Prejudic/ Discrimination Essay

†¢ How is discrimination different from prejudice and stereotyping? Stereotypes involve generalizations about the certain characteristics of people in groups. Some examples is saying that women are bad drivers or that they need to stay in the home. Discrimination is a reaction that is either positive or negative actions toward the objects of prejudice. An example is when someone states that they do not want a particular race to enter their club and because of this statement a person discriminating will react a certain way with that race if they were to want join. Prejudice is the act of judging someone or a group of people without having any prior knowledge of their personal selves. An example is assuming that because someone is of a different race than you that wouldn’t be acceptable to hire. All of these actions feed off of one another which had caused so many problems everywhere. These problems stem from past actions that we are still trying to correct today. †¢ What are the causes of discrimination? One cause is culture to culture. Some cultures do not want other races coming in and messing with their women. They do not want the blood lines to mix. Also some cultures do not want others to come in and try and take over or change their ways which why some do not like Americans. Another cause is people being stuck in one era especially when it comes to women. These days most women don’t want to stay home. They need to work to provide and since it seems sometimes the roles have switched with men staying home they feel that have to take care of everything. Another cause is racial. One cannot assume that because one person of a culture or race follows in the same category as the rest of their race. These days there are a lot of cultures and race that have crossed over still holding on to their heritage but venturing out to know and understand others. In understanding other races a trace of it stays with you leaving you a little changed †¢ How is discrimination faced by one identity group (race, ethnicity, religious beliefs, gender, sexual orientation, age, or disability) the same as discrimination faced by another? How are they different? Discrimination against race is when you take a look at one race on a whole and assume by either prejudice or stereotyping that every one is the same. All black people sag their pants, all white people are rich and all Chinese people are smart just to name a few. Then there is discrimination against gender. There are still men today who believe that women need to stay at home. It seems, though, that men are taking care of their families less than they used to like long ago so women have no choice but to get up and do what women need to do in order to take care of their families. There are many cases where women advance faster than men and men tend to discriminate because they are intimidated. In some cases women aren’t looked at as someone who can be an asset to the company and that they have to hire them because minority rules.

