Zeffirelli vs Luhrmann Romeo and Juliet Essay Example For Students

Zeffirelli vs Luhrmann Romeo and Juliet Essay Baz Luhrmann and Franco Zeffirelli portrayed the film Romeo and Juliet in very different ways. Most of the scenes in the film are portrayed in different ways although there are some similarities. There are some very obvious differences including the intended audience, the setting, the place and the timing of the play. There are some smaller differences as well such as the use of music, camera angles, lighting, the way different people are introduced and many more. I think that in Luhrmanns version of the film the intended audience is a much younger audience, from teenagers to people in their mid 20s. I believe this because his version has much more action in it and is more modern which is more appealing to the younger generations than to the older generations. The audience intended for Zeffirellis version, however, is most likely the older generation than the younger generations as it is quite slow moving and focuses only on the essentials of the story than to make the audience interested with the lack of action. The fact that the film was made in the 1960s makes it even more appealing to the older generations as it was made when they were young and so it is familiar as well as the fact that it is set in the times of when it was written. The settings in the two versions show the most difference and in Luhrmanns version it is more modern and so reflects life as we know it today. We will write a custom essay on Zeffirelli vs Luhrmann Romeo and Juliet specifically for you for only $16.38 $13.9/page Order now It includes modern cars, buildings, guns, drugs and many more things instead of swords or old houses, which show just how modern it is. In Zeffirellis version, however, it is set in the Shakespearean period, which can be seen by the way that they dress, the way the buildings are made and that they use swords and so already we can see a major difference between the two films. These two examples show how without even considering the storyline we can see differences which separate the two films and while there are still a couple of big differences left there are also a few smaller changes which make a big difference. In the modern version by Luhrmann the way the prologue is introduced is very strangely appealing to the audience and draws them into the film. The film starts by showing a woman on television, on the news, explaining the story to us as it is written in the book. With the television slowly coming closer and closer towards us and finally stops before it merges with the television we are watching it on. This was then followed straight after by loud opera type music showing the city in flashes from high up with the action and the drama of helicopters flying around to get you interested. Each of the important characters in the film was then introduced to us by showing them with their name appearing next to them in bold. While all of this is going on a man with a deep voice repeats everything the woman on the TV screen had just said, as it gets to the end of what he is saying the flashing of the city of Verona and the writing gets faster with the music getting more and more dramatic until finally they both stop and it goes straight to the Montagues in a car with loud obnoxious music. While they are on screen it shows THE MONTAGUE BOYS next to them to introduce them to us and referring to them as the boys adds the badness to them as if they are in a gang. The way all of that is put together is very clever as it immediately gets the audience interested in the film and want to watch the rest of it. The way it all goes by so fast as well adds to the action which appeals to the younger generation. In the older version by Zeffirelli the way it is shown to us is very different to the one I just described. Zeffirelli prefers the softer approach to the film trying to draw you into it which almost immediately would make the younger generation bored but interesting for the older generations. Zeffirelli shows Verona from high up in the air in soft focus to add the touch of innocence to the place with very soft music playing and a man with a very calm voice reading the introduction to us. When the man has finished it goes straight to the part where the Montagues see the Capulets and try to start trouble between them. He doesnt want to add any drama or action to the play and would rather get straight into the action of the play, which is good in some ways but not in others. Its good for people that want to know the story of Romeo and Juliet and are not so concerned with any of the drama and action or the way certain things are portrayed, however, it is also bad as it can lose the audie nces interest in the film. There is a difference in music as well, which plays a major part in the introduction of the film. In Luhrmanns version the loud music makes the audience interested while also showing the kind of atmosphere that there is in Verona. Zeffirellis way of using soft music, however, shows the innocence of the setting and starts the film calmly without knowing what to expect unlike Luhrmanns version where you know you will expect drama. .u069c643b51121bf716b0afcfe5a92aa8 , .u069c643b51121bf716b0afcfe5a92aa8 .postImageUrl , .u069c643b51121bf716b0afcfe5a92aa8 .centered-text-area { min-height: 80px; position: relative; } .u069c643b51121bf716b0afcfe5a92aa8 , .u069c643b51121bf716b0afcfe5a92aa8:hover , .u069c643b51121bf716b0afcfe5a92aa8:visited , .u069c643b51121bf716b0afcfe5a92aa8:active { border:0!important; } .u069c643b51121bf716b0afcfe5a92aa8 .clearfix:after { content: ""; display: table; clear: both; } .u069c643b51121bf716b0afcfe5a92aa8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u069c643b51121bf716b0afcfe5a92aa8:active , .u069c643b51121bf716b0afcfe5a92aa8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u069c643b51121bf716b0afcfe5a92aa8 .centered-text-area { width: 100%; position: relative ; } .u069c643b51121bf716b0afcfe5a92aa8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u069c643b51121bf716b0afcfe5a92aa8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u069c643b51121bf716b0afcfe5a92aa8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u069c643b51121bf716b0afcfe5a92aa8:hover .ctaButton { background-color: #34495E!important; } .u069c643b51121bf716b0afcfe5a92aa8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u069c643b51121bf716b0afcfe5a92aa8 .u069c643b51121bf716b0afcfe5a92aa8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u069c643b51121bf716b0afcfe5a92aa8:after { content: ""; display: block; clear: both; } READ: Romeo And Juliet 9 EssayIn the modern film the director has made the Montagues drive into a gas station with the camera on the floor and the car coming straight to it as if it is going to run it over but stops just before it can. It then shows the Montagues talking to each other but doing it in a very loud and menacing way and as Benvolio walks off screen the other two carry on causing trouble. Subsequently the Capulets arrive in their car with the design very much the same as the Montagues car but in a different colour. The car drives towards the camera again and stops just before it can run it over which is then followed straight after by a door opening. All we can see a t first are the persons shoes and then when we see him dropping a cigar to the floor and stepping on it immediately shows the slickness of the person. As they are showing this mystery man cowboy music is played but then stops as the camera doesnt show the person but shows a nun and a schoolgirl going in the opposite direction with the camera following them instead. The Montagues car is right next to a van but on the other side of the van is the Capulets so at the moment they cannot see each other. The Montagues then start harassing the nun and school girls with the camera showing the girls screaming and then driving off leaving the Capulets and Montagues right next to each other surprising them both. We can now see what the Capulets are wearing and we can see how slick they are and they get a certain respect for them straight away, which makes us feel scared of them. It is this introduction to the two families starting a fight that shows the problems already between them which will continue during the rest of the film. This is done very well with all the different types of music that are played and the way the camera moves quickly between showing each person and their reaction to the situation. The way that the camera zooms in on particular parts of people such as peoples faces and feet is also a good technique as it gets a certain effect about the person which the director is trying to achieve. In the older film the director goes straight to the Montagues who are causing trouble but not in as much detail as the other film. In this version the Montagues also