History of a merge

In November 2004, Jim Kilts called A. G. Lafley at P&G’s Cincinnati headquarters. Kilts, who had been Chairman and CEO of Gillette for 4 years, was seeking a buyer of the global Boston-based company. Lafley, who had been Chairman and CEO of P&G for over 4 years, was out of the office and had to call him back, unaware of what Kilts was about to propose. Lafley questioned Kilts on three topics. First, what was Gillette’s price? Kilts said he wanted a fair offer.Not $60 per share, but not $50. †Jim,† Lafley responded, â€Å"I can do the math. Are you thinking Gillette holdings into P&G stock and options and hold them for an agreed period of time. He would also consider staying with P&G for a year after official merger. Finally, Lafley asked about the description of the new culture he helped forge during his turnaround of P&G. â€Å"The P&G culture is more collaborative, open, and competitive than you may know it to be,† he said.Three days later, Lafley met Kilts’s personal office in Rye, New York. They spoke the entire afternoon and agreed to expand negotiations to include select senior managers. At one points , Kilts asked Lafley why he didn’t bring any bankers or lawyers. Lafley said they won’t necessary. Kilts, Gillette CFO Chuck Cramb, and vice chairman Ed DeGRaan met with Lafley and his CFO, Clayt Daley, to work out the merger teams. Culture and tone were major issues for Lafley. we were looking for a collaborative culture,â€Å" he said. â€Å"In fact, I decided that we were going to be collaborative in the negotiations. We had a friendly deal here, and there was no reason not to have the cards on the table. † Lafley called someone that both he and Kilts respected, Rajat Gupta, former managing director of McKinsey, who urged Kilts to give Lafley an open look at potential cost synergies and a peek at Gillette’s planned technological innovations. Kilts agreed.But come December 2005, they hal ted negotiations, realizing that they couldn’t strike an agreement before the upcoming analyst meetings and holidays. Lafley called Kilts back after Christmas. From a strategy standpoint, Lafley considered the acquisition a â€Å"no-brainer. † Both companies would obtain the scale needed to drive the global expansion of its products P&G’s developing market size was five times Gillette’s $11 billion in annual sales versus $2. 2 billion.Together, the combined entity would include 21 billion dollar brands, 16 from P&G and 5 from Gillette. Gillette’s brands further migrated P&G’s products portfolio toward high-margin beauty, health and personal care categories. The merger would fortify retail customer relationship, especially through the combined knowledge of male consumers, from Gillette, and female buyers, from P&G. And they could leverage respective business strengths, such as Gillette’s trade-up practices and P&G’s go-to-market expertise, to improve growth.

Analysis of “The School of Athens” by Raphael Essay

Raphael, the youngest of the three great artists who defined the Italian High Renaissance, was born in the small yet artistically significant Central Italian city of Urbino. It seems that Raphael attained his natural gift of creativity from his father who was a poet and a painter. Orphaned at an early age, Raphael was sent to be an apprentice to the distinguished painter Perugino, and by the tender age of twenty-one had flourished into an impeccable artist with talent surpassing that of his mentor. Over the course of the next four years, Raphael lived and worked in Florence alongside Leonardo DaVinci and Michelangelo. Raphael could not escape the imminent influence of these two legendary artists. By 1508, Raphael’s reputation had already been established and at the age of twenty-five he was summoned by Pope Julius II to decorate the walls of the papal apartments in the Vatican Palace, which happened to be just steps away from where Michelangelo’s Sistine Ceiling was in progress. This commission allowed for the creation of the world-renowned fresco titled, The School of Athens. This work is revered as one of Raphael’s greatest achievements and possibly the greatest achievement of the High Renaissance period. This commission would bring Raphael deserved recognition and notoriety and ultimately led to him becoming the leading painter in all of Rome. The School of Athens is a painting of world-renowned stature because of its impeccable harmony, which was characteristic of Raphael’s work. In order to understand the influence of this piece one must recognize Raphael’s overall achievement here: he successfully created a scene of nearly sixty figures, each individual and alive, that yet combines in a design that is harmonious, clear, and befitting the classic importance and dignity of its subject. Harmony is created in part by the use of contrasting elements. Most obvious of these elements would be the differing philosophical ideas of the two principal characters, Plato and Aristotle. Plato is shown pointing upward suggesting his emphasis on the existence of a spiritual realm beyond the physical world. The gesture is a reference to, â€Å"Plato’s interest in the world of ideas, a meta-world that exists beyond our comprehension of reality† (Crenshaw 126). On the other hand, Aristotle gestures his hand downward stressing his belief that the physical world is the basis of all knowledge and understanding. Plato carries the Timaeus, one of his dialogues that explains his belief in the reality of a world of ideal forms which exists beyond the material universe. Aristotle is shown holding his famous Niomachian Ethics that illustrates his belief that knowledge is only gained through empirical observation and experience of the material world. The two figures are further differentiated by their sense of movement and their age. Plato appears to be an older gentleman who seems to be moving with an air of patience and grace while Aristotle is a younger man who se ems to be moving forward with a greater sense of urgency and energy. The picture is then divided neatly in half, the idealists or â€Å"thinkers who concerned themselves with ideas and abstract concepts† (Crenshaw 126) are on the left side with Plato. To the left of Plato in a dark green robe, Socrates can be seen engaging in an argument amongst a circle of his disciples enumerating points on his fingers, â€Å"in a classic visualization of the Socratic argumentation technique† (Crenshaw 126). Socrates was an influential and revolutionary Grecian philosopher whose work was meant to show how argument, debate, and discussion could help man to understand and resolve difficult issues. Although the notion that this figure is indeed Socrates has been widely accepted for generations, a new idea has recently emerged among art historians. These historians speculate that Socrates is actually the figure shown sprawled about on the steps directly in front of Plato and Aristotle. Some interesting theories support their argument. The first point they make states that, â€Å"compared to most of Raphael’s figures who are rather richly dressed, this man, with his simple, bare-shouldered himation, gives the impression of far more modest tastes. He also seems to have come from an earlier era† (Bell 641). These obvious features accurately describe Socrates. Another important point to note would be the placement of this figure. One cannot deny that the figure is in a place of specific significance and attention. Our eye is drawn first to the central figures, Plato and Aristotle, and secondly to the figure lying on the steps in front of them. The new identification of Socrates suggested here, â€Å"places the three most important philosophers in the center of the School of Athens, where they are depicted without any intervening figures between them† (Bell 641). This strategic placement allows for a natural emphasis on the three most influential philosophers of all time. This new identification becomes problematic when one considers the fact that for most of history, this figure on the steps has been identified as Diogenes the Cynic. Diogenes’ philosophy encouraged men to live a life of simplicity and to reje ct all forms of luxury. He sought to expose the falsity of most conventional standards set by society. While Diogenes was a philosopher of significant stature he does not measure up to the over arching influence of the famed Socrates. This figure has been widely accepted as Diogenes because of his apparent demeanor and clothing. The figure is shown in what some refer to as rags, which supports the argument that this character is Diogenes. Another element that supports this man being Diogenes is the way the character interacts with the philosophers around him. He appears to be withdrawn from the rest of the group, which was characteristic of Diogenes, who was considered by most to be an individual who lived on the fringes of society. Although this figure could possibly be Diogenes, I conclude that the new identification suggesting that this figure is actually Socrates proves more convincing. If the figure on the steps is Socrates, where is Diogenes? Some art historians have theorized that Diogenes is the man standing alone under the statue of the God Minerva. No other philosopher appears so unkempt and disheveled, almost shunned by his fellow Athenians. Adding further evidence to this theory, â€Å"it would be appropriate to portray Diogenes as a very old man, dressed in only a simple red-brown cloak, which, according to Laertius, he wore everywhere† (Bell 643). In my opinion, I would argue that this new identification is indeed more valid than the previously accepted version. The fact that not all of these figures have been correctly identified or even identified at all, keep art historians interested in the work. Perhaps Raphael intentionally left the identities of these two figures unexplained to spark the viewer’s curiosity. In the lower left foreground Pythagoras is shown â€Å"illustrating his musical theorem† (Crenshaw 126) to a group of his students. Shown leaning on a block in the foreground is the pre-Socratic philosopher Heraclitus, who claimed that understanding is realized through introspection. Heraclitus seems to be lost in thought and appears to be uninterested in interacting with the other figur es surrounding him. This figure is thought to be a portrait of Michelangelo therefore portraying him as a man of little social capability. Raphael is possibly also contrasting himself to Michelangelo suggesting that Michelangelo is a man of quiet introspection while he is a sociable man who is well liked by all. The realists or Aristotelians are on the right side with Aristotle. Further emphasizing their realist ideals the right side of the painting is shown under the statue of Minerva, the goddess of wisdom and the sense of sight (Crenshaw 126). Shown in the lower left foreground is Euclid, the Greek mathematician, and his four students absorbed in their mathematical demonstration. Euclid is remembered as the â€Å"Father of Geometry†. He also researched and closely observed optics and perspective (Janes 57). Euclid resembles the influential architect Bramante, who was a friend of Raphael. Zoroaster and Ptolemy are shown facing opposite one another directly above Euclid. Zoroaster, a philosopher of ancient Persia, shown here holding a celestial globe is discussing with Ptolemy, the Greek geographer who believed that the earth was the center of the universe, holds a terrestrial globe (Janes 57). Directly above Ptolemy and Zoroaster is a figure standing alone wrapped up in his cloak and his thoughts. This figure is the lawgiver Solon. Tucked into the right corner of the composition is Raphael’s teacher Perugino. By placing Perugino in the composition, Raphael is showing his deep respect for his mentor and thanking him for sharing his knowledge. The figure next to Sodoma is actually a self-portrait of Raphael himself. By placing himself along with other artists in the scene, â€Å"Raphael asserts that art is, in fact, an intellectual enterprise — a form of study and enquiry, n ot merely a manual activity† (Crenshaw 126). It is also no coincidence that Raphael places himself on the Aristotelian side, among philosophers who work from observation. The School of Athens is considered to be one of the most important achievements of the High Renaissance. This work exemplifies the High Renaissance in the graceful movements and gestures of the figures. All the figures appear to be moving and actively interacting with one another. The figures are also very large in scale and fully idealized in form. The fact that this gathering is completely idealized is also characteristic of the High Renaissance. The philosophers come from a wide range of times and places who could not have possibly met or interacted with one another. The composition displays the gathering under an architectural framework that is reminiscent of the Italian Renaissance architect Bramante’s plan for the New St. Peters. During the early 16th century, architecture was inspired by the grandiosity and monumentality of ancient Roman building s such as the Coliseum in Rome. The main architectural element portrayed in the fresco is executed in the classic Doric style, characterized by simplicity and minimalism of decoration. The architectural framework also creates a sense of symmetry and special depth. All of the elements stated above combine to make this work a masterpiece of the High Renaissance. The School of Athens is undoubtedly a work of art that will continue to be viewed as an outstanding achievement of the High Renaissance, and the most impeccable work produced by the famous Raphael. Art historians will continue to research the work and perhaps uncover the philosophers depicted whose identities have yet to be revealed. The legacy of this pià ©ce de rà ©sistance lives on.