Coffee and Starbucks Essay

Starbucks began in 1971 when three academics—English teacher Jerry Baldwin, history teacher Zev Siegel, and writer Gordon Bowker—opened a store called Starbucks Coffee, Tea, and Spice in the touristy Pikes Place Market in Seattle. The three partners shared a love of fine coffees and exotic teas and believed they could build a clientele in Seattle much like that which had already emerged in the San Francisco Bay area. Each invested $1,350 and borrowed another $5,000 from a bank to open the Pikes Place store. Baldwin, Siegel, and Bowker chose the name Starbucks in honor of Starbuck, the coffee-loving first mate in Herman Melville’s Moby Dick(so company legend has it), and because they thought the name evoked the romance of the high seas and the seafaring tradition of the early coffee traders. The new company’s logo, designed by an artist friend, was a two-tailed mermaid encircled by the store’s name. The inspiration for the Starbucks enterprise was a Dutch immigrant, Alfred Peet, who had begun importing fine arabica coffees into the United States during the 1950s. Peet viewed coffee as a fine winemaker views grapes, appraising it in terms of country of origin, estates, and harvests. Peet had opened a small store, Peet’s Coffee and Tea, in Berkeley, California, in 1966 and had cultivated a loyal clientele. Peet’s store specialized in importing fine coffees and teas, dark-roasting its own beans the European way to bring out their full flavor, and teaching customers how to grind the beans and make freshly brewed coffee at home. Baldwin, Siegel, and Bowker were well acquainted with Peet’s expertise, having visited his store on numerous occasions and spent many hours listening to Peet expound on quality coffees and the importance of proper bean-roasting techniques. All three were devoted fans of Peet and his dark-roasted coffees, going so far as to order their personal coffee supplies by mail from Peet’s. The Pikes Place store featured modest, hand-built nautical fixtures. One wall was devoted to whole-bean coffees; another had shelves of coffee products. The store did not offer fresh-brewed coffee by the cup, but samples were sometimes available for tasting. Initially, Siegel was the only paid employee. He wore a grocer’s apron, scooped out beans for customers, extolled the virtues of fine, dark-roasted coffees, and functioned as the partnership’s retail expert. The other two partners kept their day jobs but came by at lunch or after work to help out. During the start-up period, Baldwin kept the books and developed a growing knowledge of coffee; Bowker served as the â€Å"magic, mystery, and romance man. â€Å"1 The store was an immediate success, with sales exceeding expectations, partly because of a favorable article in the Seattle Times. In the early months, each of the founders traveled to Berkeley to learn more about coffee roasting from their mentor, Alfred Peet, who urged them to keep deepening their knowledge of coffees and teas. For most of the first year, Starbucks ordered its coffee beans from Peet’s, but then the partners purchased a used roaster from Holland and set up roasting operations in a nearby ramshackle building. Baldwin and Bowker experimented with Alfred Peet’s roasting procedures and came up with their own blends and flavors. A second Starbucks store was opened in 1972. By the early 1980s, the company had four Starbucks stores in the Seattle area and could boast of having been profitable every year since opening its doors. But the roles and responsibilities of the cofounders underwent change. Zev Siegel experienced burnout and left the company to pursue other interests. Jerry Baldwin took over day-to-day management of the company and functioned as chief executive officer; Gordon Bowker remained involved as an owner but devoted most of his time to his advertising and design firm, a weekly newspaper he had founded, and a microbrewery he was launching (the Redhook Ale Brewery). Howard Schultz Enters the Picture In 1981, Howard Schultz, vice president and general manager of U. S. operations for Hammarplast—a Swedish maker of stylish kitchen equipment and housewares—noticed that Starbucks was placing larger orders than Macy’s was for a certain type of drip coffeemaker. Curious to learn what was going on, he decided to pay the company a visit. The morning after his arrival in Seattle, Schultz was escorted to the Pikes Place store by Linda Grossman, the retail merchandising manager for Starbucks. A solo violinist was playing Mozart at the door, with his violin case open for donations. Schultz immediately was taken by the powerful and pleasing aroma of the coffees, the wall displaying coffee beans, and the rows of red, yellow, and black Hammarplast coffeemakers on the shelves. As he talked with the clerk behind the counter, the clerk scooped out some Sumatran coffee beans, ground them, put the grounds in a cone filter, poured hot water over the cone, and shortly handed Schultz a porcelain mug filled with the freshly brewed coffee. After three sips, Schultz was hooked. He began asking the clerk and Grossman questions about the company, about coffees from different parts of the world, and about the different ways of roasting coffee. Next, Schultz met with Jerry Baldwin and Gordon Bowker, whose offices overlooked the company’s coffee-roasting operation. The atmosphere was informal. Baldwin, dressed in a sweater and tie, showed Schultz some new beans that had just come in from Java and suggested they try a sample. Baldwin did the brewing himself, using a glass pot called a French press. Bowker, a slender, bearded man with dark hair and intense brown eyes, appeared at the door and the three men sat down to talk about Starbucks. Schultz was struck by their knowledge of coffee, their commitment to providing high-quality products, and their passion for educating customers about the merits of dark-roasted coffees. Baldwin told Schultz, â€Å"We don’t manage the business to maximize anything other than the quality of the coffee. â€Å"2 Starbucks purchased only the finest arabica coffees and put them through a meticulous dark-roasting process to bring out their full flavors. Baldwin explained that the cheap robusta coffees used in supermarket blends burn when subjected to dark roasting. He also noted that the makers of supermarket blends prefer lighter roasts because they allow higher yields (the longer a coffee is roasted, the more weight it loses). Schultz was struck by the business philosophy of the two partners. It was clear from their discussions that Starbucks stood not just for good coffee, but rather for the dark-roasted flavor profiles that the founders were passionate about. Top-quality, fresh-roasted, whole-bean coffee was the company’s differentiating feature and a bedrock value. It was also clear to Schultz that Starbucks was strongly committed to educating its customers to appreciate the qualities of fine coffees, rather than just kowtowing to mass-market appeal. The company depended mainly on word-of-mouth to get more people into its stores, then relied on the caliber of its product to give patrons a sense of discovery and excitement. It built customer loyalty cup by cup as buyers of its products developed their palates. On his trip back to New York the next day, Howard Schultz could not stop thinking about Starbucks and what it would be like to be a part of the Starbucks enterprise. Schultz recalled, â€Å"There was something magic about it, a passion and authenticity I had never experienced in business. â€Å"3 Living in the Seattle area also had a strong appeal. By the time Schultz landed at Kennedy Airport, he knew he wanted to go to work for Starbucks. Though there was nothing in his background (see Exhibit 2) that prepared him for the experience, Schultz asked Baldwin at the first opportunity whether there was any way he could fit into Starbucks. The two quickly established an easy, comfortable rapport, but it still took a year of numerous meetings and a lot of convincing to get Baldwin, Bowker, and their silent partner from San Francisco to agree to hire Howard Schultz. Schultz pursued a job at Starbucks far more vigorously than Starbucks pursued him. There was some nervousness at Starbucks about bringing in an outsider, especially a high-powered New Yorker, who had not grown up with the values of the company. Nonetheless, Schultz continued to press his ideas about the tremendous potential of expanding the Starbucks enterprise outside Seattle and exposing people all over America to Starbucks coffee—arguing there had to be more than just a few thousand coffee lovers in Seattle who would like the company’s products. Schultz believed that Starbucks had such great promise that he offered to take a salary cut in exchange for a small equity stake in the business. But the owners worried that by offering Schultz a job as head of marketing they would be committing themselves to a new direction for Starbucks. At a spring 1982 meeting with the three owners in San Francisco, Schultz once again presented his vision for opening Starbucks stores across the United States and Canada. He flew back to New York thinking a job offer was in the bag. But the next day Baldwin called Schultz and indicated that the owners had decided against hiring him because geographic expansion was too risky and because they did not share Schultz’s vision for Starbucks. Schultz was despondent; still, he believed so deeply in Starbucks’ potential that he decided to make a last-ditch appeal. He called Baldwin back the next day and made an impassioned, though reasoned, case for why the decision was a mistake. Baldwin agreed to reconsider. The next morning Baldwin called Schultz and told him the job of heading marketing and overseeing the retail stores was his. In September 1982, Howard Schultz took on his new responsibilities at Starbucks. Starbucks and Howard Schultz: The 1982–85 Period In his first few months at Starbucks, Schultz spent most of his waking hours in the four Seattle stores—working behind the counters, tasting different kinds of coffee, talking with customers, getting to know store personnel, and educating himself about the retail aspects of the coffee business. By December, Jerry Baldwin decided that Schultz was ready for the final part of his training—roasting coffee. Schultz spent a week at the roaster examining the color of the beans, listening for the telltale second pop of the beans during the roasting process, learning to taste the subtle differences among Baldwin and Bowker’s various roasts, and familiarizing himself with the roasting techniques for different beans. Meanwhile, he made a point of acclimating himself to the informal dress code, blending in with the culture, and gaining credibility and building trust with colleagues. Making the transition from the high-energy, coat-and-tie style of New York to the more casual ambience of the Pacific Northwest required a conscious effort on Schultz’s part. One day during the busy Christmas season that first year, Schultz made real headway in gaining the acceptance and respect of company personnel at the Pikes Place store. The store was packed and Schultz was behind the counter ringing up sales when someone shouted that a customer had just headed out the door with some stuff—two expensive coffeemakers it turned out, one in each hand. Without thinking, Schultz leaped over the counter and chased the thief up the cobblestone street outside the store, yelling â€Å"Drop that stuff! Drop it! † The thief was startled enough to drop both pieces and run away. Schultz picked up the merchandise and returned to the store, holding up the coffeemakers like trophies. Everyone applauded. When Schultz returned to his office later that afternoon, his staff had strung up a banner that read â€Å"Make my day. â€Å"4 Schultz was overflowing with ideas for the company. Early on, he noticed that first-time customers sometimes felt uneasy in the stores because of their lack of knowledge about fine coffees and because store employees sometimes came across as a little arrogant. Schultz worked with store employees on developing customer-friendly sales skills and produced brochures that made it easy for customers to learn about fine coffees. Schultz’s biggest idea for Starbucks’ future came during the spring of 1983 when the company sent him to Milan, Italy, to attend an international housewares show. While walking from his hotel to the convention center, Schultz spotted an espresso bar and went inside to look around. The cashier beside the door nodded and smiled. The barista (counter worker) greeted Howard cheerfully, then gracefully pulled a shot of espresso for one customer and handcrafted a foamy cappuccino for another, all the while conversing merrily with those standing at the counter. Schultz judged the barista’s performance as â€Å"great theater. † Just down the way on a side street, he entered an even more crowded espresso bar, where the barista, whom he surmised to be the owner, was greeting customers by name; people were laughing and talking in an atmosphere that plainly was comfortable and familiar. In the next few blocks, he saw two more espresso bars. When the trade show concluded for the day, Schultz walked the streets of Milan exploring espresso bars. Some were stylish and upscale; others attracted a blue-collar clientele. What struck Schultz was how popular and vibrant the Italian coffee bars were. Most had few chairs, and it was common for Italian opera to be playing in the background. Energy levels were typically high, and the bars seemed to function as an integral community gathering place. Each one had its own unique character, but they all had a barista who performed with flair and exhibited a camaraderie with the customers. Schultz was particularly struck by the fact that there were 1,500 coffee bars in Milan, a city about the size of Philadelphia, and a total of 200,000 in all of Italy. His mind started churning. Schultz’s first few days in Milan produced a revelation: The Starbucks stores in Seattle completely missed the point. Starbucks, he decided, needed to serve fresh-brewed coffee, espresso, and cappuccino in its stores (in addition to beans and coffee equipment). Going to Starbucks should be an experience, a special treat; the stores should be a place to meet friends and visit. Re-creating the Italian coffee-bar culture in the United States could be Starbucks’ differentiating factor. Schultz remained in Milan for a week, exploring coffee bars and learning as much as he could about the Italian passion for coffee drinks. In one bar, he heard a customer order a caffe latte and decided to try one himself—the barista made a shot of espresso, steamed a frothy pitcher of milk, poured the two together in a cup, and put a dollop of foam on the top. Schultz concluded that it was â€Å"the perfect drink,† and thought to himself, â€Å"No one in America knows about this. I’ve got to take it back with me. â€Å"5 Schultz’s Growing Frustration On Schultz’s return from Italy, he shared his revelation and ideas for modifying the format of Starbucks stores with Baldwin and Bowker. But instead of winning their approval, Schultz encountered strong resistance. Baldwin and Bowker argued that Starbucks was a retailer, not a restaurant or bar. They feared that serving drinks would put them in the beverage business and dilute the integrity of Starbucks’ mission as a coffee store. They pointed out that Starbucks was a profitable small, private company and there was no reason to rock the boat. But a more pressing reason for their resistance emerged shortly—Baldwin and Bowker were excited by an opportunity to purchase Peet’s Coffee and Tea. The acquisition took place in 1984; to fund it, Starbucks had to take on considerable debt, leaving little in the way of financial flexibility to support Schultz’s ideas for entering the beverage part of the coffee business or expanding the number of Starbucks stores. For most of 1984, Starbucks managers were dividing their time between their operations in Seattle and the Peet’s enterprise in San Francisco. Schultz found himself in San Francisco every other week supervising the marketing and operations of the five Peet’s stores. Starbucks employees began to feel neglected and, in one quarter, did not receive their usual bonus due to tight financial conditions. Employee discontent escalated to the point where a union election was called, and the union won by three votes. Baldwin was shocked at the results, concluding that employees no longer trusted him. In the months that followed, he began to spend more of his energy on the Peet’s operation in San Francisco. It took Howard Schultz nearly a year to convince Jerry Baldwin to let him test an espresso bar. After Baldwin relented, Starbucks’ sixth store, which opened in April 1984, became the first one designed to sell beverages and the first one in downtown Seattle. Schultz asked for a 1,500-square-foot space to set up a full-scale Italian-style espresso bar, but Jerry agreed to allocating only 300 square feet in a corner of the new store. There was no pre-opening marketing blitz and no sign announcing Now Serving Espresso—the lack of fanfare was part of a deliberate experiment to see what would happen. By closing time on the first day, some 400 customers had been served, well above the 250-customer average of Starbucks’ best-performing stores. Within two months the store was serving 800 customers per day. The two baristas could not keep up with orders during the early morning hours, resulting in lines outside the door onto the sidewalk. Most of the business was at the espresso counter; sales at the regular retail counter were only adequate. Schultz was elated by the test results; his visits to the store indicated that it was becoming a gathering place and that customers were pleased with the beverages being served. Schultz expected that Baldwin’s doubts about entering the beverage side of the business would be dispelled and that he would gain approval to take Starbucks to a new level. Every day he went into Baldwin’s office to show him the sales figures and customer counts at the new downtown store. But Baldwin was not comfortable with the success of the new store; he believed that espresso drinks were a distraction from the core business of selling fine arabica coffees at retail and rebelled at the thought that people would see Starbucks as a place to get a quick cup of coffee to go. He adamantly told Schultz, â€Å"We’re coffee roasters. I don’t want to be in the restaurant business . . . Besides, we’re too deeply in debt to consider pursuing this idea. â€Å"6 While he didn’t deny that the experiment was succeeding, he didn’t want to go forward with introducing beverages in other Starbucks stores. Schultz’s efforts to persuade Baldwin to change his mind continued to meet strong resistance, although to avoid a total impasse Baldwin finally did agree to let Schultz put espresso machines in the back of two other Starbucks stores. Over the next several months, Schultz—at the age of 33—made up his mind to leave Starbucks and start his own company. His plan was to open espresso bars in high-traffic downtown locations that would emulate the friendly, energetic atmosphere he had encountered in Italian espresso bars. Schultz had become friends with a corporate lawyer, Scott Greenberg, who helped companies raise venture capital and go public. Greenberg told Schultz he believed investors would be interested in providing venture capital for the kind of company Schultz had in mind. Baldwin and Bowker, knowing how frustrated Schultz had become, supported his efforts to go out on his own and agreed to let him stay in his current job and office until definitive plans were in place. Schultz left Starbucks in late 1985. Schultz’s Il Giornale Venture Ironically, as Schultz was finalizing the documents for his new company, Jerry Baldwin announced he would invest $150,000 of Starbucks’ money in Schultz’s coffee-bar enterprise, thus becoming Schultz’s first investor. Baldwin accepted Schultz’s invitation to be a director of the new company, and Gordon Bowker agreed to be a part-time consultant for six months. Bowker urged Schultz to make sure that everything about the new stores—the name, the presentation, the care taken in preparing the coffee—was calculated to lead customers to expect something better than competitors offered. Bowker proposed that the new company be named Il Giornale (pronounced ill jor-nahl-ee ) Coffee Company, a suggestion that Schultz accepted. In December 1985, Bowker and Schultz made a trip to Italy during which they visited some 500 espresso bars in Milan and Verona, observing local habits, taking notes about decor and menus, snapping photographs, and videotaping baristas in action. Greenberg and Schultz then drew up plans to raise an initial $400,000 in seed capital and another $1. 25 million in equity—enough to launch at least eight espresso bars and prove the concept would work in Seattle and elsewhere. The seed capital was raised by the end of January 1986, primarily from Starbucks and two other investors who believed in Schultz and his ideas, but it took Schultz until the end of the year to raise the remaining $1. 25 million. He made presentations to 242 potential investors, 217 of whom said no. Many who heard Schultz’s hour-long presentation saw coffee as a commodity business and thought that Schultz’s espresso-bar concept lacked any basis for sustainable competitive advantage (no patent on dark roast, no advantage in purchasing coffee beans, no way to bar the entry of imitative competitors). Some noted that consumption of coffee had been declining since the mid-1960s, others were skeptical that people would pay $1. 50 or more for a cup of coffee, and still others were turned off by the company’s hard-to-pronounce name. Being rejected by so many potential investors was disheartening (some who listened to Schultz’s presentation ? didn’t even bother to call him back; others refused to take his calls). Nonetheless, Schultz continued to display passion and enthusiasm in making his pitch and never doubted that his plan would work. He ended up raising $1. 65 million from about 30 investors; most of this money came from nine people, five of whom became directors of the new company. One of Howard Schultz’s earliest moves during the start-up process was to hire Dave Olsen, who in 1974 had opened a coffee bar, Cafe Allegro, near the busiest entrance to the University of Washington campus. Olsen was a long-standing Starbucks customer, having discovered the quality of Starbucks’ coffee beans, gotten to know the owners, and worked with them to develop a custom espresso roast for use in his cafe. Olsen’s successful Cafe Allegro had become known for cafe au lait, a concoction equivalent to the Italian caffe latte. When Olsen heard of Schultz’s plans for Il Giornale, he called Schultz and expressed an interest in being part of the new company—he was intrigued by the Italian coffee-bar concept and was looking for a more expansive career opportunity. Olsen not only had coffee expertise but also had spent 10 years in an apron behind the counter at Cafe Allegro. Schultz immediately picked up on the synergy between him and Olsen. His own strengths were in forming and communicating a vision, raising money, finding good store locations, building a brand name, and planning for growth. Olsen understood the nuts and bolts of operating a retail cafe, hiring and training baristas, and making and serving good drinks. Plus, Olsen was fun to work with. Schultz put Olsen in charge of store operations, made him the coffee conscience of the company, and gave him the authority to make sure that Il Giornale served the best coffee and espresso possible. The first Il Giornale store opened in April 1986. It had a mere 700 square feet and was located near the entrance of Seattle’s tallest building. The decor was Italian, the menu contained Italian words, and Italian opera music played in the background. The baristas wore white shirts and bow ties. All service was stand-up—there were no chairs. National and international papers hung from rods on the wall. By closing time on the first day, 300 customers had been served, mostly in the morning hours. Schultz and Olsen worked hard to make sure that all the details were executed perfectly. For the first few weeks, Olsen worked behind the counter during the morning rush. But while the core idea worked well, it soon became apparent that several aspects of Il Giornale’s format weren’t appropriate for Seattle. Some customers objected to the incessant opera music, others wanted a place to sit down, and many didn’t understand the Italian words on the menu. These â€Å"mistakes† were quickly fixed, without compromising the style and elegance of the store. Within six months, Il Giornale was serving more than 1,000 customers a day and regulars had learned how to pronounce the company’s name. Because most customers were in a hurry, it became apparent that speedy service was a competitive advantage. Six months after opening the first store, Il Giornale opened a second store in another downtown building. A third store was opened in Vancouver, British Columbia, in April 1987. Vancouver was chosen to test the transferability of the company’s business concept outside Seattle. To reach his goal of opening 50 stores in five years, Schultz needed to dispel his investors’ doubts about geographic expansion. By mid-1987 sales at the three stores were equal to $1. 5 million annually. Il Giornale Acquires Starbucks In March 1987 Jerry Baldwin and Gordon Bowker decided to sell the whole Starbucks operation in Seattle—the stores, the roasting plant, and the Starbucks name. Bowker wanted to cash out his coffee-business investment to concentrate on his other enterprises; Baldwin, who was tired of commuting between Seattle and San Francisco and wrestling with the troubles created by the two parts of the company, elected to concentrate on the Peet’s operation. As he recalls, â€Å"My wife and I had a 30-second conversation and decided to keep Peet’s. It was the original and it was better. â€Å"7 Schultz knew immediately that he had to buy Starbucks; his board of directors agreed. Schultz and his newly hired finance and accounting manager drew up a set of financial projections for the combined operations and a financing package that included a stock offering to Il Giornale’s original investors and a line of credit with local banks. While a rival plan to acquire Starbucks was put together by another Il Giornale investor, Schultz’s proposal prevailed and within weeks Schultz had raised the $3. 8 million needed to buy Starbucks. The acquisition was completed in August 1987. After the papers were signed, Schultz and Scott Greenberg walked across the street to the first Il Giornale store, ordered themselves espresso drinks, and sat at a table near the window. Greenberg placed the hundred-page business plan that had been used to raise the $3. 8 million between them and lifted his cup in a toast—†We did it,† they said together. 8 The new name of the combined companies was Starbucks Starbucks as a Private Company: 1987–92. The following Monday morning, Schultz returned to the Starbucks offices at the roasting plant, greeted all the familiar faces and accepted their congratulations, then called the staff together for a meeting on the roasting-plant floor. He began: All my life I have wanted to be part of a company and a group of people who share a common vision . . . I’m here today because I love this company. I love what it represents . . . I know you’re concerned . . . I promise you I will not let you down. I promise you I will not leave anyone behind . . . In five years, I want you to look back at this day and say â€Å"I was there when it started. I helped build this company into something great. â€Å"9 Schultz told the group that his vision was for Starbucks to become a national company with values and guiding principles that employees could be proud of. He indicated that he wanted to include people in the decision-making process and that he would be open and honest with them. Schultz said he believed it was essential, not just an intriguing option, for a company to respect its people, to inspire them, and to share the fruits of its success with those who contributed to its long-term value. His aspiration was for Starbucks to become the most respected brand name in coffee and for the company to be admired for its corporate responsibility. In the next few days and weeks, however, Schultz came to see that the unity and morale at Starbucks had deteriorated badly in the 20 months he had been at Il Giornale. Some employees were cynical and felt unappreciated. There was a feeling that prior management had abandoned them and a wariness about what the new regime would bring. Schultz determined that he would have to make it a priority to build a new relationship of mutual respect between employees and management. The new Starbucks had a total of nine stores. The business plan Schultz had presented investors called for the new company to open 125 stores in the next five years—15 the first year, 20 the second, 25 the third, 30 the fourth, and 35 the fifth. Revenues were projected to reach $60 million in 1992. But the company lacked experienced management. Schultz had never led a growth effort of such magnitude and was just learning what the job of CEO was all about, having been the president of a small company for barely two years. Dave Olsen had run a single cafe for 11 years and was just learning to manage a multistore operation. Ron Lawrence, the company’s controller, had worked as a controller for several organizations. Other Starbucks employees had only the experience of managing or being a part of a six-store organization. When Starbucks’ key roaster and coffee buyer resigned, Schultz put Dave Olsen in charge of buying and roasting coffee. Lawrence Maltz, who had 20 years of experience in business and eight years of experience as president of a profitable public beverage company, was hired as executive vice president and charged with heading operations, finance, and human resources. In the next several months, a number of changes were instituted. To symbolize the merging of the two companies and the two cultures, a new logo was created that melded the Starbucks and Il Giornale logos. The Starbucks stores were equipped with espresso machines and remodeled to look more Italian than Old World nautical. The traditional Starbucks brown was replaced by Il Giornale green. The result was a new type of store—a cross between a retail coffee-bean store and an espresso bar/cafe—that became Starbucks’ signature format in the 1990s. By December 1987, employees at Starbucks had begun buying into the changes Schultz was making and trust had begun to build between management and employees. New stores were on the verge of opening in Vancouver and Chicago. One Starbucks store employee, Daryl Moore, who had voted against unionization in 1985, began to question his fellow employees about the need for a union. Over the next few weeks, Moore began a move to decertify the union. He carried a decertification letter around to Starbucks stores and secured the signatures of employees who no longer wished to be represented by the union. After getting a majority of store employees to sign the letter, he presented it to the National Labor Relations Board and the union representing store employees was decertified. Later, in 1992, the union representing Starbucks’ roasting plant and warehouse employees was also decertified. Expansion into Markets Outside the Pacific Northwest Starbucks’ entry into Chicago proved far more troublesome than management anticipated. The first Chicago store opened October 27, 1987, the same day the stock market crashed. Three more stores were opened in Chicago over the next six months, but customer counts were substantially below expectations—Chicagoans didn’t take to dark-roasted coffee as fast as Schultz had anticipated. At the first downtown store, for example, which opened onto the street rather than into the lobby of the building where it was located, customers were hesitant to go out in the wind and cold to get a cup of coffee in the winter months. Store margins were squeezed for a number of reasons: It was expensive to supply fresh coffee to the Chicago stores out of the Seattle warehouse, and both rents and wage rates were higher in Chicago than in Seattle. Gradually, customer counts improved, but Starbucks lost money on its Chicago stores until 1990, when prices were raised to reflect higher rents and labor costs, more experienced store manag.

