FRIDAY Essays (365 words) - English-language Films, British Films

FRIDAY A handsome, in about 26 years old, with straight and strong limbs, tall and well shaped fellow who bare name Friday which he got for the memory of a day he was rescued. The native who was saved from a certain death by Robinson Crusoe during one of the cannibal rituals of a local tribe. By the man who was actually on his way to Africa to buy Negroes! His hair was long and black but not curled, he had very high forehead and great sparkling sharp eyes. Friday's appearance was somewhere in between Negro and European, black but tawny skin, round face and small but not flat nose as most of the Negroes have. Of course, like all Negroes have, had he fine teeth well set and white as ivory, but oddly enough ? thin lips. To lay his head flat upon ground, close to person's foot and set other foot upon his head ? this was Friday's way of showing the servitude and submission. Robinson understood him in many things and let him know how very pleased he was with him. This was something Friday understood before he could speak Robinson` s language. Still he was a cannibal in his nature, full of lot abhorrence. We can see how the other culture is suppressed from the very beginning. Robinson cures Friday of his cannibalistic habits and gives him a new Western name. But the first words he taught him in English were words that one servant has to know and use! So Friday was domesticated and incorporated into Western society. The main fear and an idea throughout the book is Crusoe `s goal to re-educate Friday to a civilised human being and if he wouldn't have, he would have no mercy but to kill him! Submissive Friday, full of gratitude was treated with the attitude close to colonial that is - possession. In my opinion, Friday's total submission released Robinson from the sort of guilt and the need to use violence. He was Crusoe` s slave because he was saved by him and lifelong servitude was accepted by Robinson. The servant-master relationship was symbolically sealed by an oath, a substitute for the written contract.

When to See a Doctor for Bursitis

When to See a Doctor for Bursitis Bursitis is defined as the irritation or inflammation of a bursa (fluid-filled sacs attached to joints). You can often effectively treat bursitis at home. However, in some cases, you may want or need to treat bursitis with some techniques not available at home and require a visit to a doctor. If you have bursitis and you experience a warm swelling, a fever or become sick you may have septic bursitis and should seek medical attention. Septic bursitis needs antibiotic medication to treat it. In the case of non-septic bursitis you should consider seeing a doctor: If the pain becomes severe or is getting progressively worseIf your range of motion is being hampered and the swelling and stiffness is getting worseIf your strength is affectedIf the injury is becoming chronic and never fully alleviates, or commonly reoccursIf methods for preventing bursitis have not proven sufficientIf home treatments are not effectiveIf you can not change your habits or the repetitive stress causing your bursitis is unavoidable What to Expect From Your Doctor If you are seeking medical help for your bursitis then your general practitioner is probably your first stop. Your doctor will need a history of your condition including the symptoms and activities that trigger or worsen the symptoms. Additionally, you should provide your doctor with information about any treatments, over the counter medication or home remedies you have tried and how effective they have been. Your doctor will perform a basic physical examination of the affected area to check for a swollen bursa. Diagnostic imagery is usually not required  but is some difficult cases it may be requested. Imagery, such as an X-ray or MRI, can help fill out a comprehensive diagnosis. Once diagnosed your doctor may prescribe treatment or refer you to a specialist. In some cases, your doctor may suggest draining the bursa to reduce the swelling. This can usually be done during the same visit. Your doctor will simply insert a syringe into the bursa and remove some of the fluid. This can provide immediate relief but does not treat the cause of bursitis.​ When referring you to a specialist your general practitioner will often suggest a physical therapist or occupational therapist. These therapists will develop a treatment regimen of exercise and/or behavioral therapy that should change or remove the repetitive stress that is causing bursitis as well as strengthening the area so it is more robust. What to Bring to Your Doctor Being prepared with a thorough history of your symptoms can help your doctor diagnose your bursitis. Organize your information to help your doctor get through all the pertinent parts in the time usually allotted for an appointment. The information you should have on hand includes: What your symptoms areWhen your symptoms first presented or startedHow severe your symptoms areIf your symptoms come and go or are persistentWhat activities trigger or worsen your symptomsWhat kind of repetitive stress concerning the area of your bursitis you regularly encounterAny candidate causes of bursitis you have identifiedAny injuries within the past 6 months to the area of your bursitisOther medical conditions you currently suffer from or have had in the past, including surgeries When gathering your information, it is beneficial to journal your symptoms. Write down all your symptoms with notes about duration and severity. Use a Visual Analog Pain Scale to track the pain. Make notes of the activities that may contribute to bursitis and what effect they seem to have. Furthermore, write down any treatments and if they have a positive or negative effect. Last, but not least, write down any questions you have for your doctor before your appointment. Patients often get nervous or forget their questions when face to face with their doctor. Write down your questions and make sure you get satisfactory answers before you leave. Dont forget, your doctor is there to help you and you are paying them for that help, so make sure to get your moneys worth.

