Socioeconomics and Anti-Sovereignist Sentiment in Les bons débarras :: Film Movies Films Essays

Socioeconomics and Anti-Sovereignist Sentiment in Les bons dà ©barras Considering the maelstrom of sovereignist sentiment in which late 1970s Quà ©bec politics and society were immersed, it seems almost inevitable that Quà ©bec cinema emerging during that time should be examined for some evidence of nationalist ideology. Les bons dà ©barras, directed by Francis Mankiewicz and based on a screenplay by Quà ©bà ©cois novelist Rà ©jean Ducharme, was written in 1977, but first saw theatrical release in 1980. Arriving as it did just as Renà © Là ©vesque’s Parti Quà ©bà ©cois ascended to power on its promise to hold a referendum on sovereignty-association, Les bons dà ©barras is as likely a target as any for a nationalist-perspective analysis. The film demands critical attention for two additional, marginally related reasons. First, it is considered exceptional as one of only a handful of well received Quà ©bec films produced during the so-called tax shelter era. Second, it garnered attention nationally, reversing a trend which had seen Can ada’s film awards and even critical attention directed traditionally to poor-quality, big-budget, English-language productions financed by the tax-shelter (Lamphier, 1981). Cumulatively, these factors make Les bons dà ©barras an attractive film with which to argue larger issues of Canada-Quà ©bec relations and ideas of national identity. Ian Lockerbie (1988) endeavours to construct just such an argument. Lockerbie suggests that despite the lack of any direct reference to nationalist politics in Les bons dà ©barras, the film presents evidence of a "collective identity" which penetrates deeper than consciously revealed symbolism, and which manifests itself in individual identities and anxieties (1988: 122). The film, Lockerbie claims, offers within the cathartic emancipation of individual characters an implicit manifestation of Quà ©bec sovereignism. By basing his analysis on such deeply buried subtext, however, I think Lockerbie ignores the film’s more obvious engagement with contemporary social and economic conditions. Granted, one inevitably risks a certain degree of impudence whenever venturing to assign allegorical meaning to any film as Lockerbie has done. But I would suggest that if Les bons dà ©barras does in fact propose any commentary on Quà ©bec nationalism, it is not sovereignist at all, as Locke rbie argues, but rather offers an admonitory refusal of Quà ©bec ambitions for independence. The goals of the Quà ©bec sovereignism are traditionally idealized, in part, as a shift from the strength historically drawn from the domestic, familial community toward strength to be gained in achieving social and economic self-sufficiency within Canada. Les bons dà ©barras, however, presents a community whose attempts to attain social integrity and economic self-sufficiency have utterly failed, and whose strength must be found only in retreat to the domestic sphere. Socioeconomics and Anti-Sovereignist Sentiment in Les bons dà ©barras :: Film Movies Films Essays Socioeconomics and Anti-Sovereignist Sentiment in Les bons dà ©barras Considering the maelstrom of sovereignist sentiment in which late 1970s Quà ©bec politics and society were immersed, it seems almost inevitable that Quà ©bec cinema emerging during that time should be examined for some evidence of nationalist ideology. Les bons dà ©barras, directed by Francis Mankiewicz and based on a screenplay by Quà ©bà ©cois novelist Rà ©jean Ducharme, was written in 1977, but first saw theatrical release in 1980. Arriving as it did just as Renà © Là ©vesque’s Parti Quà ©bà ©cois ascended to power on its promise to hold a referendum on sovereignty-association, Les bons dà ©barras is as likely a target as any for a nationalist-perspective analysis. The film demands critical attention for two additional, marginally related reasons. First, it is considered exceptional as one of only a handful of well received Quà ©bec films produced during the so-called tax shelter era. Second, it garnered attention nationally, reversing a trend which had seen Can ada’s film awards and even critical attention directed traditionally to poor-quality, big-budget, English-language productions financed by the tax-shelter (Lamphier, 1981). Cumulatively, these factors make Les bons dà ©barras an attractive film with which to argue larger issues of Canada-Quà ©bec relations and ideas of national identity. Ian Lockerbie (1988) endeavours to construct just such an argument. Lockerbie suggests that despite the lack of any direct reference to nationalist politics in Les bons dà ©barras, the film presents evidence of a "collective identity" which penetrates deeper than consciously revealed symbolism, and which manifests itself in individual identities and anxieties (1988: 122). The film, Lockerbie claims, offers within the cathartic emancipation of individual characters an implicit manifestation of Quà ©bec sovereignism. By basing his analysis on such deeply buried subtext, however, I think Lockerbie ignores the film’s more obvious engagement with contemporary social and economic conditions. Granted, one inevitably risks a certain degree of impudence whenever venturing to assign allegorical meaning to any film as Lockerbie has done. But I would suggest that if Les bons dà ©barras does in fact propose any commentary on Quà ©bec nationalism, it is not sovereignist at all, as Locke rbie argues, but rather offers an admonitory refusal of Quà ©bec ambitions for independence. The goals of the Quà ©bec sovereignism are traditionally idealized, in part, as a shift from the strength historically drawn from the domestic, familial community toward strength to be gained in achieving social and economic self-sufficiency within Canada. Les bons dà ©barras, however, presents a community whose attempts to attain social integrity and economic self-sufficiency have utterly failed, and whose strength must be found only in retreat to the domestic sphere.