THIS IS NOT AN ESSAY Write a RESEARCH DESIGN for a study on a topic of

THIS IS NOT AN Write a RESEARCH DESIGN for a study on a topic of Why some of the civil war (conflicts) last for a very long time (on the example of Gaza Strip, Afghanistan and Iraq ) - Essay Example The resources will be distributed fairly and not directed to fighting their adversaries. The people in of Afghanistan have for nearly three decades experienced nothing but war and this has also led to the dilapidation of infrastructures in the place. The ending of this conflict between them and Pakistan will help in improving the economy as the resources will be assigned to other important sectors in the country rather than the world. The end of these conflicts will also reduce humanitarian crisis that faces the people in these regions and this will improve the health standards of people around (Conference paper 2005). According to the existing literature, if states are caught up in a trap of endless low-intensity warfare, it is due to poverty, ancient ethnic trends or greed from the neighbors for the precious resources in the country. In Never-ending Wars, Hironaka (2008) sets the record straight by pointing at the responsibility of the international community. Using statistical evidence, Ann looks at the causes of long durations of war by examining how the natural environment contributes to transform local grievances into long-term civil wars. There is continued unaccountability of the continuing civil wars and this helps to fuel the existing wars in the present country. Lack of organization in the said country, lack of resources, poor bureaucratic mechanism and the inability of the countries to enforce law and order are among the issues that are continuously eliciting more and more crisis as there are no mechanisms to help them control their borders. State weakness has also been seen to contrib ute to the long-term civil wars as they are often underdeveloped in terms of economic and political institutions. Their weakness dwarfs their ability to counter the attacks and hence makes them vulnerable to the states with superior military weapons. As Al-Jazeera (2007) puts it, the