The Connection between Management and Leadership Essay

The Connection between Management and Leadership - Essay Example The researcher states that being a leader is easy. Gaining followers is the easiest part of being a leader, but it is still tough for most people. Leading one’s followers is a different prospect though; it demands the maximum one can offer. A well-structured organization should have a pool of leaders and managers in order to be successful. In fact, what they actually need is a few first-class leaders and many brilliant managers. This shows the connection between management and leadership. It is far more difficult to be a leader than a manager. One can go to school and become an excellent manager, but there is no guarantee that reading motivational books and attending workshops can make one a leader. Managers are the persons tasked with the job of management (planning, budgeting, staffing, organizing, controlling and problem-solving). On the other hand, leaders create a path, guide people, inspire, and motivate. In this regard, it is easy to see that leaders interact with peopl e much more than managers do. A leader usually has to go out there and put his skills to the test because the followers always want to see them. On the other hand, a manager can perform his duties in absentia and still achieve a decent degree of success. A manager can sit in his office the whole day and employees will still recognize that he is around. This is possible but difficult in leadership. A leader has the heart, drive, and creativity while a manager has the determination, the logic and the mind. A leader is inspiring, innovative, courageous, flexible and independent, while a manager is analytical, authoritative, direct, consulting and stabilizing. Management and leadership play an important role in service delivery in organizations. Although they are similar in many aspects, they may involve different types of behaviors, skills, and perspectives.

Innovation policy Essay Example | Topics and Well Written Essays - 2500 words

Innovation policy - Essay Example 3). "In addition to the industrial policies that governments pursue in line with their political philosophies and models of economic growth, some governments develop public policies with varying degrees of explicitness, intended to encourage innovation" (Dodgson and Bessant 1996, p.23). To illustrate the role of government in the process of innovation, Shonfield (1981) postulated as his point of entry that public policy-makers need not, or more strongly should not, be concerned with economic innovation, and the to ask what conditions have to be fulfilled by market processes to secure an optimum outcome. This was his first step in his argument: even if it could be shown that the market process was deficient, it would not follow that intervention by public authorities would produce a better answer. Shonfield goes on saying that if markets were to go on their own without intervention from the government as to how they would manage the scientific environment, markets should be able to provide innovators the necessary environment for them to carry their work. This would include the necessary perks to encourage people to innovate. As discussed by Shonfield (1981, p.4), another problem is the measurement: calculating social preference. Social preference here means which projects the society wants to prioritize and those types of innovations that the society wants to set aside for the moment This is partly because market signals are necessarily limited to expressing the preferences of contemporaries. Shonfield's third requirement is that markets must be able to regulate the effects of economic innovation on public goods. On the other hand, Branscomb and Florida (1999) cited the importance of the government's role in support of science and technology on regulating the two kinds of so-called "spillovers." "Knowledge spillovers (italics mine) derive from the public good nature of knowledge, combined with the difficulty of keeping economically useful knowledge secret when it is profitably exploited. Such spillovers can be derived from reverse engineering, when some aspects of a competitor's technology may be discovered by examining how the product is made. Even negative information, the abandonment of a line of work by a respected competitor, for example, can be a useful spillover of his decision" (Branscomb and Florida 1999, p. 30). Branscomb and Florida's second type of spillover is the consumer surplus spillover, which results from the creation of new goods or the improvement of existing ones. "The innovator captures only part of the consumer value in the sales price; there may be a social surplus that exceeds the innovator's profit. Research tends to generate more knowledge spillovers, which is a reason for government support, but research, by itself, cannot generate more knowledge spillovers. Private firms have inadequate incentives (to varying degrees, depending on market structure and other considerations) to take new ideas to market. Furthermore, the transfer of potential useful ideas from the government or university