see the Capulets, which is seen from their point of view from afar showing an interesting use of the camera angle, and actually go to them looking for a fight. The Montagues are much braver in this version compared to Luhrmanns version where they were cowards in the other film and the Capulets arent as sinister as in Luhrmanns due to the fact they are walking around with an old man which adds a gentleness to them. Zeffirelli doesnt really want music in this part of the film with just the use of background noise, which makes it easier for us to hear what is going on and what is being said in the film. It also allows us to pay more attention to their facial expressions rather than assume what they are like from the music being played. The camera isnt used to its full potential in this part though as it just follows around whoever is talking at the timing and doesnt zoom in or out and is just normal. It is this part of the play where the fight scene takes place and I think Luhrmanns way of showing this is much better than Zeffirellis. Luhrmann starts off by showing the Montagues as cowards and then one of the Capulets showing his teeth which say sin on it as the camera at this point is zoomed in onto the teeth and this scares them straight away. The Capulets make the most of this chance to make fun of them and the Montagues do not like being made fun of so they purposely bite their thumb at the Capulets knowing it will end in a fight. The Capulets do not like this at all and drive their car closer to the Montagues then get out and start arguing with the Montagues. At this point while they are all arguing the camera zooms around all over the place from one Montague to another, then to a Capulet, then to their guns and then to their expressions. The Montagues see that Benvolio is coming out of the toilet and purposely end it knowing they would get shot at and then go hide. Benvolio sees this and draws his own gun out which is where we are now introduced to him by his name appearing on the screen. Straight after this happens we get introduced to Tybalt, the camera moves very slowly at this point showing him step on his cigar and emphasize the grinding of his heel on it, then the camera goes to his face and this is when his name appears. The camera switches to Benvolio holding the gun and it switches between the two characters as they speak. Between each time the camera switches it gets closer and closer to Benvolio and Tybalt until finally showing only their eyes and as all of this is going on cowboy music is being played again and it carries on throughout the shooting part. .u3caea25e0c2a4fe90abbaf12199701b7 , .u3caea25e0c2a4fe90abbaf12199701b7 .postImageUrl , .u3caea25e0c2a4fe90abbaf12199701b7 .centered-text-area { min-height: 80px; position: relative; } .u3caea25e0c2a4fe90abbaf12199701b7 , .u3caea25e0c2a4fe90abbaf12199701b7:hover , .u3caea25e0c2a4fe90abbaf12199701b7:visited , .u3caea25e0c2a4fe90abbaf12199701b7:active { border:0!important; } .u3caea25e0c2a4fe90abbaf12199701b7 .clearfix:after { content: ""; display: table; clear: both; } .u3caea25e0c2a4fe90abbaf12199701b7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3caea25e0c2a4fe90abbaf12199701b7:active , .u3caea25e0c2a4fe90abbaf12199701b7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3caea25e0c2a4fe90abbaf12199701b7 .centered-text-area { width: 100%; position: relative ; } .u3caea25e0c2a4fe90abbaf12199701b7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3caea25e0c2a4fe90abbaf12199701b7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3caea25e0c2a4fe90abbaf12199701b7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3caea25e0c2a4fe90abbaf12199701b7:hover .ctaButton { background-color: #34495E!important; } .u3caea25e0c2a4fe90abbaf12199701b7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3caea25e0c2a4fe90abbaf12199701b7 .u3caea25e0c2a4fe90abbaf12199701b7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3caea25e0c2a4fe90abbaf12199701b7:after { content: ""; display: block; clear: both; } READ: The voice over narration EssayThe two families are diving all over the place to get cover and while they are shooting the camera sometimes goes very slowly to dramatize what is happening or it speeds it up. We know that an explosion is going to happen at this point as it is in a gas station and they are shooting each other which seem very reckless. The Montagues drive away leaving Benvolio behind to run after them and meanwhile Tybalt dramatically takes off his coat and takes out an attachment to his gun and we see down the aim of his gun as he shoots one of the Montagues in the car from afar. The next thing we see is a lot of helicopters coming to the scene and the Prince who in this is a police officer shouts at them from a loudspeaker in the helicopter and tells them to drop their guns. There is a lot of noise at this point and they both manage to drop their guns at the same time and the camera slows this bit down and then stops straight away to when they are in the Princes office. He then explains to each of the two heads of the families the consequences if it happens again and this is the dramatic end to the fight. In the older version by Zeffirelli, however, it is much different because as the fight between the two families begins it is all because of a Montague tripping an old man that the Capulets were with and they start fighting with swords. This is then followed by a lot of people fighting instead of just a couple of people. There is still no music at this time and we can only hear the background noise and all of the shouting. They carry on fighting for a while with their swords and then we see Benvolio enter trying to stop the fight. The Montagues in this are being portrayed as cowardly in this as well, but when Tybalt enters he questions what Benvolio is doing which makes Benvolio scared to a certain point. We can tell how sinister Tybalt is straight away by the way he is talking, acting and the amount of respect he gets as soon as he enters the scene. As the fight begins again we see even more people join in at this time and it gets more and more serious as lots of people are dying. There is still no music but the camera angle is far back and high up to show the amount of people that are getting involved in this. As the prince enters fanfare music is played which immediately lets everyone know the prince is coming and they all stop fighting. The prince enters from afar allowing the audience to see the effect that he makes on the crowd of people fighting. He tells off the two families for what they are doing and has to shout so that everyone can hear and it is clear to see just how angry he is about the situation. At this point of the scene, the camera here is switching between the prince and the reactions of the families listening to him in order to increase the drama. Both Zeffirelli and Luhrmann make the introduction of Romeo in a similar way as they both start off by showing him from afar and with soft music playing showing his romantic and soft side. The only differences are the equipment used such as the presence of cars, beaches, bridges and a sunrise. Both versions show the gentleness of Romeo and how he is different compared to the Montagues that we see before with the use of soft focus when first seeing Romeo. In Luhrmanns version we see him on the beach before a sunrise and in Zeffirellis version we see him walking under a bridge and the soft music and the way the camera introduces him from afar creates a similar effect in both. The camera switches from far away to close up and so on until he reaches Benvolio and they then talk. The music has finally stopped at this point but soon starts again and gets louder as Romeo finds out about the fight increasing the drama. Interestingly, Romeos introduction is the only part in the first scene whe re both directors have shown something the same. In my opinion, I think that both films have been successful in their own way but overall from my point of view and perhaps as a younger audience, I preferred Luhrmanns version. Zeffirelli has made a good version of the play with the way it is directed but I feel he was focusing more on telling the story of Romeo and Juliet rather than trying to get the audience interested into actually watching it and showing the range of emotions as to me it seemed quite dull and lifeless. Luhrmanns version attempted to make it exciting to the audience while still telling the story in a more interesting way. As I said earlier, Luhrmanns film is meant for the younger generations because of the action in it which would interest them, and Zeffirellis version is meant for the older generations because of the way he has just focused on the story itself without adding action. Overall, both are very good and are alike in some ways but very different in other ways, so the favourite would depend on your pers onal taste.