Parenting Essay Example | Topics and Well Written Essays - 750 words

Parenting - Essay Example This paper briefly analyses the importance of parenting. According to Dr. Alvin F. Poussaint, "Most children need their parents' help and encouragement to discover the satisfaction of using their own imaginations" (Thoughts for Today). Psychological development of children is as important as the physical development. Many parents- even the educated parents- concentrate more on the physical development of the children and give less importance to the psychological or emotional development. Such parents believe that their duty remains only in giving proper food, clothing and shelter to the children till they become adults. In fact parents’ love, care and attention are more important to the children than the food or other physical things. Growing children do not know how to adapt with its surrounding. He will look suspiciously or anxiously at all new things which may catch his attention. The presence of parents and their advice will help the children in dealing with new situations more comfortably. â€Å"Some parents believe that if they've spent an hour of "quality" time with their children, they've done enough. This hour is usually focused on an enjoyable activity: watching TV going out to eat, going to the movies, etc† (Parenting Tips: Giving Your Children the Gift of Time). Many of the mothers are professionals and they get less time to spend with their children. Infants and children often forced to spend their majority time in the day care centers with nannies rather than mothers. The services of nannies can never be considered as the substitute of mother’s services to a child. In order to compensate for the less time spent with the children; some working mothers have the habit of spending an hour with the children when they come back their home. They are of the false belief that spending an hour as a friend with their children is enough for the proper development of their children. Children need the services of parents rather than friends . If parents give the services of peers, from where the children will get the services of parents? â€Å"Suffice it to say that guilty parenting overcompensates and causes children to view themselves as victims. This happens because children model our behavior and point their fingers at the parent who points the finger at himself† (Parenting Tips: Giving Your Children the Gift of Time). Parents who failed to spend adequate time with their children often try to give more love and care to their children when they get opportunities to spend time with their children. This overcompensation usually do harm to the children rather than goods. Over activities of parents will increase the children’s desire for the presence of their parents further and further. Failure to spend increased time with parents will develop the feeling of victimization among children. According to Frank A. Clark, â€Å"The most important thing that parents can teach their children is how to get along without them† (Parenting Quotes). Making the children self sufficient to meet the realities in life is the core of good parenting. Parents are the first teachers in a child’s life. They consider their parents as the role models in their life. Whatever the things they learned from the parents or family will often reflect in their behavior in society. Society or schools can do little in the molding of children when we compare the roles parents can

Introduction to Business Law Essay Example | Topics and Well Written Essays - 1000 words

Introduction to Business Law - Essay Example On the death of a sole trader the business ceases. Thus if the sole trading option is taken then the investment of 20,000 can be apportioned in accordance with his own judgment and due to his achievement as a good student he can manage the business according to his own ways. The assets would also be owned by him; however, the responsibility of debts and obligations would be without any limit. (Taylor 2009). As far as a partnership is concerned, it is where individuals are in a business and share the assets and liabilities of the partnership, this can be done orally as well. The legislation that governs a partnership is that of Partnership Act 1890. One of the main disadvantage of partnership is that there is unlimited liability of the debts of partnership jointly and severally which could lead to bankruptcy of partners if there is inability of payment of debts. Furthermore there can be failure to issue debentures or floating charges. Contribution to capital would therefore be from partners. The procedure is that when a partner leaves, the remaining partners would buyout his share. When compared with a company there would be lesser formality (memorandum and articles; written agreement; roles of director), expense (registration) and publicity (publicly available accounts). Thus if partnership is used opinions on decision making can be obtained from other partners (there can be sleeping p artners as well); assets ownership can be shared or individually owned; net profits can be shared; debts and obligations can be shared, however failure may result in him being personally accountable to the other partner’s share. As far as a limited company is concerned the main advantage is that the liability is limited to the extent of the unpaid amount of the shares of each shareholder. Thus the shareholders and directors are protected to the extent that they were acting honestly. Furthermore, a company has

Professional Knowledge and Abilities Paper Essay

Professional Knowledge and Abilities Paper - Essay Example Freidson (1986) found that when an individual knows every thing related to his professional field, only then he is able to achieve the desired goals and objectives from his professional field. There are many factors that contribute to success of an individual and professional knowledge holds the top most importance in that companies and organizations hire only those individuals who are well equipped with technical and organizational skills and capabilities accompanied with certified knowledge base. According to Althoff (2005), professional knowledge not only improves an individual’s professional performance but also helps the individual in making a significant progress in his career. It enables him to add to the company’s reputation. The individual becomes confident enough to tackle with all sorts of organizational conflicts and problems. He is able to communicate with the authorities and negotiate with them. This increases his chances of promotion. Professional knowled ge helps both; employees and the organization (Karagiannis & Reimer, 2002). It helps employees in a sense of career success. And any organization’s success also depends upon employees’ professional knowledge and abilities because they help the organization in establishing a set of core competencies that is essential for distinguishing one organization from the other. My Organization While talking about professional knowledge and abilities, let’s now discuss an association related to the field of information technology which really helped me in increasing my professional knowledge and abilities. The association which we are talking about is MSDN, Microsoft Development Network. MSDN is the organization which not only helped me in increasing my professional knowledge and abilities but also helped me in my career progress. MSDN is a set of those online and offline services, which is designed in such a way that it helps the developers in writing various applications using Microsoft products. Microsoft Development Network provides various training sessions to the information technology professionals. It acts as a part of Microsoft whose purpose is to manage the relationships between various developers and the Microsoft. While developing any application related to Microsoft, MSDN is the key player which plays a vital role in establishing and maintaining relationship between the developers of the applications and Microsoft. I obtained a huge amount of professional knowledge through interacting with many highly qualified programming professionals. I attended many training sessions to improve my professional knowledge and to learn how to survive in a particular organizational culture. It is because of this organization that I am now able to deal with all types of application developers effectively. My abilities have really grown significantly regarding my professional field. When I came to the organization, initially I felt a bit distressed because my knowledge regarding Microsoft and its related products was not very huge. I had little experience and I did not feel confident enough working in teams. I thought I would never be comfortable with supervisors. But as the days passed by, I became more and more efficient not only in computer applications but also in dealing with the developers. All credit goes to the professional know

A Brief History of Noise Music Essay Example | Topics and Well Written Essays - 1000 words

A Brief History of Noise Music - Essay Example Understanding the truth behind noise music is indeed a practical sense of understanding the roots of music as it is and the connection that it has upon the development of modern music that entertains, informs and establishes the cultural and the traditional evolution of music from then until now. Referred to as atonality and dissonance, noise music is simply the collection of different ‘noise’ created through the plucking, the strumming or the picking of different instruments. Without the sounds created by the said instruments, music could not be given birth to at all. Yes, ‘noise’ is the raw production of sound from the different procedures of utilizing the different instruments that are available for use. Basically, the process of creating the said sound craft paves the way towards a more innovative sense of producing music. Of course, music when first produced is basically a raw compilation of meaningless sounds that could not be directly used by the creators or that of the listeners yet. The innovative ways by which the creators add in the arrangement of the ‘noise music’ and the lyrics that could jive with the rhythm m and the notes of the produced noise music are then recreated along with the said collection of sounds. It is through this that an entire music presentation is completed. The birth of noise music has given birth to a different genre of musical arrangement that is far more different from that of the traditional creations and presentations of sound such as Jazz and classical music. Basically, listeners could actually see through the imposed consideration on the existence of noise music as a particular separation of old music from that of the new genres of music. Noise music are usually more lively, more emotionally provocative and matters as such in comparison with that of the traditional music creations. The pop

Biomedicine and AIDS Essay Example | Topics and Well Written Essays - 750 words

Biomedicine and AIDS - Essay Example How this article functions to describe the seven components of the scientific method is explained as follows: Experts have observed that in an HIV infected person the CD4 cells or transfer cells which function to regulate the messages sent from the immune system to the rest of the body get infected by HIV. This results in two things. Number one, the HIV infection causes some CD4 cells to be infected, and secondly the rest of the healthy cells which are not infected by HIV tend to cease to function properly and die early despite the fact that they were not infected. Therefore present drugs focus on inhibiting the infection ability to reproduce. However they do nothing to stop the healthy CD4 cells from dying without any reason. This causes ultimate damage. A drug invented to stop the healthy uninfected CD4 cells from dying would function to keep the immune system in working order and therefore it can prevent deaths. This is the drug that is being tested. A drug immudel-gp120 is being developed which is structured in a way that it would destroy the HIV infection's ability to destroy the healthy CD4 cells. HIV infection is covered with a protein called gp120. This gp120 protein falls off and moves freely in the bloodstream. It then sticks to CD4 cells but we can still not call them infected because gp120 alone is not harmful. B cells in the body function to produce antibodies which stick to anything they identify as foreign, entering the body so that the rest of the immune system can destroy it. The B cells identify the gp120 stuck on the healthy CD4 cells as foreign bodies therefore antibodies are produced which bind themselves to the gp120 on the healthy CD4 cells thus making the CD4 cells inactive. Immudel-gp 120 consists of two parts. First gp120 which does not bind to healthy CD4 cells but only to B cells which produce antibodies. The second part is a protein that kills anything it enters but it cannot enter on its own. It can only get into a cell if its other part i.e. the gp120 attached to it leads it inside the cell. And the only cells the gp120 can get into are the B cells that the scientists are trying to eliminate. The B cells attract the gp120 to themselves and are then destroyed by the protein thus as they are destroyed they can no more produce antibodies which play a role in destroying the CD4 cells. So this drug is administered to HIV infected patients and this is the experimental design of the drug. Data Collection Data collected indicates that the harmful B cells are eliminated due to the action of the drug. The pilot tests have been conducted on mice and humans. Data collection shows that using the drug immudel-gp120 as opposed to not using it shows a lower background level of antibody production in all three cases of no foreign particle entering the body, gp-120 entering the body and pokeweed mitogen entering the body. Use of no immudel-gp120 shows only lower background level in the case of no foreign particle entering, but in the other two cases the danger and risk factor of antibody production was very high. Results So results show that immudel-gp120 eliminated the production of anti-gp120 antibodies but does not harm the production of antibodies to other foreign proteins. Results also show no side effects of the drug in humans and mice. Conclusion It is safe to use the drug

Dualism by Plato and Descartes Assignment Example | Topics and Well Written Essays - 1000 words

Dualism by Plato and Descartes - Assignment Example Whereas for Descartes, so has to be integrated with the body for it to function while Plato thought that the soul ought to be separated from the body so that it can think better. For Plato, the soul has already a â€Å"pure and perfect† knowledge even before the birth of the body and it is at its thinking best when it is in this condition without the distraction of everyday life. While Descartes thought the soul is necessary to animate the body, Plato thought that the soul is in its â€Å"ideal† condition when it is separated from the body upon death.Considering this viewpoint of Plato that the soul has already a perfect knowledge even before it was born to a body, provides human experience with moral value because the soul already has this moral predisposition even before it was born into a body. Cartesian dualism provides us the confidence that this moral predisposition has its use when the soul animates the body because it provides human endeavor a sense of rectitude .

