Young Muslims in Britain today have many problems in following their religion Essay Example

Young Muslims in Britain today have many problems in following their religion Essay Young Muslims in Britain today have many problems in following their religion. Do you agree? Give reasons to support your answer and show that you have thought about different points of view.I think that young Muslims in Britain today experience many problems following their religion. The main reason for these difficulties is education. Education is important to every teenager and so it is to Muslims, especially Islamic education. There are about 2 million Muslims living in Britain and around half a million of them are children of compulsory school age ( 5-16 ) attending county schools. Most of the Muslim children here are born in this country. Their parents are very concerned about the difficulties in their children following their religion as they dont want them to lose their faith and the cultural of Islam to be lost because Islamic education is not included in the national curriculum in Britain.They want them to learn about their own religion because Islam is their life so they w ould want their children to have an Islamic education as well as a British one. Muslims would not be able to learn things about their own religion in British state schools e.g. the Quran, Arabic and their own culture. This would be a part of their education if they went to a special Islamic school. But in Britain, Muslims are still struggling to get publicly funded Islamic schools. Opponents to these schools say that girls particularly would be disadvantaged in an Islamic system. Nevertheless there are 43 Muslim private secondary schools and one or two look like getting voluntary-aided status. Feversham college, an all girl Muslim secondary school in Bradford is hoping to move into a former Catholic school. The headmistress, whos a Muslim, was educated at a Catholic school, We are educating the children to take their place in society. They are part of their community first, but also part of a wider community. First of all, we need to make them aware of what makes the foundation of t heir identity Islam. As Muslim women they need to understand their relationship with their creator and then with their fellow human beings, whether they go on to higher education, get married or whatever.Many Muslim parents think that schools in Britain are not strict enough; there are more rules, rules that are probably relevant to the Islamic regulations and obligations in Islamic schools. Not only do Muslims parents find it difficult to accept some parts of the state school curriculum in Britain but they are also dissatisfied by the methodology of teaching.In 1984, there were several hundred Muslim girls under 16 who were not attending school. Some of them were certainly being kept at home illegally. People within the Islamic community said Your schools are not good enough, your discipline ethos and non-Islamic values are not acceptable. Unless you do something about this, well not send your daughters to school.Lets consider some of the problems Muslim teenagers might face in sc hools :School MealsIn Islam, Muslims are only allowed to have halal meat all vegetables an any animal which has been killed according to Islamic regulation with the Bismillah blessing said over it but they are not allowed to eat any products coming from a pig. If the animal is not slaughtered in the Islamic way, then its harem ( forbidden ) this is the meat itself and all its derivatives lard, animal fats, gelatine etc. This could be a problem for teenagers in state schools in Britain because the school canteen probably dont provide the halal meat that Muslims are allowed to eat.To deal with this problem, some Local Education Authorities ( LEAs ) have already made the move of providing halal food in some school canteens. The LEAs say that schools with Muslim children who cannot provide halal food in the canteen should make sure that Muslim children get a choice of vegetarian food and that all ingredients should be clearly displayed.School UniformAs mentioned in R2, Muslims have t o follow the Islamic dress code and so does the Muslim teenagers. This could be a problem for Muslim teenagers as most state schools in Britain require wearing a school uniform. Islam requires boys and girls to conform at all times to the dress regulations. Modesty is the main consideration. After puberty, girls dress should be loose fitting which covers most of their body. Some will want to wear a headscarf with the full traditional dress which covers the whole of the body except for the face and the hands. Some less strict Muslims will just wear a headscarf. This has caused some conflicts between the parents and the schools as some girls have been banned from wearing the headscarf. Schools should be more understanding towards the Muslim teenagers in school. They should recognise the fact that they need to fulfil their Islamic obligations.Some schools have become less strict on this matter. Some let Muslim girls in school to wear loose fitting trousers under their skirts.The Islami c obligations on dress code also means that it will be hard for Muslims to have P.E lessons or swimming lessons. Maybe schools should allow Muslim children to wear sportswear compatible with the Islamic dress code.The following extract is taken from a problems page in a Islamic teenage magazine in Britain :PrayingPraying is a big part of a Muslims life. It is a fard as salat is the second pillar of Islam. From the age of ten, every Muslim must pray five times a day at fixed times. This could be very inconvenient for Muslims in British state schools as the prayer times will fall within the school day, usually during the lunch and afternoon breaks. Some schools have been requested to provide facilities like a prayer room and a wash area to perform wudu. This could be very difficult for schools to do.RamadanWhen Muslims children fast, it can be very hard for them, especially if they are in a state school in Britain where the majority of the pupils are non-Muslims. A particular TV serie s on Channel 4 near the beginning of 2000 featured a Muslim boy who goes to a state school in Britain, trying to keep his fast during Ramadan. He had to force himself not to be tempted to break his fast during lunchtime as all his English friends are having lunch. He even tried to ignore the smell of food coming from the canteen!Mix SchoolsIn Islam, it is taught that boys and girls should not mingle; it is done mostly to protect the girls especially. This would also mean that it is inconvenient for both sexes to have P.E lessons or swimming lessons together.British boys and girls would get into relationships in their teenage years, and they most certainly have friends of the opposite sex. So it is difficult for Muslims when they see people of their own age having boyfriends / girlfriends, since free mingling between the sexes is not approved in Islam.The following extract, taken from an Islamic teenage magazine called Reflect shows just some of the problems that Muslims face :R.E le ssons and other subjectsIn state schools in Britain, there is usually a multi-cultural education, learning about many other religions such as Judaism, Christianity etc. Muslims might be offended by this.Science subjects taught in school can conflict with Islam too e.g. in Biology, people learn about evolution. Muslims might have a different view of this subject.Sex EducationSex education taught in school could be a problem since some Muslims are not prepared to talk or listen openly about it.In 1999, there has been a huge conflict between the Muslims and schools as the government might scrape Section 28. Section 28 of the 1988 Local Government Act bans local authorities from promoting homosexuality and says schools may not teach homosexuality as a pretended family relationship. Muslims may send their children to private schools or purely Islamic schools or they may teach the children at home. Muslims are taking this issue very seriously because they dont want their children exposed to homosexual propaganda. It has to be noted that other non-Muslim parents are also concerned about section 28 being repealed.See page for the newspaper cutting on it.I think this just shows one of the many difficulties that Muslim children and their parents face.Not only in education and schools are Muslim teenagers affected, they also experience problems when it comes to their social life. Many British teenagers drink alcohol and smoke, this is prohibited in Islam. Many British teenagers also have boyfriends and girlfriends. The following quote is taken from Kaman who was interviewed in the Daily Mail, 1989 which clearly states how Muslims teenagers feel : They always want you to go to the pub or the nightclub, or they are going out with their girlfriends. Theyll invite you with them, but that only makes you feel a bit low because you know you cant mix with that , since you dont have a girlfriend yourself. So I always make some excuse or other.As said in the article, this particul ar boy was ashamed to admit that he had kissed a girl before!! Many might find it very hard to resist pre-marital sex as some of their British friends might have sexual relationships with their girlfriends / boyfriends. Of course, some are very strong in their belief : Youve got to take sex more seriously than that. In our religion, your virginity should stay until youre married. Sex is for babies, isnt it?Islam states that one should marry; many of the marriages are arranged. Muslims in Britain might resent the idea of an arranged marriage because they see their British friends going out, and dating people of the opposite sex and so feel that they should have the freedom to go out and choose for themselves who they want to marry. One point is emphasised, and that is they are not forced into the marriage. If they do not like the partner in which their parents have chosen for them, they do not have to go through with the marriage. But the match their parents find for them are usually very good as they would do it on a broad basis considering family background, education, ambitions, likes and dislikes.Theres one very important issue that Muslims living in Britain feel : and that is a sense of belonging. They dont know whether they belong to Britain or their ethnic background e.g. Bangladesh. The newspaper cutting on page also gives a personal insight into why Muslims in Britain feel the way they do. I think that one of the quote taken from the article best describes their situation :Were being torn apartMany Muslims teenagers feel that their parents want them to be like their parents. But this is practically impossible :They just dont understand what were going through. They want us to become clones of them and we cant, because weve not been brought up in the same environment.Of course not everybody thinks this way. Some thinks that Muslim teenagers living in Britain do not have many problems in following them religion. They believe that all the problems can be solved. School canteens can provide halal meat, there can be separate lessons for boys and girls so that they dont mix freely. In issues concerning, they believe that the Muslims, if they missed a prayer because they are in school, can make up for it in the next prayer time. Some also believe that Muslims shouldnt have the special right to have their own schools. They believe that by doing this, the Muslim society in Britain and the British community would only segregate even more.Concerning marriage, many thinks that some of the children are forced into the marriage. This does happen in extreme cases as the article from The Times in March 2000 describes on page .The article describes how some children are forced into arranged marriages and it warns teachers to go to the police if they suspect that any of their pupils are forced into marriages by their parents.According to Muslim law, A Muslim man can have up to four wives. There is a test case in Britain where a Muslim man wants to have his three wives recognised as being legally married to him. ( The newspaper article is on page ) This is polygamy which is illegal in Britain. He has taken the case to the European Court of Human Rights but I think that the issue is much broad than just about marriage. It is whether minorities have the right to follow their own customs or should they conform to establish British tradition. This issue, about marriage, is important to other ethnic and religious communities. Children of such unions can find themselves deprived of inheritance or other legal rights.I did a questionnaire on Muslims and non Muslims in Britain to try and find out what kind of problems Muslims might face when living here.Here is a pie chart showing the religion in which my interviewees belong to :Basically 50% of my interviewees are Muslims, and 50% of them are non-Muslims.I did my questionnaire on about 20 non Muslims and 20 Muslims, hoping to compare their view. Out of the 40 people, 22 were male and 18 were female. Here is a pie chart showing the age of the interviewees.I mainly concentrated on people age 15-20 because I feel that those are the people who go to secondary school and face most of the problems Ive mentioned so far in R3.None of the non Muslims I interviewed agreed with arranged marriage whereas the majority of the Muslims agreed with it! This shows thatIn conclusion, I think that Muslim teenagers do face many problems and difficulties. These problems can be solved, but this would take some time. The Government and people in Britain should recognise the problems they are facing and try to be more understanding towards them.