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

Walmart - Essay Example It comes under strategic portfolio management. It has the following criteria: Score from the EFE Matrix (score is plotted on y-axis) Score from the IFE Matrix (score is plotted on x-axis) The IE Matrix is divided into three segments namely Grow and Build (High), Hold and Maintain (Medium) and Harvest or Divest (Low). Analysis of Wal-Mart using IE matrix: The Internal factor evaluation score of Wal-Mart is 2.80 and the External factor evaluation score is 3.86. According to these scores, Wal-Mart fits into the category of Grow and Build. The strategies suitable for Wal-Mart are discussed below: Market Penetration: This strategy can be used when a company wants to increase its market share with the help of its current products and services through greater efforts of marketing. This is extremely appropriate for Wal-Mart and can give a competitive edge because of the bankruptcy of K- mart. Wal-Mart should increase its promotional campaigns to capture the attention of its target market and retain the customers of K-mart as well. K-mart is closing hundreds of stores and this is an opportunity for Wal-Mart to control the market. The economies of scale against its rival also give the power to influence the market. The EDLP and rollback campaigns can be integrated in such markets where their share is less and will enable the employees to grow and promote in higher positions with the addition of more products and increased market share. Wal-Mart already enjoys a dominant position and requires a little effort to reach out to a range of customers. Wal-Mart can contact to local television stations and other advertising means to increase its customer base and positive image. The immediate results of this strategy includes increased market share, increased sales and increased customer recognition. This will also increase the competition because competitors will also respond to this strategy. Market Development: Wal-Mart can also enter into new markets by simple introducing its products and services in new geographic areas. This strategy also works with the core values of Wal-Mart. This strategy will provide many potential areas for growth both in local and international market. This is because Wal-Mart holds a strong position in the industry and has the needed capital and human resource to diffuse into the untapped markets. Thus, in order to maintain and expand their reach in all facets of the business Wal-Mart should continue to grow its business in different areas of the world. This will also provide quality of life in those areas where development is required. The costs for the implementation of this strategy are considerably high because it will involve the construction of new buildings and organization of new distribution networks. This is a very important strategy for Wal-Mart because they are currently using this strategy. The main advantage for Wal-Mart is its superior pricing ability which forces out the other local shops and stores. This will s urely increase the level of customer satisfaction as well as the increased capital investment. Product Development: This strategy can be used to increase the sales and serve to a diverse range of customers by modifying and improving the quality of existing products or services. This will provide the unique opportunity to compete with higher market sharing places in the other divisions. It is known that Wal-Mart operates in other divisions under its name. Through this strategy,

Is ethnic conflict the most important cause of civil wars Essay

Is ethnic conflict the most important cause of civil wars - Essay Example All governments in the world attempt to attain and maintain a monopoly over organized violence within its borders. When they lose the monopoly to the emergence of a rebel group, a civil war erupts. Reducing global incidence of civil wars is highly feasible and is hugely valuable to international peace and stability in the globe. All in all, ethnic difference has been quoted by many as the most important cause of many civil wars being experienced around the globe. To Collier, P & Hoeffler, A (2005), civil wars are now more common compared to international conflict. According to them, of the 15 main armed conflicts which are listed by the Stockholm International Peace Research Institute (SIPRI) for 2001, majority are internal conflicts which can be categorized as civil wars. To start with, unequal distribution of government resources forces people to come together once they notice that, the distribution is done in the lines of ethnicity. A saying goes that, if in a seat of power, you should always do well and particularly to your tribes’ men. To Fearon, J. et al. (2006), this is a negative score if a country is to have the required cohesion among the tribes if it is to achieve any thing higher. The neglected tribes often come up to attack the ruling elites together with the tribes were they come from. According to Fearon, J. et al. (2006), this is the starting point. Also, government positions are allocated to the politically correct individuals; from the tribe of the ruling class. This practice of segregating some individuals due to his/her tribe leads to civil war in many instances. Further, in countries which were colonized by foreign powers, the first citizen to rule that country determines the future of the country. When a person ascends to power and starts rewarding his/her ethnic group then a problem crops up. For example in Kenya after the general elections last year, an internal conflict ensued which could have deteriorated into a civil war

Is your model the best model why and why not Essay

Is your model the best model why and why not - Essay Example Based on that information, the organization structure model that has been designed is the best; reason being that, first, the model is a hybrid structure. A hybrid organization structure model is one that seeks to implement both the divisional and functional organization structures. Such a combination enables the organization to reap a number of benefits within the organization itself and also on the business arena. As such, there are a number of benefits that a hybrid model brings. These include: Efficiency: Due to the fact that the hybrid model combines the functional and divisional structures, the organization tends to increase work and processes efficiency. For example, Kind Saud University has a functional unit that seeks to cater fully to female students. As a functional unit, they report directly to the Dean of the College. With that, this functional unit also provides a disciplinary panel to female students. Based on the designed model, it is without doubt that there is work efficiency in the University since the functional unit â€Å"Vice Dean for Female Student Affairs† seeks to cater fully to female students with regard to matters such as: Graduate studies; educational and academic affairs; finance and administration matters; development and quality unit. As such, all female students get their needs handled with this department. Based on that, the designed model has fully aligned with the needs of their market – both female and male students. Increased flexibility: A hybrid structure is more flexible than an independent functional structure or an independent divisional structure. Hybrid organizations have a number of product categories which tend to offer a competitive strategy in the business arena. In the case of King Saud University, the product and/ or services categories include the different Schools/ Colleges that the University has. That is,

Do not need a title Assignment Example | Topics and Well Written Essays - 250 words

Do not need a title - Assignment Example In every society, men of this [aristocratic] class will command a superior degree of respect; and if the government is so constituted as to admit but few to exercise the powers of it, it will, according to the natural course of things, be in their hands. Men in the middling class, who are qualified as representatives, will not be so anxious to be chosen as those of the first. When the number is so small, the office will be highly elevated and distinguished; the style in which the members live will probably be high; circumstances of this kind will render the place of a representative not a desirable one to sensible, substantial men, who have been used to walk in the plain and frugal paths of life†¦. A substantial yeoman, of sense and discernment, will hardly ever be chosen. From these remarks, it appears that the government will fall into the hands of the few and the great. This will be a government of oppression†¦.The great consider themselves above the common people, entitled to more respect, do not associate with them; they fancy themselves to have a right of preeminence in every thing. It has been farther, by the gentlemen in opposition [Antifederalists], observed, that a large representation is necessary to understand the interests of the people. This principle is by no means true in the extent to which the gentleman seems to carry it. I would ask, why may not a man understand the interests of thirty [thousand] as well as of twenty? It is a harsh doctrine, that men grow wicked in proportion as they improve and enlighten their minds. Experience has by no means justified us in the supposition, that there is more virtue in one class of men than in another. Look through the rich and the poor of the community; the learned and the ignorant. Where does virtue predominate? The difference indeed consists, not in the quantity but kind of vices, which are incident to the various classes; and here the advantage of character belongs to the

Policing in a Democratic Society Assignment Example | Topics and Well Written Essays - 1000 words

Policing in a Democratic Society - Assignment Example Finally, the essay will explore some ideas for eradication of the weaknesses encountered in the police structure. Following a rising rate of crime and threats to national and international security, the role of the police has been repeatedly questioned by the public. This questioning of the role played by the police is quite natural. This is because the police structure is supposed to protect the public. This is the entire social purpose of this structure. Usually, it is thought that the principle or objective of the police structure is criminal law enforcement. But, it is forgotten that most of the duties are related to order maintenance (Walker & Katz, 2012, p. 4). This is why both good protection of public interests and enforcement of law should translate into a dwindling rate of crime and threats. But, the real situation is opposite which is largely due to the fact that power is often not exercised in accordance with democratic principles. More attention is focused on reinforcing the crime-fighter image than maintaining order in society. The police do so to create this impression on the pub lic that â€Å"they, and they alone, could control† (Walker & Katz, 2012, p. 7). One of the most important principles of democratic policing is to use the authority delegated to the police by the state in the best interests of common people. When power is used by the capitalist class to control the working class or to monopolize their resources, democracy is threatened. Any problem brought to the police by a common person should be valued and addressed just as much as a problem brought by a person in high position. Unfortunately, this does not happen actually which is a great weakness of the police structure. More importance is attached to influential people by the police than to common people who lack resources. Also, more people with disadvantaged socioeconomic backgrounds are put

How to be a good leader Essay Example | Topics and Well Written Essays - 1750 words

