey by phagocytosis. Phagocytosis (from Ancient Greek φÎ ±ÃŽ ³ÃŽ µÃ¡ ¿â€"ÃŽ ½ (phagein) , meaning to devour, ÃŽ ºÃ Ãâ€žÃŽ ¿Ãâ€š, (kytos), meaning cell, and -osis, meaning process) is the cellular process of engulfing solid particles by the cell membrane to form an internal phagosome by phagocytes and protists. Phagocytosis was revealed by Ilya Mechnikov in 1882. Phagocytosis is a specific form of endocytosis involving the vesicular internalization of solids such as bacteria, and is, therefore, distinct from other forms of endocytosis such as the vesicular internalization of various liquids. Phagocytosis is involved in the acquisition of nutrients for some cells, and, in the immune system, it is a major mechanism used to remove pathogens and cell debris. Bacteria, dead tissue cells, and small mineral particles are all examples of objects that may be phagocytosed. eat algae, bacteria,other protozoans,and tiny particle of dead plant. Inside of amoeba is jelly like fluid called cytoplasm.amoeba reproduce by a process called binary fission.amoeba can split in half and make two identical new amoebas.they spend most of their time attached to the plants . sometimes they float freely to the water. The word amoeba comes from a Greek word meaning to change. Other ex; arcella, difflugia, heliozoans, radiolarians, foramineferans.

Efficiency Of Step Down Transformer Biology Essay

Efficiency Of Step Down Transformer Biology Essay This extended essay deals with the efficiency of step down transformers in relation the current drawn in the secondary coil. Transformers are one of the most widely used components in electronic devices. Due to its ability to effectively convert voltages to a desired EMF (electro motive force), I thought that analyzing the efficiency of such a device could provide valuable insights for in order to cut power losses; an issue that is becoming a growing concern with the depletion of fossil fuels. My initial hypothesis was that a greater current drawn in the secondary coil would result in a greater efficiency. This was based on a mathematical proof. My experimentation with the step down transformer gave me results that supported my initial hypothesis, thus suggesting that the efficiency increased with an increase in current drawn. This was plotted on a graph, and a linear relationship was obtained. The data was not as precise as preferred, as there were reasonable errors with efficiency. However, this was due to the equipment used. The data that I collected was highly accurate as the R2 value of the graph obtained was 0.985. The strong evidence in favour of the relation has led me to believe that an optimum output current can be identified for each device to minimise power loss in the device as a whole. Considering the number of electronic devices that use transformers today, it will assist in ameliorating the energy crisis. However, further research as well as inclusion of step up transformers will provide more conclusive evidence. Word Count: 254 Contents Introduction: Power Transmission The electricity that is generated at the power stations has to be brought to our households and industries to be of any use. The power could be brought to us in two ways : By using a low voltage and high current By using a high voltage and low current This is true because of the relation P = VI, where P is power, V is voltage and I is Current; so in order to keep the power constant as the voltage increases the current must decrease and vice versa. If option 1 high current and low voltage is used, then there will be a tremendous loss in energy. As the current passes through the wires connecting the power stations and our homes, there is a heating loss which is equal to I2R. So, greater the current, greater the loss in energy. Hence it would instead be more viable to use extremely high voltages and miniscule currents in order to transport the electricity. However, in order to avoid the heating loss, the electricity is transported at a voltage which is of the order of 106 Volts, while are household appliances run on current with a voltage of about 10 -20 Volts. Thus a device is needed which can alter the voltage of the current. This is where a transformer comes in. Transformer Figure Source: http://www.constructionknowledge.net/electrical/images_electrical/transformer.jpg, February 6th, 2010 A transformer consists of a soft iron core with coils of wire on either end. It works on the basic principle of electromagnetic induction. Thus when a current is passed through the primary coil, a second current is induced in the secondary coil. However, in order for there to be any induced current in the secondary coil, the voltage in the primary coil has to be continuously altering (which will result in a change in magnetic flux associated with the secondary coil). Hence, an AC current has to be used. Depending on the ratio of turns of the primary coil to the secondary coil, the transformer can be step up or step down. If the primary coil has more number of turns it is a step down transformer while if the secondary coil has more number of turns it is a step up transformer. As with any other device, transformers are not 100% efficient. Transformers loose energy in four main ways Heating loss in the wires Formation of eddy currents Hysteresis loss in the transformer core Back emf induced by the secondary coil In this essay, I shall focus on efficiency of step down transformers, and how it is related to the current