communiction methods essays

communiction methods essays Communication is the process of sharing ideas, information, and messages with others in a particular time and place. Communication includes writing and talking, as well as nonverbal communication (such as facial expressions, body language, or gestures), visual communication (the use of images or pictures, such as painting, photography, video, or film), and electronic communication (telephone calls, electronic mail, cable television, or satellite broadcasts). Communication is a vital part of personal life and is also important in business, education, and any other situation where people encounter each other. Businesses are concerned with communication in several special ways. Some businesses build and install communication equipment, such as fax (facsimile) machines, video cameras, CD players, printing presses, personal computers, and telephones. Other companies create some of the messages or content that those technologies carry, such as movies, books, and software. These companies are part of the media or telecommunications industries. Organizational communication is important in every business. People in organizations need to communicate to coordinate their work and to inform others outside the business about their products and services (these kinds of communication are called advertising or public relations). Communicating over long distances has been a challenge throughout history. In ancient times, runners were used to carry important messages between rulers or other important people. Other forms of long-distance communication included smoke signals, chains of searchlights and flags to send a message from one tower to another, carrier pigeons, and horses. Modern telecommunications began in the 1800s with the discovery that electricity can be used to transmit a signal. For the first time, a signal could be sent faster than any other mode of transportation. The first practical telecommunications device to make use of this disc...

Billboard Hot Country Songs number-one singles Essay Example for Free

Billboard Hot Country Songs number-one singles Essay Hello my name is Chassidy Mitchem I would absolutely love to be a part of your cosmetology program. I love to do hair and, make up. Doing hair is something I enjoy doing in my free time. It’s a way to get away from people and let my mind explore into better things. I enjoy looking and trying new hair styles and colors. I have done makeup and hair for Homecoming court and Grand March. It would be an absolute dream to get into this school and have some hands on time with the things I love doing while learning more about Cosmetology. Cosmetology is very important to the world because someone will always want their hair done or make up done. Most people only want to go to a professional so they know they will be getting the best of their money. You could also be able to set up your own business around your area. I differ from a lot of my peers because no one really understands the importance of Cosmetology the way I do. Everyone thinks it useless. Cosmetology is just as important as other jobs because someone will always need you. There will always be someone needing their eye brows done or maybe there nails especially during homecoming and prom or even a wedding. I’ve talked to a couple people and got some really interesting opinions. Some people has told me I wouldn’t make it and some people has told me I would, but my motto is â€Å"Never give up, because you never know how close you are to fulfilling your dream.† I plan on getting this degree and opening my own salon and I feel that it will give me knowledge I need to know for success. I learned to do this at a young age and I feel very strong about this career. I believe this will be the field I dedicate myself to. I hope to be attending this college at whatever time the school year would begin Billboard Hot Country Songs number-one singles. (2016, May 06).