Margaret Atwood Essay Example for Free

Margaret Atwood Essay Margaret Atwood once wrote Does feminist mean a large unpleasant person wholl shout at you or someone who believes women are human beings. To me its the latter, so I sign up. This clearly shows that Atwood believes that feminism is not about depicting a woman as a strong and macho character but a real one with admirable traits and some imperfections. Cats Eye, one of Atwoods acclaimed novels, is distinctively a feminist novel that shows two different kinds of women in society. The first being the stereotypically traditional woman, who is weak and submissive to man. She illustrates this type of woman through her minor characters Ms. Smeath and Susie, both of whom play weak and traditional women who face tragedy in life. Her second kind is the heroic and feminist character that while being admirable and strong has some human weaknesses. She presents this with two unconventional protagonists Elaine Risley and Cordelia. She depicts Elaine and Cordelia as two tough but insecure women who fight to create their unique identity in the society. During the time frame of the book (1940- 1980), society was extremely male dominated especially the literary aspect of it. Most of the famous authors were male and most of the highly regarded books were written in a chauvinistic manner, depicting women as weak, vulnerable, disloyal, unimportant and narrow minded. On the other hand, men were portrayed as heroic, overly strong, and perfect in every sense. Feminist novels, throughout this time, were novels that portrayed women as the hero and protagonists rather than as women. Atwoods Cats Eye, however, differed from the typical feminist novels as it illustrated the women as admirable heroines who were strong and proud but flawed. This brought a realistic touch to the characters as readers were able to understand them better as they seemed more humanlike with strengths and weaknesses. Margaret Atwood cleverly proves her book uniquely feminist through her portrayal of characters as she explores the struggles of dual level of women in society; the stereotypical and vulnerable woman and the strong and unconventional feminist. Ms. Smeath is first introduced as a woman with a weak heart and someone who needs constant rest due to her illness. Already, readers pity her and have a mental image of a weak and frail mother who is in need of help. In contrast, if a novel of the same era were to depict a man with the same condition, he would be shown as someone who is internally very strong and despite his physical illness, he would be fighting to save himself. This is a clear example of the sexist views of society during that time. Through the description of her physical appearance, one can see that Ms Smeath believes that women should dress in a plain and conservative fashion. She is shown as wearing print housedresses which are especially saggy around the chest and Oxfords- which are very plain leather shoes. She also does not wear make-up or make fancy hairstyles and is perceived to be strict, straight and upright. This perception of her is later proven true as Atwood describes her as someone who doesnt laugh, goes to church every week and does not stand for things she does not like like the time she was told that Carols mom and dad slept on two different beds. Mrs. Smeath is not like Mrs. Campbell. For instance, she has no twin sets and views them with contempt. I know this because once, when Carol was bragging about her mothers twin sets, Mrs. Smeath said Is that so, not as a question but as a way of making Carol shut up. In the novel, Mrs. Smeath is depicted as a narrow-minded mother who believes that Elaine deserves to be punished by God because she comes from a family that is not as religious as the Smeaths. Its Gods punishment, says Mrs. Smeath. It serves her right. This shows her high-self esteem and her belief of superiority over others. Mrs. Smeath represents the dark and evil side of women in society during that time period. Another stereotypical woman, fragile and defenceless, is presented in the form of Susie, a fellow classmate of Elaines in night school. Susie is seen as someone who puts on a lot of make-up and jewellery, wears skin-tight clothes, and has a quiet voice. To Elaine, she is just a fake and dumb girl whos just fooling around in class. Elaine also suspects Susie of having an affair with their art teacher Mr. Joseph Hrbik, as she is the only one who sticks up for him when the rest of the class taunts him. In the beginning, Elaine thinks that Susie is incapable of love as she is too superficial; another stereotype of women in that society, she believes that Susie is just playing with Mr. Hrbiks feelings for personal benefit. Susie herself is incapable of love, shes too shallow, I think of her as the conscious one, the one in control: shes toying with him Susie represents the other side of the stereotypical woman in society the opposite of Mrs. Smeath. She is seen as a dependant person as she seems to be in awe of Mr. Hrbik at all times. Another proof of this is the time Susie comes to visit Elaine one last time in Swiss Chalet. Have you seen Josef? she asked. I lied not well No why would I? I just thought you might know where he was, she said. This shows that not only is Susie aware that Elaine and Josef are having an affair; she can do nothing about it, as she is too dependent on Josef. This also proves her to be weak and with a low self esteem. However, Elaine later discovers that Susie was in fact pregnant and knew that Josef would refuse to marry her and so she decides to abort the baby herself. This shows her helplessness, as she is unable to defend herself against the pain of Josef leaving her. Even in her weakest moment, the time she was in the ambulance she pleads with Elaine not to tell Josef. Together, Mrs. Smeath and Susie represent the stereotype of women as either evil and dark or weak and vulnerable in society at th at time period. On the other hand are Atwoods two uniquely feminist characters Cordelia and Elaine. Cordelia and Elaine represent the reality of women rather than the supposed roles represented by Mrs. Smeath and Grace. Cordelia represents a very strong but victimized woman of society and Elaine is the unusual central character that is a very passionate and talented with a traumatic childhood, which influences her entire life. Cordelia is first introduced in the beginning of the novel in one of Elaines first memories. Straightaway, the reader gets the impression of a rebel when the narrative voice says, Were impervious, we scintillate, and we are thirteen. Through the way they express their likes and dislikes, and the power they thought they had, one can easily make out they are feminists. Atwood uses symbolism when she writes Cordelia sits with nonchalance, nudging me with her elbow now and then, staring blankly at the other people with her grey-green eyes, opaque and glinting metal. This symbolizes Cordelias eyes as cold and sharp as metal to show Cordelias attitude towards others. Cordelia has many traits fit for a heroine for example her outer self-confidence she presents herself in an extremely confident manner despite her real feelings inside. Her independence- she is never dependant on anyone to guide her and despite having two sisters and mother to look up to, she lives life her own way almost struggling to create her own place, her own identity in the world. Her intelligence-she got promoted to a higher grade despite being younger than the rest. Her strength to become what she wants and not what the society wants her to be. And her leadership skills, which even though used wrongly, were powerful enough to ensure she was always leader. However, Cordelia has some obvious weaknesses her family. Throughout the book, Cordelia shows that she has a certain discomfort with her family, especially her father who beat her- and her sisters who were the perfect girls thus, creating a lot of pressure for Cordelia to do well. But no matter how well Cordelia did, her dad paid no attention to her. She later on reveals to Elaine that as a child she would swallow mercury so she wouldnt have to go to school, and she would dig holes in her yard so she could be safe in them and how she used to get into a lot of trouble with her dad and that she hated moving to the new house because she didnt have any good friends except for Elaine. At that moment, readers see the broken and hidden child behind the hard and cold exterior. Readers see a young girl who has been a victim to many pressures and responsibilities. Another instance of this is when Perdi says to Cordelia Pull up your socks, Cordelia, or youll flunk your year again. You know what Daddy said last time. Cordelia flushes and doesnt respond. This shows Cordelias fear of disappointing her dad and again readers see this young child just stuck in cruel and cold world, wanting to come out, but never given the chance. Another weakness of Cordelia is her self-esteem, which is very low. When Elaine and Cordelia are in high school, Elaine manages to get more attention from guys than Cordelia as Cordelia comes across as a fake person to most guys since she lacks the self-confidence to behave naturally. One more example of this is when Cordelia looses her job and tries to kill herself at home and gets sent to a mental hospital. Readers can make a connection between Susie and Cordelia, as both in times of trouble resorted to self-harm. And this proves the genuineness of Cordelias character as she has strengths of a hero and weakness of the female stereotype, which form her personality both powerful and vulnerable Elaine Risley, the main unconventional protagonist of the book when first introduced, is a successful 50 year old painter back in Toronto (her home town) to do an exhibition. She is first seen as an insecure woman with a tormenting past but as the book progresses one can fully appreciate Elaines heroic traits. One can see the journey Elaine takes the struggles she faces, the obstacles she overcomes and the memories she leaves behind. Elaine, though not the conventional heroine and perfect, is someone most women will admire as she has a lot of inner strength. There are many times where Elaine shows her inner strength especially when she walks away from Cordelia, Grace and Carol, and when she finds the inner strength (through Virgin Mary) to go back home instead of loosing consciousness at the freezing riverbank. She also finds the inner strength to walk away from a failing marriage, while having no concrete plans. Elaine also has a thirst for finding a place where she belongs, her own identity, which is why she struggles to please people- so she can fit in. She is very unique in her thoughts and actions for example when she runs past her poster and she has moustache, instead of feeling hurt or breaking down as the stereotypical women would, Elaine likes the moustache because she thinks she has achieved, finally, a face that a moustache can be drawn on, a face that attracts moustaches. She is also a proud feminist who stands up for women, when she goes to consciousness raising meeting for women, in which feminine issues are raised. She also feels bitter towards the Art Gallery of Ontario as they refused to hold her exhibit in their gallery because as she says, Because they have a bias towards old dead men. She is also seen as someone who cares for others as she is shown giving money to the poor on more than one occasion and is also seen doing things to please people even if she does not want to for example the interview with Andrea. She also shows her caring side when she finds out Graces mother has a weak heart and so she goes and checks everyday to see if Mrs. Smeath is fine. However, Elaine also has her human weaknesses like her habit on putting on masks and faking things to please people. She also develops neurotic habits such as biting her skin, pulling her hair and peeling her skin so she can feel pain and her existence. She also develops fainting fits and has suicidal impulses. She has moments where she is lost and needs help, she is afraid of galleries, and is afraid to express her emotions and all in all she hold a lot in from her past that she needs to let out in order to move on. She is also self-doubting as she has no confidence in her abilities and she is paranoid as to what other women think and say about her. She is always afraid she is going to end up like someone and so takes pleasure in knowing shes stronger than others. She struggles her entire life to create her own identity that is not pre-determined by society. Elaine and Cordelia represent the unique and real female protagonist Atwood creates to represent the true role of women in society. Through her clever way of portraying characters to represent a society much like a normal one rather than a fake one, Atwood explores the detailed struggle in the lives of all four characters, which at a first glance seem very distinct but are interconnected in their roles in the society. Atwood brings forth an unconventional protagonist, who despite being susceptible to weaknesses and flaws manages to gain the admiration of many readers through her actions in life.