Sex Ed Reduces Teen Pregnancy

We have all heard it, parents, teachers, and students, gossiping about the latest young girl to become pregnant in high school. They make comments like, â€Å"What was she thinking† or â€Å"Her parents must be so disappointed. † Did anyone question if she had been properly educated on the risks of sexual activity or if she had been provided with medically correct information? No one stops to think about the big picture; instead they choose to be judgmental and critical of other’s decision-making skills, or lack thereof. That’s where sexual education comes in. Teenage pregnancy, along with sex education continues to be a highly controversial subject, especially with regards to when and where it should be taught. Much of the debate comes from the two types of education, abstinence-only or comprehensive, also known as abstinence-plus. Abstinence-only education promotes sexual abstinence until marriage, leaving out crucial topics like birth control and condoms. A comprehensive curriculum includes education on the use of contraceptives while maintaining a basis of abstinence. Although there has been a steady decline in the United States teen birth rate, it remains higher than many other developed countries. Statistics show that sexually active teens in the United States are less likely to use varying forms of contraception and are more likely to become pregnant, than those of other equal nations (Rubin). Partially to blame is the United States government, which supports the abstinence-only approach; therefore, most schools are not required to teach subject matter that surpasses that concept (Stanger). Media, although equally controversial, can play a vital role in opening the door for parents to engage in conversation with their children. According to Rachel Canter, executive director of Mississippi First, â€Å"An effective, comprehensive sex education program starts with a base of abstinence but includes medically accurate information about contraception and health† (Pettus). The research is proven; comprehensive sex education reduces teenage pregnancy. Not only are most schools lacking in the information that is covered in their curriculums, some are providing medically incorrect information to students. A recent report revealed that 30% of schools instruct that birth control does not prevent pregnancy (Rubin). In 2009, a lawsuit was filed against a Fresno county school district in California for violating state law by only teaching about abstinence, and for using textbooks that were not in compliance with that law, which requires medically accurate information be taught, along with methods to prevent pregnancy and diseases. With one of the highest teenage pregnancy rates in California, parents were compelled to do something to protect their children (Watanabe). According to a recent survey, more than half of adults questioned feel that federally funded programs should offer more education about contraception and three-quarters of those wish education included information about both abstinence and contraception (Teens). If statistics prove that abstinence education is ineffective at preventing pregnancy and most adults are on board with a more comprehensive approach, maybe lawmakers should take that information into account when developing policies about sex education. A step in that direction would be requiring that curriculums include a more comprehensive style. Abstinence-only programs tend to leave out valuable information such as contraception, which some believe sends the wrong message to students (Stanger). Although abstinence programs play an important role in comprehensive education, there is little evidence to support that these curriculum alone help reduce teenage pregnancy. According to Lisa Wirthman, a Denver journalist, â€Å"By trying to scare and shame kids and withholding critical health information, abstinence-only programs treat teens like toddlers† (Wirthman). A report released this year by the Centers for Disease Control reveals that nearly 50% of pregnant teenagers denied using contraception. Furthermore, 30% were under the impression that they could not get pregnant, while others simply â€Å"misunderstood how one gets pregnant and the risk of becoming pregnant after unprotected intercourse† (Brakman). Therefore, it can be concluded that many young people are under informed about their sexual health and lack proper decision making skills regarding their sexual behaviors. Studies show that states that support the abstinence-only approach to sex education tend to have higher teenage pregnancy and birth rates as compared to those who support a more comprehensive approach. Nevada, having one of the highest teenage pregnancy rates in the nation, does not mandate that contraceptive methods and condom use be included in their curriculum (Stanger). Likely, if it is not required, most schools will not cover such aspects in its studies. The majority of supporters of these programs do not acknowledge that many students will become sexually active during their teenage years. It is inevitable that teenagers are going to have sex, choosing to ignore that fact by not teaching them the proper methods to protect themselves is negligent. Abstinence-only education fails at teaching students many important aspects of sexual health. Those included are, sexually transmitted diseases, pregnancy prevention and contraception. Much of the information provided in these programs is misleading and medically inaccurate, leaving students uninformed and at risk (Watanabe). The typical abstinence curriculum lectures that the only way to prevent pregnancy and sexually transmitted diseases is to â€Å"abstain† from such behaviors that may result in either of the two. While this is truthful, little to no information is provided to students about how to protect themselves if they choose to participate in these activities, leaving them at high risk for unplanned pregnancy. . According to Congress, it was found that abstinence-only programs provide misconceptions of reproductive health and a lack of proper decision-making tools, therefore, promoting irresponsible behavior (Stanger). A study by The National Campaign to Prevent Teen and Unplanned Pregnancy shows that nearly 8 out of 10 teenagers believe they are properly informed on how to prevent pregnancy, yet confess to knowing hardly anything at all about contraception and condoms (Teens). As statistics like this show, young people are, in general, naive about many aspects of their sexual health and require a more all-encompassing education to be able to make appropriate decisions regarding their sexual wellbeing. A common misconception about ‘sex-ed’ is that it only includes information about sexual intercourse; however, it incorporates a variety of topics. These include, but are not limited