Defining Words for Worship Essay Example | Topics and Well Written Essays - 2000 words

Defining Words for Worship - Essay Example Psalms 105 says that human beings should make known God’s deeds to the whole world. Praise refers to â€Å"giving thanks† in Psalm 1051. 2 Chronicles 30:22 is an example of how the word â€Å"praise has been used in the new testament. The Levites ate the peace offering sacrifices while offering praise to the lord at the sanctuary. Psalm 54:6 also shows how the word â€Å"praise† has been used, it says â€Å"willingly I will sacrifice to you; I will give thanks to your name, O LORD, for it is good†2. Psalms 96: 4 says that our father and our lord deserve ad seek our praise. â€Å"Yahweh is great and is worthy to be praised†. The lord also deserves worship from human beings. Psalm 29:2 says that human beings should bow down to God. In the current churches, praise and worship services are dedicated to the lord. The word â€Å"praise’ has been uttered by Leah, after giving birth to a child (Genesis 29). Leah was the first wife of Jacob and sist er of Rachel. The word praise is used to give thanks to God after mighty deeds have been encountered by human beings. Prayer should be used to praise the Lord, however, human beings only pray when they are in troubles. Prayer should be used to praise and worship the lord for the wonderful deeds he has done to human beings3. Serve Jesus used the word â€Å"serve’ to refer to the main purpose of His coming. ... According to Philippians 1; 3-27, Paul says that human beings should conduct their selves in a manner honorable to the teachings of Christ. Christians can serve god by conducting themselves in a holly manner. Sinful deeds by human beings are not considered as service to the Lord. Paul further says that a worthy walk in God’s light constitutes obedience to their partnership in the gospel4. According to Romans 12; 11, human beings are expected to serve the Lord without lacking Zeal. Spiritual favor should be maintained at all times while serving God. In addition, Deuteronomy 13; 4 says that human beings should only follow the Lord their God. It is only God that is worth being Served and revered. The keeping of God’s commandments and obeying his commands are the best ways to serve and hold fast to him. Further, Galatians 5; 13 says that human beings and their brothers were called to use their freedom in serving the lord. Human beings should not engage in sinful deeds but s erve one another in love5. Serving God and other human beings is captured in 1 Peter 4; 10. Every person should use the gift given to them from God to serve others as well as faithfully carrying out ministries. Gifts from God should be used in assisting other creatures who are in need of help, by doing this; human beings will be serving the Lord. Consequently, Joshua 22; 5 says that the laws that were given to the Israelites by Moses should be followed. Human beings should love the Lord their God, do what is right, follow the commandments, and to serve the Lord with all their heart and soul. Mark 10; 45 also shows how human beings should serve the lord. Mark says that Jesus Christ did not come to be served by human beings, but to offer services to

Impact of Technology on Business Communication Essay - 1

Impact of Technology on Business Communication - Essay Example This section presents some of the vital business communication technologies for better business handling and management. Below are some important examples of business communication:This technology is currently extensively used in business communication. There are lots of popular social networks those heavily support such business communication like Facebook, LinkedIn, and Twitter. Such social networks allow companies to reach and communicate with thousands of concerned customers and diverse experts straight away by means of short messages planned to influence, notify and sell. However, such business communication method involves a lot of irrelevant communication areas that make huge information store having no considerable significance.One more new and state-of-the-art business communication technology is the Shared Digital Workspace. These digital workspaces are similar to traditional specialized networks designed for file sharing, where numerous partners are able to get access and perform their functions on a particular project immediately. This permits networks better group teamwork as cooperative aimed at conflicting requirements in some relaxation intended for time and place. This is mainly valuable for companies that deal in different states all over the world. However, this business communication technology requires some proprietary communication application involving higher costs and also demands extensive application personalization for better and effective management of business needs.