Peer Editing for Essay Writing

Peer Editing for Essay Writing The aim of this study was to find out whether the use through Wikispaces helps to correct errors made in essay writing by Form Four students of a Smart School in Kinta district, Perak. This final chapter provides a summary of this research study. It is divided into four parts: conclusions, implications, limitations and recommendations for both practice and further research based on the findings discussed in Chapter 4. Conclusions The following conclusions are based on the three research questions of the study. Each question and its associated conclusions will be discussed. Research Question 1- What are the errors that L2 students frequently edit in essay writing? This study has found that grammar is the most frequently edited language aspect in essay writing by the L2 students. Even though, weekly coding sheets and frequency analysis showed different outcomes for DE1 and DE2, Table 4.1 proved that grammar is still considered as the frequently edited language aspect with a total of 307 (37.4%) errors. This is in line with similar findings of several previous studies as mentioned in the literature review (Maros et.al, 2007; Muhari, 2008; Nor Hashimah et. al., 2008; Darus and Subramaniam, 2009; Darus and Khor, 2009; Wee, 2009). The interview transcripts revealed that the students concentrated more on grammar compared to other language aspects since grammar is indisputably an essential element of second language writing (Frodesen Christine, 2003). Furthermore, field notes illustrated that the students in this study seem to learn new knowledge of the five language aspects, and they did not repeat the same mistakes in following essay writing. In fact, the students realization of being critical for other language aspects besides grammar came into an act after gradual practice of peer editing through Wikispaces. Conversely, sentence structure is reported as the hardly used language aspect by the students in the DE1 and DE2. Research Question 2-How does the use of peer editing through Wikispaces help in correcting L2 students writing? The findings of this study suggested that in general peer editing through Wikispaces could help to reduce errors in L2 students writing. The primary findings from the students essays reported that the students were able to correct most of the errors quite well through online collaborative activity. The language errors identified could be used as a guideline for L2 students to equip themselves with the adequate knowledge and skills in writing essays. They would be benefited the most if they were able to comprehend the conventions and features of this specific context. However, as for the unidentified errors by students, the teacher plays the critical role in emphasizing them in the classroom. The teacher should clearly explain the rules and give a lot of examples as well as provide ample of opportunity to the students to use, produce and practice on their own. This can be done by getting them involved in various immersion activities in class and outside the classroom. It will eventually help the learners to be more aware of the particular language aspects in their essays. Besides that, there were also tendencies for students to correct errors wrongly when editing others work. This situation could be overcome through consistent practice of peer editing. Both questionnaire and feedback forms revealed more positive impressions of the students towards the usefulness of peer editing through Wikispaces in correcting L2 students writing. Additionally, several characteristics and strengths of Wikispaces also supported the peer editing activity. In short, peer editing through Wikispaces is seen as a valuable learning process which can foster independent learning. Research Question 3-How do L2 students respond to the feedback provided by their peers through Wikispaces? Based on the analysis of interview transcripts, it can be concluded that majority of the students showed mixed responses when receiving and giving comments on Wikispaces. But overall, the students were satisfied with the kind of comments given by their group members due to several good reasons: comments given were useful, helped them to increase knowledge, correct mistakes in essays. Apart from that, a number of usefulness of the comments and benefits from peer editing and giving comments to others were also pointed out with reference to the selected descriptions taken from the interview transcripts. In a nutshell, the findings have led the researcher to conclude that the use of peer editing through Wikispaces is an effective alternative way in correcting errors in students essay writing. Implications The implications of this study can be best explained by three aspects, namely (i) pedagogy, (ii) social, and (iii) technology. These are elaborated in the paragraphs below. Pedagogical Implications Students The use of peer editing through Wikispaces has the potential to uphold various pedagogical approaches such as case based learning, collaborative pedagogy strategy-knowledge co-construction activities.Students This technique which serves as an accessible alternative way of error correction also supports the designed learning activities that are to perform in any group dynamics. Hence, this allows the students to share, negotiate and co-construct information on error correction in their writing. The peers can even provide suggestions and advices through discussion tab. In other words, the platform itself is considered as an appropriate space for students whereby they can take ownership of their own pages in groups. Nevertheless, peer editing through Wikispaces helps to promote learning in the Zone of Proximal Development (ZPD). At this point, students enjoy working in groups. They learn more by working in groups rather than they work by themselves. Through the correspondence and collaboration among the group members, the students do stand a chance to discover and learn about the grammatical rules from their peers. Both correct and incorrect versions act as a guide to the students on what is right and what is wrong. In the initial stage, they may make miscategorise the errors, but it will be better after consistent practice. Teachers The students English proficiency is different in a class, which can be perceived through various errors students have made in their essays. In an ESL teaching context where the classroom population is becoming larger and larger, its a good channel for a teacher to know his or her students learning through the errors or mistakes they make. So teachers should make record of these errors and analyze them to find the possible causes of them, and then decide on the proper way to enable students to learn from the errors. In this study, one can see that its common for students to make the so-called mistakes, and that through peer editing activity such mistakes can be corrected generally, which can not only improve the students language proficiency, but also promote their sense of perfecting the language in writing. The teacher plays the role of moderator and facilitator. Wikispaces features enable the teacher to track and monitor students development process (history logs). It helps to keep systematic records of daily reflections, announcements, due dates and attendance. Text-editor: Teacher posting of instructions and other resources (multiple modes) by teachers a platform for students to rationalize and explain their actions (decisions) in the course of their activities Comment feature-allows the teacher to provide feedback when necessary: errors wrongly corrected and errors which are not identified. In addition, it also promotes collaborative learning. Social Implications Peer editing through Wikispaces supports a variety of interactions and their dynamics: peer-peer, student-teacher. Students can publish their thoughts and obtain feedback from the others at any time. They do not have to depend much on the teacher. Students can turn to others for help when they encounter problems through asynchronous communication: group discussions and personal messages. It is a safe and comfortable learning environment for students to work within. Students are able to draft and modify postings before and after publishing. This will likely give them time to think, amend and improve on the postings suitable to their audiences or for other specific purposes. Additionally, Wikispaces utilities support group work as well as foster group dynamics cohesiveness. Technological Implications The peer editing activity through Wikispaces is a web-based application. Thus, it can be conveniently accessible all time (as long as there is Internet connection). Students could easily learn and use as it does not require any high technical skills to set up the account. Particularly, the text editor toolbar is similar to that of Microsoft Word. This may then serve as an advantage for those students who are computer literate. Limitations of the Study A number of limitations were present in the research. These limitations need to be noted and considered in relation to the research procedures and research findings. Basically, there are three limitations: time constraints, small sample size and limited capacity of doing peer editing on Wikispaces. Firstly, this research was actually scheduled for eight weeks of data collection. But somehow, the data collection procedures which have been planned earlier could not be carried out due to the school holidays. As a result, the researcher has to shorten the duration to five weeks after negotiating with the administrators of the school. In fact, the researcher decided to spend more time then what has been scheduled in order to give the students more guidance and pace to do their peer editing in the computer lab. Although the latter data collection went on well, but still it would have been better if more time with were provided for the research procedures. Secondly, the findings are achieved based on the small sample size, covering only one Smart School located in Kinta district, Perak. There are still many Smart Schools located all over Perak and other states. Besides that, there are also many National schools with similar facilities and criterion participants. Therefore, the researcher suggests carrying out further studies on this topic involving other Smart Schools and National Schools in Malaysia. Thirdly, students were found having some difficulties while doing the peer editing on the same page at one time. It seemed that clashes and overlapping disrupted the students attention while editing. In this situation, it is vital for the teacher to plan the design of the Wikispaces properly at the initial stage as Wikispaces comes with a blank space. The teacher may group up the students but necessarily assign each student with their own page. This solution will definitely reduce the probability of future clashing during the peer editing sessions. Recommendations From the conclusions, the present study proves that the use of peer editing through Wikispaces gives positive implications for the teacher (the researcher) and the students. Therefore, this action which serves as an alternative way in correcting students errors in writing should be implied in secondary schools. However, several recommendations for practice and thereafter for future research are discussed below. Recommendations for Practice As for recommendations, the use of peer editing through Wikispaces should be exposed to teachers in schools. Certainly, there are teachers who are not aware of the benefits of peer editing and giving comments to others in terms of the students essay writing. Furthermore, some are busy with their daily work. They do not have enough time to spend on trying out this kind of technique with their students. Perhaps, as for the start, it is recommended that may be the head panels should be given the training, and later an in-house training can be given to rest of the teachers. Other than that, the use of peer editing through Wikispaces is a suitable learning technique that helps and leads the learners to be independent learners. Nowadays, most the students are no longer the quiet and passive ones in the classroom. Students prefer something new, challenging and suit their interest as well. Teachers impart knowledge to the students. Then, students will themselves discover the knowledge on their own and apply them into other matters. Recommendations for Future Research In the light of the limitations with regard to the findings available to the researcher, it is recommended that further research related to error correction is needed. It would be interesting to find out the A profound study involving each type of would provide further information on the pattern of in a specific context. The information derived from the findings on language errors was insufficient for making any generalization. In terms of the itself, much work needs to be done to uncover some knowledge on the .With all these studies, hopefully all the underlying can be overturned and bring benefits to all. Summary This chapter has presented the conclusions, implications, limitations and recommendations for both practice and further research based on the findings discussed in the previous chapter. The conclusions have shown that the use of peer editing through Wikispaces has a great impact in correcting errors in the L2 students essay writing. This alternative way has proven to be an effective technique and the students involvement in the peer editing was thus enhanced. Students could correct most of the errors quite well through online collaborative activity. Furthermore, most of the findings obtained were fared positively. These outcomes show that the use peer editing through Wikispaces should be employed in teaching and learning of writing. This study has further implied in three aspects: pedagogy, social and technology. Last but not least, limitations of the research were highlighted and recommendations for both practice and future research were suggested.