Connections between Platos Allegory of the Cave Galileo Galileis Dialogue of Two Chief World System

Connections between Platos Allegory of the Cave Galileo Galileis Dialogue of Two Chief World System Introduction Throughout history, the understanding of human nature has been a complex phenomenon. Scholars, philosophers, researchers and the laymen, have been reading different scripts, concerning the real nature of human society and human thinking. Different philosophers, including Plato and Galileo, have offered insightful ideas concerning the actual nature of human mind and the society in general.Advertising We will write a custom research paper sample on Connections between Platos Allegory of the Cave Galileo Galileis Dialogue of Two Chief World System specifically for you for only $16.05 $11/page Learn More The segregation of mankind on knowledge has been provided by these two philosophers. Based on their ideas, rejection of new ideas is the rule in human society. Mankind is always suspicious of new things and knowledge concerning his surrounding. In regards to Plato’s Allegory of the cave and Galileo Galilei’s Dialogue of Two Chief Worl d Systems, the human society is highly segregated on knowledge and awareness, concerning what is true or false. A strong connection exists between the ideas of the two philosophers, Plato and Galileo, whereby, the actual nature of human mind and the nature of learning have been exposed. The philosophers and the laymen are living in two distinct worlds, as far as knowledge and understanding of the globe is concerned. Discussion Due to the different levels of knowledge of people in the society, there is a very great challenge in the way people learn. The nature of human kind is always suspicious of new ideas. In this case, people who are ignorant or unaware of their world, always perceive new ideas as crazy, needless, unreal and to some extent, as heresy. In regards to the inferences of Plato and Galileo, people are living in mere darkness of their world. Little or no concern is shown in seeking new ideas or knowledge. The restrictive structures of the human society also inhibit the e ndeavors of mankind from seeking knowledge. This is evident through the case of Plato, where he depicts humanity as prisoners in a cave. This scenario implies the denial of knowledge and the ignorance of people, concerning their own world. These ideas are also evident in Galileo’s inferences, whereby, a huge gap of knowledge exists between philosophers and the layman, concerning the universe (Boyum 547).Advertising Looking for research paper on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More The concept of the Cave developed by Plato, illustrates the ignorance of the human society as far as philosophical education is concerned. Plato equates the prisoners of the cave as the laymen who are unaware of their world. Majority of the human society are living in the dark, and are not educated like the philosophers. This is a huge proportion of the society, which is only dependent on the ideas and knowledge offered to the m by the philosophers. According to Plato, the journey out of the cave is only through philosophical education. According to Boyum (547), people pass through different stages in their endeavors of gaining light concerning their world. People in the cave are highlighted as living in the dark and only hear echoes and see shadows. The concepts of denial, rejection and suspicion, overwhelm people in the cave. As outlined by Boyum (547), everything in the cave is constantly shifting, ephemeral, flickering and impossible to pin. Basic knowledge is usually unattainable to the laymen, due to their insubstantiality and instability. It is worth noting that the human society is a world of intermediates, whereby, nothing is fixed, and everything is ambiguous (Boyum 547). The process of philosophical education or learning has been jeopardized by the suspicion between people. Boyum (4) argues that human souls are turned towards particulars, whereby, people seek to judge the just or practicability of new ideas. The need to differentiate between truth and false, is a key phenomenon in the nature of human learning. In order to move out of the cave, the uneducated persons are usually compelled by the educated to understand. This is the philosophical education whereby, the philosophers share their knowledge with the layman. Due to their ignorance, the laymen who are equated to prisoners in the cave, have no option other than believe the knowledge offered by the philosophers (Boyum 6). According to Zamir (92), the parable of the cave by Plato, is a nice presentation of the real nature of mankind. The cave dwellers or the laymen are ignorant of what is around them. The sculptures and artifacts presented to the cave dwellers concerning the outside world, are usually ignored by the cave dwellers due to their ignorance.Advertising We will write a custom research paper sample on Connections between Platos Allegory of the Cave Galileo Galileis Dialogue of Two Chief World Syste m specifically for you for only $16.05 $11/page Learn More Unlike the philosophers or the educated individuals, the cave dwellers are not in a position to see themselves or their neighbors. A high level of ignorance concerning self-knowledge as well as knowledge on who they communicate with exists among the non-philosophers. It is interesting to note that neither the cave dwellers nor the philosophers have command of their knowledge. This is evident from the opposition the philosophers face from cave dwellers, towards their knowledge which is not based on mere intellectualization (Zamir 92). The concept of the cave by Plato is meant to exemplify the dividing lines in the human society. The misrepresentations, forms and visible realities in the human society concerning knowledge, are depicted in the concept of the cave. Plato conveyed the knowledge that the laymen are like prisoners, since what they hear does not come from what they see rather from shadows and echoe s. The misrepresentations in the society from the few elites, are the source of the sounds people