Robert M. Adams, Moral arguments for Theistic Belief Essay

Robert M. Adams, Moral arguments for Theistic Belief - Essay Example Adams begins with what he thinks is one of the most apparent, though perhaps not the most fashionable, arguments about the farm: the Argument on the Nature of Wrong and Right. He deems that people believe quite firmly that particular things are morally right while others remain morally wrong (for instance, that it not right to torture a person to death only for fun). He goes ahead to raise questions on the nature of what is in these moral beliefs: what does the wrongness or rightness of an act comprise in? He believe that the most satisfactory answer is given by a theory that involves the existence of God – particularly, by a theory that moral wrongness and rightness consist in disagreement and agreement, respectively, with the commands or will of the loving God. The most generally conventional reasons for believing in existence of anything are what its existence is inferred by the theory that appears to account most satisfactorily for some subject matter. He contemplates that his metaethical views provide him with a reason of a substantial weight for believing in God existence. Adams thinks that there is no need of discussing to what extent the advantages of divine command theory may be controlled by theological metaethical theories, for instance, by views according to what moral principles do not rely on the will of God for their cogency, but on his consideration for their ontological positions. Such theories, if someone is inclined to take them, can of course get the basis of theism argument. He thinks it is very important to discuss, and at greater depth than the advantages, the alleged disadvantages of celestial command metaethics. Advantages may be easily acknowledged, but the disadvantages are normally thought to be decisive. He argues that, they these disadvantages are not decisive. There he takes the reader through three major objections that are particularly significant for the present argument as

Business Strategy Kerry Group Essay Example for Free

Business Strategy Kerry Group Essay In 1972 Kerry Group started its operation in Listowel, Co. Kerry. In 1974 Kerry Group has been formally established as Kerry Cooperative Creameries Limited in County Kerry, Ireland. The company grew in less than 30 years from this small provincial dairy for one of the world leaders in specialty food ingredients producers and distributors. During the 1970s, the company expanded to include a large number of dairy farms and processing plants in the counties of Cork, Killarney, Galway and Limerick. Between 1979 and 1985, Kerry has built a lot of confidence in their abilities and technologies. During the 1980s the business strategy of the organization was based on organic growth with a focus on diversification. With that Kerry began branching out from its core dairy products in other categories of food. The company had its growth through acquisitions including a number of manufacturing facilities and other food processing, located throughout Ireland and Northern Ireland. In 1986 with Denis Brosnan as chief executive, the cooperative decided to become a full-fledged company, listing its shares on the Irish Stock Exchange. The newly public company reported strong growth after its first  full year of operations, with revenues nearing IR £ 300 million, and net profits of nearly IR £ 6.3 million. Before the end of the decade Brosnan managed to double the sales of the company maintaining its Expansion in Ireland with the acquisition of 1986 Snowcream Moate Dairies, and the formation of a division of convenience foods, bringing the company into this increasingly prominent market. Alongside this movement was the intensification of business Kerry special ingredients. At the same time, Kerry also established presence in the United States, the opening of a processing facility dairy product, Jackson, Wisconsin in 1987. In the 1990s Kerry Group continued to expand its business into the UK from the acquisition of new businesses to the already existing portfolio company. Kerrys acquisition drive continued into the late 1990s, bringing the company into France, Italy, Poland, Malaysia, Brazil. Two important acquisitions highlighted Kerrys expansion. The first came in 1994 when the company acquired the business of food processing DCA, bringing the company to a position outstanding among North Americas specialty ingredients producers. The DCA purchase also introduced it to the Australian and New Zealand markets. The opportunity for renewed expansion came in February 1998, when the Kerry Group announced its agreement to purchase the food ingredients businesses of the U.K.s Dalgety PLC. Kerry acquired Dalgety Food Ingredients plants in the United Kingdom and in Hungary and the Netherlandsnew markets for Kerry well as plants in France, Italy, and Germany. The Dalgety acquisition firmly established Kerry as the top specialty ingredients producer in Europe, and one of the worlds leaders in its specific categories. Kerry was now turning its attention to two new markets: the Far East and South America both markets represent a huge potential new customer, both for the companys products and food brands, and products for their  ingredients. Companys initial forays into these markets include acquisitions of plants in Malaysia and Brazil, while the company predicted that these markets are reaching some 25 percent of the companys revenue at the beginning of the next century. Strategic Levels According to Porter Porter in Montgomery (1998) corporate strategy is the general plan for a diversified company, which has two levels of strategy: the strategy of the business unit (or competitive), and corporate strategy (or entire corporate group). To Christensen in Fahey Randall (1999), corporate strategy is one that is concerned with three major issues to be faced by the managers of the corporation: 1. The corporate scope: that complex business corporation should attend? 2. The relationship between its parts: on what basis the business units of the corporation should relate to each other? 3. Methods for managing the scope and relationships: that specific methods acquisitions, strategic alliances, divestitures, and others will be adopted to effect specific changes in corporate scope and relationships?