How to be a good leader - Essay Example Much of history is recorded through the lives of famous leaders. Names such as George Washington, Abraham Lincoln, Clara Barton, Mahatma Gandhi, Golda Meir, John F. Kennedy, Martin Luther King Jr., and Nelson Mandela symbolize major eras of social upheaval that have had immense repercussions. Most young people today aspire to become leaders in school, athletics, entertainment, politics, industry, the military, medicine, or some other area of endeavor (Howell, 2005). The stakes for the leaders of our future are rising rapidly and daily. The demands on the role in both public and private sector, the attention from the media to the problems we face, and the increased complexity of the world with globalization and galloping technology make leadership infinitely more difficult. The game has changed -- dramatically. Strange new rules have appeared. The deck has been shuffled and jokers added. Never before have American business, education, medicine, social welfare, and government faced so many challenges. There is a mood out there that must be termed dyspeptic -perhaps even murderous -- toward institutional leaders. It's part of the American paranoid style. But it has been exacerbated by scandals, media attention, and questions about character. Uncertainties and complexities abound. There are too many ironies, polarities, confusions, contradictions, and ambivalences for any organization to understand fully. The only truly predictable thing right now is unpredictability. Most of us grew up in organizations that were dominated by the thoughts and actions of the Fords, Taylors, and Webers, the fathers of the classic bureaucratic system. Bureaucracy was a splendid social invention in the nineteenth century, as the ideal mechanism for harnessing the manpower and resources of the Industrial Revolution. Today many organizations are reconsidering the macho, control-and-command mentality that is intrinsic to that increasingly threadbare model. They are looking to leadership that is empowering, that invites participation, that is flexible and responsive to the realities of life (McShane, & Glinow, 1999). As we begin, we must raise several cautions about leadership. First of all, leadership can be a heady experience. Learning about it, pursuing it, and encouraging it can take one on a dangerous power trip. If the purpose of leadership is, as we posit in this book, to take a stand for what one believes and to bring it forth into reality, then leaders must have a check on their ambition. In the leaders we admire, ambition is always balanced with competence and integrity. This three-legged stool upon which true leadership sits -- ambition, competence, and integrity -- must remain in balance if the leader is to be a constructive force in the organization rather than a destructive achiever of her or his own ends. Effective leaders continually ask questions, probing all levels of the organization for information, testing their own perceptions, and rechecking the facts. They talk to their constituents. They want to know what is working and what is not. They keep an open mind for serendipity to bring them the knowledge they

Globalisation is a force for good. Discuss Essay

Globalisation is a force for good. Discuss - Essay Example Considering all the advantages of globalisation, the argument that this concept is a force for good cause remains true. This paper is meant to examine the positive effects of globalisation that resulted in the transformation of major areas like education, technology and business as a relationship with the relevance of international cooperation instilled by globalisation. Make a quick overview of the development around the world that has taken place in the recent two decades and it will be clear how great the aspect of ‘globalisation’ is. It is obvious that the politically segmented world map is now filled with a number of cities and economic hubs where labour and capital are brilliantly invested and operated in a variety of enterprises. This rapid growth in urbanisation and development in the human resource quality meant for economic growth of many countries became a reality through the integration of ideas and efforts from different parts of the world. As such, the commonness in opinion and the willingness to share material and abstract things meant for progress of human communities across political borders can be considered as the basis of globalisation. The interchange and exchange of information and material meant for mutually beneficial prospects between two or more countries constitute globalisation. According to a suggestion, â⠂¬Å"Globalisation is the term used to describe the process of removal of restrictions on foreign trade, investment, innovation in communications and transport systems† (Paul, 2008, p.55). The clear observation of this process will open a chamber of international participation in almost all the walk of economic enterprises. Under the franchisee of globalisation concept, the countries participating in joint economic ventures are supposed to be transparent and liberal among them in order to make the process of

Cb Prepartions Essay Example for Free

Cb Prepartions Essay Social character traits have shown that inner and other-directed consumers may have different preferences in terms of promotional messages. Inner-directed people prefer advertisements that stress personal benefits while other-directed people seem to prefer advertisements that feature social acceptance. (a) HIGHLY DOGMATIC CUSTOMERS: It is a personality trait that measures the degree of rigidity (versus openness) that individuals display towards unfamiliar and towards information that is contrary to their own established beliefs. Dogmatism: general tendency to be open or closed to new ideas and innovations. A person who is high in dogmatism approaches the unfamiliar defensively while the person who is low in dogmatism will rarely consider unfamiliar or opposing beliefs. * more receptive is Ads for new products or services that contains an appeal from the authoritative figure. Marketer uses celebrities and experts to their new product advertising for making it easier for the potentially reluctant customers. * Highly dogmatic consumers are likely to respond favorably to a new product when the advertising message is presented in an authoritarian manner (e. g. celebrity endorsement or expert testimonials). * prefer traditional or established products rather than innovative ones. close minded towards unfamiliar and untoward information that is contrary to their own established beliefs * approach such information with considerable discomfort and uncertainty. promotional message most suitable would be endorsement or appeal from an authoritative figure. * New products need to be presented in an authoritative manner and that celebrities could be employed to reach dogmatic consumers who are more closed minded. For example: Colgate Dental Cream with Doctors and Experts endorsements. Anti-Polio Campaign featuring Amitabh and Sachin Tendulkar also useAuthoritative statements. The Cadbury’s brand took a beatng in sales after the worms were found in somepackets. Dogmatic Consumers stopped purchasing the Brand. Amitabh Bacchhanwas then used as Authority figure to reestablish Brand. b) Inner-directed consumers * tend to use their own values and standards in evaluating a new product * ads aimed at them should depict the attainment of personal achievement and satisfaction. ads that stress product features and benefits, which enable them to usetheir own values and standards in evaluating products * rely on their own inner values or standards in evaluating new products and are likely to be the consumer innovators. * other directed customers tend to look to others for guidance a s to what is appropriate or what is inappropriate. * be prefer ads that stress product features and personal benefits ( enabling them to use their own values and standards in evaluating products whereas the other * For example: Surf Ad showing Shabana Azmi saving two buckets of water is an example of the same. The latest from Surf Excel is currently running on television. This is the ad where many people are seen walking with two buckets full of water. They then pour it into a large reservoir. At this point none other than Shabana Azmi informs you what a great thing thissaving of water is for the country and implores you to use Surf Excel. * manufacturer of cameras who advertises to inner-directed consumers should stress the ability to take better pictures and the resulting personal satisfaction. c) Consumers with a high optimum stimulation level * more open to risk-taking, more likely to be innovative have a greater willingness to take risks, try products with many novel features, and shop in new retail outlets. * likely to respond favorably to promotional messages stressing more rather than less risk, novelty,or excitement. * to seek purchase related information and to accept new retail facilities. * For example: The exciting and exotic Vacation Campaign of Malasia-Truly Asia is position ing of  Airways to sell the Asian Adventures. These enjoy thinking. They are responsive to that part of Ad that is rich in Information. The individuals representing this group are adventurous and often related to entrepreneurial environments. The innovators run the risk that the innovation does not catch on, and thus subject themselves to a potential loss they must be prepared to absorb. Therefore innovators have to live with the uncertainty about the potentials of the technology, which can be viewed upon as the price to pay for being pioneers in a new field catalyzing the diffusion of new technologies. The early adopters are ready to adopt a new technology when they observe that other individuals has started adopting, and sees the potential for being some of the first adopters of a new and promising technology. These individuals are often a more integrated part of the local society than the innovators, and their adoptions are crucial for the technology to take off and get hold of the broad public. For the early adopters the uncertainties about the merits of the new technology are strongly diminished, and can therefore adopt the new technology without running the risk of buying a young and untested technology. This group accounts for about one third of the total number of adopters, and provide the link between the progressive early adopters and the more skeptical later adopters. In the latter half of the spectrum the late majority also represent about a third of the adopters. This group is skeptical to new innovations, and is not willing to adopt, until a lot of other people have adopted before them ensuring the success of the technology and possibly massive network effects. The last 16 % of the adopters, the laggards, often focus on traditional values and base their decisions on past events. They are suspicious of any new inventions to change the way life are traditionally lived, and must be 100 % certain that the technology will prevail before they are willing to adopt. From a consumers’ point of view it is essential to think about the decisions of future adopters when choosing what technology to go with. The decisions of previous adopters are on the other hand a know factor and plays a role for the decision also. So does the structure of the market, i. e. which technologies are available at the time of adoption, compared to potential superior technologies that could be available in the future. Recent findings indicate that there is a lack of willingness to wait by the early adopters. 11 This high priority of being among the very first users of a new technology is said to inflict negative externalities on the later adopters. These later adopters can be forced to adopt an inferior technology to make sure that they are compatible with the technologies of the early adopters, or they might be forced to give up compatibility to get a superior technology. That said the diffusion of new technologies is often strongly dependent on the choices of the early adopters.

