Fedex vs. Ups

THE BATTLE FOR VALUE, 2004: FEDEX CORP. VS. UNITED PARCEL SERVICE, INC. Executive Summary: As the U. S. package delivery business segment matured, International segment became the battle ground for the two package delivery giants – FedEx and UPS. FedEx is considered to be the innovative, entrepreneurial, inventor of customer logistical management, and an operational leader. UPS, on the other hand, is considered to be big, bureaucratic, and industry follower, although UPS is shedding this negative image with newer innovations. FedEx Corp. started in 1971, by the end of 2003; it had nearly $15. billion in assets, net income of $830 million on revenues of about $22. 5 billion and shipped more than 5. 4 million packages daily. UPS, Inc. founded in 1907, by the end of 2003; it had $28. 9 billion in assets, net income of $2. 9 billion on revenues of $33. 4 billion, and with excellent (AAA) bond rating. The struggle to deliver value and dominate the package delivery market between Fe dEx and UPS has reached titanic proportions and clearly evident from their respective expenditures. Between 1992 and 2003, capital expenditures for FedEx and UPS rose at an annualized rate of 34. 64% and 36. 78%, respectively. Currently both companies are matching each other’s investments in capital almost exactly. Placing ourselves in the center of the battle of giants and using the data provided in the Exhibits 1 through 11, we try to answer the following questions in this case analysis. 1: Who is creating more value and how? 2: Who is destroying the value? FedEx’s growth strategy is â€Å"Produce superior financial returns for shareholders by providing high value added supply chain, transportation, business and related information services through focused operating companies competing collectively, and managed collaboratively under FedEx brand†. UPS’s growth strategy is â€Å"Serve the evaluation distribution, logistics and commerce needs of customers with excellence and value in all services. With strong financials and broad employee ownership provide long-term competitive returns to the shareholders†. FedEx’s financial ratios are improving while UPS has far better ratios in liquidity, leverage, and profitability. UPS has consistently paid and increased dividends while FedEx just started paying dividends in 2003. FedEx’s EPS comp. annual growth rate (CAGR) 1992 -2003 is 27. 54% compared to UPS’s 13. 9%. However, since going public 1999, UPS has better EPS Compounded Annual growth rate (CAGR) compared to FedEx– 34. 30% vs. 6. 98%. UPS has far better Cum. Total market returns than FedEx – 705. 95% vs. 528. 02%. UPS has far better EVA(2003) compared to FedEx – $1,195 million vs. $170 million. MVA(2003) for UPS also far better than FedEx – $11,816 million vs. $69,31 5 million. By looking at the calculations above we can clearly say that both UPS and FedEx created value, but UPS has created more value for shareholders than FedEx. Case Analysis Detail: We start with analyzing both companies using the data provided in the book in the exhibits 1 through 11. We start the Economic profit analysis of both FedEx and UPS by review and analyzing the Return on Net Assets (RONA). A Return on Net Assets Ratio determines whether the institution is financially better off than in previous years by measuring total economic return. A decline in this ratio may be appropriate and even warranted if it reflects a strategy to better fulfill the institution's mission. An improving trend in this ratio indicates that the institution is increasing its net assets and s likely to be able to set aside financial resources [pic] to strengthen its future financial flexibility. Looking at the graph generated from data presented in Exhibits 9 & 10, shows from 1992 to 1994 the ratio for FedEx is improving while it is decreasing for UPS, although it is still well below UPS figures. A quick look at Exhibit 4, we did not find any competitive developments to support th e movement of the ratio for both companies. To get more insight into this movement for FedEx and UPS we check the Activity Analysis specifically the Asset turn over ratios for both companies. Review the Fixed asset turnover and Total asset turnover for FedEx and UPS for the period 1992-1994, it is observed that UPS is utilizing its assets better during this period – see graph below. [pic] Although by itself this ratio number can be misleading, since companies with lower margins can have higher asset turnover rations. In order to understand the real impact of asset turnover ratio we need to combine with margin ratio and then determine if it’s pricing strategy by UPS that is generating this high ratio or in fact UPS is much more efficient in using its assets than FedEx. Looking at the numbers for this period for both companies using Exhibits 2&3, we observed that UPS has far better Net profit margins compared [pic] to FedEx’s, that points to high asset turnover due to its pricing strategy. As we see in the above graph, UPS Asset ratios are declining while FedEx assets ratios are improving and correspondingly FedEx-RONA is also improving though lacking behind UPS’s RONA ratio even though FedEx has greatly improved their asset turnover ratios, the Net Profit margins are still well below UPS (see Net Profit Margin graph above). Does this mean UPS is creating more value than FedEx as shown by RONA graph? We need more concrete data to answer this question. Although RONA has a strong virtue of usage, as compared to traditional methods for measuring company success, is that it also considers the assets a company uses to achieve its output. However, RONA can’t alone be used to determine who is creating value to destroying value, because managers might bypass value-creating activities because they would reduce RONA (a risk if RONA is greater than WACC), or they might undertake value-destroying activities because they would increase RONA (if RONA is less than WACC). Moreover, since RONA does not explicitly measures capital charges, we need to analyze Economic Value Added to determine who is creating or destroying value. Ultimately maximizing EVA should rather be seen as the key financial success than maximizing RONA. [pic] Above graph shows from 1992 to 1994 both companies were destroying Economic value, UPS less than FedEx. 