obtained. Efficiency In any device efficiency is defined as power output divided by power input. When specifically related to transformers, efficiency refers to the ratio between the power in the secondary coil and the power in the primary coil. As said before, power is measured through the formula P = VI, and due the losses of energy stated, the efficiency is never 100%. Hypothesis If the power in the Primary coil is Pp with a voltage Vp and current Ip, and the power in the secondary coil is Ps, with voltage Vs and current Is, the efficiency, . Since my focus is limited to the relationship of current in the secondary coil, I shall attempt to keep the power in the secondary coil constant. Thus, the by varying the current and voltage in the primary coil, I will be able to vary the the current in the secondary coil. If for different I values, the input power changes, then the efficiency too will change indicating a relationship. My hypothesis is that the efficiency will be related to the current in the secondary coil. This is because three main modes of losses in energy in transformers are related to current. Hysteresis is proportion to the square of the current, heating losses are calculated by the formula I2R and back emf too depends on the current in the secondary coil. Thus, variations in current will affect power loss, and hence energy. However, a linear relationship is not expected. Firstly, there are three different quantities that are being affected, and second, each of those quantities themselves are not linearly related to current in the secondary coil. This experiment could help in assessing the optimum current that should be drawn in order to ensure optimum efficiency. This would have major ramifications in devices which use transformers; for example, electric arc welders use extremely high currents at extremely low voltages. This results in heat loss through I2R which would melt the metal. Hence, step-down transformers are essential components of electric arc welders. Thus, if the efficiency were to depend on the current drawn, (as I hypothesize), it would have to be taken into consideration by producers and consumers alike. Mathematical Proof of Hypothesis However, the problem may not be as simple as it looks. Since the current affects energy loss in three different ways, a change in it may cause the energy losses to change in different ways. Thus if one mode of loss of energy increases with increase in current, while the other two are inversely proportional, this experiment may not be able to accurately explain the separate components individually, but should be able to identify the optimum current as it takes into account the net effect of the change in current. Interestingly, keeping the power output constant will allow me to keep the numerator of efficiency constant. If I take ÃŽÂ ± to be the energy lost, then the equation becomes: The initial ratio should be equal to 1 as the total power induced in the secondary coil plus the energy lost should be equal to the energy in the primary coil; this is derived from the principle of conservation of energy. Taking this to be a y= mx+c graph, one would assume that ÃŽÂ ± is the c. However, since in this experiment, power output is kept constant, becomes the c. Hence, for the equation to be of the form y=mx+c, it should be modified to:` However, in order to derive a relationship between the energy loss and the input current alone (as a first step to later deriving the function between efficiency and output current), I will have to have only two variables in the equation. Since Vp is a function of current, i.e. Vp = IpR and let as it is a constant, the equation can be further simplified to: Since, I am looking to minimize energy loss or, differentiating the equation should give a rough indication as to the trend to be expected. Differentiating with respect to Ip Minimizing means that should be as low as possible, ideally 0. Thus when becomes 0, becomes 0. Hence, lower the value of Ip, lesser the energy loss. What this implies is that the opposite would be true in the secondary coil a low primary current means a high secondary current. Thus, the heat loss should be the least when the current in the secondary coil is high. However, this might be a special case, as here the power in the secondary coil is constant. While the math does give me a basis on which to form a hypothesis, and could help explain the results if they support the hypothesis, it cannot be used directly in my data processing. The main reason for this is that the resistance of the circuit is unknown in my experiment. Though I am influencing some portion of it through the resistance box, there is no way that I can determine the resistance of the entire circuit. Hence, I will not be able to use the equation directly in my processing. Instead, I will use a slightly approximate method that will help me identify the trend, though it would not help me quantify the resistance. I will use a graph of efficiency versus output current. Thus, based on the trend that I get, I could verify if the initial hypothesis was correct if efficiency increases with output current, the hypothesis would be proven correct. Design of the experiment The biggest difficulty in the design of the experiment is maintaining the output power constant. Now, the only way that this can be achieved is through trial and error. Also, varying the input voltage to current ratio, will vary the output voltage to