Kathmandu Enter Into Chinese Market Essay Example for Free

Kathmandu Enter Into Chinese Market Essay With the rapid development of economy and society, Chinese market has attracted a great number of attentions from foreign companies. Therefore, how to enter into Chinese market and how to be a successful company in China has become a realistic issue faced by business managers, entrepreneurs and consultants. This essay will focus on introducing one Australian local brand â€Å"Kathmandu† which is an outdoor sport equipment company into Chinese market. Thus, a detailed analysis of the current situation of the Chinese market and this foreign company is indispensable. Firstly, this paper will analyze the current situation of the Chinese outdoor sport market and the Chinese economy, and then identify the strengths and weakness of the Kathmandu Company when entering into Chinese market. Subsequently, selection of entry modes and partner and recommendations will be provided to deal with or to reduce the risks when enter into the Chinese outdoor sport market. 2. BACKGROUND ABOUT KATHMANDU COMPANY Kathmandu Holdings Limited was established by John Pawson and Jan Cameron in 1987. The company started off as a small outdoor apparel shop in New Zealand and in 25 years has grown to a multi-national brand primarily producing outdoor sport clothing and equipment which combine with the advanced technology, high quality and high comfort level. Such as, tents and shelters, packs and luggage, sleeping gear, outdoor clothing, footwear and other accessories of outdoor. In 2006, one Australasian private equity company fully acquired Kathmandu for NZ$275 million. Currently Kathmandu does the business in Australia, New Zealand and England. The company slogan aims to capture young and adventurous individuals and the marketing strategy has been built around this notion (Kathmandu, 2012). 3. OPPORTUNITIES OF CHINESE OUTDOOR MARKET 3. 1 Outdoor sport in China Along with the development of economy and living stander, outdoor sport becomes increasingly popular in China. In China, outdoor sport was started at Beijing, Shenzhen and Shanghai in 1999(Chinese News, 2011). Currently, combing with pressure reducing, such sport increase quite fast and become one kind of society fashion. There are four outdoor sport activities which include High Mountain, exploration, rock climbing and bicycling in China (Chinese outdoor Sport Association, 2012). The outdoor sport is an professional sport activity not only require a good physical quality but also good clothing and equipment to resist the bad environment. Therefore, fast increase of the outdoor sport contributes to sharp augment on demand of outdoor sport clothing and equipment. As reporting by China Outdoor Sport Association, the number of annual sales from existing manufactories of outdoor equipment was 800 million RMB in 2010, while the number of that in 2000 was 60 million RMB, and the number of Chinese participation in the outdoor sport has reached one hundred million (China Outdoor Sport Association, 2012). Hence, along with the unbelievable development of the outdoor sport and the higher demand of outdoor products, obviously, the potential of the Chinese outdoor sport market is quite considerable. 3. 2 Situation of Chinese outdoor market Basic the market research, currently, there are approximately 200 Chinese local outdoor sport brands and around 1100 outdoor clothing and equipment stores. Although the outdoor industry of China is at beginning phases, every year increase 50%. The CEO of the GORE Company which is one of the beat 100 American outdoor equipment companies pointed out that such fast increase would maintain at the least 5 years in China (Simone, 2002). It can be calculated that the Chinese outdoor sport market should be worth around two billion. However, even though the outdoor sport is obtaining swift development, the outdoor market is relatively backward. The local manufactures only produce or provide elementary products or services, lack of the leading company and well-known brand is a serious issue in the local market. Therefore, it is a favorable opportunity for Kathmandu to expend to the Chinese outdoor market, because of the sharp escalation of market demand and insufficient supply of the local outdoor market. 3. 3 Competitors in Chinese outdoor market China already had around 200 local brands in outdoor sport market. However, in such new industry market foreign companies occupied the main position. According to the research, there are four main competitors for Kathmandu in the Chinese outdoor market, which include The North Face that is an American company, it has a long history and produce fine workmanship products, one company of France named ALGLE which entered into China in 1997, and its products are practical and noble. OZARK which is a Switzerland Company and the design of their products is following the characteristic of the Chinese. The last one competitor is Salewa from German (Chinese News, 2011). Compare with these foreign companies, the technology and quality of the local brands are at lower level, particularly, at the aspect of technology. Company is difficult to survive without advanced technology supporting, especially, in the outdoor sport market. Therefore, the outdoor market that has a small number of strong competitors will supply an opportunity for Kathmandu to obtain the biggest market share by adopting the advanced technology. 3. 4 Chinese economic situation For the financial reason, the Chinese market is quite appropriate for the Kathmandu to enter. According to the National Bureau of Statistics (NBS) recourses, in 2010 the number of average disposable personal income of cities and towns was 21033 RMB, which was higher 11. 3% than that in 2009. Meanwhile, the recourses also mentioned that the number of average disposable personal income in cities and towns was 7414 RMB in the first quarter 2011, which was higher 14. 1% than that in 2010 (National Bureau of Statistics, 2011). The increase of the disposable personal income of the Chinese offered an ideally material guarantee for consumption of the outdoor sport, which also means that Chinese has obtained higher purchasing power than before. The Nominal GDP per capita continues experiencing increase since 2001 to 2010 from 8. 3% to 10. 3% (National Bureau of Statistics, 2011). Following the acceleration of the urbanization progress, increasingly Chinese has selected outdoor sport, particularly, the young people. As the China Outdoor Sport Association report 2010, 90% of the participators already have attained high education degrees and the wages in the 65% of them over 5000RMB per month, 20 to 40 years old people occupied 84. 1% (Chinese News, 2011). China possesses the most enormous consumer groups which attract the vision of the world. Such consumer groups will contribute more benefits than England and New Zealand for Kathmandu. According to the National Development and Reform Commission, there is a police of 5 years plant from 2011 to 2015, which will focus on inequality of wealth distribution and shifting emphasis from investment to consumption (National Development and Reform Commission, 2011). Therefore more money will be spent in rural and inland development. So that Kathmandu can expect a growing number of potential customers in the coming 5 years. Therefore, the current situation of the Chinese market is ideally for Kathmandu to attract more customers and to sales more outdoor products. 4. STRENGTHS AND WEAKNESSES OF KATHMANDU IN CHINA Kathmandu has sufficient experience on oversea expending. According to the Kathmandu office report, currently, the company of Kathmandu has totally 107 retail stores, 65 located in Australia, 39 in New Zealand and 6 in United Kingdom respectively. In 2003 and 2004, the company entered into the market of United Kingdom, and speedy became one of the top two outdoor brands in the UK. The office report also mentioned that the Kathmandu Company made 237 million AU$ sales and obtained 7 million profit in 2011(Kathmandu, 2012). Therefore, the Kathmandu has sufficient expending experience, which enables to reduce risks that are bought by the insufficient of experience when enter into China. Furthermore, owning of advanced technologies is able to guarantees the leading position in Chinese outdoor market. Specifically, the technologies of anti-wind, anti-fire, waterproof and high heat preservation are adopted by all of their products with high comfortable level. Such advanced technologies are what the Chinese local outdoor equipment market and customers need. However, there are some weaknesses of Kathmandu can not be ignored in Chinese market. Firstly, lack of Guan XI (special relationship) will be the main issue for the company. In Chinese market, it is difficult to obtain long-term profit that making the business without a favorable Guan Xi, particularly, the closing relationship with the Chinese government. The Kathmandu may face some restriction from the Chinese Government. Such as, polices changing, law modifying and the controlling on some local resources, which will bring a great number of obstacles on operation of the Kathmandu company in China. Secondly, low brand awareness will lead to high cost in Chinese market. Obviously, although there is an increase in the demand of western products for the Chinese customers, the products selection of customers is quite cautious, especially on unacquainted brands. The Kathmandu may needs more patience to the Chinese clients to know more about the products of the Kathmandu, in other words, more time is required by the Chinese market. In addition, in such situation, more capitals will be spent by the company on advertising in order to build the name recognition. Thus, these weaknesses may bring some risks for the Kathmandu company operation in China. 