to, anatomy, reproduction, body image, relationships, and safe sex practices. Comprehensive sex education, or abstinence-plus, includes a wide array of age-appropriate, evidence-based, medically accurate information to enable teenagers to make well-informed decisions about their overall health, while still advocating that abstinence is the only true method to prevent pregnancy and sexually transmitted diseases (Wirthman). Not only does comprehensive education provide insight to multiple sex-health topics, it also stresses the importance of delaying sexual behaviors. To the disbelief of abstinence-only supporters, studies show that students that are taught comprehensive sex education are no more likely to be infected with sexually transmitted diseases, than those taught only about abstinence. Also contrary to pro-abstinence belief, those that are taught a more comprehensive approach have a lower risk of becoming pregnant teenagers (Stanger). One study revealed that of those who are taught more comprehensively, 40% waited to have sex and more than 60% used protection (Wirthman). It is obvious that the more educated students are about the risks associated with sexual activity, the better decisions they make. A recent survey revealed that 38% of teenagers are more influenced by their parents regarding their decisions about sex (Teens). As stated by Emily Pettus, some legislators argue that sex education, including contraception and condoms, should be taught at home, not by the education system (Pettus). This is also where much of the debate is centered. However, teenagers typically do not open up to their parents about sexual activity and many parents tend to bury their heads in the sand and act like it is not happening with their children. Often times, parents and teenagers are unsure about how to discuss the somewhat awkward subject of sex, so they do not talk about it at all. Therefore, education is often left up to teenagers’ peers and other typically inaccurate sources. One study revealed that nearly 90% of young people think if they could have open conversations with their parents about sex, it would be easier to postpone sexual activity. Also, nearly 80% of parents wish their kids would talk to them about sex so that they can provide them with the proper resources to protect themselves (Teens). Kathrin Stanger, professor at the University of Georgia states, â€Å"If teens don’t learn about human reproduction, including safe sexual health practices to prevent unintended pregnancies and STDs, and how to plan their reproductive adult life in school, then when should they learn it, and from whom? † (Stanger). Parents, along with the education system, can provide accurate, age-appropriate information to teenagers to help empower them to make healthy, responsible choices; however, when both of these options fall short, teenagers often turn to the media as a source of education. Many critics often accuse the media of promoting teenage pregnancy, and even glamorizing it. However, little thought is given as to what the benefit of these shows might be. The more teens are watching, the more producers are showing. Nevertheless, there might be some advantages to the influence media has on its young viewers, especially regarding pregnancy (Suellentrop). Although some parents believe the media creates a false sense of reality by glorifying teenage pregnancy, they often fail to realize that such television shows can actually help bridge the conversation gap between them and their children. Two of the television shows popular amongst high school students are MTV’s Teen Mom and 16 and Pregnant. Both are reality shows that follow several young girls and their daily struggles as pregnant teenagers and young parents. A recent study by The National Campaign to Prevent Teen and Unplanned Pregnancy revealed interesting results when they asked teenagers their thoughts about such shows. The results revealed a surprising 40% talked to a parent about the show after watching and most agreed that becoming teenage parents would have an overall negative impact on their lives (Suellentrop). If watching these episodes results in teenagers talking to their parents about sex, then ultimately it can be a positive influence, not only by seeing the struggles that young parents face, but by giving parents and teenagers an opportunity to openly discuss their views and opinions about sex and relationships. Research shows that episodes such as these can be used in a positive manner to teach young people about the risks of becoming pregnant and how their lives could change drastically. Also, it seems that teenagers are willing to discuss these shows with their parents, allowing the opportunity to engage in educational conversations with their teenagers. Clearly, the media influences its viewers; however, advantage can be taken to properly inform today’s youth of the risks of sexual behavior while presenting information in an alluring way (Suellentrop). Although there has been a steady decline in the U. S. een birth rate, it remains higher than many other countries. Students are more educated and are therefore making more informed decisions about sex (Kann).    How can we expect teenagers to make appropriate, well-informed decisions regarding their sexual health if we do not give them the proper education and factual information to do so? The statistics show that â€Å"evidence-based sex education works,† so why go against the grain? (Wirthman). According to the Centers for Disease Control and Prevention, more teenagers are using birth control, which has help lead the way to a record low birthrate, and the numbers of hose using contraception keep rising. Also leading to the decline, is â€Å"more effective† sex education, according to Leslie Kantor, vice president of education for Planned Parenthood (Tulumello). Hopefully in the future, additional school districts will adopt a more comprehensive approach to their curriculums, as it is shown to be much more effective in reducing teenage pregnancy than abstinence-only education. Telling a teenager not to experiment is like a meteorologist saying there is a 50% chance of rain. Yo u hope it does not rain; however, you bring an umbrella just in case it does. As much as we would like to believe that teenagers will not have sex, it is likely that they will engage in some type of sexual behavior in high school and providing them with accurate, age-appropriate information is vital. Sexual education can come from many avenues, including parents, schools, and the media. Comprehensive sex education will not stop the occurrence of teenage pregnancy 100%, but by adequately educating teenagers on safe sex practices, and providing them with medically accurate information, today’s youth are able make healthy, well-informed decisions regarding their sexual well being.