hear. Based on the concept of the cave, people learn from what they see or hear. The ideas of the philosophers, are believed to contribute a lot to the growth of philosophical education. The people living in the dark or the illiterate only belief in shadows they see as reality. The shadow makers or opinion makers compel the cave dwellers to belief or act in a certain manner and belief it to be truth. In this form of world, people belief whatever enters their mind regardless of its source or nature. People in the cave come to learn from shadows and echoes, and have no power to differentiate between illusion and reality, truth and false, genuine and pseudo or legitimate and phony (Miles 900). Among the three divisions of people, including the illiterate, semiliterate and literate, the literate are perceived to be the most knowledgeable. The illiterates and semi literate depend on the know ledge and ideas offered by the literates or the philosophers. The educated are referred to the erudite of the world, and help in passing knowledge to the other sphere of the society. It is worth noting that the elites or the philosophers have been liberated from the caves of ignorance. The path of gaining knowledge for this group of people is not much easy, whereby, they pass through different challenges. By gaining knowledge, the philosophers were able to move from the cave of darkness to the brightness of the sunlight (Martin 6).Advertising Looking for research paper on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More In regards to the ideas of Galileo Galilei concerning the two chief world systems, the human society is clearly segmented on knowledge. The laymen and the philosophers live in different worlds of knowledge. As evident in the case of Plato’s Allegory of the Cave, Galileo Galilei’s Dialogue of Two World Systems depicts the lines dividing the human society. The lower segment of the society which composes of the illiterates, has little or no understanding, about the world they are. Despite being the majority, the uneducated have no idea about their society. This is contrasted to the massive knowledge and awareness of the philosophers or the elites, concerning the world. In his book, Galileo has explicitly demonstrated the knowledge gap in the human society. Based on the dialogue between Salivati, Simplicio and Sagrado, the ignorance of the uneducated concerning their world is demonstrated. Galileo has been able to highlight the darkness, in which the layman live in. The su bmissive nature and innocence of the laymen to believe what is taught to them by the philosophers, is demonstrated (Galilei 53). Based on the insights offered by Galileo, the suspicion and rejection of people on new knowledge is evident. Despite the eager of people to receive new ideas, they are usually skeptical of what is taught to them and always undermine it as heresy, needless, unreal and crazy. This is very evident in Galileo Galilei’s Dialogue of Two Chief World Systems, whereby, Copernican theory is accepted and Ptolemaic theory is rejected. It is worth noting that the line between truth and false is never clear in the human society, thus challenging the authenticity of the ideas offered by philosophers (Galilei 1). A point worth of consideration is that people can live in their level of imagination or level of perception, and still be satisfied with their lifestyle. People always know and are willing to know that what they imagine or perceive is the truth. This poses challenges in philosophical education, whereby, people are not ready to adopt ideas offered by their colleagues. Though the point of change from darkness is painful and usually overwhelmed by denial, one usually finds it rewarding and adopts it. People who have broke the chains of ignorance and moved to the brightness of the sunlight, find life rewarding. This makes it impossible to move back to the lower stages. In light with these scenarios, people in the lower segment are more eager to believe what the philosophers have for them than vice versa (Jerry 98). Conclusion The discussion has clearly shown the real human nature, which is overwhelmed by knowledge segmentation. The society is divided into different lines, based on the knowledge and awareness of people. The un-educated, who form the majority, are believed to be in a cave of darkness and have no understanding about what happens outside the cave. This is in contrast to the educated or philosophers, who have been liberated f rom the chains of darkness and have massive understanding about their world, themselves and their neighbors. Both Plato and Galileo have offered insightful ideas concerning the different worlds in which people live, based on their ignorance or knowledge. The path of learning is not easy, since each person has confidence and satisfaction in what he/she imagines or perceives. This has made it difficult for people to adopt new knowledge, due to the overwhelming rejection, suspicion and denial on new things. The difficulty in differentiating truth and false is a great challenge in human learning, which in this case, contributes to opposition on new ideas. With this analysis, it is evident that a strong connection exists between Platos Allegory of the Cave and Galileo Galileis Dialogue of Two Chief World Systems, concerning the nature of humankind. Bà ¸yum, Steinar. The Concept of Philosophical Education. Educational Theory 60.5 (2010): 543-559. Print. Galilei, Galileo. Dialogue Concer ning the two Chief World Systems, Ptolemaic and Copernican. London: University of California Press, 1962. Print. Galilei, Galileo. Dialogue concerning the two Chief World Systems. Webexhibits, 28 May 2012. Web. Jerry, Gill. â€Å"Re-exploring Plato’s Cave.† Philosophy Today 38. 1 (1994): 98-112. Print. Martin, Iddon. â€Å"Plato’s Chamber of secrets on Eavesdropping and Truths.† Performance Research 15.3 (2010): 6-10. Print. Miles, Groth, and Elizabeth Shaw. â€Å"The Essence of Truth: On Plato’s Cave Allegory and Theatetus.† Review of Metaphysics 58. 4 (2005): 900-901. Print. Zamir, Tzachi. The Face of Truth. Metaphilosophy 30.1 (1999): 79-94. Print.