5. HOW TO ENTER INTO CHINESE OUTDOOR MARKET 5. 1 Selection of the entry modes The selection of entry modes is crucial for every company when enter into a new market. There are two major entry modes, which include non-equity modes and equity modes (Chen Hui, 2002). As a multinational company and has good expending experience in the UK and New Zealand, it is undeniable that equity modes is appropriate to the Kathmandu when enter into Chinese market. The entry modes contain joint-venture, acquisitions and green-fields (Peter, 2008). Merger and acquisition can assists the Kathmandu directly entering into Chinese market by purchasing the company that already has established in China. However, a large number of capitals are required by the Kathmandu company to merger the Chinese local company, which means more cost will occur when choose this entry method. In addition, social-cultural environment issue should be considered by the western companies, acquisition entry method may be related to a sort of aggression by Chinese duo to the Chinese history, so that some threatens will be faced by the Kathmandu Company, for instant, anti-products and service of the company. The green-fields entry method also requires large number of capitals to support, and this approach is quite complicate to operate. While more freedom in designing the plant, selecting suppliers, and hiring a work force will be contributed by green-field (Ilkaka, 2007). Compare with acquisition and green-field, joint-venture entry method is more appropriate to the Kathmandu Company to enter into the Chinese outdoor market. The reasons as follow, firstly, Beamish pointed out that joint-venture is cheaper to exit compare with green-fields and also has the advantage that benefits the company to directly enter the market of other countries (Beamish, 2001). Secondly, the Kathmandu Company is not familiar with Chinese institutions and regulations, finding a Joint-Venture partner can help understand rules of running business, and the Guan Xi of the Chinese partner can be used by the Kathmandu in China. Moreover, such method will provide strong bargaining power with Joint-Venture partner for the company, as Kathmandu can provide high technical resources and product line which is the crucial issue facing by the Chinese outdoor companies. However, there are some disadvantages that lead to the risks to the Kathmandu Company from the joint-venture entry method. Firstly, the joint-venture may modify the partner to competitor (Swierczak, 1994). Specifically, it is dangerous that giving the advanced technologies to the partner to control. Perhaps the primary goal of the local partner is to control the leading technologies of the Kathmandu; such technologies will be used by other local companies on their products in order to obtain the bigger market share and to make more profit, which should be the most primary risk for the Kathmandu Company. Secondly, shared ownership can lead to conflict over goals and control. The ownership and administrative power will become the main conflict between the partner and the foreign company (Swierczak, 1994). In order to control and make the biggest profit to their own company, both local and foreign company adopts various approaches to attain the beneficial position in the joint-venture company. Such as, increasing the investment and controlling the resources. Balancing the advantages and disadvantages for the Kathmandu Company to select the entry modes in Chinese market, joint-venture is the ideally entry modes for the company. However, which Chinese partner should be selected by the Kathmandu is another issue. 5. 2 Selection of the Chinese partner There are a great number of local outdoor or sport brands in China. However, it is difficult to find a well-known outdoor sport brand because of the new outdoor market. Thus selecting a famous sport equipment company as the joint-venture partner is the best selection for Kathmandu Company. The Chinese sport companies include 361, ERKE, ANTA, PEAK, DOUBLE STAR, Xtep and LI NING (Chinese sport research, 2011). According to LI NING annual report 2010, the capitalization of the company has reached 8. 387 billion and has had 8156 sales shops in 1800 cities in China, and The number of LI NING brand retail stores is 7478 Moreover, LI NING has the highest reputation as the company is sponsoring several of Chinese sport national teams. The company already cooperated with AIGLE, LOTTO and Kason using joint-venture entry modes, which means that LI NING has had sufficient experience on such entry modes, and the high experience will assists the Kathmandu to reduce the risks on joint-venture (LI NING, 2011). Therefore, LI NING should be the most appropriate joint-venture partner for the Kathmandu Company, the large number of LI NING sales network and capitalization will contribute the convenience to the Kathmandu to enter into Chinese outdoor market. 6. CONCLUSION China has become the biggest market for the foreign company duo to the rapid development of economy and society. Such development specifically expressed in the GDP and the average disposable personal income continually increase, which also represent high purchasing power in China. In the same period, the fast development of Chinese outdoor sport market contributes to the high demand not only for the outdoor clothing and equipment but also for the advanced technologies of the outdoor equipment in the Chinese outdoor market, and the lower strong competitors also provide a God-given opportunity for the Kathmandu outdoor equipment company to enter such ideally market. Hence, how to enter Chinese market will be the first issue faced by every foreign company manager. The joint-venture entry modes should be the possible modes selected by the foreign company, particularly, the Kathmandu Company duo to the lower cost, easily access the market. The Kathmandu enables to use the local resources and Guan Xi network of the LI NING Company, which are the weaknesses of the Kathmandu, via joint-venture in order to become a successful company operating in China after into the outdoor market. Both companies will obtain the benefits that they want from joint-venture entry modes. 7. REFERENCES Beamish, P. W. ,Banks, J. C. 2001. Equity joint ventures and the theory of the multinational enterprise. Journal of International Business Studies, 18(2):1-16. Chinese Customs, 2011, â€Å"Export Procedure†, viewed: 20 May 2012, from http://www. customs. gov. cn/publish/portal0/. Chen, H. 2002, An analysis of determinants of entry mode and its impact on performance, Int. Bus. Rev. , 11 (2002), pp. 193–210. Chinese News, 2011, The demand of copper is recovering to the level before financial crisis, viewed: 20 May, 2012, from. http://www.chinanews. com/cj/2011/06-13/3108018. shtml Chinese Outdoor Sport Association 2012, â€Å"report of Chinese outdoor sport situation†, viewed: 20 May 2012, from http://www. iouter. com/. Ilkka A. Ronkainen, 2007, International marketing, Cengage Learning, 2007, p417-422. Joseph Simone, â€Å"Criminal Enforcement Against Counterfeiters†, China Business Review, 29/6 (2002): 22-23; Timothy Trainer, â€Å"The Fight Against Trademark Counterfeiting,† China Business Review, 29/6 (2002): 20-24. Kathmandu Annual Report, 2012, Introduction of Kathmandu, viewed 17 May, 2012, from homepage: http://www. kathmandu. com. au/. Kobrin, op. cit. ; Minor, op. cit. ; Charles Hill, International Business: Competing in the Global Marketplace, 4th Edition (Bostom, MA: McGraw-Hill Irwin, 2003), p. 47. Lining Annual Report, 2011, Introduction of Lining, viewed 17 May, 2012, from http://www. lining. com/eng/global/home. php. National Bureau of Statistics, 2011, â€Å"situation of Chinese economic†, viewed 17 May, 2012, from http://www.stats. gov. cn/. National Development Reform Commission, 2011, â€Å"situation of Chinese market development†, viewed 17 May, 2012, from http://www. sdpc. gov. cn/. Peter Liesch, and Duncan Poulson, 2008, â€Å"An Unconventional Approach to Intellectual Property: The Case of an Australian Firm Transferring Shipbuilding Technologies to China,† Journal of World Business, 35/1 (2000): 1-20. Swierczak, F. W. 1994, Culture and conflict in Joint Venture in Asia, International Journal of Project Management, 12 (1) (1994), pp. 39–47.