current ratio in the opposite way (assuming no variation due to energy losses). Thus the varying of the input V-I ratio will also assist in developing the ÃŽÂ · versus Is graph later on. One of the major drawbacks of this design and line of reasoning is that it is not taking eddy currents into consideration at all. Therefore I will use industrially manufactured transformers which have heavily laminated cores. This will ensure that eddy currents are reduced as much as possible. Using industrially manufactured transformers however has its own set of problems. The transformers that can be used for this experiment (as in small size, of operation specifications such as 220V-12V or 6V-220V) can hold only small currents (a maximum of 2-3 A). Hence, the range of readings I will be able to obtain will be limited to some extent. Even the industrially manufactured transformers hardly ever have efficiencies in excess of 50%. What remains to be seen though, is how this ratio changes with a change in the current drawn. The Circuit The circuit has to be properly equipped to keep the power output constant. The power supply will be a dimmer stat as this will allow me to place a variety of voltages across the circuit. I will also use a load/rheostat in the secondary coil so that I can keep the power constant even with changes in efficiency for example, if the efficiency increases with increasing current, a n increase in voltage in the primary coil will result in a greater increase in power in the secondary coil than before. The resistor will help me neutralize these variations. This set up will then be connected to an ammeter, and then the primary coil of the transformer. The secondary coil will have an ammeter connected in series and a voltmeter connected in parallel. Data Collection and Processing The first step in the data collection is to identify the raw data table. Since the variables that I am measuring are the currents and voltages in the primary and secondary circuit, these values will be part of my raw data table. Also, integral to the design are the chosen power output and the resistance that is being applied on the secondary coil to ensure this. Hence, these two will also be an important part of the raw data table. Thus the data table will look something like this: I have included one example to elucidate my data collection and method of processing Output Power Output Current Output Voltage Input Current Input Voltage 1.3936 8.71 0.160 2.61 1.610 The data however needs to be processed further in order to be interpreted. I first need to calculate the input and output powers. Both are calculated the formula P = VI. Since, I am trying to keep the output power constant, the output power is predetermined at 1.39 W. The input power is hence 2.61*1.610 = 4.2021W. The efficiency is hence, , = = 0.3316 This same process is repeated for every reading that I took, and hence I got my processed data table. The processed data table will consist of the output current and the efficiency with their respective uncertainties. The error propagation is described below, while the graph follows after. Processed Data Table Output Current in mA (I) Uncertainty in mA  ±ÃƒÅ½Ã¢â‚¬ I Efficiency (ÃŽÂ ·) Uncertainty  ±ÃƒÅ½Ã¢â‚¬ ÃƒÅ½Ã‚ · 7.81 0.05 0.3065 0.01720 8.71 0.05 0.3316 0.01965 4.82 0.05 0.2071 0.00962 5.09 0.05 0.1928 0.00896 4.92 0.05 0.1859 0.00854 4.90 0.05 0.1852 0.00849 7.41 0.05 0.2816 0.01529 6.23 0.05 0.2417 0.01220 5.83 0.05 0.2224 0.01086 8.22 0.05 0.3165 0.01825 4.12 0.05 0.1714 0.00757 3.24 0.05 0.1292 0.00555 3.69 0.05 0.1562 0.00674 4.39 0.05 0.1791 0.00803 3.88 0.05 0.1422 0.00614 Error Propagation: Errors are a very important part of any experiment, as no process is perfect. Since readings are not perfectly precise, the upper and lower limits of uncertainties in the values have to be defined. I will start with the uncertainties in raw data. Uncertainty for current output:  ±0.05mA This is determined due to the random error involved. The systematic error was only 0.01mA (the least count of the digital multimeter), and as the random error was greater, it was discarded. The random error was quite big since there were fluctuations in readings. I took multiple repetitions for a couple of currents, and hence determined the random error. So for output current the repetitions are shown below: Reading 1 Reading 2 Reading 3 Uncertainty 4.86 4.94 4.90  ±0.04 8.65 8.77 8.71  ±0.06 Hence average uncertainty is (0.04 + 0.06)/2 = 0.05 Thus the absolute uncertainty for output current was determined to be  ±0.05 mA. The same process of taking multiple readings for each of output voltage, input current and input voltage. Interestingly, uncertainty in input current was the same as that of output current which is  ±0.05mA, while the uncertainties in both input and output voltage were  ±0.005V. Though it would have been more precise to take multiple readings every single time, this proved to be very difficult due to the limitations of the dimmer stat. Hence, I took multiple readings only for 2 values in each of them. Quantity Reading Uncertainty Input Current 3.120  ±0.05mA Output Current 4.900  ±0.05mA Input Voltage 2.417  ±0.003V Output Voltage 0.285  ±0.003V These errors have to be taken forward to the respective powers as well. Since P = VI, Power Input = Vi*Ii, = 3.12*2.417 = 7.5410mW =  ±0.13645mW Similarly, Finally since , Hence and This method of error processing is done for every reading. I have shown only one example