Educational Strategies for Students with Autism

Educational Strategies for Students with Autism Have a look at the following video which interviews a number of teachers about their work with autistic students. They explain some of the underlying differences in individuals with ASD and suggest strategies for increasing their success in the school setting. Make a note of some of the strategies that they mention. Are they strategies that you have seen used? Within the video there were several different strategies that were introduced, these ranged from individual approaches to work with the student as well as strategies that involved the whole class; not only the student with autism. Kurth and Mastergeorge (2010) comment that there are many teachers and paraeducators that do not have adequate training for students with autism, videos like this can be used as resources for these teachers. The video goes over these strategies and how teachers can integrate them into their classrooms daily. With how the video is set out, there are several teaching strategies that are explicitly talked about however there are also some that are only subtly mentioned or that you can see the teachers doing within the video. However, all these strategies; not just the ones that are explicitly mentioned, have their own places within the classroom to help the students not only succeed but feel comfortable within the classroom and school. The strategies that are mentioned explicitly within the video are; Priming, which is noted as how the teacher; or primary care giver or an aide, informs the student or class about something that is coming. Academic Modification, is explained as modifying lessons and/or activities to be suitable to the student. Home Base, listed as a place for the student to go to when they are needing time to calm down and collect their thoughts. Visual Support, describes the different visual aids that can be utilised within the classroom and outside of the classroom to support the students learning. Reinforcement, this was directly related to positive reinforcement of their behaviours within the classroom and to support personal growth. Although there were only five strategies that are explicitly mentioned within the video, each strategy had other strategies subtly mentioned within their field. Examples of the subtle strategies mentioned are: Priming: Creating classroom and school schedules for the students to follow, explaining to the class the lesson structure, and talking with the student about what anything that may be coming to prepare them. Academic Modification: Explicit teaching of different skills for the student, offering repetition of a certain skill for the student to master, goal setting, and individual learning plans. Visual Support: Seating arrangements for students needing to be closer to the visual aids, cue cards for students to refer to for additional support in the classroom or in social situations, and having the classroom labelled for students to know where everything is located. These strategies whilst on their own may help in individual situations, however when utilised all together, develop into a teaching approach that allows the student to receive optimal support from their teachers and other support staff. During my short time as a casual relief teacher and pre-service teacher I have been privileged enough to use these teaching strategies. These strategies come into practice daily, although I may go between schools these strategies are utilised within each school, however in their own way with subtle differences. Whilst I was teaching at a special school however, there was one classroom that has stood out for me where all 5 overarching strategies were used to a high level. This grade had 7 students ranging from the ages of 8 to 10 all with a mild to severe disorder, with ability levels ranging from mild intellectual disabilities to a student that cannot speak or write. This promoted one aspect that came in on a lesson to lesson basis; academic modification. How this was utilised was that the teacher had an individual learning plan for each student within the classroom and they all had their individual goals that they were aiming for in each lesson. Individual learning plans are intended to have goals and objectives that an individual student can make progress towards within an achievable timeframe, whilst providing an educational benefit (Kurth Mastergeorge, 2010). This became prominent in every lesson as it was separated into different tasks for each student however maintaining the overarching subject topic. Within this grade as well, was the use of priming and visual supports. This was through having a class schedule for each day in pictures that are displayed on a Velcro board. This had a list of pictures for each lesson described as a picture; such as writing had a writing book and pencil, and lunch had a sandwich, in a descending order for the students to look at to have an understanding what the day entails. When I was in the classroom as a relief teacher I would also follow this support with verbal explanations of how the day would go to additionally prime the students for the day. Although the students were already feeling anxious when I do come into their grade because it is a change of routine