Act 2 of Reasons to Be Pretty

Reasons to Be Pretty is a hard-edged comedy written by Neil LaBute. It is the third and final installment of a trilogy. The trio of plays (which also include The Shape of Things and Fat Pig) are connected not by characters or plot but by the recurring theme of body image within American society. Reasons to Be Pretty premiered on Broadway in 2008. It was nominated for three Tony Awards (Best Play, Best Leading Actress, and Best Leading Actor). The following is a summary and analysis of the events in Act Two. Read the synopsis and character outline of Act One. Scene One - After the Break Up Act Two of Reasons to Be Pretty begins in the lobby of a restaurant. Steph and Greg unexpectedly encounter each other. Steph is on a date, and the former couple awkwardly make small talk, attempting to be pleasant. The conversation segues to nostalgia for their good times together, which then transitions into the familiar argument about body image and their break up. She smacks him, then just as suddenly tries to apologize. However, Greg has had enough. He tells her that her date will eventually hurt her feelings too, and that he wont be there to help her. Somehow, they cool down and wish each other well on their lives without one another. Scene Two Carly visits Greg (who is yet again reading some classic literature). He comments that has not seen Kent lately. After trying to flatter him, Carly then wants to ask him an important question about Kent. Before the question, Carly reveals that she is three months pregnant. She suspects that Kent is cheating on her. At first, Greg contends that he does not believe that Kent is unfaithful. Carly continues to pressure him, asking Greg to look her in the eye and say he doesnt know anything. She asks if Greg was out with Kent and girls, but Greg lies and says that it was just guys from work. This relieves Carly for the time being. She tells him: I dont know why God made it so hard for us to trust you guys but he did, and it sucks. Scene Three Greg and Kent prepare for work-related softball game. Kent says that he expects Carly to hit the gym the day after the baby is born. He thanks Greg for covering up his affair, and begins to recount his recent sexual exploits with Crystal, the hot girl from the office. Greg tries to explain that he no longer lie about Kents affair. This irks Kent, who feels that Greg is being judgmental. He repeatedly calls Greg a pussy. Greg tries to get the upper hand, hinting that he might tell Carly the truth, but Kent believes that he is bluffing. He claims that Greg would never tell because he is afraid of people disliking him. Kent bullies him, wrestles him to the ground, and then calls his ex-girlfriend ugly. Greg finally stands up to Kent, not just because he is obnoxious, not just because he is an adulterer, and not just because of his comments about Steph. Before he beats Kent up, Greg explains that he is doing it Because you need it, okay? For who you are and what you have done, and for all the sh*t you will no doubt perpetrate for the rest of your life. After over-powering his ex-friend, Greg leaves Kent, who fumes in rage. Scene Four Carly and Greg are hanging out in the break room. She chats about her pregnancy. In hopes of showing Carly the truth about her husband, Greg strongly suggests that she takes the evening off and go home to her husband. She follows his advice. Although we never see the confrontation between Carly and Kent, it is implied that Carly will discover the truth about her husbands affair, and will move onto a new chapter in her life. Immediately after Carly leaves, Stephanie stops by to share the news: she is engaged to be married. Steph has become a manager at her hair salon. Greg has plans to go to college, realizing that he doesnt want to work at a warehouse for the rest of his life. Steph admits that she cannot stop thinking about Greg, yet at the same time believes that she will be much happier with her soon-to-be husband. Greg apologizes and is very understanding. He emphasizes that she has a pretty face, making her feel better. He also admits that he is simply drifting, and that their four years together may never have turned into marriage. She leaves, but not before kissing him good bye one last time. Although they do not rekindle the relationship, the characters in Reasons to Be Pretty represent a rather optimistic view on relationships and young, middle class Americans. In comparison to the protagonist in Fat Pig, Greg exhibits both courage and selflessness by the end of the play.