her, but the rest are in the appendices. Now that the processed data as well as the errors have been defined, a graph can be obtained. The graph is basically the efficiency versus the output current. This will help identify the trend and hence the implications. Graphical Analysis The graph is a straight line graph showing a direct relationship between efficiency and output current. Since the variables are directly proportional, the greater the output current, the greater the efficiency. The current has been taken on the x-axis as it is the independent variable while the efficiency is on the y-axis as it is the dependent variable. The error bars have been included. However there are two anomalous points (3.88, 0.1422) and (4.82, 0.2071). A line of best fit has been incorporated with an R2 value of 0.985 which indicates very accurate data. Thus the data that I have collected supports the initial hypothesis that I made. While I have mathematically supported the hypothesis earlier, the physics-explanation is still left. In order to answer this, I will look at each of the three current related sources of energy loss separately. I will start by analysing the heating loss in the wires of the transformers. This is determined by the formula I2R; since the resistance can be rewritten as , the heating loss can be rewritten as . Thus, since the heating loss is directly proportional to the length of the wire, the longer the wire the greater the loss in power. As the current output is large, it implies that the current input is low, which means that the transformer is a step down transformer. Since in a step down transformer, Ns Next, we come to hysteresis loss. Hysteresis loss, according to an article by the eccentric scientist Nikola Tesla, is proportional to the square of the input current. Thus, it can be inferred that the efficiency increases with increasing current in the secondary current as the hysteresis loss follows the opposing trend. Last but not the least, we come to back emf. Interestingly, this source of power loss also fits the hypothesis. Back emf refers to the emf that is re-induced by the secondary coil in the primary coil. This emf, thus opposes the initial emf that is present, and in overcoming this, there is some loss of power. Thus, the greater the change in emf in the secondary coil, the greater the power loss due to back emf. As current increases in the secondary coil, the emf reduces, and hence so will the change in emf due to the alternating magnetic flux. Thus, a greater secondary current will reduce power loss due to back emf as well. Thus we have seen the physical explanations for the data that I had collected. As I said earlier, one major problem is the complete negligence of eddy currents. That however cannot be helped given the limitations of my design. Application of findings to real life: The above findings have great implications on any device that uses transformers. Due to the relation that has arisen, a higher efficiency is an inherent property of any step down transformers, while consequently, step up transformers tend to have lower efficiencies. Thus producers and consumers of devices which use these transformers need to take this into consideration. Take the electric arc welder for example. This is device that works at extremely low voltages with extremely high currents. Thus, the normal 220V that is available on the mains has to be stepped down, and hence it uses a step down transformer. Thus, the efficiency of the device would tend to be reasonably high. Extending the same ideas to power transmission systems, the opposite effect is noticed. Due to the Joule heating effect, power is normally transmitted at high voltages and low currents. Hence when it reaches the households, the power has to be stepped down. Here though, the relative change in voltage is comparatively far lesser than in the electric arc welder. Thus the efficiency here will be a lot lesser than in the electric arc welder. Thus, this power loss has to be taken into consideration when planning out the power transmission systems. The optimum voltage to current should be determined so that the total power loss between the transformer, as well as the wire should be as less as possible. Thus, using the relation from this data as well as the Joule-heating effect, the power loss has to be minimized for the whole system and not just the loss during transmission in the wires. Conclusion and Evaluation Source of Error Like any other experiment, there are errors are present here.. These were: First, eddy currents were not taken into consideration. In order to overcome this, I used laminated cores. The problem with eddy currents is that they cannot be quantified using the data I could collect, and hence I could not calculate them. Also, it is next to impossible to nullify them completely. However, as this was present through all readings, it becomes a part of the systematic error. As this is negligible (the x-intercept of the graph is very close to 0), it can be concluded that eddy currents did not affect the readings by much. The second major source of error was my crude method of keeping power output constant. Starting with the insensitive dimmer stat, I could not control the power output to more than 3 significant figures. Thus there were variations in the power output which were of the order of 10-3. This too would have added to the error caused. This though would have been part of the random error, as