Second Presidential Debate. Sen. Barack Obama & Sen. John McCain Assignment

Second Presidential Debate. Sen. Barack Obama & Sen. John McCain - Assignment Example The focus of the debate was on domestic and foreign policies, since the questions were based on the economy of the America in relation to the worldwide economic conditions. Each candidate was given two minutes to give his answers to a common question. The most publicized debate that was covered by many television networks was expected to be equally highly charged from the two rivals as was disseminated from the campaigns that were held by the two candidates. However, the debate came out as being sedate, low-voltage and was mostly depicted by the candidates as a tedious forum. It did not auger well with the two candidates, as they did not portray their personal attacks that were prominent in their recent campaigns before the debate. The candidates were unwilling or were simply unable to come out of their talking points straitjackets. Halfway through the debate, the outright winner was the financial wizard Warren Buffet. The two candidates for once came to a consensus when they suggest ed that Buffet would be an effective secretary of the Treasury department in the upcoming administration. Both candidates veered off the much needed answers on domestic and foreign policies, such as more tax reliefs, to which Obama promised to ensure that America provided tax incentives that would ensure fuel-efficient cars are manufactured in the United States, and not imported from Japan. However, not so long after saying that, he remarked that America should portray good habits of spending since they were almost running up trillion-dollar debts that risked to be passed to the new generations. Moreover, on low tax rates, McCain simply answered that they should not raise anybody’s taxes. On the other hand, concerning the foreign policy, both candidates advocated for additional troops in Afghanistan, and Obama yearned for financial assistance to Georgia, Poland, Estonia and to all the countries that were former Soviet satellites. Senator Obama provided the most cohesive answe rs to the questions asked by the moderator. For instance, at the onset of questions, when Allen Shaffer posed the question on the most positive solution that would bail out the American people from the economic meltdown, since the retired as well as the older citizens were on the verge of losing their incomes. Obama positively answered by remarking that the corrupt and unscrupulous executives would be fired and the treasury would demand back the embezzled funds. Furthermore, the middle-class would require a rescue package, meaning there would be tax reliefs for the middle-class. Moreover, homeowners would be given incentives that would help them retain their homes. The citizens, according to Obama, were primarily the people that helped the American government build the roads and bridges through their taxes, and the government in turn should create employment for their people. Ultimately, in the long-term, America would need to fix its health care system as well as its energy system that is continuously burdening most families. On the other hand, McCain answered the same question by claiming that it is the job of the government to fix the problem, though he deviated from giving the core answer that was much expected by the Americans. However, he asserted that in fixing the problem, America needed to have policies that would advocate for energy independence. According to him, America should stop