Option Pricing Model in Valuing a Company in the Context of Pfizer Dissertation

Option Pricing Model in Valuing a Company in the Context of Pfizer - Dissertation Example His constant guidance and positive attention helped researcher to concentrate more on the research topic. The researcher would also like to thank his other professors for acting as a support system when required along with helping and guiding when needed and required. The support and cooperation of the University in allowing access to the library helped in referring to different study materials that further help in understanding the research topic in a sound manner. The researcher would also like to thank his family for being there as a strong support system often guiding and supporting along with enhancing the level of motivation and excitement through kind and positive feedback. The researcher feels blessed to have friends who not only shared their views and opinions on the research topic bust also brainstormed to add more value to the research topic. Overall, the researcher would like to acknowledge the efforts and support of everyone playing an important role in the entire resear ch process. Without the support and cooperation of above mentioned people, the research would have been an aimless journey lacking depth and understanding. The researcher expresses his deep gratitude for all the support and guidance along with being thankful to everyone for being so kind and supportive throughout the research journey. TABLE OF CONTENTS Chapter 1.Introduction 4 1.1 Introduction to the Research Topic 4 1.2 Research Aims and Objectives/ Questions 5 1.3 Scope of the Research 6 1.4 Rationale for the Research Topic 7 1.5 Limitations of the Research 8 1.6 Methodology 9 1.7 An Overview of Pfizer 10 1.8 Summary 11 Chapter2.0 Literature Review 12 2.1 Introduction 12 2.2 An Overview of Options 12 2.3 Types of Options 14 2.4 Factors Affecting Options 16 2.5 Application of Option Pricing Model 18 2.6 Option Pricing Model in Real World 19 2.7 Option Pricing Model and Historical Data 20 2.8: Summary 21 Section 3.0 Research Methodology 22 3.1 Introduction 22 3.2 Research Philosophy 22 3.3 Research Approach 23 3.4 Data Collection Methods 23 3.5 Data Analysis Methods 24 3.6 Ethical Considerations 24 3.7. Strengths of the Methodology 25 3.8: Limitations of the Methodology 25 Chapter 4.0 Findings and Analysis 26 4.1 Introduction 26 4.2 Value based Management 26 4.3: Economic Value Added 28 4.4: Market Value Added 29 4.5: Option Pricing Models 30 4.6: General Findings 32 4.7: Summary 34 Chapter 5.0 Conclusion and Recommendations 35 5.1 Introduction 35 5.2 Conclusion 35 5.3: Recommendations for Future Research 36 5.4: Recommendations for Pfizer 36 5.5: Reflection 37 5.6 Summary 37 BIBLIOGRAPHY 38 CHAPTER-1.0: INTRODUCTION 1.1: Introduction to the Research Topic Business environments have always been unpredictable and hard to understand and therefore, it becomes important to understand the intricacies of business environments and financial concepts that will help in understanding the growth and development of organsiations. In finance, the time value of assets and o rgansiations is calculated through the analysis of intrinsic and extrinsic values that vary in a great manner (Aswath, 2008). In finance, the concept of â€Å"Option† is defined as a derivative financial instrument specifying a contract between two parties for a future transaction revolving around an asset at a reference price (Aswath, 2008) In today’s time, the concept of option pricing has emerged as a safeguarding tool for a number of organsiations willing to

Business And Ethical Decision Making Essay Example | Topics and Well Written Essays - 4000 words

Business And Ethical Decision Making - Essay Example Secondly, another branch of decision making includes ethical decision making. Philosophers have found it hard to give a standard definition for ethical decision making. Ethics on its own refers to the moral code of conduct based on social values (Nelson & Quick, 2008). When linked with decision making, scholars define it as the process of choosing one option over all other alternatives about legal and moral concepts acceptable to the larger community (Johns, 1991). Ethical relativism (self-interest), which states that making ethical choices depends on an individual’s customs, values, and held religious beliefs. In general decision making, a leader should make decision based on the values and beliefs of the firm. Utilitarianism (benefit) refers to the advantages of a decision. The moral strength and efficiency of a choice depends on its positive results. Leaders make decision based on the advantages they gain out of those choices. Universalism- A sound choice needs to apply to all people inclusive of the diverse races and religions. A universal decision should apply to everyone without any discrimination. Mangers in an institution ought to come up with decisions, which accommodate everyone concerned including the public. Rights- while developing decisions, one needs to engage the rights and freedoms of people. In overall decision making, a manager needs to include the rights and freedoms of every employee working in the organisation. The principles above provide a set of guidelines, which draw a path for individuals while making personal and professional decisions. They have also assisted in guiding the DHL Company over the years enabling it to maintain its position in the market and to give it international competitive edge. The company deals with many people around the world, therefore, principles such as justice, rights, and universalism apply in its moral decision making. It assists in the evaluation of personal and managerial skills. The decision

Science on television and in film Essay Example | Topics and Well Written Essays - 1500 words

Science on television and in film - Essay Example Mass media, especially television, printed media and the Internet benefits from the misunderstanding, superstitions and fears of general public who live in the world that is completely dependent on science and on scientific achievements. Television, as the most influential and powerful part of mass media, uses initial desire of a person to get information about surrounding world. As Carl Sagan , the famous astronomer and advocate of popular science, once mentioned: "children are natural-born scientists, inherently curious about the world around them and the way things work". It is the way we often encountered science in the classroom that seemed to turn many people off to science, he contended. (Sharon Dunwoody, Sharon M. Friedman, Carol L. Rogers, 180) Media started to involve general public in its nets long ago. In 1686, in a French speaking Entretiens sur la pluralit des mondes, there were recognized the need to satisfy both 'la gens du monde' and 'les savants'. Only in the next fifty years, this specification of public tended to develop more and more into two different orders of discourse: one for the scientists, the other one for the educated public. By the end of the following century, this second language had already focused on specific and paradigmatic audiences: women (as 'symbols of ignorance, goodwill, curiosity') for instance, through periodicals like The Ladies' Diary and books like Il Newtonianesimo per le dame by Francesco Algarotti (1752) or L'Astronomie des dames by Joseph Jrome Lefranois de Lalande (1785) (A. R. Hall, 339). It is only since the second half of the nineteenth century, however that one can really talk of 'large scale' communication of science explicitly addressed by its authors not just to specific a udiences but also to the general public ('grand public').Nowadays there are a lot of television programs and channels in that or this way linked with science. National Geographic, Nova, Discovery and TV communication tools are good examples. The another example are the Jacques Cousteau's discoveries, they were devoted exactly to the problem of doing science, and the programs were done in an interesting manner, attracting spectators. The usual composition of a Jacques Cousteau's program was: identification of problem, a hypothesis for the problem solution, and then action, live solution of the problem. There are also other programs, broadcast on educational channels, their distinguishing feature is that they represent science fairly, but at the same time they have very limited audience comparing to above-mentioned channels and programs.There are some peculiarities of science on TV; they are mentioned in the book of Jane Gregory and Steve Miler. The argument of the authors is that tel evision moving away from traditional scientific exposition and using popular culture one. All scientific stories on television have heroes and sometimes villains, plots, denouements, beginnings, middles, and ends, these all means that scientific stories transforms to dramatic. Jane Gregory and Steve Miler turn to media studies of professor Roger Silverstone, who determines a tension between the storytelling aspect of television science and the need for a realistic representation of the scientific processes at work. Jane Gregory and Steve Miler descried a typical TV scientific program like one that start with a problem, set out mimetically in terms of "what were, and what killed, the dinosaurs" and