Issues Affecting Teaching and Learning

Issues Affecting Teaching and Learning The purpose of this assessment is to demonstrate an understanding of pupil learning in relation to learning theories and establish links between effective pupil learning and teaching strategies. In this essay, I will address the key issues that impact on effective teaching and learning strategies for learners of business studies in secondary school. In doing this, I will refer to my own experience and observations in the classroom and to lessons given as well as to objectives and evaluations. I will also refer to learning and pedagogical theories, curriculum, standards and policy documents that inform practice. I will use examples from two specific lessons, on profit and loss and personal budgeting and, from these examples, establish links between theory and practice. It is first of all useful to begin with an understanding of the curriculum expectations of the teaching of business studies and the changes that have occurred over the past thirty years and also in light of recent reforms that aim to â€Å"raise the education and skills levels of students by delivering a curriculum which gives life and social skills,† and prepares students â€Å"for a fast-changing worl d† (Department for Children, School and Family, 2008). Curricular knowledge, as well as subject and pedagogical knowledge are the â€Å"three important aspects† (Hammon, 2005, p. 26) a teacher needs to understand and master. The aim of recent reforms in the education of young people is to make â€Å"education more relevant to todays world.† As such, business studies and the core skills of ICT have become a priority in preparing young people for higher study and employment. This strong shift towards education as preparing students for employment, further study, and becoming citizens in a globalised world, demands that secondary education be used to foster the development of students in terms of their practical and vocational potential. This shift raises, yet again, all the great pedagogical questions (Jephcote and Abbott, 2005) which teachers may not be able to answer, but will nonetheless help in understanding the purpose of teaching business studies in the way informed by government policy and to guide teachers – both experienced and novice – in understanding why and how to best teach their subject. These pedagogical questions concern whether business, career and work-related education in schools should meet the demands and needs of the individual learners or of â€Å"society and economics† in general. These questions also consider whether schools should be concerned with changing society or â€Å"preserving the social order,† whether career and work-related education should be a vehicle for preparing good and morally responsible social individuals, and whether education should prepare learners for their life after school or simply teach students how to successful learners (Jephcote an d Abbott, 2005, p. 6). These questions seem to raise conflicting ideas and goals, but they are mutually supportive: learners who enjoy the learning experience for its own sake will also be able to better employ the concepts, facts and skills learnt beyond their schooling. In any case, the very basis of career and work-related education is founded on instrumental value, regardless of whether or not students students find any intrinsic value in it, any value in learning for the sake of learning, that is. In terms of instrumental value, employers have expectations that career and business education will provide them with a capable and skilled workforce. Students need to gain knowledge and skills that will make them somehow useful in society. Hence the strong shift in policy focus: in 2005, employers were less than satisfied with the level of business awareness that school leavers and graduates had brought to the workforce (Kelly, 2005, p. 21). But apart from employers, both parents and students themselves also hope to gain some instrumental value from their study of career and work-related subjects: they want to become successful at finding jobs. As far as the schools part in all of this, and by extension the teachers, there is a â€Å"legal responsibility† to provide opportunities for â€Å"careers education, work-related learning and enterprise and financial capability† at key stages 3 and 4 (Department for Education and Employment and Qualifications and Curriculum Authority, 1999). By thus understanding the focus of government policy and curriculum expectations teachers then need to find their own ways of improving student outcomes, all the while working within their preferred ideological or pedagogical frameworks and holding their personal beliefs about education and their role as teachers, while taking into account the preferences of students. In light of all this policy change and reform, teachers effectively become â€Å"agents of† decisions made by others, instead of controlling decisions that will impact on their classrooms (Cohen, 2005, p. p. 16). Teachers, instead of feeling threatened by this, find comfort and confidence in knowing exactly what is expected of them and their students. Policy, frameworks and standards provide an excellent scaffolding for teachers to develop their own teaching objectives within the strict framework. After all, when it comes to teaching, â€Å"the way you do it is just as important as what you do† (Kyriacou, 2001, p. 31). It is an acknowledged pedagogical trait that effective teaching of a given subject is influenced by a teachers confidence in the chosen teaching method and resources used as well as a clear understanding of the principles behind lesson objectives, just as much as it is the teachers subject knowledge and expertise. Similarly, effective learning is influenced by student confidence in the teacher and knowledge taught, as well as the freedom to learn via different learning strategies and the ability to control their learning process. A confident teacher will have a clear understanding of pedagogical frameworks and curriculum expectations and also be sensitive to student needs and preferential learning styles (Kyriacou, 2001). When it comes to teaching and learning business awareness, learners will often have to master quite new concepts, such as profit, cost, revenue and budget. As such, teachers might intuitively respond to this need by understanding their role as one in which they must â€Å"impart† or â€Å"transmit† the knowledge that they have about the subject to the students who do not yet have this knowledge. In fact, this understanding of teaching is in line with Wood (1997) who offers four ways of teaching in a type of hierarchy. The first, that of teaching as imparting knowledge, fits into an objectivist (Fox, 1983) understanding of knowledge as something that exists independently of the knower. The process of acquiring knowledge then, is simply one which involves learning something that already exists. According to Wood, as a teacher becomes more experienced, so too will their chosen mode of teaching become more complex. From the understanding of teaching as imparting knowledge, the teacher develops that understanding to teaching as preparing students to use knowledge, teaching as providing opportunities for students to explore different perspectives, and finally, teaching as preparing students to be reflective (Davies and Brant, 2006, p. 182). In the case of teaching profit and loss, a teacher, especially a novice teacher, might well see that these concepts already exist in the world business and the best way to deliver this knowledge to students is when they act as expects who impart this knowledge. This understanding of teaching was observed in a lesson on profit and loss (Appendix I). The lesson objectives were stated as thus: Students should be able to define profit and loss; Students should be able to explain the relationship between turnover, cost of sales, gross profit and net profit; Students should be able to calculate net profit and gross profit and make assumptions about the profitability of a business (Salbstein, 2001). The lesson aimed to impart information, facts and definitions about key concepts in profit and loss, via a traditional method of introducing the language and definitions on the classroom board for students to record in their books. Methods of calculation were also introduced. The teachers role i n this lesson was a central role as the main expert facilitator of the knowledge of profit and loss. Once the concepts had been given and discussed, students were directed to study in pairs on the computers by accessing an online lesson of profit and loss, which included an online quiz (Salbstein, 2001) to test student understanding of the concepts taught. This method is a type of information-processing method, whereby learners are presented with information and then asked to manipulate it, in this instance by quiz work, but also by re-wording learnt definitions and discussing concepts. According to Davies and Brant (2006, p. 121) this theory of learning is based on the idea that when learners learn new information is â€Å"processed and stored in the mind.† While this is suggested as an effective method for applied learning, this method is limiting because it treats all learners in the same way, disregarding individual preferences and learning styles. Another method, which is classic but limiting, is the method based on an understanding of learning as a behaviour that changes in response to environmental factors, such as positive reinforcement. This is Skinners behaviourist model. Learning based on this method suggests that each stage of learning be broken down into parts or steps and rewards given following successful completi on of each step. Davies and Brant (2006) suggest that this method is useful in teaching vocational and ICT-related tasks and skilled, but is limited because it does not provide a holistic view of learning and knowledge acquisition. The lesson outlined above, while presented in a comparatively limiting way, was not unsuccessful. This is because of the appeal of the ICT element in teaching, when students worked through the online tutorial. In evaluating the success of the lesson it was noted that students remained on task longer and were motivated to learn about the subject. ICT is an important and necessary element in career and work-related education when used to â€Å"complement teaching† (Jephcote and Abbott, 2005). ICT is more than merely a teaching tool and has the potential â€Å"empower† students by â€Å"liberat[ing] users from routine tasks† and also by making â€Å"accessible vast amounts of information† (Leask and Pachler, 1999, p. 4). In fact, current education policy in the UK stresses the importance of ICT in the classroom, simply because the increased use of technology â€Å"in all aspects of society makes confident, creative and productive use of ICT an essential skil l for lifeICT capability is fundamental to participation and engagement in modern society† (Department for Education and Employment and Qualifications and Curriculum Authority, 1999a, p. 1). As seen in the above lesson on profit and loss, students were able to locate further information in order to extend and consolidate their newly acquired knowledge of the subject being taught and were able to gain rapid and direct access to ideas and experiences from a wide range of people. In this case, the online tutorial was devised and designed by a teacher from another school. The results of this rather simply designed and planned lesson on profit and loss were positive and showed agreement with findings by Tomlinson (1981) who found that ICT increases motivation in students and increases their commitment to learning their subject. In fact, Tomlinson found that ICT enhanced the confidence and self-esteem of learners, as well as stimulating student determination to learn the subject, the amount of time spent on task, and the level of control over their own learning experience. All of these factors were seen in this lesson on profit and loss. But ICT is not just a beneficial tool for students, it is also a tool that the Qualified Teacher Standards expect teachers will use (Training and Development Agency for Schools, 2007) because it also â€Å"raises the profile† of teachers, makes teachers refresh their perspective on what they are teaching, and offers the potential for a variety of individual and group activities (Leask and Pachler, 1999, p. 5). Teachers should try to vary their teaching style as often as possible and exhibit â€Å"a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them† (Training and Development Agency for Schools, 2007, p. 8) Teachers should bring in new tools and new ways to present information, and giving students as many opportunities to learn facts and skills in a variety of ways (Davies and Brant, 2006, p. 142) and this is because within any given class a teacher will encounter students with various learn ing styles. For example, visual learners, who enjoy learning with pictures, graphs, artefacts and videos; auditory learners, who enjoy discussion and listening to tapes; and kinaesthetic learners, who enjoy simulations and role play. Ideally, a subject will be approached using all of these methods in the classroom. Moving away from the information processing models which are learning theories that tend to attract teacher-centred learning styles, there are the learning theories that are more student-centred, and these are called experiential learning theories. The theory underpinning this experiential model is one that stresses the relationship between experience and learning. Each individual student, it is theorised, has collected a range of experiences about a phenomenon and it is this range of experience that is called upon to introduce