The Financial Crisis and Credit Crunch Analysis - 3503 Words

The financial crisis and credit crunch Analysis. The global financial crisis began in 2007 with the credit crunch as a result of loss of confidence in the value of the sub-prime mortgages by the US investors that caused a liquidity crisis. In an effort to curb the crisis, the US Federal Bank pumped in huge amounts of capital into the financial markets to gain back the investor confidence. In September 2008, the crisis deepened and the global stock markets came crushing. The investor confidence was lost due to the volatility in the market and the uncertainty in the future of their investments as more investors became risk averse, essentially, it is the mortgage market meltdown that triggered the global financial crisis. Many Americans embraced the use of credit cards for their daily transactions as a result of the stability in the financial markets and could spend money in excess of their incomes due the excellent performance in the stock markets as well as other investments. They majorly relied on their investments to bridge or finance the cash gap and the financial infrastructure was perfect. Millions of investors in the US had borrowed money against their homes and the effects of the financial downturn severely hit the housing market. The ever rising value of the houses in the early years and the perceived stability in the mortgage backed securities led the banks and other lenders to believe that the risks in the prime loans could be contained and that the trendShow MoreRelatedThe Loose Noose : Failure Of Regulators1333 Words   |  6 Pagesmoral hazard and this happens to be an expensive mistake and as Lehman file for bankruptcy, this passed a wave of panic in the already falling markets and tr ust – the key element of the market is lost leading into the 2007-08 financial crisis. Consequences of the 2007-08 crisis Immediate aftermath The very first after effect of the economic downturn is the plummeting of housing prices. 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The Role of Mother for Slave Women in Harriet Jacobs´...

According to the dictionary, the word â€Å"Mother† is defined as a woman in relation to a child whom she has given birth to showing maternal tenderness or affection. The definition clearly defines a stage in womans life that should be a pleasant and happy experience, but thats not the case for everybody. The dehumanizing acts of slavery are eminent in many novels, such as Incidents in the Life of Slave Girl by Harriet Jacobs and Uncle Tom’s Cabin by Harriet Beecher Stowe. In these novels, slave women were not suppose to enjoy the role of mother. It was either physically taken away or their mother instincts were brutally effected. Slave mothers had to face many consequences and sacrifices for their life and the life of their loved ones. When reading Stowe and Jacob’s novel, there is a constant theme which focuses on mothers. However, they were portrayed differently which is ironic because both novels are about slavery, during the same time period. The different v iews on slavery show many incidents where a mother showed an immense amount of strength and the other, a weaker side. How can we contrast the strengths and weaknesses of mothers in Incidents in the Life of a Slave Girl and Uncle Toms Cabin through Eliza and Linda? Linda is one who is perceived as a strong willed mother, but when unraveling her layers, she is not. Then theres Eliza, who finds strength in the footsteps of God making her a true heroine and mother in the end. William states that: Enslaved peopleShow MoreRelatedFeminine Mystique12173 Words   |  49 PagesFrom Rosie to Lucy Questions students must answer in a 500-word (minimum) essay: 1) Describe the post-WWII frustrations felt by women such as Betty Friedan. 2) During the era of â€Å"Rosie the Riveter†, what gains did women make in the workforce? How did these women feel about themselves and their contributions? What did society as a whole think? 3) What role did mass media play during the 1950s and 1960s in regard to supporting or undermining the â€Å"feminine mystique†? 4) Which television

Nursing Research Article Free Essays

Lung cancer has been named the second leading killer of American women second to heart disease.   It is estimated that 20% of deaths among women occur from lung cancer (medinet.com). We will write a custom essay sample on Nursing Research Article or any similar topic only for you Order Now    According to the American cancer society, lung cancer accounts for up to 28 % of mortality rates among men.   The risk factors associated to lung cancer are smoking of cigarettes, marijuana, exposure to talcum and radioactive gases and asbestos and so on. These compounds are said to trigger growth of malignant cells thus causing cancer (medinet.com). Melissa Conrad Stoppler, MD a board certified Anatomic pathologist based in US in her article lung cancer (medicine Net.com) points out that lung cancer is a life threatening cancer that spreads very fast to other parts of the body and is a very difficult cancer to treat.   She clears up the myth that lung cancer only occurs among smokers.   Non-smokers are also prone to developing lung cancer and of the 170,000 lung cancer deaths in America, 10% of them are non-smokers. Of these deaths among non-smokers, not all the cases can be traced to any identifiable risk factors but dominantly, passive smoking can be underpinned to be the major causal factor for lung cancer among non-smokers.   Melissa also tries to shed light or the group that is most prone to suffer from lung cancer.   She purports that smokers, Asbestos workers, the elderly, passive smokers, people exposed to workplace chemicals and residents of air pollution prone zones. According to the American cancer society, 70% of people suffering from cancer are elderly say over 65 years and only 3% under 45 years. Melissa points out that in the 1930, lung cancer was a rare disease however, with the rise of tobacco smoking and pollution, the disease cases have increased unprecedented.   The number of deaths among tobacco smokers is highest among cigarette smoker as opposed to cigar and pipe smokers. The risk getting lung cancer further compounds with each increase of cigarette smoked.   