The Rote Leaning Of Thailand Education Essay

The Rote Leaning Of Thailand Education Essay Education system is important all over the world. It concerns the future of a country by educating children who will become a countrys future. The issue of whether Thailand should revise its educational system has been a very big topic. We think that Thai education system is good, but it isnt. Thai education system should be reformed. This report will be mentioning about the problems that Thai education system are facing, which is the rote learning. Rote learning is a learning technique which focuses on memorization. The major practice involved in rote learning is learning by repetition by which students commit information to memory in a highly structured way. The idea is that one will be able to quickly recall the meaning of the material the more one repeats it. Rote methods are routinely used when quick memorization is required. (Emma, 2012) Teaching by rote is an old-fashioned and ineffective way of teaching. It relies on learners remembering and reciting lists of information. What is not taught in rote learning is the full well rounded understanding of the subject. That is why you should say no to rote learning at any level. Mainstream education in Thailand is mostly done by teaching from the front and rote learning. Teachers give lessons and information to students by chalkboards while the pupils listen passively and occasionally take notes. Reformations are planned to change the countrys education system. After brainstorming and sharing our experience, the production team can list the causes of the rote learning of Thailand as follow. Firstly, students lack of critical thinking skills, because of Thai students memorize everything in the books, and dont find the true knowledge by themselves. Most knowledge was traditionally transmitted orally and not in writing. Secondly, education in Thailand is based on the textbook because Thai teacher will not find other lessons that are not in the textbook to teach. They follow all of the text in the books. If the state publishes textbooks for students are late, the education method will be carried out in the same delay. The third is teachers give lessons and information to students by chalkboards while the pupils listen passively and occasionally take notes. The curriculum is blamed that it aimed only to teach students to listen, speak and write and know about Thai literature. It failed to make students loving the language and knowing enough to c reate their own work. Half of our old primary and secondary school students failed their Thai language test. Thai language knowledge of primary and secondary school students has been declining. We think there is nothing wrong with the aims of the curriculum (teaching listening, speaking, writing and literature). It must be the way it is being taught is not working. Making students love the language is a teachers job. Changing the curriculum without changing the teachers or training them better wont help at all. I think a lot of Thai students are in danger of an over teaching of this educational method. If an education is mainly based on learning by using memory more than understanding (which is what rote learning is), graduates might turn out to be well-educated parrots rather than proficient scholars capable of creative and critical thinking. Not only children are bad at learning English, they arent good at Thai neither. It is very important for Thai students to master their mother tongue before leaning second language. I have to agree that putting more focus on reading and writing and introducing more enjoyable learning activities could enhance the students interest in learning. As mentioned above, we found the solutions to solve the rote learning of Thailand. At first, the Ministry of Education should push teachers to make sure the students learn critical thinking and problem solving skills. We see a serious need to develop the teachers quality, which should raise the quality of instruction as well as students learning. The training has to be given to teachers to ensure their solid knowledge of what they teach. Teachers should explore effective teaching methods and materials they have never tried before. With the teachers more willing to think outside the box, students are likely to have more fun at school. Classroom should not be just the learning place. Teachers can extend teaching space from classrooms to the other places such as museums, local markets or even paddy fields. There is knowledge everywhere. Going outside must teach students to search for the truth by themselves from various dimensions of truth, from various contexts where the truths are sit uated. Because there is no one-size-fits-all solution, teachers could re-design their classroom setting and teaching methods in line with their students pace of learning. However, the problems can be fixed but it has to take a long time. If we all change our own learning behaviors from now on, its not too long to develop the Thai learning styles. Finally, if Thailand wants to be part of the global community of scholars and innovators, sending its sons and daughters to foreign centers of study and research, in other words study and work abroad, Thai policy-makers will have to realize soon that swift and efficient action has to be taken, better sooner than later. Studying at a foreign university or working for an international company requires a fair amount of creativity, critical and inventive thinking, original ideas and the capability of having and expressing ones personal opinions. If Thai education doesnt prepare students for these challenges, Thailand will never become the centre of anything in the world, and it will forever remain a backbencher in the eyes of the international community.

Speech On Black Panthers :: American History

The purpose of the speech I will give today is to make you folks trust government less, any government. (tell them about Canada) I. How much do you guys know about the civil rights era? Well today I will tell you some startling news about the black panthers, one of the people that gave their life for the cause, and Cointelpro, the FBI program that killed him. II. I am not an expert, but have am in love with the topic. I. The Black Panther Party. A. The Black Panther Party was originally named The Black Panther Party for Self-defense. 1. The Black Panther Party was founded by Huey P. Newton, Bobby Seale, and Richard Aoki in October 1966. 2. The name came from a voting drive that was organized. Alabama law required that there is an emblem for illiterate voters, so the mascot for Clark Collage was chosen. 3. They started out in the California bay area as a reaction to the growing crooked cops, blacks not having rights, and the war in Vietnam. 4. They did not fallow passive protest like Martian Luther king; instead they modeled themselves after the Black Nationalism preached by Malcolm X. Also they separated from non-violence and took up arms, being influenced by Robert F. Williams book Negroes with Guns. 5. After Getting out of prison for an assault charge Huey P. Newton returned to Oakland city collage in 1965. He and Bobby Seale grew dissatisfied with the inertia of the Afro-American Association. They began to feel more and more that the political and social climate at the time called for militancy. B. The Black panthers created the ten point program and platform. 1. The program was a list of needs for the survival and advancement in the United States 2. One Survival Program was called "Breakfast for Kids." This program was one of the most effective, it began from a church in San Francisco and spread, the program fed thousands of children throughout the party's history 3. Other services offered were: Clothing, classes about politics and economics, medical clinics, and lessons on self defense. 4. The first draft was adopted in 1966 and went through several revisions the last being finished in 1972, near the end of the Black Panther Party. 5. The Ten Point Program was also adopted by White Panther Party, The Young Lords Party, and The Brown Berets.

Camel Rider Story

Sometimes the characters in a story are trying to get away from something. In other stories they may be trying to find something. Are the characters in Camel Rider running away from something or trying to find something. Characters running away or trying to find something occurs in most stories. Camel rider combines both as each character is doing something different. There are 2 main characters in Camel rider, two boys, one called Adam who is from Australia and one called Walid who was sold as a slave by his parents then got abandoned.Many many stories have characters running away or trying to find something. The characters have reasons why they run away/find something. The characters in most stories run away since they’re scared or somebody is chasing them. Finding something would mean that the characters have some relation to it and it is important. The â€Å"something† could be someone or an object. Most stories there is a complication such as they’re lost, s eeking revenge, scared or afraid. Come on Walid! † I scream â€Å"we’ve got to get out of here† Adams quote from Camel rider. In this situation they are running away from a Gang. In Camel Rider Adam is trying to find Abudai and his dog Tara, Adam is lost but soon bumps into another kid called Walid who is lost and running away. They do not understand each other due to the fact they don’t know each others languages but join Adams journey to find Abudai. Overtime they get to know about each other.A gang soon attack them causing them to change from finding Abudai to running away. After hijacking a car they stop running away and continue finding Abudai. They go through obstacles and succeeded in finding Abudai. â€Å"we’re lost† I say to Walid. â€Å" I don’t know which way it is to Abudai from here† Adam is lost finding his way to Abudai but Walid helps him. Overall, I believe that the characters are trying to find something in thi s circumstance. They succeeded just like many other characters in many other stories.