it varied from reading to reading. However, due to the fact that multiple readings were taken, the error would have been minimized. Another source of error is the resistance in both circuits. The resistance in both circuits was unknown. Though I did determine some portion of the resistance through the resistance box, the wires were not ideal, i.e. they too had a resistance of their own. The power loss from these wires is thus not accounted for. To be more accurate, this too should be calculated and subtracted from the total power loss to get the power lost only in the transformer. Improvements in design: First of all, a more sensitive dimmer stat must be used. This basically means that the least count of the dimmer stat should be 1mV so t5hat fine tuning can be done. Second, wires of known resistivity and length should be used. This will help make the readings more accurate as then power lost in the external circuit can be removed. Also, I used only 1 transformer throughout my experiment. Though multiple readings were taken, random error could have been further minimised by using multiple transformers. Scope for further research My experiment was limited to just step down transformers. Though a relation was identified, it remains to be seen whether the relation will hold or become the opposite with step up transformers. The reason behind this is that the turns ratios of step up transformers follow an opposite trend to that of step down transformers, i.e. in step down transformers Ns Reflections For me, this extended essay was much more than just a requirement to be fulfilled in order to complete the IB Diploma. Throughout this process I have gained valuable hands-on experience which I am sure will help me in my further studies. Apart from pushing the boundaries of my knowledge, I have also developed my research skills. Not only have I figured out how to go about a basic research project, but I have also learnt not to be disappointed in the face of setbacks. This essay was my third one, as problems arose in the first and second ones. Although I was initially disheartened, now I regard them as being equally important experiences, as I have realized that failure is part of any scientific process. In fact, it was the first couple of failures that helped me understand the subject better than I could have hoped. Personally this was a deeply enriching experience that I know will assist me for a long time to come. Bibliography Feynman, R. P. (2005). The Feynamn Lectures on Physics, The Definitive Edition Volume 2. Addison Wesley. Halliday, R. a. (2004). Fundamentals of Physics. Wiley. Heathcote, M. J. (2007). The J P Transformer Book: A Practical Technology of the Power Transformer. Newnes. Tsokos, K. A. (2008). Physics for the IB Diploma. Cambridge: Cambridge University Press. http://en.wikisource.org/wiki/The_Losses_Due_to_Hysteresis_in_Transformers http://www.citycollegiate.com/transformers2.htm http://www.constructionknowledge.net/electrical/images_electrical/transformer.jpg http://www.copper.org/applications/electrical/energy/trans_losses.html http://www.elkor.net/pdfs/AN0305-Current_Transformers.pdf http://www.allaboutcircuits.com/vol_2/chpt_9/2.html http://www.conformity.com/artman/publish/printer_47.shtml http://www.losgatosmanufacturing.com/classes/handouts/arc_welding_unit.pdf Appendices Appendix 1 My raw data is presented below Output Current in mA (Is) Output Voltage in V (Vs) Input Current in mA (Ip) Input Voltage in V (Vp) 7.81 0.179 2.65 1.721 8.71 0.160 2.61 1.610 4.82 0.290 3.01 2.242 5.09 0.273 3.09 2.333 4.92 0.283 3.12 2.401 4.90 0.285 3.12 2.417 7.41 0.188 2.75 1.799 6.23 0.223 2.85 2.017 5.83 0.239 2.94 2.131 8.22 0.169 2.63 1.669 4.12 0.338 3.28 2.477 3.24 0.430 3.51 3.073 3.69 0.376 3.49 2.545 4.39 0.317 3.21 2.420 3.88 0.360 3.41 2.880 Appendix 2 The processed data without the errors is represented below: Output power in mW (Ps) Input Power in mW (Pp) Efficiency (ÃŽÂ ·) 1.3980 4.5607 0.3065 1.3936 4.2021 0.3316 1.3978 6.7484 0.2071 1.3896 7.2090 0.1928 1.3924 7.4911 0.1859 1.3965 7.5410 0.1852 1.3931 4.9473 0.2816 1.3893 5.7485 0.2417 1.3934 6.2651 0.2224 1.3892 4.3895 0.3165 1.3926 8.1246 0.1714 1.3932 10.7862 0.1292 1.3874 8.8821 0.1562 1.3916 7.7682 0.1791 1.3968 9.8208 0.1422 Appendix 3 This is the data with the uncertainties included. Output Current in mA (Is) Uncertainty in mA (ΆIs) Output Voltage in V (Vs) Uncertainty in V (ΆVs) Output power in mW (Ps) Uncertainty in mW (ΆPs) 7.81 0.05 0.179 0.005 1.3980 0.0480 8.71 0.05 0.160 0.005 1.3936 0.0516 4.82 0.05 0.290 0.005 1.3978 0.0386 5.09 0.05 0.273 0.005 1.3896 0.0391 4.92 0.05 0.283 0.005 1.3924 0.0388 4.90 0.05 0.285 0.005 1.3965 0.0388 7.41 0.05 0.188 0.005 1.3931 0.0465 6.23 0.05 0.223 0.005 1.3893 0.0423 5.83 0.05 0.239 0.005 1.3934 0.0411 8.22 0.05 0.169 0.005 1.3892 0.0496 4.12 0.05 0.338 0.005 1.3926 0.0375 3.24 0.05 0.430 0.005 1.3932 0.0377 3.69 0.05 0.376 0.005 1.3874 0.0373 4.39 0.05 0.317 0.005 1.3916 0.0378 3.88 0.05 0.360 0.005 1.3968 0.0374 Input Current in mA (Is) Uncertainty in mA (ΆIs) Input Voltage in V (Vs) Uncertainty in V (ΆVs) Input Power in mW (Ps) Uncertainty in mW (ΆPs) 2.65 0.05 1.721 0.005 4.5607 0.09930 2.61 0.05 1.610 0.005 4.2021 0.09355 3.01 0.05 2.242 0.005 6.7484 0.12715 3.09 0.05 2.333 0.005 7.2090 0.13210 3.12 0.05 2.401 0.005 7.4911 0.13565 3.12 0.05 2.417 0.005 7.5410 0.13645 2.75 0.05 1.799 0.005 4.9473 0.10370 2.85 0.05 2.017 0.005 5.7485 0.11510 2.94 0.05 2.131 0.005 6.2651 0.12125 2.63 0.05 1.669 0.005 4.3895 0.09660 3.28 0.05 2.477 0.005 8.1246 0.14025 3.51 0.05 3.073 0.005 10.7862 0.17120 3.49 0.05 2.545 0.005 8.8821 0.14470 3.21 0.05 2.420 0.005 7