Defined in medical terms as pack-years (the number to packs of cigarette smoked per day in a year), Melissa suggest that the higher the number of pack years, the higher the risk of developing lung cancer.   To be precise she elaborates that out of seven people who smoke 2 to 3 packs of cigarettes in a day, one will die of lung cancer.   (medicineNet.com). This is because cigarette contains carcinogenic compounds that trigger abnormal cell growth in the lungs and thus cancer.   It then seems that lung cancer is a disease for smokers, or at least that is according to common misconceptions.   Melissa in her article submits that research findings indicates people who share living space or work stations have a 24% higher chance of developing cancer as   evidence by 3000 lung cancer deaths pinned to passive smoking. Further, she brings to mind that other risk factors associated with lung cancer are rare but combined with smoking, (passive or active) the risk of developing cancer is further compounded.   Evidence shows that Asbestos workers who smoke had a 50 to 90 times possibility of developing lung cancer in preference to the five times possibility accrued to non-smokers. The case is the same for workers exposed to radon gas and radioactive compounds. Although there is insufficient evidence to support claims that genetic predisposition increase individuals vulnerability to developing lung cancer, the possibility cannot be totally ignored. Residents of air-polluted zones have contributed 1% of all lung cancer cases and clearly, cigarette smoking or passive smoking complicates the problem.   The US government has paid noteworthy attention to the increase of lung cancer deaths among Americans. According to the National cancer institute, 213,389 new cases of lung cancer cases have so far been reported and out of those cases, 160,390 deaths have occurred in 2007 alone.   The magnitude of cancer problem is profound leading the government to respond investing a handsome chunk of money to cancer research each year. The author of the article is a well-educated pathologist and she uses a lot of medical jargon in her article.   However, she makes efforts of clearly explaining important terms so that her audience can understand.   Her piece is well researched and developed giving it a smooth flow. She starts from the basics and develops the topics to complex aspects. For instance, definition of lung cancer, commonality of the disease, causes, types of cancer, signs and symptoms, how it is diagnosed, treatment options, prognosis and prevention. However, for a nonprofessional some of the content may be confusing or too technical to understand.   Although she does try to explain in simple language, it is possible to get lost in the maze of medical terminology and information overload.   The argument does seem logical, supported by statistics from reliable sources.   She also builds her article from previous medical researches and from her own professional experience. The author’s argument regarding smoking and its role in increasing risk of developing cancer among cancer prone population is well supported.   She mentions the various causal factors of lung cancer and relates them to smoking.   For instance, the fact that 12% of lung cancer deaths are attributable to radon gas exposure and concomitant smoking bringing the number to up to 15,000deaths per year. I believe this article is most appropriate to Melissa’s target audience because it rolls out facts supported by statistics which I think makes the article believable and reliable.   It is unlikely that an individual, who smokes or is exposed to the risk factors mentioned in the article, would take the recommendations lightly.   Moreover, after reading her article, misconceptions about passive smoking are cleared.   The word that evoked a strong response in me is prognosis of lung cancer. Prognosis of lung cancer refers to the chance of recovery from lung cancer.   Melissa sheds light on the possibility of recovery among lung cancer patients.   She submits that recovery is dependant on the localization and size of tumor type of cancer and overall health status of the patient.   This gets me thinking because; I always thought cancer was the same. She fills in the readers on the two types of lung cancers, which are the i.e. small cell lung cancer (SCLC) and non-small cell lung cancer (NSCLC). SCLC is the most aggressive and survival time ranges from about 4 to 6 months after diagnosis, if untreated.   However, the SCLC is the most responsive to radiation and chemotherapy.   At this point, I feel enlightened.   Further, she points out treatments like surgical removal of tumors and local chemotherapy as the most effective treatment. Although there is, only 5%-10% chances of survival if lung cancer is untreated, good treatment can prolong cancer patient with SCLC types of lung cancer, to up to 5 times more than the untreated cases. Overall I think the article is well researched and accurate and gives a clear take home message i.e. prevention is better than cure since prognosis of lung cancer is poor compared to other cancers.   Thus, smokers and passive smokers are best advised to avoid cigarette in order to minimize susceptibility to lung cancer. References Conrad M. S ed. Marks, J.W. Lung Cancer. Available at http://www.medicinenet.com/lung_cancer/page7.htm Accessed on September 18, 2007 . How to cite Nursing Research Article, Essays

PESTLE Analysis for Cadbury A Key Player in Chocolate Industry