The Best of Tsunami-Resistant Building

The Best of Tsunami-Resistant Building Architects and engineers can design buildings that will stand tall during even the most violent earthquakes. However, a tsunami (pronounced soo-NAH-mee), which is caused by an earthquake, has the power to wash away entire villages. Tragically, no building is tsunami-proof, but some buildings can be designed to resist forceful waves. The challenge of the architect is to design for the event AND design for beauty - the same challenge faced in safe room design. Understanding Tsunamis Tsunamis are usually generated by powerful earthquakes underneath large bodies of water. The seismic event creates a wave that is more complex than when the wind simply blows the waters surface. The wave can travel hundreds of miles an hour until it reaches shallow water and a shoreline. The Japanese word for harbor is tsu and nami means wave. Because Japan is heavily populated, surrounded by water, and in an area of great seismic activity, tsunamis are often associated with this Asian country. They occur, however, all over the world. Historically tsunamis in the United States are most prevalent on the West coast, including California, Oregon, Washington, Alaska and, of course, Hawaii. A tsunami wave will behave differently depending on the underwater terrain surrounding the shoreline (i.e., how deep or shallow the water is from the shoreline). Sometimes the wave will be like a tidal bore or surge, and some tsunamis dont crash onto the shoreline at all like a more familiar, wind-driven wave. Instead, the water level may rise very, very quickly in what is called a wave runup, as if the tide has come in all at once - like a 100 foot high tide surge. Tsunami flooding may travel inland more than 1000 feet, and the rundown creates continued damage as the water quickly retreats back out to sea.   What Causes the Damage? Structures tend to be destroyed by tsunamis because of five general causes. First is the force of the water and high-velocity water flow. Stationary objects (like houses) in the path of the wave will resist the force, and, depending how the structure is constructed, the water will go through or around it. Second, the tidal wave will be dirty, and the impact of debris carried by the forceful water may be what destroys a wall, roof, or piling. Third, this floating debris can be on fire, which is then spread among combustible materials. Fourth, the tsunami rushing onto land and then retreating back to the sea creates unexpected erosion and scour of foundations. Whereas erosion is the general wearing away of the ground surface, scour is more localized  - the type of wearing away you see around piers and piles as water flows around stationary objects. Both erosion and scour compromise a structures foundation. The fifth cause of damage is from the waves wind forces. Guidelines for Design In general, flood loads can be calculated like for any other building, but the scale of a tsunamis intensity make building more complicated. Tsunami flood velocities are said to be highly complex and site-specific. Because of the unique nature of building a tsunami-resistant structure, FEMA has a special publication called Guidelines for Design of Structures for Vertical Evacuation from Tsunamis. Early warning systems and horizontal evacuation have been the main strategy for many years. The current thinking, however, is to design buildings with vertical evacuation areas: ...a building or earthen mound that has sufficient height to elevate evacuees above the level of tsunami inundation, and is designed and constructed with the strength and resiliency needed to resist the effects of tsunami waves.... Individual homeowners as well as communities may take this approach. Vertical evacuation areas can be part of the design of a multi-story building, or it can be a more modest, stand-alone structure for a single purpose. Existing structures such as well-constructed parking garages could be designated vertical evacuation areas. 8 Strategies for Tsunami-Resistant Construction Shrewd engineering combined with a swift, efficient warning system can save thousands of lives. Engineers and other experts suggest these strategies for tsunami-resistant construction: Build structures with reinforced concrete instead of wood, even though wood construction is more resilient to earthquakes. Reinforced concrete or steel-frame structures are recommended for vertical evacuation structures.Mitigate resistance. Design structures to let the water flow through. Build multi-story structures, with the first floor being open (or on stilts) or breakaway so the major force of water can move through. Rising water will do less damage if it can flow underneath the structure. Architect Daniel A. Nelson and Designs Northwest Architects often use this approach in the residences they build on the Washington Coast. Again, this design is contrary to seismic practices, which makes this recommendation complicated and site specific.Construct deep foundations, braced at the footings. A tsunamis force can turn an otherwise solid, concrete building completely on its side.Design with redundancy, so that the structure can experience partial failure (e.g., a destroyed post) with out progressive collapse. As much as possible, leave vegetation and reefs intact. They wont stop tsunami waves, but they can slow them down.Orient the building at an angle to the shoreline. Walls that directly face the ocean will suffer more damage.Use continuous steel framing strong enough to resist hurricane-force winds.Design structural connectors that can absorb stress. Whats the Cost? FEMA estimates that a tsunami-resistant structure, including seismic-resistant and progressive collapse-resistant design features, would experience about a 10 to 20% order-of-magnitude increase in total construction costs over that required for normal-use buildings. This article briefly describes design tactics used for buildings in tsunami-prone coastlines. For details about these and other construction techniques, explore the primary sources. Sources United States Tsunami Warning System, NOAA / National weather Service, tsunami.gov/Erosion, Scour, and Foundation Design, FEMA, January 2009, PDF at https://www.fema.gov/media-library-data/20130726-1644-20490-8177/757_apd_5_erosionscour.pdfCoastal Construction Manual, Volume II FEMA, 4th edition, August  2011, pp. 8-15, 8-47, PDF at https://www.fema.gov/media-library-data/20130726-1510-20490-1986/fema55_volii_combined_rev.pdfGuidelines for Design of Structures for Vertical Evacuation from Tsunami, 2nd edition, FEMA P646, April 1, 2012, pp. 1, 16, 35, 55, 111, PDF at https://www.fema.gov/media-library-data/1426211456953-f02dffee4679d659f62f414639afa806/FEMAP-646_508.pdf  Tsunami-Proof Building by Danbee Kim, http://web.mit.edu/12.000/www/m2009/teams/2/danbee.htm, 2009 [accessed August 13, 2016]The Tech To Make Buildings Earthquake - and Tsunami - Resistant by Andrew Moseman, Popular Mechanics, March 11, 2011How to Make Buildings Safer in Tsunamis by Rollo Reid, Reid Steel