not having their teacher, through using these priming strategies I have been able to calm the students down enough to begin to feel comfortable with me there for the day. There is one strategy however that I have only seen small amounts of in schools; I was lucky to have the strategy used in this classroom, and that is the use of home base. How the support staff explained to me how the class used this strategy was that when a student is feeling anxious, stressed, aggravated, or distressed they had a soft calming room that they can go to so they can take themselves out of the situation. This was not able to be done on the students own will as they are unable to recognise this, however myself or the support staff would ask the student if they wanted some time in the room. This provided a safe secluded area for the student to calm down from whatever they were experiencing at the time.   I would personally enjoy to see more classes use this strategy as well as it noticeably had a positive effect on the student when they returned to the classroom. Although I may not have a grade of my own yet, using these strategies through relief teaching has improved my own teaching skills in relation to not only students with autism or students with disabilities, but all students. I would suggest that all teachers use these strategies within their daily routine as they have been proven to have a positive impact on the students. Search the WWW for more resources that relate to ABA or Applied Behaviour Analysis. You should search for videos as well as texts. Applied Behaviour Analysis (ABA) is an intervention process that uses positive reinforcement to work towards change in behavioural responses. Susan Dodd (2005) suggests that to optimise the ABA persons within it should have interventions for 40 hours per week for a duration of at least 2 years. Dodd (2005) also lists that the interventions be carried out by a team of trained people including that of supervisors, therapists, parents, and peers. This is supported by Granpeesheh et al (2009) in the findings that a within two groups of children; one receiving 40 hours of intervention the other receiving 10 hours, the group with 40 hours per week showed expediential improvements whereas the 10-hour group showed very little improvement. Matson (2012) also explains that the younger the child with autism is when they undertake ABA, they will receive greater benefits from the program than that of older children. What would positive reinforcement be like for a student with autism? All students with autism, all students in general, react to positive reinforcement differently. What one child may experience as positive reinforcement, another may see as the complete opposite. This suggestion is that when positive reinforcements are given, the student is first to be understood. For example, a child with hypersensitivity towards physical contact may take a high five to be a largely positive reinforcement. However, a child with hyposensitivity towards physical contact may see it as an annoyance as their feelings are different to the other child. Temple Grandin (2008) suggests that positive reinforcements be directed towards the childs interests, such as time on the computer; however, she suggests a laptop rather than a desk top as the laptop screens do not flicker in comparison to that of a desk top screen. Although you can have positive reinforcements such as a high five, verbal recognitions such as praising, or activities, when a reinforcement is specialised toward s the individual student a greater outcome can be obtained. An example is when I was teaching a 10-year-old boy in a local special school. I had already developed a relationship with this student at the school so he was comfortable around me within the classroom when his teacher was away. He had come into the school in an upset mood in the morning from an incident at home and whilst not seeing his regular teacher his mood did not improve. However, through building up prior knowledge on the child I knew that he has a very strong passion for Doctor Who. Luckily for me I had brought a book that I was going to surprise him with after I found out I had his grade for the day; my personal Doctor Who pop-up book. After seeing his attitudes, I used this book as positive reinforcement for him, if he could do some work for 10 minutes, he can read for a bit, then 15 minutes then he can read. This proved to not only calm him down as it was his interest, but he also was more productive within the classroom. This would not work on other students for a behav iour reinforcement however with this individual child it is within his interests and can be utilised. Why is it important to observe the consequences and repetition of behaviours? Reinforcers help students with autism build up and improve on their behaviours inside and outside of the classroom. These reinforcers can be positive, negative, and neutral; all of which will prompt different reactions from the student. However, it is imperative that the student be observed before and after the reinforcer is given in the aim to give the student the optimal reinforcer. Food reinforcers are common practice within schools and have been seen to be affective most the time; such as an extra piece of fruit for