Question: Explain PESTLE Analysis for Cadbury. Answer: PESTLE Analysis for Cadbury One of the most useful tool for understanding the growth and decline of market is the PEST Analysis. It is basically a measurement tool for business. PEST is a short form for Political, Economic, Social and Technological factors. This factor in turn helps to assess the market for a trade or a managerial unit. It is very easy to complete a PEST Analysis. The PEST Analysis is mainly used for tactical planning, promotion planning as well as industry and the development of manufactured goods. The PEST Analysis is quite similar to that of the SWOT analysis (Srdjevic et al. 2012). (Source: Academy, 2016) Cadbury is identical with the consumption of chocolate on a universal basis. The first Cadbury shop was opened in the early 19th century. Since that point of time, Cadbury had emerged as one of the global brand. Most of its factories are located in the United Kingdom as well as Asia and North America. In the year 2008, the brand of Schweppes was put up for sale to the Dr Pepper Group, and in the year 2010, Cadbury was obtained by Kraft foods located in the US. The following is the PEST Analysis for Cadbury (Mahara 2013). Does The Intricacy of The Topic Intimidate You? Tame Your Fear with Unmatched Assignment Help Services from Professional Writers. Political the procedure of Cadbury in the UK was determined by the change in the government from Labor Party to the Traditional Democrat. As per the last report, more than 3000 employees were hired by the eight Cadbury industrial units in the UK. However, the rigorous limitations on the entry of accomplished workers from rest of Europe can have an effect on employing decisions of Cadbury in the future. Another political factor that determines the investment and imbursement to shareholders are by the imposition of tax. In the year 2010, the value added tax rose by 2.5 percent. This in turn increased the price of chocolate and reduced their sales. In the year 2007, the Cadbury Schweppesmade a decision to subcontract foremost portion of its accounting and Human Resources to an Indian firm as it was facing a progressively more operational fixed cost (Babatunde and Adebisi 2012). Economic the sales of Cadbury was quite stable in spite of facing a worldwide monetary downturn. Cadbury was also able to add an increase of 30 percent in its yearly income from Dairy Milk and Trident. In the year 2009, recession was at its peak the corporation was able to hit the lower end of its 4-6 percent income (Modi 2013). Social Cadbury was generally born due to the social factors. Being operated by a Quaker family, their resistance to alcohol provided as the base of organization of a trade that sold tea, coffee, cocoa, and liquid chocolate. The products of Cadbury which included chocolate and other goods were accepted wholly all over the world. However, Cadbury got trapped in a recent controversy which stated that the products of Cadbury are halal certified and are catering to the needs of the Muslims. As a result, this anxiety resulted in the rising case of corpulence especially among the children. It was thus recommended by many nutritionists to reduce the consumption of chocolate and toffee. This in turn affected the sale of Cadbury. Technology the production and the procedures of packing of Cadbury changed due to the innovation of technology. This has started with the introduction of new brew machinery which is used to merge coffees and cocoa grains. (Source: Markedbyteachers.com, 2016) Legal the legal framework is defined at the local, regional, national level. The legal standards are included that affects the lawful principles that affect the companys operating in the region incorporating legal rules of business governance, taxation and legal responsibility of producers. Environmental the environmental concerns related to Cadbury are the dairy processing that includes consumption of energy as well as usage of water and waste as well as the packaging manufacture. The environmental impact of the Cadbury industry includes a variety of schemes and programs that helps in improving the environmental performances of the life cycle of Cadbury. As far as the environmental factors are concerned, in case of the Cadbury industry the main focus is given on the emission of the greenhouse gases as well power and water usage. Leadership Qualities The following are the qualities that can make a leader effective: Self assessment the leaders who are effectual take stock of their personal strengths and inadequacies. If an individual is aware about their weaknesses it will not make them weak. However, it allows entrusting to others who possess those aptitudes in order to attain the common goals. Rather than adhering to the fake faith that they can do it all, effective leaders employ inhabitants who balance, rather than supplement, their abilities. Working on the area of weaknesses in turn helps to progress the leadership qualities. Sharp awareness effective leaders has the ability to perceive people. The effective leaders share an easy level of truthful communication with their team associates as well as their peers. They also look into the methodical understanding of how the communication is perceived. In order to become an effective leader it is very important get a feedback that will include the fact that an environment of honesty and open communication should be established. In the open communication, an effective leader can ask about their good qualities and the areas on which they need to progress (Siegel 2015). Responsiveness to the need of the group a leader can become effective if they are perspective in the sense they know the requirements of the team. A number of teams worth faith over creativity; others favor a clear conversationalist to a great manager. It is relatively to build a strong team if the values and the goal of an individual are known. Commitment an effective leader needs to set an example for the team if they want the team to perform productively as well as produce quality. An effective team leader earns the respect from its team if they are able to prove their commitment to the brand (Gibson and Weber 2015). Power and Authority Authority is the demonstration of power which subsists where one person has official right to control and another has the official compulsion to obey. This is normally understood a having the authority in order to direct as well as requires observance. Authority is normally seen as the institutionalized authority. Authority is generally earned by virtue of the leadership potentials of an individual as well as knowledge. An expert is generally referred to as the authority on a subject and others adjourn to his estimation (Martin 2015). (Source: Slideshare.net, 2016) Power and authority are potentially obligatory. Power is defined as the capability to act in ways which authorize the behaviors of others. It is an individual aptitude that can be developed. Power is that ability which gets others to do things. It is a quantify of personal efficiency. Power is generally earned and given by those who chase (Lake 2013). Dysfunctional leaders may possess authority