Distinguishing Whether Virtue Is Knowledge

Distinguishing Whether Virtue Is Knowledge Plato presents Socrates views on the question whether virtue is knowledge and whether it can be taught in several dialogues, most notably in Meno. In this dialogue, Socrates makes many different arguments on the subject of virtue. These arguments include how virtue is defined and whether or not people can acquire it. He examines the ways that virtue can be attained; whether or not one is born being virtuous, whether virtue can be taught or it is another factor for virtues people have. In this essay I will focus on the question of whether virtue can be taught. Platos answer is that virtue cannot be taught. In this essay I will suggest that Plato could have framed the questions a bit differently, which would have probably given him a different answer. In particular I will argue that Plato might have done better to ask whether virtue could be learned instead of asking whether virtue can be taught. The Meno begins with Meno asking Socrates whether virtue can be taught. The argument then is drifted then to another question, what is knowledge. Then Meno proposed an interesting paradox: one can never find out anything new: either one knows it already, in which case there is no need to find it out, or else one does not, and in that case there is no means of recognizing it when found (Plato 1997, 80d-e.). In other words if one does not already know what arà ªte (virtue) is, he cant even search for it, because if he does not know what it is already, then even h he searches, he wont be able to know when one has found it. Socrates suggests a way to solve this dilemma which is based on the Pythagorean view of the immortal soul. According to that notion, the soul, after the physical body dies, is reincarnated and thus never destroyed. If one can never acquire any new knowledge and at the same time it is obvious we are always learning new things, then it is be concluded that learning mus t be a matter of recollection of past life experiences and knowledge. In other words there is no such thing as teaching, but only remembering. In the Meno he demonstrated with a young slave boy who apparently didnt have any knowledge of geometry. By asking the young boy questions he managed to show that the boy had knowledge of certain mathematical theorems. Meno asks again his original question, that is whether one can be taught virtue, or one gets virtue by nature or in some other way. Socrates consents to proceed but argues that they need a common ground due to the fact that neither of them can say at this point what virtue is. Then Meno is made agree that if virtue is not knowledge then it cannot be taught, and if a knowledge then it can be taught. He points out that one can teach something only if one knows what it is that he is teaching. Someone who does not know himself how to drive a car seems unlikely to be able to teach someone else how to. Socrates and Meno much agree that there is no one that truly knows what is meant by virtue and because of this reason cannot be taught. According to Socrates, If virtue could be taught, we should be able to know not only those who teach it but also those who learn from them, which in truth we cannot easily do (Plato 1997,HYPERLINK http://www.perseus.tufts.edu/cgi-bin/ptext?lookup=plat.+meno+96c 96c). Socrates claims that teachers for horsemanship, medicine, etc. exist and everybody recognizes these as genuine teachers, whereas people dont agree about whether the Sophists really do teach virtue. Socrates goes one to speak of Thucydides, who had two sons, neither of which was considered to be virtuous. However, it is said that Thucydides educated his children in many different disciplines, but it seems that he could not find a teacher of virtue even though he found teachers for other aspects of life he found valuable. He could not teach it himself either, even though he himself was known to be virtuous. Therefore it seems virtue cannot be a form of knowledge. In order for something to be knowledge, someone must be able to teach it to others. Socrates concludes that virtue cannot be taught and that there is no means or method by which virtue can be acquired. Virtue is simply shown as coming to us, whenever it comes, by divine dispensation (reference?) In my view, if Plato had framed the questions somewhat differently, he might have gotten a different answer. That is Plato could have better asked whether virtue could be learned instead of asking whether virtue can be taught. What I mean to say is that asking whether one can be taught something entails that the relationship of a student and a teacher, whereas asking whether something can be learned implies only that there is a student (whose life experiences might be said to be a teacher.) For example, to ask whether I was taught geometry is to ask whether a teacher taught me geometry. Whereas to ask whether I learned geometry is simply to ask whether I learned it, whether or not I was taught it by a geometry teacher or learned geometry myself either from (lets say) a book or by some other means. Learning can come in various forms. In order to learn something, one does not require a teacher in the strict sense. For instance, learning can be achieved from studying people who have virtue and yet the latter may not be aware that they are studied. So a man may be learning virtue, and his teachers may be virtuous, even though the teachers might not even be alive. Another form of learning is experience. Virtue may be learned through personal experience. In this example, the teacher would be both life experiences and the reflective nature of the learner. There is still another form of learning. A man can learn, even if he cannot offer an explanation of how he learned or of what he exactly knows. For instance, after someone has been through a particular problem in his life, he can then detect that a relative of his is going through the same problem. And although he can know it, he cannot give an explanation of how he recognized it. Another example is that of the musicians or painters who have learned their craft and are able to perform well, but find it almost impossible to give an explanation of what they have learned. So the question whether virtue can be taught is a much different, and narrower, than whether virtue can be learned. Plato is right in suggesting that virtue cannot be taught. I believe that we all know or have heard of people who recite rules of virtue (such us be compassionate or be honest,) but find it impossible to put them into practice. Certainly in this sense virtue cannot be taught. A mentioned above, having the ability to be virtuous is like having the ability to be musical, which is to some extent instinctual. So, for example, it could be argued that knowing when, for example, to offer help to a friend when he needs it, is a matter of instinct or judgment. All of this means that although virtue may not be taught, this is not to say that virtue cant be learned. Plato suggests the notion that virtue is inborn. Certainly this is to some degree true. There are some people with an exceptional capacity for virtues like compassion, etc. since they were born. Yet others look as if they are born with little to no moral conscience, which seems to be necessary for virtue to exist. However what this means is just that the foundation of virtue is inborn, not that it cant be learned. In the same way that we comprehend the fact that one can be preached how to be virtuous but fail to be virtuous in practice, the converse is also possible: people can refine the ways they understand virtue, they may become more virtuous by reflective practice, and their views of how to act in a virtuous way changes significantly as they grow up. In my view, if Plato put his questions in a different way (that is if he had asked whether virtue can be learned, instead of whether virtue can be taught) he might have found a much more affirmative answer.