a new topic. Davies and Brant (1999) discuss Kolbs learning cycle and note that lessons informed by the experiential theory begin with student experience and examples instead of teacher-imparted principles and concepts. Kolbs learning cycle begins with the teacher calling on student experience as a way of introducing a new subject. Next students are encouraged to reflect on their experiences, to make generalisations from their experiences and, finally, to act on this new knowledge (Davies and Brant, 1999, p. 168). This theory of learning was implemented in a lesson on budgeting (Appendix II). This lesson aimed to introduce the concept of budgeting and the wide range of costs that might be involved in advertising and promoting a product (which the students had designed in a previous lesson). The learning activity was to plan a promotional event to advertise and promote their product to the public. Students were expected to investigate the costs involved, generate data and produce a projected budget for the event. The role of the teacher in this lesson was to motivate students to discuss their own experiences of budgeting before they began the learning activity. As such, the teacher led a discussion about students spending habits over a typical week. The leading questions were: a) What do you spend your money on in a typical week? b) Do you spend more money during some parts of the week than others? Are there more expensive periods of the week? c) Do you keep track of your spending habits? Or do you just spend until your money runs out? d) Do you feel that you miss out on things youd like to spend money on because you have run out of money? (Appendix II; Mark Your Challenge 2008). It was after this discussion that the actual lesson activity was introduced. Students were asked to investigate where money might be spent in organising a promotional event. The teacher introduced the idea that an effective budget means that one must have good and clear knowledge of where the money might be spent. Students were directed to use the Internet, newspapers and magazines in order to gain background information about what such organising such an event might demand and were asked to present their prospective budgetary conclusions in a format they chose. The lesson ended with group discussion following presentation of student-group findings. This lesson was particularly successful, as students responded confidently. The underlying theory behind this method is strikingly different to the information-imparting and information-processing theory that informed the lesson on profit and loss. Here, knowledge was not understood to be something that the teacher had and that the students did not have, but rather, that the students themselves already knew something about the subject and could further their knowledge with teacher-led guidance. This understanding of knowledge is social constructivist one. Some factors involved in understanding this approach is that learners are essentially being introduced to new ways of â€Å"interpreting the world that has been constructed by academic disciplines or communities of practice.† For these new ways to become meaningful, the students needs to actively construct or reconstruct the knowledge in their own way, and this usually occurs by linking new knowledge to the real world, and to some real context, so as to bridge the gap between what is considered â€Å"school knowledge† and â€Å"everyday knowledge† (Davies and Brant, 2006, p. p. 170). Moreover, students need to do this via dynamic and meaningful social interaction. In fact, it is not enough to simply provide access to the environment about which they are learning, that is, through work placement or even business-related simulations and role-plays, but through authentic interaction with teachers and othe r students, as well as with experts in the subject they are studying. It was Piaget (1968) who stressed the importance of social interaction, because when students participate in discussion with others – peers or experts – Piaget found that they become stimulated to express content in their own language. By re-evaluating content on their own terms and with their own language, they are able to further develop their understanding of the subject taught. It is this social interaction, that enables them to process information learnt and make sense of the subject in an dynamic way, using their own language to articulate and reformulate what they have learnt. In this way, they are not just mimicking concepts, definitions and strategies learnt in the classroom but integrating what they have learnt about knowledge already constructed by a particular community – in this case the business community – and the success of this occurs when learners have experienced posi tive interactions. This understanding of the learning process also links to into what is called the â€Å"zone of proximal development† (Vygotsky, 1978). This idea refers to the understanding that what we already know gives us â€Å"access† to things we do not yet know, so long as there is some help from a guiding expert. In the case of the lesson on budgeting, students already had some knowledge of money spent and the practical use of budgeting to make sure that money does not run out. From this personal knowledge, a teacher can guide learners towards more complex knowledge about a business situation. In evaluating the success of the lesson on budgeting, this social constructivist approach proved to be very useful. In conclusion then, and in light of the importance placed on teachers having â€Å"high expectations† of their students (Training and Development Agency for Schools, 2007, p. 7), when designing lessons informed by various pedagogical theories and curriculum expectations, teachers can foster successful learning outcomes when they integrate their own knowledge of pedagogy, curriculum and subject and their own beliefs and expectations about the teaching and learning experience to produce successful educational experiences. The teachers high expectations of students were met with both lessons discussed above: the lesson on profit and loss with key concepts being delivered and then students encouraged to approach the subject using ICT activities, but also the lesson on budgeting which encouraged students to use their own personal experiences as a way into the lesson. Both lessons met the high expectations the teacher had of the learners and both teachers and students participated i n a fully educational experience which fostered an environment of trust and a strong commitment to learning. Appendix I Lesson plan: Profit and Loss Learning intentions: To introduce the concept of profit and loss and the related concepts of revenue and costs. To introduce simple verbal definitions and a mathematical equation in order to calculate and use the ratios of gross and net profit to understand a companys profitability. Resources: Teachers guided worksheet, and Internet tutorial and quiz (Salbstein, 2001). 1/ Lesson content: INTRODUCTION Time: 5 mins. Teacher: Teaching role, teacher-led. Begin lesson with a story to introduce topic of class lesson an to engage student. The topic is the concept to be learnt – that of profit and loss – and why it is important for business. The story: A business person runs a company which produces mp3 players. These products are sold so that the company makes more money that what the company spends. When a company makes more money than what is spent, we call this profit. Ask the question: Why would profit be an important concept in business? Students give their answers. Teacher confirms: Profit is an important idea in business because it shows us whether a business is successful (Salbstein, 2001). 2/ Lesson content: DEFINITIONS Time: 10 mins Teacher: Teaching role, teacher-led. Introduce key definitions and mathematical equations: Profit, Gross Profit, Net Profit, Revenue, Cost, Ratios. 3/ Lesson content: MAIN PART OF LESSON Time 35 mins. Teacher: Teaching role, guide. Student: In pairs, computer activity, student-led. Students now go to computers to proceed in pairs to complete an online tutorial on Profit and Loss Accounts (Salbstein, 2001). Each student pair is asked to check, compare and rewrite the definitions given by the teacher earlier with definitions given in the tutorial. Students complete the challenge quiz – record answers and and any concepts or ideas to be clarified. 4/ Lesson content: CONCLUSION Time: 10 mins Teacher: Teaching role, teacher-led. Student: group discussion activity. Students are asked how they well the participated in the online quiz and which questions they found challenging or sought clarification about. Students were asked if they reworked the definitions of issued at the beginning of class and asked to consolidate their ideas about why profit is important in business. Appendix II Lesson plan: Understanding budgeting. [This lesson plan is devised from, with slight adaptations, from the Mark Your Challenge 2008 Money Matters Lesson Plan]. Learning intentions: To introduce the concept of budgeting and to understand the variety of costs involved in planning a promotional event to market a student-devised product. Learning activity: To plan a promotional event to market a student-devised product and investigate the overall costs involved. To produce a budget for the project. Resources: Internet, teachers notes, personal experience. 1/ Lesson content: INTRODUCTION Time: 10 mins. Teacher: Teaching role, teacher-led. Student discussion activity. Begin lesson with a discussion about students general spending within a given week. Leading questions: What do you spend your money on in a typical week? b) Do you spend more money during some parts of the week than others? Are there more expensive periods of the week? c) Do you keep track of your spending habits? Or do you just spend until your money runs out? d) Do you feel that you miss out on things youd like to spend money on because you have run out of money? Students respond with their own knowledge based on personal experience. 2/ Lesson content: MAIN PART OF LESSON Time: 40 mins Teacher: Teaching role, teacher-led. Student group work. Teacher introduces learning activity. Students meet in groups to discuss the planned event and potential costs that might be incurred. Students are encouraged to think about all the ways in which money might be spent and to organise expenses into main areas of expenditure. Students are asked to present their data in their own format. 3/ Lesson content: CONCLUSION Time 10 mins. Teacher: Teaching role, guide. Student: In pairs, computer activity, student-led. Students present and discuss their findings and compare to other group findings. Students are encouraged to question their results and data and to compare and contrast differences with other groups. Bibliography Capel, S., et al. 2001. Learning to Teach in the Secondary School: A Companion to the School Experience. 4th Edition. London: RoutledgeFarmer. Cohen, L., et al., 2005. A Guide to Teaching Practice. New York: Routledge. Davies, P., and Brant, J., 2006. Business, Economics and Enterprise. London: Routledge. Department for Children, School and Family. 2008. 14-19 Reform [online]. Available from: http://www.teachernet.gov.uk/teachingandlearning/14to19. [Accessed: 2 January 2009]. Department for Education and Employment and Qualifications and Curriculum Authority, 1999a, Information and communication technology. London. [online] Available from: http://curriculum.qca.org.uk/ [Accessed: 2 January 2009]. Department for Education and Employment and Qualifications and Curriculum Authority, 1999b, Personal, social, health and economic education. London. [online] Available from: http://curriculum.qca.org.uk/ [Accessed: 2 January 2009]. Department for Education and Skills. 2006. An Integrated Approach to Teaching Key Skills in Business Studies and Information Technology – Case Studies. London: Learning and Skills Network. Dickinson, C., 2000. Effective Learning Activities. 2nd edition. Edinburgh:Network Educational Press Ltd. Fox, D., 1983. â€Å"Personal theories of teaching.† in Studies in Higher Education, 8(2), pp.151-163. Hammond, M., 2005. Next Steps in Teaching. New York: Routledge. Huddleston, P., and Oh, S.A., 2004. â€Å"The Magic Roundabout: Work-Related Learning within the 14-19 Curriculum.† in Oxford Review of Education, Vol. 30, No. 1, pp. 83-103. [online] Available from: http://www.jstor.org/stable/4127153. [Accessed: 2 January 2009]. Jephcote, M and Abbott, I., 2005. Teaching Business Education 14-19. London: David Fulton Publishers. Kelly, R., 2005. 14-19 Education and Skills White Paper. [online]. http://www.everychildmatters.gov.uk/_files/5E0841E69802CE6141F82801BC9F9BD6.pdf.[Accessed: 2 January 2009]. Kyriacou, K., 2001. Essential Teaching Skills. Cheltenham: Nelson Thornes. Leask, M., and Pachler, N., 1999. Learning to Teach Using ICT in the Secondary School. London: Routledge. Mark Your Challenge 2008. Money Matters Lesson Plan 2008. [online] Available from: http://www.tes.co.uk/article.aspx?storycode=3002443. [Accessed: 2 January 2008]. Piaget, J., 1968. Six Psychological Studies. London: London University Press. Salbstein, D., 2001. Profit and Loss Accounts. [online] Available from: http://www.teachnet-lab.org/london/dsalbstein/profit/index.htm. [Accessed: 2 January 2009]. Tomlinson, P. D., 1981. Understanding Teaching: Interactive Educational Psychology. London: McGraw-Hill. Training and Development Agency for Schools, 2007, â€Å"Professional Standards for Teachers: Qualified Teacher Status,† [online] Available from: http://www.tda.gov.uk/standards, [Accessed: 15 December 2008]. Vygotsky, L., 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press. Wood, D., 1997. How Children Think and Learn. London: Blackwell.