Microsoft Giving :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The Microsoft Corporation obviously sets a high standard for employee volunteerism and community service. For the past twenty years, the company has placed a higher importance on philanthropy than any other technology based corporation(â€Å"Microsoft Giving Overview†,2000). But why does Microsoft devote so much effort when they are not required to? Why do they spend literally hundreds of millions of dollars every year on donations, volunteer programs, and disaster relief?   Ã‚  Ã‚  Ã‚  Ã‚  The simplest answer to this question is that it’s a good business strategy(â€Å"Questions About Workplace Volunteerism†,2000). Every major corporation in the country makes some kind of contribution to the community. Even most small businesses will sponsor a little league team or make a small donation to the local PTA. One part of a good business strategy is creating a reputation as a fair and humble corporation. Microsoft’s reputation as a fair and respectful operation is far from unblemished. After recent books, articles, and films, it is common knowledge to many people that Microsoft was founded on the ideas and inventions of other people. Microsoft’s reputation suffered especially during its anti-trust difficulties from 1998-1999. During this time, the US government accused the corporation of trying to form a monopoly and attempting to force competition out of the market. Public opinion holds heavy weight in our judicial system. It has been suggested that this is the reason Microsoft has expanded there giving programs since 1998. The simple truth is that the average person doesn’t care if Microsoft forms a monopoly, because it doesn’t affect their lives. However, if a flood is about to wipe out the town a person lives in or if a person can’t find a job because they lack technological training and Microsoft helps them, then that person along with the thousands of others who’s lives are a little bit better because of Microsoft may take an interest in how the government is treating the company. Perhaps then some of the people Microsoft have helped or someone who has heard about the good work done by the corporation see a Microsoft sponsored commercial where Bill Gates explains the rule of free enterprise and everyone’s right to make an honest dollar. These people, now convinced of the raw deal Microsoft is getting, may write a letter to their congressman or fill out a petition in support of Microsoft. Although the government was successful against Microsoft in the first few anti-trust lawsuits, the decisions were soon after overturned.

Treatment of Minorities in Turkey Essay -- Equality Justice Essays

Treatment of Minorities in Turkey Problems with format Turkey, a relatively new nation, is not new to internal conflict and the oppression of minorities. Wedged between Europe and the Middle East, the area occupied by Turkey has long served as a crossroads between these areas, and, as a result, Turkey's majority Islamic Arab populace is smattered with significant pockets of minorities. These religious and ethnic minorities have been the source of much controversy in Turkey, but now change appears to be on the horizon. As Turkey seeks the approval of the European Union, it has begun to implement impressive humanitarian reforms that should drastically improve the plight of the minorities that call the nation home. Undoing a Bitter History of Hate Turkey has been under the control of a self-pronounced secular administration for decades, and, ironically, progressive reform has only now become a reality as the Islamic Justice and Development Party (AKP) has assumed control of the government.[i] Thus far, the military establishment and existing political bureaucracy have been resistant to the AKP?s efforts to fully incorporate minority groups into mainstream society. Pointing to previous minority insurrections, military leaders are fearful that the new provisions will only serve to weaken the government's authority over the minority groups and to promote another wave of minority uprisings.[ii]? But, the possibility of membership to the European Union (EU) in 2004? has provided the AKP with adequate incentive to move forward with the reforms. EU membership does not currently include any majority Muslim nations. If Turkey were to be admitted next year, it would be first of its kind to do so. Therefore, Turkish officials hav... ...to Istanbul after synagogue blast,? The Independent (London), sec. News, November 17, 2003, LexisNexis Academic, December 12, 2003, p.4. [xviii] ibid, p.4. [xix] ibid, p.4. [xx] ibid, p.4. [xxi] Fiachra Gibbons, ?Comment & Analysis: The attack on Istanbul Jews is an attack on hope itself: The synagogue bombing threatens 1,300 years of tolerance,? The Guardian, November 17, 2003, LexisNexis Academic, December 19, 2003, p.20. [xxii] Geir Moulson, ?Erdogan challenges EU to admit Turkey, drop ?Christian club? image,? Associated Press Worldstream, sec. International News, September 3, 2003, LexisNexis Academic, December 19, 2003. [xxiii] ?At Last, Turkish Kurds,? p.14. [xxiv] ?Turkey still represses Kurds, despite EU-oriented reforms: rights group,? Agence France Presse, sec. International News, July 30, 2003, LexisNexis Academic, December 12, 2003.