Economic Injustice in America :: Exploratory Essays Research Papers

Economic Injustice in America "Class is for European democracies or something else--it isn't for the United States of America. We are not going to be divided by class." -George Bush, the forty-first President of the United States (Kalra 1) The United States of America was founded on the basis of a "classless society of equals," committed to eliminating the past injustices imposed on them by Great Britain. A hundred years later, Alexis de Tocqueville, a prominent sociologist of France, claimed that the nation was the most democratic in the world, a model for the rest of mankind, distinguished by the "equality of condition" ("Tocqueville in..." n. pag.). Today, however, there does exist perceptible classes in this country, and, because of differences in material wealth, Americans have unequal opportunities in politics, education, health care, justice, security, and overall happiness. The distinct class structure of current-day America is the greatest cause of inequality in the United States today. This inequality in America is not recognized. The subject is either trivialized or dismissed as untrue. Though the economic injustices of other nations can be easily recognized, their own situation, which is comparable or worse, is free of criticism. Michael Parenti, a sociologist from Yale, states, "If the subject of class is introduced, it is usually dismissed as an outworn Marxist' notion having no relevance to modern America" (Parenti 55). America still represents to many a place of equality where success is determined by chance and choice, ignoring that if this was the case, income would be distributed more evenly than the current imbalance towards the upper class. Thus, while overtly acknowledging and emphasizing the discriminations based on race and gender, the American public accepts unfair social stratification as very legitimate. The reality is that the economic gap within the classes is great and growing. According to the U.S. Census Bureau, the gap between the richest and "everyone else" in America is the greatest it has been since the end of WWII. Professor Edward N. Wolff of N.Y.U. states that the current era represents "the most extreme level of wealth concentration since the late 1920's" (Gates 17). "Paul Samuelson explains that the present income structure is grossly unfairly distributed. If we made an income pyramid out of a child's blocks, with each layer portraying $1,000 of income, the peak would be far higher than the Eiffel Tower, but almost all of us would be within a yard of the ground'" (Kalra 10).