Book Report on A Modern Utopia by H. G. Wells Essay -- Modern Utopia W

Book Report on A Modern Utopia by H. G. Wells H. G. Wells’ book, A Modern Utopia was published in 1905. This book seems to be unique for two reasons. As Wells tells us, it is told from the point of view of "a whitish plump man" that he calls the "Voice" (1). This allows the book to be what Wells calls, "a sort of shot-silk texture between philosophical discussion on the one hand and imaginative narrative on the other" because the Utopia that we visit in the story is the one inside the mind of the "Voice" or the narrator (ix). He (the Voice) is talking to a friend, a botanist that continues with him on his journeys, about utopian thought when suddenly these two men have been transported past Sirius to Utopia, the Voice’s ideal planet that is exactly the mirror of Earth, from geology to each individual person. Sometimes the narrator describes what is actually going on around them, what they are actually doing in Utopia, but more often he talks about what he thinks Utopia should be like, and the reader must interpret this as how this Utopia is, since this Utopia itself is in his imagination. The plot is this: the two men find themselves on this new planet by a feat of imagination. They find a coin on the ground, which pays for the inn at which they stay for a few nights. They speak to a man who dislikes the government and prefers Nature and simplicity. Because they are running out of money, the two men go to the Public Office to try and find work, where they are fingerprinted. The fingerprints surprisingly identify an existing citizen of Utopia, the record of the men’s duplicate. Because of the confusion, the men are shipped to a toy-carving factory in Lucerne, where, because the authorities figure out that they have doubles... ...es not appear in any utopian visions of the ancients, and thus marks this world different from those of antiquity. This brings up an interesting question; since this world is based on capitalism, is it attainable from our present capitalist society? Why or Why not? Is it possible to have a capitalist utopia? The Voice’s double argues that wealth is not power. Is this true? Could it be true under different circumstances? This Utopia is also a global, World State. Is this feasible? Is this necessary? This Utopia proclaims itself imperfect. Is this an oxymoron? Is a society that admits room for improvement a Utopia? The ruling class of this Utopia, the Samurai, is a voluntary ruling class. What problems would this involve? What problems would it solve? Works Cited Wells, H. G. A Modern Utopia. Lincoln: University of Nebraska Press, 1967.

A Teacher Fosters Social Competence with Cooperative Learning

To cite this article: Magnesio, S. & B. Davis. A Teacher Fosters Social Competence With Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall/Winter 2010. www. KaganOnline. com Miss Mag, do we have to work in groups? † â€Å"Miss Mag, I can’t work with him. † â€Å"Miss Mag, can I work alone? † Dodgeball tactics—duck, dart, and flee—seemed to be the game plan in my classroom whenever I wanted my students to work in groups. â€Å"Just try to work together! † I would say again and again. As a new teacher, I was shocked to find that most of my students didn’t know how to work in a group. Many of my 4th-grade students had been together since kindergarten, yet they interacted as strangers. They struggled to keep their heads above water when it came to social skills and group work. And I was drowning, treading back and forth, student to student, trying to keep up. Week after week, I found myself spending more time talking about being team players and working together than I spent teaching multiplication strategies and writing good leads. My soapbox was becoming old and worn, and I was overwhelmed and tired. Week after week, I found myself spending more time talking about being team players and working together than I spent teachingmultiplication strategies and writing good leads. My soapbox was becoming old and worn, and I was overwhelmed and tired. Many teachers experience challenges when they place students in a group and expect them to cooperate. As Johnson and Johnson (1990) point out, â€Å"Simply placing students in groups and telling them to work together does not, in and of itself, produce cooperation† (p. 29). Trying to get students to work cooperatively was one of the most frustrating aspects of my first two years of teaching. The easy solution would have been to throw my hands up and say, â€Å"These kids just can’t work together! † I could have given in and assigned individual projects and allowed the students to work alone and be done with it. However, I was learning about cooperative learning structures (Kagan & Kagan, 2009) in a graduate mentoring and induction program for beginning teachers, and I wondered if these structures would work in my classroom. This wondering became the focus of a classroom-based research project I conducted as part of the graduate program. I hoped this study would help my students build positive social skills and become successful working together. In particular, I wanted them to listen to each other, to solve problems collaboratively, and to teach one another. I focused my inquiry project on the following questions: 1) How does a structural approach to cooperative learning influence the social skills of 4th graders? 2) How do cooperative learning structures influence awareness of others’ feelings and encourage appropriate choices in social settings? , and 3) What influence do student reflections have on social interactions? Related Literature Cooperative learning has been defined as groups of students working together to complete a common task (Johnson, Johnson, & Holubec, 2002). Numerous studies have measured the success of cooperative learning as an instructional method regarding social skills development and student achievement across all levels, from primary grades through college. The general consensus is that cooperative learning can, and usually does, result in positive student outcomes in all areas (Johnson & Johnson, 1990; Kagan & Kagan, 2009; Marzano, Pickering, & Pollock, 2001; Slavin, 1996). Social interaction theory (Piaget, 1970; Vygotsky, 1978) and motivational theory (Maslow, 1954) both help explain the effectiveness of cooperative learning. Social interaction theory views learning as a social activity in which people learn by listening and talking to others. As Kauchak and Eggen (2007) explain: Piaget views this social interaction as a catalyst for students to reevaluate their own beliefs about the world; Vygotsky sees social interaction as a vehicle for more knowledgeable people to share their expertise with others. In both instances, students learn by listening and talking. (pp. 305-306) In his theory of motivation, Maslow (1954) described a hierarchy of needs that moves from lower needs (e. g. , hunger, safety) to higher needs (e. g. , esteem, belonging). He argued that people strive to meet their lower needs before attempting to meet the higher needs. In Kagan Cooperative Learning, Kagan and Kagan (2009) explain the relationship between Maslow’s motivation theory and the effectiveness of cooperative learning: If students do not feel safe and included, their energy is directed to meeting those deficiency needs and is not free to meet the need to know and understand. . . . When we put cooperative learning in place the need for safety is satisfied through social norms (no put downs; disagreeing politely). The need for inclusion is satisfied through teambuilding and classbuilding. . . . With the needs of safety and security satisfied, the students have more free energy to move up the hierarchy, striving for esteem and knowledge. (p. 4. 13) Moreover, in many classrooms, the majority of interactions are teacher-student, which can create a competitive environment as students vie for the teacher’s approval. Cooperative learning helps balance this environment by encouraging students to work together to achieve learning goals. As Kagan and Kagan (2009) point out, â€Å"We live in an interdependent world in which, somewhat paradoxically, the ability to compete depends on the ability to cooperate† (p. 1. 18). Several prominent researchers have developed various models of cooperative learning. For example, two brothers, David and Roger Johnson, created the Learning Together and Student Controversy models (Johnson, Johnson, & Holubec, 2002); Robert Slavin (1996) developed the Jigsaw II and Student Teams-Achievement Division models; and Spencer Kagan (1994) developed the Structural Approach to cooperative learning. Although different, these models each contain four defining elements of effective group interactions: 1) positive interdependence, 2) individual accountability, 3) equal participation, and 4) simultaneous interaction. Johnson, Johnson, and Holubec (2002) include a fifth element—group processing. Numerous practitioner studies have examined the impact of cooperative learning on student achievement and social skills development. For example, Nesbit and Rogers (1997) describe the benefits of integrating cooperative learning with science, reading, and writing instruction. Using several of the different cooperative learning models, the authors found that each method was successful in helping students work together in science to solve problems while using the tools of reading and writing. They suggested, however, that teachers begin with the Kagan structural approach before attempting the more complicated models of cooperative learning. Similarly, Muth (1997) found that cooperative learning could be used effectively during mathematics instruction to increase student comprehension of word problems, as well as to help them develop problem-solving skills. In the article â€Å"Using Cooperative Learning To Improve Reading and Writing in Mathematical Problem Solving,† she provides examples of how to implement cooperative learning in the mathematics classroom. Based on her experiences, Muth concludes that cooperative learning can improve reading and writing, as well as interpersonal skills, during mathematics instruction, particularly when students are working on problem-solving strategies. Bromley and Modlo (1997) found that cooperative learning helped maximize student learning in language arts instruction. A descriptive study of four teachers who implemented the Kagan Structural Approach during reading and writing instruction demonstrated the following benefits: 1) higher level thinking, 2) better communication between students, and 3) positive social relations. More recently, Law (2008) conducted two separate experimental studies on the effects of cooperative learning on 2nd-graders’ motivation and comprehension of text. In the first study, students in cooperative learning groups (n = 160) were compared with their counterparts in traditional instruction groups (n = 107). The results showed a significant difference between the two groups, with more favorable perceptions of teachers’ instructional practices and better reading comprehension in the experimental groups than in the control groups. In the second study, 51 second-graders participated in the instructional intervention program (cooperative learning). The results showed that students’ positive cooperative behavior and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension. Numerous school-based studies in various grade levels have investigated the effects of using the Kagan Structural Approach to cooperative learning (Cline, 2007; Dotson, 2001; Howard, 2006; Murie, 2004). Consistently, these studies have shown positive effects on student achievement, attitudes, and engagement. Cline, for example, investigated the effects of using Kagan cooperative learning structures in her 5th-grade classes. During the 16-week study, she implemented the structures (e. g. , RallyCoach, RoundTable) during guided practice in one math class; in a comparison group, she used a more traditional method of instruction (e. g. , students working alone). Data collected from pre- and posttests revealed that the experimental group outperformed the comparison group on all measures of math achievement. Several studies have focused on the role of the teacher in implementing cooperative learning (Ding, Li, Piccolo, & Kulm, 2007; Leonard & McElroy, 2000; Lotan, 2003; Siegel, 2005). These studies concluded that the teacher’s decisions about how group tasks are set up, as well as his or her interventions during the group processing, are crucial to the success of cooperative learning in the classroom. In summary, findings from numerous studies demonstrate the positive outcomes of using cooperative learning throughout the curriculum. These benefits include improved academic performance, as well as enhanced social skills development.