The Great War And The Shaping of the 20th Century Essay -- Essays Pape

The Great War And The Shaping of the 20th Century Another man is killed; Another family receives a telegram saying that a loved one was killed in battle; The family will never be the same again without the presence of this man. This is an effort to explain some of the impact that World War I had on millions of individuals. This sequence of events was conducted over and over millions of times during WWI. So why were there so many deaths?Who were the instigators of a war that caused so much suffering, not just in family life, but in society in general? What were some of the effects that war had on society? To answer these questions, it is necessary to look at history, prior to the war, and examine the actions of certain individuals and explain the effects that these actions had on European society. For example, the â€Å"Black Hand†, the Serbian nationalists who assassinated Austria’s Archduke Francis Ferdinand, Kaiser Wilhelm II, and Count Leopold von Berchtold all are specific individuals who greatly contributed to the beginning of the war.[i] The first instigator of WWI to be discussed is the "Black Hand." The Black Hand was a group of Serbian Nationalists that were convinced that Serbia was not receiving the attention that they deserved from the bigger country of Austria-Hungary, led by Austria’s Archduke Francis Ferdinand. The tension between Serbia and Austria-Hungary had greatened when Austria- Hungary took over the two provincesof Bosnia and Herzegovina in 1908, before Serbia could claim the land. Gavrilo Princip, a member of the "Black Hand," assassinated Ferdinand on June 28, 1914 when he went into Sarajevo to review the newly acclaimed territories. The price he paid for refusing to give "a bigger place in the su... ...otten during its reign.†[xiv] [i] Camille Bloch, The Causes Of The World War (New York: Howard Fertig Inc., 1968), p. 9. [ii] S.L.A. Marshall, The American Heritage of World War I (American Heritage Publishing Co., Inc., 1964), p. 17. [iii] Marshall, p. 17. [iv] Marshall, p. 8, 9. [v] Bloch, p. 48. [vi] Bloch, p. 49. [vii] Bloch, p. 59. [viii]Marshall, p. 26. [ix] Marshall, p. 25. [x] Rene Albrecht-Carrie, The Meaning of the First World War (New Jersey: Prentice- Hall Inc., 1965), p. 57. [xi] Marshall, p. 28. [xii] Anver Offer, The First World War: An Agrarian Interpretation (Oxford: Clarendon Press, 1989), p. 345. [xiii]Offer, p. 342. [xiv] Albrecht Mendelssohn Bartholdy, The War and German Society: A Testament of a Liberal (New York: Howard Fertig, 1971), p. 15.

Love Is Not Enough Essay -- Personal Narrative Writing

Love Is Not Enough Parents sometimes do not understand the severity of things they say or do to children. However, many times things that are said or done effect the child for the rest of their life. Although the parent may not realize that he or she is hurting the child, they sometimes do. I have one such experience. It started out as one of my happier days. The kitchen smelled of oatmeal cookies baking as my stepsister Jennifer and I attempted to clean up our flour and egg mess. She was daddy’s little girl. My dad had always favored her, but who could blame him? She had his nose, chin and do not forget the blonde hair and blue eyes. Jennifer was the spitting image of my father. I had always looked too much like my mother to be his favorite. I had brown hair, brown eyes, and freckles. About the only thing I had of my dad was his height and chin. But none of that mattered today, as I said before it was one of my better days. I was having too much fun hosing down the kitchen to worry about things like that. Jen and I had just finished cleaning up as my dad pulled into the driveway. He was an air traffic controller, and sometimes his job required him to be gone at late hours. At times we would go to bed late and he still would not be home. Today though, he was home early. He came in, gave us kisses, changed into comfy clothes and we all sat down for dinner. I am not positive what we ate, but it was probably something instant considering that my dad was the chef. He could kind of cook. He was really good with those box meals; The ones where you just add water and fry. His other gourmet cooking consisted of the can foods; you know the ones were you plop and heat. After dinner we curled ... ... and quietly asked, â€Å"Where’s my box?† He turned around and I felt like for the first time since the topic had come up he acknowledged my presence. He had a look on his face like I had caught him completely off guard and explained that my mom and him never actually got married. He tried to convince me that of all the things he regrets most in his life that was the biggest one. He said if he could have changed one thing he would have married my mother. The whole situation really hurt. I was not naà ¯ve. I knew that my parents never got married. I guess I had just hoped that if my dad â€Å"loved† her enough to have a kid with her, he would love her enough to have a box of memories. His carelessness with the situation effecting me and will my entire life. Your parents are supposed to be your hero and when they emotionally let you down, you do not forget it.

Legal Aspects †International Business Law

Executive Summary In order to fully understand the dichotomy of this case there must first be an anlysis of the salient points.   This case of international trade law applies to transactions for goods or services that cross national boundries.   Parties stated herein were affected by disputes regarding contractual rights and duties   The case concerns government substantive and procedural law at an international level. Case backround Bob keyes, CEO of Fullerton-based MemoryTech Inc., initiated telephone and email communications with purchasing agents in Vietnam, Turkey, Great Britain and Mexico.   In his multiple conversations, there were no formal contractual negotitations between MemoryTech and purchasing countries, to his own neglect. Substantive and procedural issues Keyes is determined to file suit against Minh and the Government of Vietnam in an American court.   However, his claim of breach of contract is not substantiated in his argument. â€Å"Procedural law prescribes a method of enforcing rights or of obtaining redress for the invasion of rights.†1   There is no mention, in the text, of any wrongdoing from Minh that would result in penalty.   Unless there is other evidentiary material to prove otherwise, there is an absence of information to build a foundation for this claim. Furthermore, the fact that an official written contract was never endorsed leads to a gray area which would be difficult to interpret in court. The case between Gul and Keyes has a more lucid interpretation. The language in Gul’s fax indicated that, â€Å"any disputes arising out of this contract must be resolved by arbitration in Istanbul.†Ã‚   The assumption here is that the fax was intended to be a written contract initiated by Gul and signed by both parties.   However, for a written contract to be legal and binding, it must be signed by both parties. Keyes did not sign and return the document; therefore, the only avenue available to Gul is to choose an alternative resolution. In addition to this case, there is an incident involving Keye’s daughter, Benn, who made an oral commitment and promise to deliver shirt-pocket computers to several of her classmates.   Generally, courts do not regard oral commitments as a legal and binding contract and, in most cases, interpret them as hearsay. Finally, the accident which occurred in a Mexican warehouse causing serious bodily injury and property damage is a case of punitive damages and should be referred to a CISG advisory council. Specific to this case is the fact that an innocent injured party wants to be compensated for the damage caused by the injury.   International courts will have to address this case with more scrutiny. Legal rights and duties of MT and all other relevant parties All four of these issues are civil cases in which the parties have, available to them, procedural and substantive law.   â€Å"The basic function of civil procedural law is to facilitate the movement of a lawsuit through the legal system.†2 This is a safeguard initiated by international law in order to ensure that each party will be afforded fair and impartial treatment. In addition to their right to procedural law, each party has the right to substantive law which basically encompasses the principles of right and wrong as well as the principle that any civil wrongdoing will result in penalty. What should be done? In brief, MT’s board of directors should seek a second opionion from legal counsel because of the confusion in the interpretation of internationl law from both parties. Traditionally, in this country, parties turn to the court system when they cannot come to an amicable solution by themselves.   However, when disputes arise between parties in international business transactions, parties are reluctant to use foreign courts to resolve their disputes.  Sometimes parties entering an international contract will consider alternative methods of resolving disputes without going to court. These methods, known as Alternative Dispute Resolution (ADR), offer a mechanism of neutrality for resolving disputes. To resolve future disputes without resorting to a foreign legal system, parties should plan ahead by including an ADR clause in their contract.   If this clause would have been included in a contract, the issue between Keyes and opposing parties could have been avoided.3 Works Cited: 1.   Delmar Au: Walston-Dunham, ‘Introduction to Law’, pg. 95 2.   IBID 3.   Kathryn H. Nickerson, (2005), ‘Primer on International Alternative Dispute Resolutions’, Office of the Chief Counsel for Int'l Commerce, pp. 1-2   