good behaviour or lunch with the principal. Although food reinforcers are good to utilise, there are many people that will rapidly eat; which can lead to choking or possibly death, and if not recognised will continue their unwanted behaviours to get more food (Matson, Turygin, Beighley, Rieske, Tureck, Matson, 2012). To prevent this from occurring teachers may utilise journals and/or notes on observing student behaviours to try and understand what the student is tryi ng to portray. Common behavioural traits of autistic children are repetitive behaviours these can include rocking, hand flapping, or spinning (Kluth Shouse, 2013). It is important to observe the repetition of behaviours as functional assessment can follow as a form of behavioural intervention. Matson (2012) describes that in a situation of repetitive stretching after observation and assessment treatment packages could be developed and resulted in the behaviours being effectively lessened. How can you calm a student with autism who is anxious and upset? To deliver appropriate calming strategies for a student with autism it is imperative that you first understand the student.   The effective way of getting to understand the student is through getting to know what their triggers are, what may cause this anxiety or upsetting moods. For example, if a student has low communication skills they may be anxious because they are unable to communicate if they require something such as food or trying to express their opinion on a situation. Ways that can be utilised in this situation can be helping the student communicate through alternate means; such as through hand motions, or through talking charts. An example of a student with autism whom I have taught whilst they were upset resulted in the student feeling uncomfortable with a blinking overhead light. Their hypersensitivity towards light resulted in them being upset towards the flickering light. Although I had quickly turned off the set of lights that the flickering one is in, the student remained upset and distressed. The way that I had calmed the student further was that I let the student go to a calming room, where they had access to different sensory items such as stress balls and beanbags (both large to sit on and small to hold); the student was there for about 5 minutes before they returned on their own accord. Through this removal from the situation, the student could calm down and eventually return to the classroom with prompting. Videos and Texts that can be used for teachers and primary care givers. This YouTube video is the beginning of a series of videos that involve different steps of ABA. https://www.youtube.com/watch?v=7pN6ydLE4EQ This YouTube video is a university presentation that discusses ABA in an academic approach. https://www.youtube.com/watch?v=ri0owHvCDAk Primary care givers may not have the time to research ABA for themselves, however teachers may link them to this YouTube video and website. Autism Speaks not only gives an overview of what ABA is but also how it is utilised in schools. The website also has further autism information for primary care givers to read. https://www.youtube.com/watch?v=iyCx-OLzgJw https://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba The book; Clinical and Organizational Applications of Applied Behavior Analysis by Roane, Ringahl and Falcomata (2015), is a useful resource for teachers to acquire a basic understanding of the applications of ABA in different situations, Roane, H., Ringdahl, J. E., Falcomata, T. S. (2015). Clinical and Organizational Applications of Applied Behavior Analysis. London: Elsevier Explain how stress and anxiety underpin sensory difficulties (hyper and hypo sensitivities). What strategies can be used to reduce anxiety and stress related to sensory issues. Stress and anxiety effect many people worldwide from children with sensory difficulties; hyper and hypo sensitives, up to fully able adults. Moree and Davis (2010) state that those on the autism spectrum range from 11% to 84% having anxiety disorders as well, averaging out to being 40-50%. Anxiety can be described as someone having excessive fear and avoidance in response to specific objects or different situations, whilst being absent of true danger (Shin Liberzon, 2010). Although anxiety is a known trigger of stress, it is not to be confused as being the sole trigger of stress; another primary trigger is trauma through social, emotional, physical, and psychological occurrences. People with hypersensitivity are understood to have strong emotional and physical reactions, heightened detections of stimuli, and having a heightened apprehension of the stimuli together with an unfocused or unselective attention (Elwin, Ek, Schrà ¶der Kjellin, 2012). This commonly relates back to vision, hearing, and touch (Elwin, Ek, Schrà ¶der Kjellin, 2012), however it also relates to smell and taste as well as can affect all senses. The National Autistic Society (2016) lists some examples in which hypersensitivity may occur: Visual: Can be distorted resulting in objects and bright lights appearing to jump around. Sound: Noise can become magnified to the person. Smell: Smells can be intense and overpowering. Taste: Foods and flavours can be found too strong and overpowering. Touch: Being touched or touching things may become painful or uncomfortable. Individuals that live with hypersensitivities towards different senses may become anxious when they are in different situations as the experiences that they have are predominantly negative. An interviewee by Elwin et al. (2012) mentions that the noise of other children around them was torment, they could not shut it out, it frightened them as well as wearing them out. If someone is experiencing this daily within a classroom, they will begin to associate the classroom with fear and torment, which will lead to having anxiety before entering the classroom and being stressed when they are in the classroom.   