The Role Technology Plays in Today’s Society

After the Industrial Revolution, human beings came to a new era, which has brought about a drastic change to the whole world in all aspects of life, noticeably in the technological field, whose progress has been by leaps and bounds, and made what formerly believed impossible become a possible. It is obvious that there is a rush toward modern technology for teaching as well as learning nowadays. Learners, especially students have been very quick at embracing technology as the means to reach the most up-dated information in order to open themselves to the world as well as to see how the world touches them.Technology is used to enhance human beings physically and intellectually, however many people is discovering that that technology is a two-edged sword; the benefits are equally balanced by the downsides. It is said that particular jobs will inevitably disappear as a result of technological advancements threatening the importance of the job. Today, many jobs such as ATMs replace bank t ellers, answering machines replace operators, and insightful descriptions of the product on Internet shopping sites replace salesmen.Many have considered the downsides to technology and decided that IT advancements are not all beneficial to society. Even though machines and technology have replaced the jobs that were once done by human beings, the jobs have not been eliminated; they are merely changed in a way that humans no longer carry on the task. Technology has also changed jobs in a way so that it makes it easier to human beings to do their work. An example is how humans exploit the usefulness of machines to mass-produce products and food.Engineers are also hired to develop ways in order to enhance the already existing technology. Despite social issues surrounding the idea of computers replacing humans, many people would agree that if a job is taken over by a machine that is incapable of independent thought, the job is not suitable for a human being who have the ability to do s o. Technology helps eradicate useless jobs and decreases labor costs, but it also creates new jobs. An example of this is the manufacturing of the actual technology and the computer specialists hired to put the technology to use.In our never-ceasing quest for progression and expansion, it seems taken for granted that technological advancement is a positive phenomenon. Amidst the hysteria, however, lies the forgotten fact that the latest development is not necessarily what is best for society. We are encouraged to believe that faster, more complex and superior technology will be beneficial to us in some way. Technology has many positive aspects but, in the wrong hands, it can become dangerous.Technology is a valuable tool but is somewhat misused by today’s teens. The two main forms of technology affecting teenagers – cell phones and the Internet – have brought about major changes in our lifestyle. This technology has allowed teens to have inane communications and in doing so, contributes to the ‘dumbing down’ of society. We spend more time corresponding with our friends on cell phones and the Internet than we do working or participating in activities which expand and challenge

Women In Film Noir essays

Women In Film Noir essays In film noir, there are two archetypal portrayals of women; the whore and the Madonna. The whore is exposed as the dark, sexual and active spider woman out to seduce every man she meets, while the Madonna is a loving, caring virgin who posses no threat. As explained by Janey Place in Women in Film Noir, film noir is a males fantasy where the sexual power and strength of women are visually expressed in film, both through the iconography of the image and through the visual style. From the emergence of film noir in the 1940s, the dark, strong femme fatale is one of the main characters that is often longing for independence from men. Her world is seen as claustrophobic and hopeless, fashioned by strong contrasts in light and dark, off-skewed camera angels and atypical framing. A strong illustration of the classic spider women is Pris (Daryl Hannah) in Blade Runner. Unlike the male androids that use their strength as protection, Pris uses her sexuality to get what she wants. Through out the movie, she is fighting for her own freedom against the humans while being dominated by the male android, Roy. In one scene, she is seen dressed up a doll, paint covering her face and a chain around her neck. Disturbingly, she is portrayed as a sexual object subjected by, as well as a threat to males. Along with a motivational stereotype of the femme fatale is a physical image. She is often seen with long blonde or dark hair, wears lots of jewelry, smokes cigarettes and has lovely long legs. By the use of composition, camera movement, angle and lighting, the beautiful seductress can be shown as a complete angel with underlying malevolent ideas. One example of the beautiful malicious women is shown in Curtis Hansons L.A.Confidental (1997). Kim Basinger plays Lynn Bracken, a Barbie-doll prostitute whose main intentions are to seduce Officer Bud White. She is the idyllic, long legged, blonde, Veronica Lake look-alike whore of ...