Eu Law Synopsised Judgment of Marshall Essay

The case of Marshall v Southampton and South West Hampshire Area Health Authority (Teaching) (Marshall (No.1)) [1986] 1 C.M.L.R. 688 arose in the United Kingdom. It concerned a Miss Marshall who had been employed as a Senior Dietician with the Southampton and South West Hampshire Area Health Authority (Teaching) from the 23rd of May 1974 until her dismissal on the 31st of March 1980, that is to say four weeks after she reached the age of 62. Since 1975 the Southampton and South West Hampshire Area Health Authority (Teaching) had a written policy of that in general, its female employees should retire at 60 while its male employees should retire at 65. The policy stated that â€Å"the normal retirement age will be the age at which social security pensions become payable†. The policy was an implied term of Miss Marshall’s employment contract. Miss Marshall’s employers waived this general policy in the case of Miss Marshall. If her employers had not done this, then s he would have been dismissed on the 4th of February 1978 (upon reaching the age of 60) but was in fact employed until the 31st of March 1980 (four weeks after she reached the age of 62), therefore her employer waived they’re general retirement policy in respect of Miss Marshall for two years. The applicable pension legislation in the United Kingdom at the time of the dismissal stated that men were eligible to receive a state pension at the age of 65 and that women were to receive state pensions from the age of 60 (Section 27 (1) of the Social Security Act 1975). However this legislation does not impose any obligation to retire at the age at which the state pension becomes payable and when a person continues in employment after the date when their state pension becomes payable, the payment of the pension is deferred. According to the order of reference, the sole reason for the dismissal of Miss Marshall was the fact that she was a woman who had passed the retirement age applied by her employer to women. In view of the fact that she suffered financial loss consisting of the difference between her earnings as an employee of her employer and her pension and also since she lost the satisfaction she got from her work, Miss Marshall instituted proceedings against her employer in the Industrial Tribunal. She contended that â€Å"her dismissal at the date and for the reason indicated by her employer which was that she was a woman who had passed the retirement age applied by her employer to women constituted discriminatory treatment by her employer on the grounds of sex and ,accordingly, unlawful discrimination contrary to the Sex Discrimination Act and Community law†. Her claim was dismissed by the industrial tribunal as it was based on the â€Å"infringement of the Sex Discrimination Act 1975, since section 6(4) of that Act permits discrimination on the grounds of sex where it arises out of ‘provision in relation to retirement’ ; the Industrial Tribunal took the view that the employers general policy constituted such provision† but her other claim that the principle of equality of treatment laid down by directive 76/207 had been infringed was upheld by the industrial tribunal. Miss Marshall appealed this case to the Employment Appeals Tribunal and they upheld the decision of the Industrial Tribunal as regards that the claim was based on the infringement of the Sex Discrimination Act 1975, since section 6(4) of that Act permits discrimination on the grounds of sex where it arises out of ‘provision in relation to retirement but in relation to the second question, the Employment Tribunal set aside the question of whether the dismissal violated the principle of equality of treatment laid down by Directive 76/207, because although it did violate directive 76/207, the Employment Appeals Tribunal said that an individual could not rely on an infringement of a directive before a United Kingdom Court or Tribunal. Miss Marshall appealed the decision of the Employment Appeal Tribunal to the Court of Appeal of England and Wales. The Court of Appeal stated that Southampton and South West Hampshire Area Health Authority (Teaching) was â€Å"constituted under section 8(1)A(b) of the National Health Service Act 1977 and was therefore an â€Å"emanation of the State†Ã¢â‚¬ . The Court of Appeal of England and Wales referred two questions to the Court of Justice for a preliminary ruling, for an interpretation of European Union law. These questions were; 1. Whether the dismissal of Miss Marshall after she was sixty and on the grounds that she was a woman who had passed the retirement age applied by the Southampton and South West Hampshire Area Health Authority (Teaching) to women was discrimination which was prohibited by the Equal Treatment Directive 76/207. 2. If the answer to question one is yes, can the Directive 76/207 be relied upon in this case in national courts or tribunals in spite of the fact that there may be inconsistencies between the Directive and section 6 (4) of the Sex Discrimination Act 1975. The appellant (Miss Marshall) and the European Commission considered that the first question must be answered in the positive. The appellant argued that the said age limit falls within the term â€Å"working conditions† within the meaning of articles 1 (1) and 5 (1) of Directive 76/207. Furthermore the appellant argues that the discrimination on the grounds of sex is one of the main reasons for having fundamental human rights and therefore the general principles of EU community law, and the exceptions to these principles must be interpreted strictly, moreover the exception provided for in Article 7(1) of Directive 79/7 is not relevant. The respondent (Southampton and South West Hampshire Area Health Authority (Teaching)) maintains as regards the first question, that the laying down of different ages at which you can compulsory terminate a contract just reflects the minimum ages stated by the State Social Security Scheme in the U.K. The respondent also considers that the state pension does not fall under directive 76/207 but is an aspect of social security and therefore falls under the directive 79/7 in which member-states can impose different ages to entitlement. The Court of Justice decided on the first question that the directive it fell under was Directive 76/207 as the question it was referred concerns the fixing of an age limit as to when to terminate employment following a general policy of dismissal. The question therefore relates to the conditions and rules governing dismissal. The court further stated that Article 5 (1) of Directive 76/207 provided that men and women are entitled to equal treatment in working conditions which includes conditions governing dismissal meaning that men and women are guaranteed the same working conditions without discrimination on grounds of sex. Following a policy of compulsory dismissing workers even if they get a retirement pension still falls under the term â€Å"dismissal†. The Court summed up the answer to the first question in saying that article 5 (1) of Directive 76/207 must be interpreted in meaning that having a policy whereby you dismiss a person for the reasons being that she is a women who has reached the age of qualifying for a state pension, when the age is different for men as it is to women, constitutes discrimination on the grounds of sex, contrary to Directive 76/207. The Court of Justice realised that since the answer to the first question was yes, then it is necessary to consider whether the appellant can rely on Directive 76/207 specifically Article 5 (1) of that directive in national courts and tribunals (Direct Effect). The appellant stated in their argument that â€Å"directives are capable of conferring rights on individuals which may be relied upon directly before the courts of the member-States; national courts are obliged by virtue of the binding nature of a directive, in conjunction with Article 5 of the EEC Treaty, to give effect to the provisions of directives where possible, in particular when construing or applying relevant provisions of national law†. The appellant also stated that articles 2 (1) and 5 (1) of Directive 76/207 was sufficiently clear to let the courts apply them, a view which the commission shared with the appellant. The respondent stated in its argument that the directive should not have direct effect as directives can never impose obligations on individuals and that it can only confer obligations on a member state in its capacity as a public authority and not as an employer and finally it would be improper to put persons employed by the state in a better position than those employed by a private employer. The respondent also stated that the articles in Directive 76/207 were not clear and unconditional enough to give rise to direct effect. In answering the second question, the Court of Justice stated that it does not matter whether the state is an employer or a public authority when an individual is relying on a directive against a member state in legal proceedings. This is necessary to prevent the state taking advantage of its own failure to comply with community law. The Court of Justice stated that the articles in the Directive 76/207 are sufficiently precise and clear in that they prohibit â€Å"any discrimination on grounds of sex with regard to working conditions, including the conditions governing dismissal, in a general manner†. Where a state fails to implement a directive by the end of the time period given, and if the provisions of the directive are unconditional and sufficiently precise, the Court of Justice ruled that the directive may be relied upon against the state, because otherwise it would not be compatible with Article 189’s binding nature on directives. The Court of Justice answered the second question in saying that Article 5 in Directive 76/207 which â€Å"Prohibits any discrimination on grounds of sex with regard to working conditions, including the conditions governing dismissal may be relied upon as against a state authority acting in capacity as an employer†. The Advocates General’s opinion concurred with the judgement of this case. The legal significance of this case is that an individual may only rely on a directive in a national court when suing a public body but the term public body has been given a wide interpretation by the European Court of Justice. Although Direct Effect was founded originally in the Case 26/62,Van Gend en loos [1963] ECR 1, in the Marshall case we have just looked at, the vertical nature of the directive meant that Marshall could take advantage of it, although an employee in the private sector would not have been able to. This would seem to give public sector employees an unfair advantage over their private sector counterparts, but this glitch in EU law was fixed by the subsequent Case 14/83 Von Colson & Kamann v Land Nordrhein-Westfalen which established the doctrine of Indirect Effect which is a mechanism of effectively using indirect means, to give a directive horizontal effect for all employees. Bibliography Cases 1. Judgement of Marshall v Southampton and South West Hampshire Area Health Authority (Teaching) (Marshall (No.1)) [1986] 1 C.M.L.R. 688 ——————————————– [ 1 ]. Judgement of Marshall v Southampton and South West Hampshire Area Health Authority (Teaching) (Marshall (No.1)) [1986] 1 C.M.L.R. 688 page 3, line 11. [ 2 ]. Judgement of Marshall v Southampton and South West Hampshire Area Health Authority (Teaching) (Marshall (No.1)) [1986] 1 C.M.L.R. 688 page 11, line 37. [ 3 ]. Judgement of Marshall v Southampton and South West Hampshire Area Health Authority (Teaching) (Marshall (No.1)) [1986] 1 C.M.L.R. 688 page 11, line 36. [ 4 ]. Judgement of Marshall v Southampton and South West Hampshire Area Health Authority (Teaching) (Marshall (No.1)) [1986] 1 C.M.L.R. 688 page 11, line 51. [ 5 ]. Judgement of Marshall v Southampton and South West Hampshire Area Health Authority (Teaching) (Marshall (No.1)) [1986] 1 C.M.L.R. 688 page 15, line 37 [ 6 ]. Judgement of Marshall v Southampton and South West Hampshire Area Health Authority (Teaching) (Marshall (No.1)) [1986] 1 C.M.L.R. 688 page 17, line 2. [ 7 ]. Judgement of Marshall v Southampton and South West Hampshire Area Health Authority (Teaching) (Marshall (No.1)) [1986] 1 C.M.L.R. 688 page 17, line 19.