Nationalism :: European Europe History

Nationalism One person or a group of people can take on a major role of the unification process that brings upon nationalism for their country. To get a better understanding of what nationalism is, one must learn the meaning of "nationalism." Nationalism is the devotion to the interests or culture of a particular nation. Nationalism is a striving force that can help a country thrive. There are also different ways that a country can achieve nationalism. Two different people/organizations with two different tactics were able to achieve a feel of nationalism among their country. The first group that will be discussed is the IRA, or the Irish Republican Army. Mohandas Gandhi started the second movement of nationalism, with his belief of "passive resistance." These two thoughts were opposite in how nationalism was attempted to be achieved. The Irish Republican Army (IRA), was started on Easter in 1916, when a group of Irish militants refused to wait any longer for their independence from Britain. The small group launched a revolt against British rule. Although the Easter Rising was quickly suppressed, the execution of 15 rebel leaders stirred wider support for their cause. When Britain again failed to grant home rule in 1919, civil war erupted in Ireland. Members of the IRA carried on a guerrilla war against British forces and their supporters. Civilians were often caught in the crossfire. The constant battle for Irish independence continues today with its gory display of violence. The IRA's goal was and still is today to achieve Irish nationalism by the abolition of the British political influence in Ireland, especially Northern Ireland. Mohandas Gandhi came from a middle-class Hindu family. At the age of 19 he was sent to England to study law. After returning to India, he tried to set up his own law practice but soon joined an Indian law firm in South Africa. For 20 years, Gandhi fought laws that discriminated against Indians in South Africa. In his struggle against injustice, he adopted the weapon of nonviolent (passive) resistance. He called it satyagraha, or "soul-force." In 1914, Gandhi returned to India and joined the Congress Party. His ideas inspired Indians of all religious and ethnic backgrounds and he encouraged them to resist British rule. Above all, Gandhi preached the ancient tradition of ahimsa, nonviolence and reverence for all life. He applied this idea to fight the British rule. By using the power of love, he believed, people could convert even the worst wrongdoer to the right course of action.

Gilgamesh: a Hero’s Journey Essay

Gilgamesh, written by David Ferry, illustrates a story about a man who knows everything, but continues to try and learn more. Although Gilgamesh may be arrogant, he still remains a great ruler and commander of Uruk. Throughout the book, the adventures of Gilgamesh fit Joseph Campbell’s idea of the hero’s journey. After analyzing the pieces to the hero’s journey, Gilgamesh is proven to be a true hero because his journey parallels that of the hero’s journey described by Campbell. The latter part of this paper will prove Gilgamesh is a hero using Campbell’s model, by analyzing the pieces of the hero’s journey: separation or departure, the initiation, and the return. The first element of the hero’s journey is separation or departure. This first piece is comprised of a call to adventure, acceptance of the call, supernatural aid, and the cross of the threshold. Campbell explains in a hero’s journey, a herald calls the hero to come on a journey. This component is described in Gilgamesh when Enkidu comes to get Gilgamesh to go on a quest. Enkidu tells Gilgamesh about Huwawa, the guardian of the Cedar Forest, who is frightening everybody. After hearing about Huwawa, Gilgamesh accepts the call to adventure and says, â€Å"It is Gilgamesh who will venture into the Forest/and cut the Cedar down and win the glory† (Ferry 17). Both the call to adventure and acceptance are represented in the beginning of the book. The next component that falls under the same category of separation or departure is a supernatural aid. Gilgamesh receives supernatural aid from Shamash, the god of heaven. Ninsun, Gilgamesh’s mother, asks the god to help protect her son and Enkidu while they are on their quest. â€Å"When Shamash sees him setting out on the road,/or in the mountain passes, or entering the Forest, may Shamash guard and keep him safe. / And may the stars, the watchmen of the night,/watch over Gilgamesh and the companion† (Ferry 20). Later on, when Gilgamesh and Enkidu struggle to fight Huwawa, Shamash does help by creating winds and earthquakes. This supernatural aid continues to prove Gilgamesh is in fact a hero. Crossing the threshold is the last component of separation or departure. Campbell explains this as leaving a world you know and entering a world that is unknown. In the book, Gilgamesh and Enkidu leave Uruk after visiting Rimat-Ninsun. â€Å"Then from the Seven-Bolt Gate the two departed,/hearing the warnings and blessings of the city† (Ferry 20). As the two companions leave the city they know so well and begin their journey into the land they are unfamiliar with, they cross their threshold. Since all of the elements of separation or departure are met in the beginning of the story, Gilgamesh continues to meet the criteria to be a hero. The second piece needed for a hero’s journey is initiation, which includes the roads of trials, the belly of the whale, meetings, attonement with the father, and the ultimate boon. Gilgamesh’s fight against Huwawa was one of many challenges he had during his