but they will not posses power. As a result, they mostly mistreat the authority thereby diminishing any probable individual power. The leaders who possess both power and authority are the effective leaders and they will only use the authority as a last option in order to attain goals (Lunenburg 2012). Types of Authority Legitimate this type of authority is also known as the position power or bureaucrat authority that moves towards the leader when the association authority is established. It comes from the rules of the association. It gives the leader the authority to control the resources and to reward others. This authority is widely accepted s it is believed that discipline in the society is necessary. Charismatic it is also known as the authority of personality that comes from each leader separately. This is the authority of attraction or dedication, the wish of one person to have a high regard for another. The leaders possess an individual charisma, an air of self-assurance and a conviction in objectives that draws and holds followers. This in turn helps to understand and value the leader (Lamprou et al. 2013). Expert they are known as the authority of acquaintance that comes from dedicated learning. This in turn helps to get job done. Reward it rises from the ability of rewarding worthy behavior. The leader has the authority to give tangible rewards such s promotion and other similar rewards. Coercive this authority deals with the authority to give punishment such as dismissal, relegation and low rating. Mental punishments comprises of disapproval, avoidance, displeasure, satirical comments to the subordinate (Peters 2015). Authority and Responsibility The facts related to authority and responsibilities are as follows: Authority without responsibility is a dictator - Authority without responsibility is a tyrant. If a leader gives authority without any responsibility in that case the leader is bumper from the rest of the staff which in turn gives the emotion of the penalties due to the actions taken. Responsibility without authority is a tragedy the leaders will start feeling aggravated if they do not have the authority to execute the plan. The leaders will in turn find themselves in the boundless cycle of desirable approvals (Duff 2013). The leaders take responsibility in spite of giving authority the leaders will take the responsibility in order to execute the actions of his or her team. The leaders who are given accountability with authority will authorize with brilliance this helps the leader to achieve the task while on condition that a clear vision of achievement is achieved (Oren 2013). Leadership Models In order to provide insights of leadership, three models of leadership are developed. The models are as follows: Star group leadership models it advocates a strength based advance to leadership. The leaders balance and bring into line the strengths of the individuals with the help of teamwork as well as the focus on results. It also helps to provide clarity on what are the factors leaders are required to focus on (Zhu et al. 2015). Leadership model related to style and focus this mainly brings the together the STAR constituents with the method of leadership. 5 S Uncommon Leadership model the five uncommon leadership includes seeing, shaping, showing, sharing and serving. Seeing involves having vision, shaping involves the creation of the culture and system. Showing is the able to reveal the kind of association by action. Serving mainly focus on the serving of the colleagues and the consumers. Lastly, sharing is the development and encouragement given to others. References Academy, P. (2016). Marketing Theories - PESTEL Analysis. [online] Professionalacademy.com. Available at: https://www.professionalacademy.com/blogs-and-advice/marketing-theories---pestel-analysis [Accessed 18 May 2016]. Babatunde, B.O. and Adebisi, A.O., 2012. Strategic environmental scanning and organization performance in a competitive business environment.Economic Insights-Trends Challenges,64(1), pp.24-34. Duff, R.A., 2013. Authority and responsibility in international criminal law. Gibson, M. and Weber, R.J., 2015. Applying Leadership Qualities of Great People to Your Department: Sir Winston Churchill.Hospital pharmacy,50(1), p.78. Lake, D.A., 2013. Global Governance, Authority, and Leadership Lamprou, E., Leitch, C. and Harrison, R., 2013. Special Issue: Leadership and authority in a crises-constructing world.Leadership,9(1), pp.145-147. Lunenburg, F.C., 2012. Power and leadership: an influence process.International journal of management, business, and administration,15(1), pp.1-9.. Mahara, T., 2013. PEST-Benefit/Threat Analysis for selection of ERP in Cloud for SMEs.Asian Journal of Management Research,3(2), pp.365-373. Markedbyteachers.com. (2016). Cadbury PEST - GCSE Business Studies - Marked by Teachers.com. [online] Available at: https://www.markedbyteachers.com/gcse/business-studies/cadbury-pest.html [Accessed 18 May 2016]. Martin, J., 2015. Leadership: The Power of Authority. InPhilosophy of Leadership(pp. 203-222). Palgrave Macmillan UK. Modi, S., 2013. Study on Food and Dairy Industry. Oren, S.S., 2013. 5 AUTHORITY AND RESPONSIBILITY.Designing Competitive Electricity Markets,13, p.79. Peters, R.S., 2015.Authority, responsibility and education. Routledge. Siegel, D., 2015.Leaders in the Shadows: The Leadership Qualities of Municipal Chief Administrative Officers. University of Toronto Press. Slideshare.net. (2016). Strategic leadership. [online] Available at: https://www.slideshare.net/ismetsabit/strategic-leadership-30272038 [Accessed 18 May 2016]. Srdjevic, Z., Bajcetic, R. and Srdjevic, B., 2012. Identifying the criteria set for multicriteria decision making based on SWOT/PESTLE analysis: a case study of reconstructing a water intake structure.Water resources management,26(12), pp.3379-3393. Zhu, W., Zheng, X., Riggio, R.E. and Zhang, X., 2015. 7 measurements of ethics-related leadership models, including ethical leadership, transformational leadership, authentic leadership, servant leadership, spiritual leadership, and a virtues-based approach to leadership ethics. The similarities and differences among these theoretical models and measures to ethics-related.Developing Ethical Leaders: New Directions for Student Leadership, Number 146, p.81.