Human Cloning Essay -- Science Biology Genetics Genes Essays

Human Cloning Ever since the cloning of the first mammal, the sheep Dolly, in 1996 by Ian Wilmut of the Roslin Institute, people have been begun to consider how they feel about human cloning. Is it possible? Should we do it? The overwhelming answer seems to be "yes" to the first question, and "no" to the second. "Yes," because cloning a human is not much different from cloning a sheep. The cloning procedure is actually so surprisingly non-technical that laboratories could easily begin conducting their own research on human embryos today. In fact, one physicist who researched fertility sciences in the 1980's, Dr. Richard Seed, says he can already do it, and is setting up a clinic. His clinic probably won't succeed, however, because the U.S. Food and Drug Administration would have to approve such a clinic before it could operate, and they probably won't (World Book 13). If he did set up a clinic, the result would most likely turn out the same as a similar event in 1993, when researchers used well-known techniques to begin artificially twinning humans. They immediately became "embroiled in a firestorm of public scrutiny," and they were "criticized by other researchers in the field for jumping ahead without scrutinizing the ethical ramifications" (Bohlin 4). Clearly, although we have this technology right at our fingertips, the general community doesn't feel right about using it. In a CNN poll taken of 1,005 American adults in 1997, 89% feel that cloning humans is morally unacceptable, 69% are afraid of the possibility of cloning humans, and 74% believe that human cloning is against God's will (Robinson 8). More recently, the Vatican condemned human cloning as being "perverse" (Been 1). The scientists who cloned Doll... ...es, but only if we take the dangers seriously. Works Cited Bailey, Ronald. The Twin Paradox. Reason Online. May 1997. Beddington, Rosa. Cloning. 1997. Been, Jennie. Can we and should we clone humans? Bohlin, Dr. Ray. Can Humans Be Cloned Like Sheep? 1997. Deltapoint, Inc. Human Cloning and Re-Engineering. 1996 Green, Ronald M. I, Clone. Scientific American. September 1999. Hawley, Aaron. Cloning. March 2, 1998. Kilner, Dr. John F. Cloning Around. Life Advocate. July/August 1997. National Bioethics Advisory Commission. Executive Summary - Cloning Human Beings. June 1997. Ramey, Cathy. Cloning: A Theological View. Life Advocate. July/August 1997. Robinson, Bruce A. Ethical Aspects of Human Cloning. January 15, 2000. Slouching Towards Creation. Time. World Book v 1.4 Cloning: Are Humans Next? 1999.

Modern Christianity :: essays papers

Modern Christianity Now a day too many people are loosing their focus in life. We have heard that people are committing suicide everyday around in our community. In many of these occasions, religion has played a big role in saving many of these victims from the overwhelming pressures of our society. Religion has acted as a shelter that provides a peaceful environment and hope for guidance for these lost victims. Among that, becoming a Christian is what many have sought for. Two years ago, an eighteen years old high school friend of mine who is a typical American teenager lived in a perfect family of four had tried to commit suicide. It was astonishing when I found that he almost killed himself after he broke up with his girlfriend of six years. He simply thought that it was the end of the world when this had happened to him. He thought that his life would be no longer important and meaningful to this world. Luckily, at the very last moment of killing himself, his friend saved him. It happens that his friend knocked on the door of the bathroom at the right moment while he was trying to cut through his own wrist. After talking with this friend, who happened to be a Christian, he told him that there was a lot more in life that he should hold on to. He was then convinced that he could find what he had lost and would be able to realize how valuable a life is by becoming part of the big family, Christian, that is. He then became a born-again Christian ! in the following weekend. My friend although knew absolutely nothing about Christianity and he had never even read Bible, finally joined the big family. Another friend of mine who happened to be a really mature guy, living in his early 30^s had realized that he was diagnosed with prostate cancer and was being told that he would not live longer than 2 years. Before he got this disease, he used to be really energetic and hopeful for everything that he did. After realizing how much time he could have left in life, his personality made a huge swift to the opposite. He began to have no hopes in his life because he thought that he could die in any seconds. At that point of his life, he had totally lost his focus of himself and what is about to happen later on in his life. One day at the hospital, during a schedule psychological therapy those cancer patients were urged to take.

Modes of Power for Women Essay -- Theogony Females Birth Greek Essays

Modes of Power for Women The struggle for control over birth transcends centuries and continents. Gloria Steinem, a women’s rights advocate of the 1990s describes how â€Å"the traditional design of most patriarchal buildings of worship imitates the female body† in order that â€Å"men [can] take over the yoni-power of creation by giving birth symbolically† (Steinem XV). The struggle for control over the power of procreation between the sexes existed in Ancient Greece. It is apparent in the Theogony, an account of the creation of Greek deities, composed by Hesiod sometime between the eighth and seventh centuries. The Theogony depicts how males attempted to subvert control of procreation by monitoring the womb, through force, and by undermining mother-child relationships. The Theogony also describes how women combated the subversion through willpower, deceit, and forming mother-child bonds to preserve the female power of birth, the unique power to control what is created and influenc e the actions of that creation. In the Theogony, creation starts with two powerful initial goddesses: Chaos and Gaia. These goddesses give birth to a plethora of children, all of them born â€Å"without [the goddesses] mating in sweet love† (line 132). Because they give birth through self-procreation the goddesses have absolute control over their wombs. As other deities are born self-procreation is replaced by births of dual parentage. With gods and dual parentage, subversion of the female womb begins. Absolute control of birth is replaced by the struggle between genders for control of birth. Gods gain access to the womb three ways: limiting or monitoring the offspring that the womb releases, using sexual force against women, an... ...by unabating trouble in his heart and in his mind, and there is no cure for his plight† (611-612), indicates men are unable to conquer the female womb. Through desire, deceit, and offspring mortal women and goddesses preserve autonomy over birth. Birth is an amazing ability. It is a uniquely female power. The Theogony provides a portrait of the struggle between the sexes for control of the womb. Men attempt to gain access to birth by monitoring and grasping control over what leaves the womb, through sexual force, and by destroying the powerful mother-child bonds. Nonetheless, women retain autonomy. Sheer force of will, as Hera’s birth illustrates, deceit, and strong mother-child bonds preserve female power of procreation. Through birth women influence and control the course of human (or deities) destiny. Through their wombs women gain powerful agency.

Beauty Pageants Aren’t Exploitive

Beauty Pageants aren't Exploitive All kinds of beauty pageants are held every year. Many girls are dreaming to participate in them to show theirselves and achieve what they want. In order to get the chance, they may use different ways. Therefore, some people think that beauty pageants are kind of exploitive, which I am disagree with . Proponents of this idea claim that looking good is the standard you get into through a beauty pageant but ignore the deeper meanings of women.There is nothing wrong with judging people primarily on their physical conditions. We do this all the time in competitive sport, where fitness and strength are major determinants of success. Every competition, of every kind, values certain qualities over others. Similarly, we can give a prize to a beautiful woman for her beauty without implying that beauty is all that matters about anyone. People who against it think that beauty pageants make harmful attitudes to women.In a society which there really are fewer opp ortunities for women than for men, beauty pageants give women a chance to get noticed and to improve their situations. Winning a beauty pageant can be a route to success. Some people maybe totally disagree with it. They put forward this idea because in order to participate in it, some girls may try all kinds of extreme ways to keep fit and it's harmful to them. Entering a beauty pageant and performing well requires a great deal of qualities which are both very useful to possess.When there is a stage full of good-looking young women, the winner must be someone with personality and confidence, but not just an attractive appearance. Alex Comfort said:†A woman's greatest asset is her beauty. Though the beauty pageant do have something bad for the beauty in the past, it isn't exploitive. It has changed as the society is developing. It can help you succeed, know yourself and show your charm.

Night By Elie Weisel

To suffer, as defined in the dictionary, means to undergo or feel pain or great distress. Another way to say it is to sustain injury, disadvantage, or loss. And yet another way to definesuffering is to say to endure or be afflicted with something temporary or chronically. If they wereto ask Elie Wiesel what his definition of suffering was, he would have a lot to say and what hetold them would be more horrible than their wildest dreams. It is hard to relate to something ofthe magnitude of Elie’s suffering, without actually being there, but after reading his book I have awhole new understanding and sympathy for the Holocaust victims. Elie’s story took place while he was a very young boy, approximately 14. His friend(town beggar) Moshe, had been somewhat helping with his studies until all the foreigners wereforced to leave the town. Sneaking back in several weeks later Moshe told of the stories that hehad witnessed. They were gruesome accounts of what the Nazi’s were doing to innocentchildren. His stories were payed little attention, but soon the townspeople were being forced toleave and migrate towards ghettos. From there it was just waiting till they were moved by train tothe concentration camps. Once off the train, Elie and his father were separated from Elie’smother and sister, little did he know that he would never see them again. Through bribery andfriendships along the way he managed to stay close to his aging father. Little respect and evenless food was given to the captives while they performed labor intensive tasks in the quarries. During the day work was performed and if anyone was caught doing anything illegal the weremurdered in front of anybody to set an example of what would happen if an escape was tried. Throughout Elie’s horrific ordeal, he would always comment on the night. This wasfitting being the name of the book, but also because that is the time most of us do our reflection. It is time spent alone and it giving a chance to sort out your thoughts and be one with yourself. Nighttime was probably when reality set in. Elie would often compare himself and the othervictims to the trials that Job went through. If you remember, the book of Job did not explain the mystery of suffering but explored the idea of faith in the midst of suffering. It started out as adiscussion between Satan and God on the loyalty of his servants. Satan proposed that if he wereto take away all of Job’s values in life that he would indeed curse the name of God. God agreedto let Job be tested but his live could not be taken from him. So, Satan did take away every thingincluding his family, his house, and all of his livestock. Then to top it he afflicted Job with boilsand sores all over his body. Job had no idea all of this was being done to him but his friendsseemed to think that it was because he had done something wrong and God was punishing him forit. Elie felt the same way but at the end of Job’s story God tries to rectify Job’s life to the statefrom which it came. Elie was not as lucky. Elie’s health was deteriorating but his old father felt it worse. They were bothmalnourished but at Elie’s young age he could hold out a little longer. On January 29 were Elieawoke his father was gone. His father lack of health and old age was his downfall. The death ofhis father made Elie and stronger person with only his own well-being on his mind. He no longerhad to worry if his father was keeping up with the work or that he had enough food. He wasliving for himself. This new focused energy is what kept Elie from dying himself. Not too longafter his father’s death the Allies moved in and Elie and the few remaining prisoners wereliberated. This was a time of joy for some but also a time of sadness in remembrance of all whohad gone before them. Before reading this book I had a somewhat skeptic view of what exactly had taken placeduring the war. While reading this book I believed this man’s testimony 100%. It was beyond mycomprehension how something like this could have and did take place. The only thought that Ihad at the completion of this book was, what about the other victims (non-jews). I guess becausethis was only one man’s story and Jews were the only people he saw so that is what he wroteabout. This book really makes you think about all the freedoms that I (WE) take for grantedeveryday. I have learned to view the Holocaust in an all new perspective.