journey. â€Å"Then Gilgamesh was afraid, and Enkidu/was afraid, and they entered into the Forest, afraid† (Ferry 26). Just as a hero would act, Gilgamesh didn’t let his fears get the best of him, but instead he entered the Forest to fight Huwawa. Another challenge Gilgamesh faces later in the story is fighting the Twin Dragon Scorpion Beings. When he came to the mountain and saw the monster, fear spread through his body, but he didn’t let it stop him from his goal. â€Å"Terror in the body of Gilgamesh/seized hold of him from within and held him there/in terror. But then, in terror, he went forward† (Ferry 50). These two monsters are just two of the challenges Gilgamesh needs to overcome during his journey. Enemies and tragedies are also components of initiation. Campbell describes enemies as something out to get you, and sometimes trying to kill you. An enemy that Gilgamesh encounters is Ishtar. Ishtar wants Gilgamesh to be with her, but he denies her request and devalues her. Humiliation and anger lead Ishtar to her father and asks him for the Bull of Heaven. â€Å"Give me the Bull of Heaven that I may punish/Gilgamesh the king, who has found out/and told about the foulness of the goddess. /Give me the Bull of Heaven with which to kill him† (Ferry 32). Enemies are part of the hero’s journey to teach the heroes a lesson. Gilgamesh learns actions have consequences and to respect sacred places. Kings don’t always think things through before they act, and their ego gets them into trouble. Gilgamesh’s companion dies as a way to teach Gilgamesh that death is more powerful than anything else, and even a king can’t save him. Through the tragedy of Enkidu’s death, the hero, Gilgamesh, grows and becomes a different self. Another element of initiation is the belly of the whale. It shows a hero is serious and willing to die. The hero is a new person, who is focused after been through hell and back. After Gilgamesh’s companion dies, he becomes very depressed. â€Å"He made his way, companionless, to the end/of the second league. Utterly lightless, black. /There was nothing behind or before, nothing at all† (Ferry 51). Gilgamesh is in a serious state of depression. The word choice of complete darkness is powerful because there is always a light somewhere, and it is never completely dark. Complete darkness is the underworld. This is Gilgamesh’s dying part of his journey. He needs to go through this and when he comes out on the other end he becomes a different individual. He becomes a new person from being through hell and coming out. The next component to initiation is meetings. Campbell describes this as either meetings with the gods or meeting a temptress. Gilgamesh encountered temptress during his journey. Veiled Siduri is a tavern keeper who wants Gilgamesh to live it up, have fun, and stay with her. She tells him, â€Å"The life of man is short. Only the gods/can live forever. Therefore put on new clothes,/ a clean robe and a cloak tied with a sash,/ and wash the filth of the journey from your body. / Eat and drink your fill of the food and drink/men eat drink your fill of the food and drink/men eat and drink. Let there be pleasure and dancing†(Ferry 57). Siduri tries to distract Gilgamesh from completing his journey, but fortunately Gilgamesh resisted. Attonement with the father is yet another element of initiation in the hero’s journey. This is the moment in their life when they realize they need to let their old self go and understand how to become their own self. Campbell uses the term â€Å"rebirth† to describe this element. During Gilgamesh’s lonesome journey, he changed completely from how he used to be. He was always described as arrogant and oppressive to his people, but he matures during the events in his journey. When Gilgamesh speaks to Utnapishtim he says, â€Å"Tell me then, father, how it came about/that you were admitted to the company/of gods, who granted you eternal life†(Ferry 65). Gilgamesh never normally listens to anyone, but after maturing, he now thinks he can learn from Utnapishtim. It is rare for Gilgamesh to ever listen to anyone else because he thinks he knows everything the best, but attonement with the father provides an explanation for why Gilgamesh changed. The last component of the initiation step to the hero’s journey is the ultimate boon. This is when a hero will end up getting what he wanted if he made the right decisions. Ultimately, Gilgamesh did not get what he was looking for at the end of his journey, but it was the journey nd lesson that was meaningful, not necessarily something tangible. When he finally got the plant, it was stolen from him almost immediately. The lesson he learned was that no matter how hard a person works for something, it may be unattainable. He also realized that there is no way to avoid death. Since all of the components of initiation match up to Gilgamesh’s journey, the evidence that he is a hero becomes stronger. The third and final step of the hero’s journey is the return. Uruk may not have changed while Gilgamesh was away, but he now sees the city in a different light. He accepts he will not have eternal life, but if he rules the city of Uruk well, it will continue to grow and live on after him. Although there can be some discrepancy on whether Gilgamesh is truly a hero, the answer can be found by comparing Gilgamesh to the difference pieces of the hero’s journey. After analyzing every component of separation or departure, initiation, and the return, it is clear that Gilgamesh is proven to be a hero. Every step of Gilgamesh’s journey follows this model almost exactly, which provides strong evidence for this conclusion.