Another example given through an interview by Elwin et al. (2012) is that someone has a hypersensitivity in their vision, bright lights are not a good thing to them, they mention that there were times when they would go outside and the light from the sun would make them quite literally sick as well as having the same affect with flashing lights however they describe it as wors e. If this person is in a classroom with one of the lights flickering, which is common, it can cause them to feel anxious as it will be affecting them and from previous experiences they may relate it to being sick. Hyposensitivity is recognised as people that have no indistinct registration of stimuli, less discrimination and recognition of stimuli, and having strong cravings for specific stimuli (Elwin, Ek, Schrà ¶der Kjellin, 2012). These reactions were common to pain, proprioceptive, and interoceptive stimuli. The National Autistic Society (2016) lists some examples in which hyposensitivity may occur in visual, sound, smell, taste, and touch senses: Visual: May have poor depth perception, problems with throwing and catching, clumsiness. Sound: May only hear sounds in one ear, the other ear having only partial hearing or no hearing at all. Smell: Can have no sense of smell and fail to notice extreme odours; this may also include their own body odour. Taste: They may eat or mouth non-edible items such as stones, dirt, and metal. Touch: They may have a high pain threshold. Individuals that are living with hyposensitivity may not have the same anxieties and stresses as those of hypersensitivities however they will still have their own. An example by Elwin et al. (2012) is of one person who describes that he is unable to tell when they are hungry or thirsty and relies on the post symptoms of feeling sick or dizzy from being without food or water for too long. This can lead to stressors arising for when they are going places as they may feel that if they cannot tell when they are hungry or thirsty, theyll get sick or dizzy in public and can result in further issues. Temple Grandin (2008) elaborates that when someone has sensory issues they are to be addressed however not to be mistaken by behavioural issues. Grandin (2008) further explains that there are different accommodations that need be put in place to help people with these sensory issues. Different strategies related to both hyper and hyposensitive sensory issues suggested by Grandin (2008) as well as the National Autistic Society (2016) include: Visual: Wearing a hat inside or sunglasses inside to reduce the lighting in the room. Using a laptop screen over other screens as they do not flicker Having incandescent lights rather than fluorescent. Doing different balancing games such as using a ball to sit on. Having dull coloured paper rather than white. Sound: Wearing headphones or earplugs for half the day, Grandin (2008) suggests not the entire day as no improvements will be made. Using visual supports as teaching tools such as visual outlines of the day. Minimal usage of verbal instructions. Priming people before going to a loud area. Smell: Creating routines in hygiene such as regular times for bathing / washing. Creating a routine of having deodorant or body spray applied to the person with hyposensitivity. Using unscented shampoos for people with hypersensitivity. Creating fragrance-free environments. Taste: Developing dietary programs in relation to having food that is either blander for hypersensitive people or having strong flavours for hyposensitive people. Touch: Limit physical contact. Preparations prior to any physical contact such as telling people that you are going to hug them. Turning clothes inside out to prevent the seam from rubbing. Constrictive clothing for hyposensitive responses. Squeeze machine sessions. If strategies such as these are implemented the environmental and social factors relating to the sensory issues will be reduced, which in result will further bring down anxiety and stress levels within hyper and hyposensitive people. Although it may not entirely remove anxiety and stress, it will help lessen the symptoms to create a more comfortable environment. Reference List: Autism Speaks. (2015). Applied Behaviour Analysis (ABA). Retrieved from https://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba Autism Speaks. (2008, September 8). Introduction to Applied Behavior Analysis (ABA) [Video File]. Retrieved from https://www.youtube.com/watch?v=iyCx-OLzgJw Dodd, S. (2005). Understanding Autism. Sydney: Elsevier. Elwin, M., Ek, L., Schrà ¶der, A., Kjellin, L. (2012). Autobiographical Accounts of Sensing in Asperger Syndrome and High-Functioning Autism. Archives of Psychiatric Nursing, 26(5), 420-429. Grandin, T. [University of California Television (UCTV)]. (2008, February 7). My Experience With Autism [Video File]. Retrieved from https://www.youtube.com/watch?v=2wt1IY3ffoU Granpeesheh, D., Dixon, D. R., Tarbox, J., Kaplan, A. M., Wilke, A. E. (2009). The Effects of Age and Treatment Intensity on Behavioral Intervention Outcomes for Children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 3(4), 1014-1022. Kluth, P, Shouse, J. (2013). The Autism Checklist. Hoboken: Wiley. Kurth, J., Mastergeorge, A. (2010). Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting. The Journal of Special Education., 44(3), 146-160. Matson, J. L, Turygin, N. C., Beighley, J, Rieske, R, Tureck, K, Matson, M. L. (2012). Applied behavior analysis in Autism Spectrum Disorders: Recent developments, strengths, and pitfalls. Research in Autism Spectrum Disorders, 6(1), 144-150. Moree, Davis. (2010). Cognitive-behavioral therapy for anxiety in children diagnosed with autism spectrum disorders: Modification trends. Research in Autism Spectrum Disorders, 4(3), 346-354. Roane, H., Ringdahl, J. E., Falcomata, T. S. (2015). Clinical and Organizational Applications of Applied Behavior Analysis. London: Elsevier Shin, L., Liberzon, I. (2010). The Neurocircuitry of Fear, Stress, and Anxiety Disorders. Neuropsychopharmacology Official Publication of the American College of Neuropsychopharmacology., 35(1), 169-191. The National Autistic Society. (2016). Sensory Differences. Retrieved From http://www.autism.org.uk/sensory The Organization for Autism Research. [ResearchAutism]. (2013, March 7).Understanding Autism: A Guide for Secondary School Teachers (Part 2) [Video File]Retrieved from https://www.youtube.com/watch?v=veQKDDE9C_w Wiley, M. [Matt Wiley]. (2012, February 7). ABA Autism Training Chapter 1 The Discrete Trial [Video File]. Retrieved from https://www.youtube.com/watch?v=7pN6ydLE4EQ Wiseman, E. [HopeNetworkServices]. (2012, June 15). Applied Behavior Analysis for Autism Spectrum Disorders [Video File]. Retrieved from https://www.youtube.com/watch?v=ri0owHvCDAk

Economics Elasticity Essay -- Price Elasticity of Demand

Businesses know that they face demand curves, but rarely do they know what these curves look like. Yet sometimes a business needs to have a good idea of what part of a demand curve looks like if it is to make good decisions. If Rick's Pizza raises its prices by ten percent, what will happen to its revenues? The answer depends on how consumers will respond. Will they cut back purchases a little or a lot? This question of how responsive consumers are to price changes involves the economic concept of elasticity. Elasticity is a measure of responsiveness. Two words are important here. The word "measure" means that elasticity results are reported as numbers, or elasticity coefficients. The word "responsiveness" means that there is a stimulus-reaction involved. Some change or stimulus causes people to react by changing their behavior, and elasticity measures the extent to which people react. The most common elasticity measurement is that of price elasticity of demand. It measures how much consumers respond in their buying decisions to a change in price. The basic formula used to determine price elasticity is: If price increases by 10%, and consumers respond by decreasing purchases by 20%, the equation computes the elasticity coefficient as -2. The result is negative because an increase in price (a positive number) leads to a decrease in purchases (a negative number). Because the law of demand says it will always be negative, many economists ignore the negative sign, as we will in the following discussion. An elasticity coefficient of 2 shows that consumers respond a great deal to a change in price. If, on the other hand, a 10% change in price causes only a 5% change in sales, the elasticity coefficient .. ...tical supply curve. For example, if on December 1 the price of apples doubles, there will be minimal effect on the number of apples available to the consumer. Producers cannot make adjustments until a new growing season begins. In the short run, producers can use their facilities more or less intensively. In the apple example, they can vary the amounts of pesticides, and the amount of labor they use to pick the apples. Finally, in the long run not only can producers change their facilities, but they can leave the industry or new producers may enter it. In our apple example, new orchards can be planted or old ones destroyed. Source Consulted Vitali Bourchtein "The Principles of Economics Textbook: An Analysis of Its Past, Present & Future" May 2011 Web 15 May 2015. http://www.stern.nyu.edu/sites/default/files/assets/documents/con_042988.pdf

Hamlet and Lion King Comparison Essay