Graduate Study Challenges

I will explain my personal and professional goals, reasons for pursuing a graduate degree, three challenges I face in meeting my goals, strategies I use to overcome these challenges, milestones that will mark my short-term goal and long-term goal, my strength and weakness to personal communication, and three strategies I will use to improve my communication skills. Personal and professional goals / Reasons for pursing graduate study I want to obtain a graduate degree to accomplish my long-term educational goal that I set for myself when I obtain my undergraduate degree.I want to prove to myself that I can achieve this goal and that anything is possible. Obtaining my graduate degree will also teach my family on how to stay positive and focus and to never be afraid to chase after their dreams if they see me doing it. The career that I have working in the information technology field is a good rewarding career. I then find myself drained out from the hectic work schedule and not enjoyin g what I do. This is why I am pursing my masters' degree so that I can move into a new career field; advance my employment opportunities, and financial status.I know a masters' degree will help me succeed into a position with more leadership, and to provide for my family so that I can help them achieve their goals in the near future in any way that I am able. Short-term goal and Long-Term goal The short-term goal that I have set for myself is to continue working my fulfillment job until I finished my graduate study. My long-term goal is to be the best Health Care Administrator Informatics employee that I can be and re-locate my family to with an agreement that a new change is best and must be done to accomplish the goal to live out our dreams.Three challenges I face in accomplishing my goals/Strategies to overcome it As I am on my Journey to obtain my masters' degree I know that I have road bumps and curves ahead of me that is out of my control. Working a full-time Job, time managem ent, and stress is the challenges. I have put strategies into place for myself that will allow me to achieve my goals. I have Journal that I complete each week to help me stay on track to complete my assignments because I do work a full-time Job. For, time management in my Journal I plan out the time in where I want to spend my ours with my family.I make sure that I leave room to move around activities on another day so no one in my family gets upset if they are not met. To relieve stress I usually walk four days out of a week. I sometimes walk by myself or with family. It relaxes me and gives me time to think to myself on how to stay on target to accomplish goals. Milestones that will mark the achievement of my short and long- term goal The milestone that will make my achievement of my short-term goal is I must learn and become familiar with the new technology for the healthcare industry.If willing I will complete my graduate study by the year 2018 to accomplish my short-term goal. For my long-term goal is that when I complete my graduate study is to obtain a career in the Health Informatics field and be the best employee I can be, and relocate my family to Atlanta, Georgia from Charlotte, North Carolina, to retire. Strength and weakness related to personal communication The weakness in personal communication is that I have a hard time remembering names and I know that is not a good thing. The people I meet will not feel they are important and I do not want them to feel that way.The strength that I have is that I am a good listener. My friends enjoy my conversation because if she needs someone to vent she always call me up. She knows that I am Just there to listen and not give my opinion because sometimes that is what she wants someone Just to hear her out. I think this is very important in the communication skills is to learn how to listen. Three strategies I use to improve my communication The three strategies that I use to improve my communication skills i s listening, numbering names, and not interrupting or talking over someone in a conversation.I listen and pay close attention when other are speaking. When, I meet someone new I will repeat their name a couple of times so that I would not forget it. This will make them feel important the next time we meet and I remember their name. I do not interrupt or talk over someone in a conversation. I think this is very rude, especially if they are in the middle of telling a story, and they lose their train of thought because of the interruption.