The Okinawa Problem essays

The Okinawa Problem essays The Battle of Okinawa, in which both Japanese and American forces suffered enormous casualties, marked its fiftieth anniversary on June 23, 1995. In commemoration of this important date, the Cornerstone of Peace was erected and unveiled that day to, as Okinawa Governor Ota Masahide put it, "convey the peace-cherishing heart of Okinawa and its yearning to live in peace with all.". These noble sentiments were shattered less than three months later, however. on September 4, when a 12-year-old Okinawan girl was abducted, beaten and raped by three US servicemen. The three were part of the 28,000 US troops stationed in the prefecture. Although Okinawa makes up just 0.6% of the total land area of Japan almost exactly the size of Los Angeles it hosts 75% of all US military forces stationed in Japan. Okinawa prefecture is composed of the Ryukyu Islands, with the main island being Okinawa island. US bases occupy 11% of the total land area of the prefecture, including 20% of the main island and 40% of six Okinawan cities. The 1995 rape case exacerbated long-standing resentment against the US military presence in Okinawa. Outraged local people held numerous demonstrations, and calls increased for the reduction of US military presence on the islands. The case proved to be a turning point for the so-called "Okinawa problem," and a series of events attempting to remedy the situation followed. As Okinawa is a strategically vital point for US Forces in the Far East, the Okinawa problem and its consequences have grave implications for both the US and Japan. Crimes committed by US military personnel against the local people of Okinawa were in fact nothing new. According to the Nihon Keizai Shimbun, between 1972 and 1995, US military personnel were implicated in 4,716 crimes, or nearly one per day. Local authorities stated that 22 murders, 354 robberies, and 110 rapes were committed by US military members during the same period. The US...

Marketing research leads to analysis paralysis Essay

Marketing research leads to analysis paralysis - Essay Example For example, Benz cars are one of the costly vehicles in the world. So it can be successfully implemented in developed or developing countries whereas it might not be an ideal choice for the people of underdeveloped countries. Consider Benz is trying to introduce their expensive vehicles in Indian market. In India, different geographical regions have different type of economies and Benz need to account for these geographical economical and cultural differences before formulating their marketing strategies. Sachin Tendulkar might be a better brand ambassador for Indian conditions whereas he may not be the same in Chinese conditions. Thus marketing is a complicated task which needs lot of researches and analysis for the successful movement of the product in a particular region or market. Millions of dollars spent for the market research and analysis by the marketers which lead towards a situation; analysis paralysis. Primary market research is based on the data collected directly from the market. It is classified into two categories; qualitative and quantitative based on the characteristics of the data collected. ‘Gathering of descriptive information, usually representing verbal or narrative data through open-ended interviews or focus groups usually come under qualitative data whereas gathering of numerical information that can be analyzed statistically through surveys come under quantitative data’(Small business notes, 2009) Open interviews composed of descriptive questions often used to collect qualitative data. The probability of answers like ‘Yes’ or ‘No’ would be avoided while formulating questions for collecting qualitative data through interviews. The interviewees would be forced to open their minds and to answer questions with more details if the questions are designed correctly. The greatest benefit of qualitative research is its ability gather dat a about the common trends, emotional motivators, and general likes and dislikes of the

Cyclical Economic Development in The Economic History Essay

Cyclical Economic Development in The Economic History - Essay Example This paper analyses the process of economic growth, which emerges from and as a consequence of cyclical development. In the 19th century, business cycles were not thought of as cycles at all but rather as spells of crises interrupting the smooth development of the economy. In later years, economists and non- economists alike began believing in the regularity of such crises, analyzing how they were spaced apart and associated with changing economic structures. Schumpeter (1939) suggested that the economic development proceeds cyclically rather than evenly because innovations are not evenly distributed through time, but appear, if at all, discontinuously in groups or swarms. Schumpeter identified the "four-phases" of a cycle. Starting from the mean, a boom is a rise which lasts until the peak is reached; a recession is the drop from the peak back to the mean; a depression is the slide from the mean down to the trough; a recovery is the rise from the trough back up to the mean. From the mean, we then move up into another boom and thus the beginning of another four-phase cycle. In a sense, any cycle of whatever duration can be described as going through these four phases - otherwise the fluctuations cannot be described as "cycles". Empirical evidence shows that throughout the 19th Century, the price level moved backward and forward heavily while output was much less subject to fluctuations. The following four Kondratiev waves (ranging between 48-60 years) have been identified - going through four phases of boom-recession- depression-recovery : (1) The Industrial Revolution (1787-1842), (2) The Bourgeois Kondratiev (1898-1950), (3) The Neo-Mercantilist Kondratiev (1898-1950): and (4) The Fourth Kondratiev (1950- 2010).