Still captivating people today, the story elements and classic plot of Hamlet, written by the influential William Shakespeare, have made it to the film screen in a version that the whole family can enjoy. The Lion King, one of Disney’s most legendary movies, illustrates aspects and characteristics of Shakespeare’s Hamlet, and captures it in a magical, enthusiastic style. More than just the unforgettable music and remarkable animations, The Lion King follows the popular plot, conflict, climax, and resolution that William Shakespeare scribbled on paper over 400 years ago. However, all of Disney’s animation movies end with a happy ending, which means that movie writers of The Lion King had to change the story elements of Hamlet to better suit the movie for young audiences. Disney was overall primarily successful in delivering the dark, complex story plot of Hamlet in The Lion King by still preserving the optimism and purity of Disney movies, with only a few minor fl aws. The far-reaching influence Shakespeare’s Hamlet had on the movie The Lion King is evident through character comparisons, family conflict, and moral struggle within the characters. Simba, who undergoes his fair share of hardships and worries, can be directly related to Hamlet. Both characters suffer the loss of their father and they both seek to be alone, running away from their responsibilities in the royal family. To escape the guilt of the death of his father, Simba runs away from all responsibility to forget about his past. Hamlet also runs away from his responsibility, with the thoughts of revenge and suicide overtaking his mind. Both main characters have to reevaluate their morals as well; Hamlet decides whether it is moral or not to seek revenge on this uncle and Simba has to make the imperative decision of whether he should take control of the Pride Lands again. Hamlet’s father can be directly correlated to Mufasa, Simba’s father. Both kings ruled over the ir kingdom in peace and prosperity, with the intent of good ambitions. Both kings also suffered a tragic death, due to the immorality and cruelty in their brothers. Scar and Claudius, characterized as Simba and Hamlet’s uncles, both used evil convictions to force their way onto the throne. Sarabi and Gertrude, the queens and mothers in both of the stories, care about their sons very much. They also have little to no power over their kingdom, leaving the uncles in full charge. When Simba returned to Pride Rock to declare his spot on the throne, he was furious when he saw how Scar was treating his mother, just like how Hamlet was furious about how Claudius didn’t treat his mother as good as his father once did. Nala can be related to the character Ophelia from Hamlet, mainly because Nala is Simba’s love interest, as Ophelia is to Hamlet. Disney did a very good job at preserving the main ideas and character significance of the original piece, without taking out anything important. The Lion King placed a children’s perspective on a very gruesome story of responsibility and revenge. Disney was clever in adapting the story plot to a children’s audience. Most of the differences between the two works are because Disney had to change some of the stories conflicts to teach moral lessons and have more positive influences on the younger audience. Hamlet was written for an audience that is older and mature, and less vulnerable to the dreadful deaths and disturbing dialogues that Hamlet delivers. If a child ever saw the sinister plot and conflicts of Hamlet, they would be easily influenced to make bad decisions. The Lion King has a more encouraging, child-friendly essence to it, with positive songs and cheerful secondary characters that help lead to a happy ending. The Hamlet, however, has a very gloomy and depressing tone to it, with no foreshadowing of hope in the future. The ending of Hamlet ends in the terrible bloodshed of all the main characters, incl uding Hamlet. If this ending were to happen in The Lion King, it would not be suitable for children and it may even put some children into shock. It was a great idea that Disney decided to change the aspects of the story line that may influence child behavior, such as changing the horrible ending to a happy one, making Simba not contemplate suicide like Hamlet, and presenting the famous â€Å"Hakuna Matata† song, meaning â€Å"no worries.† When Simba ran away, he found a worry-free and happy life. This was changed from the original Hamlet plot to help children realize that  problems can get better if they stop overthinking and worrying about them. The Hamlet version of this, if shown to little kids, would make them overthink their problems in life to the point of envisioning suicide or seeking vile revenge, just like Hamlet did. Disney did a perfect job at adjusting the story of Hamlet to the appropriate audience for The Lion King. There were few minor flaws that Disney made in the remaking of Hamlet in The Lion King. In The Lion King, movie producers left out characters like Laertes and Polonius from Hamlet, and they weren’t very clear with the characterizations and placing of Horatio, Rosencrantz, and Guildenstern from Hamlet in The Lion King. Rosencrantz and Guildenstern could’ve been correlated to Simba’s friends Timon and Pumbaa, except for the fact that Simba’s friends didn’t betray him and spy on him for his uncle. Timon and Pumbaa could also be related to Horatio, but they weren’t Simba’s early childhood friends. The Lion King could’ve improved the movie by having Simba have a childhood friend to provide relief to the audience from the main focus of the story, and also by having Simba have two friends that spy on him for Scar to spice up the plot and conflict a bit more. Having characters similar to Laertes and