The Difference Between Plug-In and Standard Hybrid Cars

The Difference Between Plug-In and Standard Hybrid Cars A hybrid vehicle uses two or more distinct types of power, such as a gas-powered, internal combustion engine plus an electric motor on a battery pack. There are two primary types of hybrid cars on the market, a standard hybrid and a plug-in hybrid. Neither requires that you plug in the car to an electric source, however, with a plug-in hybrid you have the option to do so. The beauty of hybrid cars over gasoline-powered  cars is that they run  cleaner with fewer emissions, they get better gas mileage, which makes them more environmentally friendly, and depending on the model, you may be eligible for a tax credit. Standard Hybrids Standard hybrids are very much like regular gasoline-powered cars. The only difference is internal- the car can recharge its batteries by reclaiming energy through a process called regenerative braking or while driving on engine power. Standard hybrids do not need to be plugged in. A standard hybrid uses both a gasoline engine and an electric motor to help offset fuel costs and increase gas mileage. When the battery is heavily taxed by a lot of electric motor usage without a lot of braking, the internal combustion engine picks up the slack while the battery comes back up to charge. Hybrids still use gasoline as the primary source of power, you fill up the tank as you normally would. Popular standard hybrid models are the Toyota Prius and Honda Insight. Luxury car makers like Porsche and Lexus in recent years have added hybrids to its fleet of vehicles. Plug-In Hybrids In order to increase electric motor cruising time, some manufacturers are creating plug-in hybrids that have more powerful batteries which can be recharged by â€Å"plugging in† the vehicle to normal household current. This feature allows the vehicle to perform more like a true electric car and less like a conventional gasoline car, all the while delivering exceptional fuel mileage. Plug-in hybrids, like the Chevrolet Volt, operate in much the same way as a hybrid by providing an all-electric driving range using a battery pack. Once the battery has been depleted, the vehicle can slip back to being a regular fuel-fed hybrid and recharge its batteries using the gasoline-powered motor as a generator. The big difference here is that you can also plug it in and recharge the electric motor instead of using the engine to charge it up. Depending on your driving needs, if you can plan your trips and just drive on electricity and then charge back up, you can go a very long time without having to gas up. All Electric Vehicles Although they are not considered hybrids since they run solely on electricity and are not a hybrid of anything, all-electric vehicles are worthy of mention if saving on gas is what you want to accomplish. All-electric cars like the Nissan Leaf, Tesla Model S, Ford Focus Electric, and Chevy Spark EV run on electricity and use electrons as their solitary source of energy. The more you drive, the more of the battery charge is depleted. The biggest disadvantage is that there is no gas engine built in to rescue you if you run out the battery completely. All electric vehicles must be recharged either at your home or at a charging station.

Managing Projects Essay Example | Topics and Well Written Essays - 2500 words

Managing Projects - Essay Example Another aspect of global or domestic management is ability of project manager to be able to monitor a project closely and control different dimensions such as, cost, quality and integration. These differences are sometime very different and sometimes very similar distinctions that can leave company leaders looking for contingency plans. Organization looking to get into globalization must take into consideration such differing factors as the language, expatriate, cultural, political, legal, economic, technological and many more that exist between the US and foreign countries. But only four of these items will be discussed in regards to globalization and the problems companies facing when venturing into foreign countries. The most common barrier organizations encounter going into foreign countries is language barriers. There are unspoken signals and gestures that are non verbal form of communication that that sometimes may be disregarded. Non verbal forms of communication include gestures, body language and semiotics, which refer to the underlying meaning of signs. Companies also encounter the issue of translation of document in English to various languages. For instance, the company I work for have subsidiaries in China, Japan, Taiwan and other parts of the world. On several occasion we have had problems with translations of our documents into various languages. ... ntages to the project team but more careful attention need to be given to development work, more careful attention needs to be given to the team of what is expected of them. Expatriates face the difficult of local team members not wanting to share their knowledge or lend a helping hand to an outsider. Using expatriates can be costly because the organization would have to provide housing and transportation and other amenities for the duration of the project. Cultural differences can be sub-group into attitudes, beliefs and values. Employee attitudes differ from country to country and this affects the way consumers in foreign countries react to certain scenarios. For instance, people in some foreign countries beliefs that a man should be the head of a business unit but in the US we belief in placing the most qualified person in the position. In terms of attitude, some cultures do not allow lower level employees to speak during a business because the respect is supposed to go to the head of the department. Lower level employees are required to brief their boss on every aspect of the business before the meet and during the meeting they are not allowed to comment or contradict. To illustrate how cultural differences can affect an international country I will use the example of the company I for, we were so insensitive to the religious beliefs of our Muslim countries who we conduct business with that we use a bi-product made from pig intestin e and at the end the drug product was reject by the Health Authorities of those countries. We had to find a substitute for the bi-product in order to keep the drug on the market. Other area of importance for companies to consider when entering into foreign markets is politics, which reflects the importance of the government and the legal

Evidence of the GM Food Unsafely Essay Example | Topics and Well Written Essays - 250 words

Evidence of the GM Food Unsafely - Essay Example These are the same animals that humans consume, despite the fact that they are reared using GM crops. From a food chain perspective, it should be noted that every single GM food in the food chain will eventually reach the consumer. Advocates for GM food argue that they will enhance global food security, but this should be taken with caution since a food regulating and testing body should be established first before approving GM foods.Food allergies are a primary concern when it comes to GM food since 6% of children and 2% of children suffer from severe food allergies. GM foods can instigate a more severe allergy since they are reared to resist some conditions (Dona 164-175). Environmental risk is another factor that makes GM foods unacceptable for human consumption. These foods mean that foreign genes will be introduced into the wild population. It will, therefore, require those handling such foods to be adequately trained to avoid contaminating natural foods. Other environmental fac tors include reduction of plant’s spectrum, though GM foods have not been in the ecosystem for long. It can, therefore, be stated with utmost conviction that lack of evidence GM foods safety is not proof that they are safe.