The Vampire Diaries: The Fury Chapter Two

Stefan's voice was quietly savage. â€Å"That's what you wanted, wasn't it, Damon? And now you've got it. You had to make her like us, like you. It wasn't enough just to kill her.† Damon didn't glance back at him. He was looking at Elena intently through those hooded eyes, still kneeling there holding her chin. â€Å"That's the third time you've said that, and I'm getting a little tired of it,† he commented softly. Disheveled, still slightly out of breath, he was yet self-composed, in control. â€Å"Elena, did I kill you?† â€Å"Of course not,† Elena said, winding her fingers in those of his free hand. She was getting impatient. What were they talking about anyway? Nobody had been killed. â€Å"I never thought you were a liar,† Stefan said to Damon, the bitterness in his voice unchanged. â€Å"Just about everything else, but not that. I've never heard you try to cover up for yourself before.† â€Å"In another minute,† said Damon, â€Å"I'm going to lose my temper.† What more can you possibly do to me? Stefan returned. Killing me would be a mercy. â€Å"I ran out of mercy for you a century ago,† Damon said aloud. He let go, finally, of Elena's chin. â€Å"What do you remember about today?† he asked her. Elena spoke tiredly, like a child reciting a hated lesson. â€Å"Today was the Founders' Day celebration.† Flexing her fingers in his, she looked up at Damon. That was as far as she could get on her own, but it wasn't enough. Nettled, she tried to remember something else. â€Å"There was someone in the cafeteria†¦ Caroline.† She offered the name to him, pleased. â€Å"She was going to read my diary in front of everyone, and that was bad because†¦Ã¢â‚¬  Elena fumbled with the memory and lost it. â€Å"I don't remember why. But we tricked her.† She smiled at him warmly, conspiratorially. â€Å"Oh, ‘we' did, did we?† â€Å"Yes. You got it away from her. You did it for me.† The fingers of her free hand crept under his jacket, searching for the square-cornered hardness of the little book. â€Å"Because you love me,† she said, finding it and scratching at it lightly. â€Å"You do love me, don't you?† There was a faint sound from the center of the clearing. Elena looked and saw that Stefan had turned his face away. â€Å"Elena. What happened next?† Damon's voice called her back. â€Å"Next? Next Aunt Judith started arguing with me.† Elena pondered this a moment and at last shrugged. â€Å"Over†¦ something. I got angry. She's not my mother. She can't tell me what to do.† Damon's voice was dry. â€Å"I don't think that's going to be a problem anymore. What next?† Damon's voice was dry. â€Å"I don't think that's going to be a problem anymore. What next?† â€Å"And where did you go in Matt's car?† â€Å"To Wickery Bridge,† Stefan said, turning back toward them. His eyes were desolate. â€Å"No, to the boardinghouse,† Elena corrected, irritated. â€Å"To wait for†¦ mm†¦ I forget. Anyway, I waited there. Then†¦ then the storm started. Wind, rain, all that. I didn't like it. I got in the car. But something came after me.† â€Å"Someone came after you,† said Stefan, looking at Damon. â€Å"Some thing,† Elena insisted. She had had enough of his interruptions. â€Å"Let's go away somewhere, just us,† she said to Damon, kneeling up so that her face was close to his. â€Å"In a minute,† he said. â€Å"What kind of thing came after you?† She settled back, exasperated. â€Å"I don't know what kind of thing! It was like nothing I've ever seen. Not like you and Stefan. It was†¦Ã¢â‚¬  Images rippled through her mind. Mist flowing along the ground. The wind shrieking. A shape, white, enormous, looking as if it were made out of mist itself. Gaining on her like a wind-driven cloud. â€Å"Maybe it was just part of the storm,† she said. â€Å"But I thought it wanted to hurt me. I got away though.† Fiddling with the zipper to Damon's leather jacket, she smiled secretly and looked up at him through her lashes. For the first time, Damon's face showed emotion. His lips twisted in a grimace. â€Å"You got away.† â€Å"Yes. I remembered what†¦ someone†¦ told me about running water. Evil things can't cross it. So I drove toward Drowning Creek, toward the bridge. And then†¦Ã¢â‚¬  She hesitated, frowning, trying to find a solid memory in the new confusion. Water. She remembered water. And someone screaming. But nothing else. â€Å"And then I crossed it,† she concluded finally, brightly. â€Å"I must have, because here I am. And that's all. Can we go now?† Damon didn't answer her. â€Å"The car's still in the river,† said Stefan. He and Damon were looking at each other like two adults having a discussion over the head of an uncomprehending child, their hostilities suspended for the moment. Elena felt a surge of annoyance. She opened her mouth, but Stefan was continuing. â€Å"Bonnie and Meredith and I found it. I went underwater and got her, but by then†¦Ã¢â‚¬  By then, what? Elena frowned. Damon's lips were curved mockingly. â€Å"And you gave up on her? You, of all people, should have suspected what might happen. Or was the idea so repugnant to you that you couldn't even consider it? Would you rather she were really dead?† people, should have suspected what might happen. Or was the idea so repugnant to you that you couldn't even consider it? Would you rather she were really dead?† Elena opened her mouth again, but Damon laid two fingers on it to keep her quiet. He said smoothly, â€Å"And that's the problem now-or are you too blind to see that, too? You told me to look at her; look at her yourself. She's in shock, irrational. Oh, yes, even I admit that.† He paused for a blinding smile before going on. â€Å"It's more than just the normal confusion after changing. She'll need blood, human blood, or her body won't have the strength to finish the change. She'll die.† What do you mean irrational? Elena thought indignantly. â€Å"I'm fine,† she said around Damon's fingers. â€Å"I'm tired, that's all. I was going to sleep when I heard you two fighting, and I came to help you. And then you wouldn't even let me kill him,† she finished, disgusted. â€Å"Yes, why didn't you?† said Stefan. He was staring at Damon as if he could bore holes through him with his eyes. Any trace of cooperation on his part was gone. â€Å"It would have been the easiest thing to do.† Damon stared back at him, suddenly furious, his own animosity flooding up to meet Stefan's. He was breathing quickly and lightly. â€Å"Maybe I don't like things easy,† he hissed. Then he seemed to regain control of himself once more. His lips curled in mockery, and he added, â€Å"Put it this way, dear brother: if anyone's going to have the satisfaction of killing you, it will be me. No one else. I plan to take care of the job personally. And it's something I'm very good at; I promise you.† â€Å"You've shown us that,† Stefan said quietly, as if each word sickened him. â€Å"But this one,† Damon said, turning to Elena with glittering eyes, â€Å"I didn't kill. Why should I? I could have changed her any time I liked.† â€Å"Maybe because she had just gotten engaged to marry someone else.† Damon lifted Elena's hand, still twined with his. On the third finger a gold ring glittered, set with one deep blue stone. Elena frowned at it, vaguely remembering having seen it before. Then she shrugged and leaned against Damon wearily. â€Å"Well, now,† Damon said, looking down at her, â€Å"that doesn't seem to be much of a problem, does it? I think she may have been glad to forget you.† He looked up at Stefan with an unpleasant smile. â€Å"But we'll find out once she's herself again. We can ask her then which of us she chooses. Agreed?† Stefan shook his head. â€Å"How can you even suggest that? After what happened†¦Ã¢â‚¬  His voice trailed off. â€Å"With Katherine? I can say it, if you can't. Katherine made a foolish choice, and she paid the price for it. Elena is different; she knows her own mind. But it doesn't matter if you agree,† he added, overriding Stefan's new protests. â€Å"The fact is that she's weak now, and she needs blood. I'm going to see that she gets it, and then I'm going to find who did this to her. You can come or not. Suit yourself.† He stood, drawing Elena up with him. Let's go. She recognized the place where they left the wood. She had been there earlier today. Now, however, there was some sort of frenzied activity going on: red and blue lights flashing on cars, spotlights framing the dark huddled shapes of people. Elena looked at them curiously. Several were familiar. That woman, for instance, with the thin harrowed face and the anxious eyes-Aunt Judith? And the tall man beside her-Aunt Judith's fianc.., Robert? There should be someone else with them, Elena thought. A child with hair as pale as Elena's own. But try as she might, she could not conjure up a name. The two girls with their arms around each other, standing in a circle of officials, those two she remembered though. The little red-haired one who was crying was Bonnie. The taller one with the sweep of dark hair, Meredith. â€Å"But she's not in the water,† Bonnie was saying to a man in a uniform. Her voice trembled on the edge of hysteria. â€Å"We saw Stefan get her out. I've told you and told you.† â€Å"And you left him here with her?† â€Å"We had to. The storm was getting worse, and there was something coming-† â€Å"Never mind that,† Meredith broke in. She sounded only slightly calmer than Bonnie. â€Å"Stefan said that if he-had to leave her, he'd leave her lying under the willow trees.† â€Å"And just where is Stefan now?† another uniformed man asked. â€Å"We don't know. We went back to get help. He probably followed us. But as for what happened to-to Elena†¦Ã¢â‚¬  Bonnie turned back and buried her face in Meredith's shoulder. They're upset about me, Elena realized. How silly of them. I can clear that up, anyway. She started forward into the light, but Damon pulled her back. She looked at him, wounded. â€Å"Not like that. Pick the ones you want, and we'll draw them out,† he said. â€Å"Want for what?† â€Å"For feeding, Elena. You're a hunter now. Those are your prey.† Elena pushed her tongue against a canine tooth doubtfully. Nothing out there looked like food to her. Still, because Damon said so, she was inclined to give him the benefit of the doubt. â€Å"Whichever you think,† she said obligingly. Damon tilted his head back, eyes narrowed, scanning the scene like an expert evaluating a famous painting. â€Å"Well, how about a couple of nice paramedics?† Damon tilted his head back, eyes narrowed, scanning the scene like an expert evaluating a famous painting. â€Å"Well, how about a couple of nice paramedics?† Damon barely glanced over his shoulder at Stefan. â€Å"Why not?† â€Å"Because there've been enough attacks. She may need human blood, but she doesn't have to hunt for it.† Stefan's face was shut and hostile, but there was an air of grim determination about him. â€Å"There's another way?† Damon asked ironically. â€Å"You know there is. Find someone who's willing-or who can be influenced to be willing. Someone who would do it for Elena and who is strong enough to deal with this, mentally.† â€Å"And I suppose you know where we can find such a paragon of virtue?† â€Å"Bring her to the school. I'll meet you there,† Stefan said, and disappeared. They left the activity still bustling, lights flashing, people milling. As they went, Elena noticed a strange thing. In the middle of the river, illuminated by the spotlights, was an automobile. It was completely submerged except for the front fender, which stuck out of the water. What a stupid place to park a car, she thought, and followed Damon back into the woods. Stefan was beginning to feel again. It hurt. He'd thought he was through with hurting, through with feeling anything. When he'd pulled Elena's lifeless body out of the dark water, he'd thought that nothing could ever hurt again because nothing could match that moment. He'd been wrong. He stopped and stood with his good hand braced against a tree, head down, breathing deeply. When the red mists cleared and he could see again, he went on, but the burning ache in his chest continued undiminished. Stop thinking about her, he told himself, knowing that it was useless. But she wasn't truly dead. Didn't that count for something? He'd thought he would never hear her voice again, never feel her touch†¦ And now, when she touched him, she wanted to kill him. He stopped again, doubling over, afraid he was going to be sick. Seeing her like this was worse torture than seeing her lying cold and dead. Maybe that was why Damon had let him live. Maybe this was Damon's revenge. And maybe Stefan should just do what he'd planned to do after killing Damon. Wait until dawn and take off the silver ring that protected him from sunlight. Stand bathing in the fiery embrace of those rays until they burned the flesh from his bones and stopped the pain once and for all. Stefan detoured toward the boardinghouse. He needed to clean up before he could let humans see him. In his room, he washed the blood from his face and neck and examined his arm. The healing process had already begun, and with concentration he could accelerate it still further. He was burning up his Powers fast; the fight with his brother had already weakened him. But this was important. Not because of the pain-he scarcely noticed that-but because he needed to be fit. Damon and Elena were waiting outside the school. He could feel his brother's impatience and Elena's wild new presence there in the dark. â€Å"This had better work,† Damon said. Stefan said nothing. The school auditorium was another center of commotion. People ought to have been enjoying the Founders' Day dance; in fact, those who had remained through the storm were pacing around or gathered in small groups talking. Stefan looked in the open door, searching with his mind for one particular presence. He found it. A blond head was bent over a table in the corner. Matt. Matt straightened and looked around, puzzled. Stefan willed him to come outside. You need some fresh air, he thought, insinuating the suggestion into Matt's subconscious. You feel like just stepping out for a moment. To Damon, standing invisible just beyond the light, he said, Take her into the school, to the photography room. She knows where it is. Don't show yourselves until I say. Then he backed away and waited for Matt to appear. Matt came out, his drawn face turned up to the moonless sky. He started violently when Stefan spoke to him. â€Å"Stefan! You're here!† Desperation, hope, and horror struggled for dominance on his face. He hurried over to Stefan. â€Å"Did they-bring her back yet? Is there any news?† â€Å"What have you heard?† Matt stared at him a moment before answering. â€Å"Bonnie and Meredith came in saying that Elena had gone off of Wickery Bridge in my car. They said that she†¦Ã¢â‚¬  He paused and swallowed. â€Å"Stefan, it's not true, is it?† His eyes were pleading. Stefan looked away. â€Å"Oh, God,† Matt said hoarsely. He turned his back on Stefan, pressing the heels of his hands into his eyes. â€Å"I don't believe it; I don't. It can't be true.† â€Å"Matt†¦Ã¢â‚¬  He touched the other boy's shoulder. â€Å"I'm sorry.† Matt's voice was rough and ragged. â€Å"You must be going through hell, and here I am making it worse.† His only other option was to tell Matt the truth. Let Matt make his own choice, knowing everything. â€Å"If there were something you could do for Elena right now,† he said, â€Å"would you do it?† Matt was too lost in emotion to ask what kind of idiotic question that was. â€Å"Anything,† he said almost angrily, rubbing a sleeve over his eyes. â€Å"I'd do anything for her.† He looked at Stefan with something like defiance, his breathing shaky. Congratulations', Stefan thought, feeling the sudden yawning pit in his stomach. You've just won yourself a trip to the Twilight Zone. â€Å"Come with me,† he said. â€Å"I've got something to show you.†