Polonius in The Lion King would also spice up the plot and conflict more as well, because those additional characters would make it harder for Simba to reach his goal; in the end it would be worth it and show the audience that no matter how hard something is, they can get through it. The only two obstacles that Simba had to go through were the weak hyenas and his uncle, Scar. Adding more antagonists to the story line would make the plot a little more interesting like Hamlet, considering he went through several obstacles to pursue revenge on his uncle. One other mistake that Disney made on The Lion King was that Simba didn’t mourn over the death of his father for a very long time, like Hamlet did. In the Hamlet, the death of his father affected Hamlet’s mind for the whole stretch of the play. Because of this, readers could tell that Hamlet loved and honored his father very much. Simba, however, forgot about this father and duties as king for many years when he ran away. Disney could’ve showed a better sense of companionship and love for family if they made Simba mourn a little longer over the death of his father. To summarize our Hamlet and Lion King Comparison Essay, Disney’s movie, The Lion King, embodied the Shakespearian work of Hamlet in a way that it brought the story of Hamlet back to life, with modern day morals and important life lessons. Even though Hamlet was very evil with its dark schemes and dialogue, it taught the lesson that seeking revenge on someone will get that person nowhere; they must step up and be the better person. Simba stated clearly in the fight against his uncle that he wasn’t gonna kill his uncle because he wasn’t like him. In the end, fate ended up killing his uncle anyway and it wasn’t Simba’s fault, so the story of The Lion King didn’t end in a tragic way. Disney did a wonderful job at modernizing the enduring and classical themes and plot of Hamlet by making The Lion King a family-friendly movie. Throughout the plot, settings, characters and lessons, Disney proved to be very successful in rewriting the tale of Hamlet in the most optimistic and hopeful way possible, with very few flaws.

Kantha Industries Essay Example

Kantha Industries Essay Example Kantha Industries Essay Kantha Industries Essay TITLE OF CASE: Stagnation in Growth of Kantha Industry STATEMENT OF PROBLEM: Whether the organization should go out of the village for marketing or organize exhibitions within the village. THE CASE: * 50 year old small scale industry in West Bengal. * Main products: Leather, textile and other handworks like Kantha stitch. * Employs 350 workers, out of which 72 are women. They work in groups of ten with monthly income of 400-800 Rs. * Products perceived as a luxury goods and not necessity. * Currently, the source of income is through exhibitions in nearby towns and cities. Major market being Kolkata. SCOPE: Considered merits and demerits of both alternatives as below: ALTERNATIVES: 1. Village exhibitions: Merits – Overall expenses of setting up an exhibition will reduce. Employment will be generated. Promotion tourism in and around the village. Subsidies from the Government will promote the industry further. NRIs will be a major customer base. Unique identity of the place and product. Demerits – There’ll be a loss of current customer base that is the nearby towns and cities. Revenue will be reduced as once it goes out of village, its price shoots up. 2. Organize exhibitions outside: Merits- greater revenues as exhibitions are targeted at the cities and towns where demand exist. Demerits- Expenses of organizing exhibitions so up. RECOMMENDATION: To run both alternatives parallel for some time and in the long run do away with exhibitions outside the village once the village exhibitions seems feasible and profitable. CONCLUSION: The organization should continue marketing out of village via exhibitions along with exhibitions within the village and then slowly after gaining popularity or doing good business it can continue with the exhibitions within the village and try for handicraft retailers and traders. EXECUTIVE SUMMARY: kantha-stitch industry in West Bengal, which is a specific kind of decorative embroidery done only by the rural people of Bengal, has emerged as a highly lucrative industry, operating as an informal sector in India. However the people who create the exquisite patterns, after labouring for days, however, receive meagre remuneration and no recognition for their art. The main cause is that these products are not necessity rather a luxury or status symbol. So people in villages cannot afford it. The sales in cities and towns like Kolkata is better but not at all at a comfort zone. The main reason being the lac of promotion. The income mainly comes from the exhibitions which absorb a lot of capital investment. So this case study provides a decision making problem of whether to go out of the village for marketing or to organize exhibitions within village. For the analysis both the possibilities have been considered and merits and demerits of each have been analysed. Ultimately the conclusion which was reached of running both alternatives parallel for some time and in the long run do away with exhibitions outside the village once the village exhibitions seems feasible and profitable.