Jude the Obscure essays

Jude the Obscure essays In life the role of a man has changed little in comparison to how much the role of a women has changed. In Jude the Obscure the you explorer a wide variaty of applied feminen identities. With exagerated properties of the applicaitons, it shows the true rang of diversity in the role of women. Arabella was a radical character in the noval, and many of her actions were considered extreme for her time. She left Jude while in wedlock and was illegally married to another man before she was properly divorced from Jude. She took on the role of the rebel, or one against social laws. Arabella was a symbol of sin, and shown to be as the unfit woman. The woman type of woman to be looked down on. The writer shows he negativity toward her by the way she is always shown unhappy. She was unhappy with jude so she left him. She found another man but there marriage was never legal or real, and as the book progressed she found that she really wanted to be with Jude, who no longer wanted her for what she did to him. Thomas Hardy, the author, was trying to show that her rebel ideals were wrong and for her sins she was punished with enduring unhappiness. Sue on the other hand was on the other end of the spectrum. Sue was very odd, and she even consider herself abnormal and evil, yet represented a woman of virtue and honor. She was a very inteligent woman, and very noble. She represented a woman of class and stature. She was very much desired by other men more for her complexity then anything else. She was a mistery to men and it generated a fierce interest in them. The most interesting fact being she would not let her virginty go. Men were left puzzled and confused. She did however have her negative aspects to her character. She married a man, and then asked to him to live with another. Something like that isn't respected. She used the man she married for selfish reasons, which further explains t ...

Compare and contrast Grand Odalisque and Velazquez's Princess Essay

Compare and contrast Grand Odalisque and Velazquez's Princess - Essay Example The painting also represents an eclectic mix of styles that combine classical form with Romantic themes, which is a contrast to contemporary style and content. â€Å"Las Meninas† (1656) represents a masterpiece of Spanish painting by Diego Velazquez, and one of the most prominent paintings. The painting also doubles up as one of the most controversial and imitated painting in history. The painting depicts a scene from daily life within the palace of Felipe IV in which the Princess is at the centre in the company of her ladies-in-waiting (â€Å"Meninas†). Naturalism of the painting with its impact of spontaneity and relative informality should be understood within the context of Velazquez’s identity as a court painter and a member of the court of Philip IV (Mitchell 58). The painting demonstrates Velazquez skill in the utilization of â€Å"claroscuro† in which the point of light lights up the characters and establishes an order within the composition. I am drawn to these art works owing to the praise and criticism that they draw. Grande Odalisque, for instance, remains one of the Ingres’ most popular nudes given that the anatomical distortions of the odalisque persist to fascinate art fans. The paper compares and contrasts two masterpiece paintings belonging at diverse artistic periods and detailing distinct characteristics of artists’ distinct styles, namely: Jean-Auguste-Dominique Ingres and Diego Velazquez. Grande Odalisque/Une Odalisque Stylistic Characteristics: Grand Odalisque The painting contains a clear outline and linear style highly typical of the Neoclassic movement; hence, the female figure within the painting is accentuated by light and possess a distinct contour highlighted by the setting of the darker movement. This renders the painting to be highly sensual, realist, and romanticized. Use of space: The body of the nude occupies the entire frame of the canvas in which her head, elbow, and buttock are only few inches away from the edge of the canvas, and her toes extend beyond the bounds of the edge. Techniques: One of the techniques that Ingres employs features his anatomical distortion as seen in the female nude. In Grand Odalisque Ingres drew extended sinuous lines to lengthen her back and pelvis area. Critics claim that the lack of anatomical realism makes her body appears boneless. Use of color: Ingres use of color is carefully planned, whereby he differentiates the warm tones vis a vis the cool colored silk. Lighting: The foreground of painting remains completely unlit heralding focus to the long and affective body of the odalisque. It appears that major spotlight awarded to her body, especially lighting and drawing attention to the areas that he elongates (her arm, back, and pelvis area). Tone: The Grand Odalisque is sensual and erotic, whereby the odalisque is offering herself to the sultan, but offers just a small preview of her body. Brushstroke: Ingres employs tight brushwo rk to attain his near photographic realism. Ingres incorporates the likeness of the texture of the model’s skin, the velvet, and the silk. Cultural Context: Grand Odalisque In the artwork, Ingres has generated a fresh aloof eroticism emphasized by its exotic context. The painting reflects sensual fascination with the orient and portrays his attraction for foreign eroticism. Some art historians cite the elongation of the Odalisque’

Renewable Energy Future for the Developing World Essay

Renewable Energy Future for the Developing World - Essay Example The greatest concern of the major multiples, especially Tesco in regards to political activity, relates to the rulings of the Monopolies and Mergers Commission which can prevent supermarkets from establishing themselves in certain locations because of anti-competition legislation. Similarly, legislation relating to anti-competition activities, such as price fixing and cartel-like activity, can prompt investigation from the Government body known as the Office of Fair Trading (OFT 2011). However, such investigations on a national scale are relatively rare and the large supermarkets are seldom investigated for such activity. There is also a need to consider legislation and regulation, the UK food and retail sector is covered by numerous laws, codes of practice and regulations. One such regulator, Food Standards Agency, has a statutory right to protect the public the consumer in relation to food and drink such as correct labelling, food sell by dates, hygiene etc. There is also European legislation, General food law and Codex (Food Standards Agency 2012). ... K economy has been in and out of recession since 2008, interest rates have been reduced to historic lows to try and stimulate growth and minimize the rise in unemployment, which has risen sharply since 2009 (BBC 2012a). Although the UK food and retail market itself has remained relatively stable because people need food, there have been marked shifts in consumer spending habits as consumers cut back and â€Å"trade down† from premium brands to supermarkets’ own branded labels, or even switch to cheaper rivals (Hall 2011). This is set against the context of rising raw material prices thanks to bad weather, the costs of which have been pushed onto the consumer. For example, according to the RPI (Poulter 2011), the average cost of a basket of â€Å"staple goods† has risen an average of 28% in real terms. It is also important to note this is closely linked to social issues such as changing consumer habits and a decline in Purchasing Power Parity (PPP). In addition to these trends in the retail sector, considering performance of the sector over the past 40 years (See Figure 1), it is expected that there will be the lowest ever growth recorded for 2012 in UK’s retail sector history. The growth rate for 2012 is expected to remain 1.2 %, which is although higher than that of 2011’s growth rate (0.9 %) (SAS 2011). Figure 1: UK Retail Sector’s Growth Rates for Past 40 years (SAS 2011) Social For the UK food retail industry, it is fair to suggest that the recession and subsequent level of decreasing economic growth has caused consumers to become far more price conscious. They are demanding greater value for money and supermarkets are responding with aggressive price cuts and price wars in order to attract and retain customers (Wood 2011). As yet it is too early to determine