The Birth of Jesus

The painting depicts the prediction of the birth of Jesus and how it came to pass. This happened after the visitation of angel Gabriel to Mary, who was a simple and humble Jewish woman. The angel broke the news to Mary that she had found favor with God, and she will conceive and give birth to a son, Jesus (Chisholm, Hugh, ed, (1911). He further elaborated that Jesus would be the son of God, the most high. At this point, Mary was totally confused and worried about the abrupt news but she later consoled herself and said since she was God's servant, she will do as he says. Moreover, Mary was betrothed to a man called Joseph, who lived in Nazareth (Baynes, T.S., ed., 1978). During this time, a Roman emperor, Caesar Augustus had ordered a census and both Mary and Joseph had to travel to the town of Bethlehem (Orenstein, Nadine M., ed. 2001). The journey took them several days and by the time they arrived, the inn was already full and they were compelled to spend their night near the livestock's shed. Coincidentally, Mary gave birth to Jesus and laid him in a manger. In the same night, there were shepherds in the field near Bethlehem and were watching over their flocks. Suddenly, the angel appeared to them and broke the good news to them that savior, the Messiah had been born and is lying in a manger. (Freed, Edwin D 2004). They immediately hurried to the place and found Jesus as they were directed. They later went to spread the news. Later, wise men saw a star in the sky that signified the birth of a new king. They followed it to the place where Jesus was and knelt down to worship him. They brought him gifts of gold, myrrh, and frankincense. According to Mosaic laws, Jesus was taken to the temple where he was named, circumcised and purified. This was conducted by Simeon.In the first scene, angel Gabriel appears to Mary. The second scene shows the shepherds and wise men who came to visit Jesus and his parent Mary and Joseph. Finally, Jesus is taken to the temple by his parents and is received by Simeon. During the visitation of Jesus by wise men, the gifts were used as a symbol of honor to the born king. Joseph is the patron artist who was a simple village man (St. Joseph Biography). His original location was Nazareth. He was chosen by God to be the earthly father of Jesus. He was a carpenter and had gathered exceptional skills in craft work (Alin Suciu, 2009). He feared God and he would obey him in face of severe humiliation. He came from a humble background and this subjected him to engage in carpentry. Also, Joseph was a man of strong conviction and lived his beliefs in his actions (Bart D., 2011). He is celebrated for his obedience and patience even after Mary, his fiancà © gave birth to Jesus although she was a virgin. Jesus was regarded as an artist because he used to give verbal, visual and dramatic forms to the complicated situations (J. Dwight Pentecost, 1998). He taught the word of God by giving analogies, parables, and creative expressions (Andrew S., 25 September 2015). According to the gospels, his birth took place on November of 5 B.C at Bethlehem. After he completed his work on earth, he died on A.D 33 at a place called Golgotha (Pheme Perkins, 2007.). He was known for using parables in his teachings. (John P. Meler 1992). The original location of his artwork was first meant to be viewed in synagogues, where he presented various sermons. Moreover, this artwork was religious and was meant to make his followers think critically so as to understand the word of God fully. Also, they were used as a means of illustrating profound and divine truths. He claimed that such stories were easily remembered and indicated symbolism that was rich in meaning. â€Å"The entire artwork can be traced back to Gospel period where absolute chronology of Jesus is explained into details (Michael Grant, 1977)†. Further, this historical period is recorded in a number of historical and non-Christian documents like Jewish and Greco-Roman sources (Marcus Borg, 1999). Further information indicated that the baptism and crucifixion of Jesus marked prominent historical events. This period simply means the genesis of the good news and it cut across various groups of people. During this period, Jesus started his ministry, which was later considered as fulfillment of New Testament prophecies (W.D Davies, 1984). He walked down all cities along with his disciples preaching the gospel and urging the people to repent so as to see the kingdom of God. This took him the whole of his lifetime on earth. During this period, he faced mockery and humiliation from some groups although he had a good number of followers. â€Å"Artwork was made to make the Christians understand that those who humble themselves, God uplifts them (Ben Witherington III, 1998)†. This is portrayed when Virgin Mary, a simple village woman was visited by an angel and informed her of good news. Later, the birth of Jesus in the manger indicated the humble beginning of his life (Meier, John P, (1991). It also expressed that Jesus was the king since he was visited by various people who came to worship him. Also, Christians should understand the need of recognizing the church as the temple of God. Even the parent of Jesus observed mosaic laws and took him to the temple for various rituals. Therefore, Christians should follow the footsteps of Jesus by obeying the word of God. Works CitedBen Witherington III. (1998). â€Å"Primary Sources†. Christian History, 17(3), 12-20.Freed, Edwin D (2004).â€Å"Stories of Jesus' Birth†. Continuum International: 119. John P. Meler (1992). Bordering Jew on Reconsidering the Historical Jesus.â€Å"A Chronology of Jesus Life,† pp. 375-433. Anchor Bible Reference Library. Michael Grant. (1977). Jesus. An Historian's Review of the Gospels, p.71 Scribner's