1995 UPS created $217 million value while FedEx was still in the negative territory. This is when UPS launched â€Å"guaranteed 8 A. M. overnight delivery† (Exhibit 4 – Timeline of Competitive Developments). This was frontal attack on FedEx who has â€Å"offers 10 A. M. delivery† (Exhibit 4 – Timeline of Competitive Developments). UPS EVA dropped to negative $138 million due to the strike by its union workers which cost UPS $700 million revenues. Interesting to see from the graph is that FedEx could not capitalize on this opportunity as its EVA was down by $215 million. In fact the graph shows, FedEx destroyed EVA from 1992 till 2002 and the only year it was able to create EVA was in 2003 by the amount of $170 million compared to UPS of $1,195 million. In year 2003, UPS EVA was whopping 703% more than FedEx. Reviewing numbers and graph, in the tech bubble of 2000-2002, UPS still maintain positive EVA while FedEx delivered negative EVA. Looking at the above graph and correlating it against the Exhibit 4, the positive EVA of FedEx can be lined up with Kinko’s Purchase in year 2003. [pic] Analyzing the cumulative Economic Value Added (EVA-Cum) graph, from year 1992 to 2003, FedEx destroyed $2. 2 billion ($2,252 Million) economic value while UPS has created $4. billion ($4,328 million) in economic value. This answers the questions put forward in the executive summary. But we will go further and analyze the Market Value Added (MVA) for each company to support our argument that UPS created more value than FedEx. [pic] Since going public in 1999, UPS has created close to $70 billion in Market Value Added (MVA) as compared FedEx’s $11 billion MVA. This shows UPS has created substantial values for the shareholders far better t han FedEx. Since FedEx’s MVA is not negative, it shows they did not destroyed value for the shareholders but UPS created more value for the shareholders. This is amazing achievement for UPS that is considered big and bureaucratic while FedEx is considered the innovative. What is the key to UPS’s success even being heavily unionized? The Key is efficiency. Business week wrote â€Å"Every route is timed down to the traffic light. Each Vehicle was engineered to exacting specifications. And the drivers endure a daily routine calibrated down to the minute. We can analyze UPS’s efficiency by analyzing the ratios and comparing them against FedEx’s financial and analytical ratios. Using exhibits 2 and 3, graphing the data, comparison shows UPS activity ratios are weakening and FedEx is doing great job in improving. [pic] The Average days outstanding for UPS have increased from approximately 25 in 1992 to over 50 in 2003. FedEx on the other hand, has done better job to manag e the average days outstanding. Average Days outstanding by itself doesn’t mean much and it must be analyzed with other activity ratios to conclude result. pic] The working capital turnover comparison shows except for 1993 FedEx has done better compared to UPS. The WC_Turnover for FedEx was 41. 25 in 2003 compared to 7. 72 for UPS, indicated FedEx is generated far more sales compared to cash it uses to fund these sales as compared to UPS. [pic] FedEx’s fixed and total asset turnover ratio is better than UPS. This indicates FedEx is using its asset better than UPS to generate sales. Although by itself this ratio number can be misleading, since companies with lower margins can have higher asset turnover rations. In order to understand the real impact of asset turnover ratio we need to combine with margin ratio and then determine if it’s pricing strategy by FedEx that is generating this high ratio or in fact FedEx is much more efficient in using its assets than UPS. Looking at the numbers for 2003 for both companies, FedEx with 3. 69% Net profit margins compared to UPS’s 8. 65% seems to have high asset turnover due to its pricing strategy. The above graph shows that activity financial ratios of FedEx are improving while they are weakening for UPS. Next we analyze Liquidity Ratios of both companies to see which company has the ability to pay its obligations in timely manner with minimal cost. [pic] The Current Ratio of UPS is better and improving than FedEx. The anomaly in 1999 for UPS was due to the public offering of its securities. The graph shows both companies can service their short-term debt, its UPS that has more efficient operating cycle than FedEx. The graph shows FedEx’s CR is improving but still behind its top competitor UPS. [pic] UPS has better cash ratio and thus can service its short term debt more comfortably than FedEx. This also indicates that UPS has less debt than FedEx too. The anomaly in 1999 is due to public offering of UPS securities. The graph shows UPS Cash ratio offer better safety of margin than FedEx when it needs to service its debt. Although FedEx’s Cash Ratio is improving but it is still behind UPS. Reviewing the Cash flow from operations ratio and Defensive interval shows that UPS has better liquidity ratios than FedEx and can handle short term cash requirement more efficiently, though FedEx’s ratios are improving. The above graphs show UPS has better liquidity ratios than FedEx. Now we review the Long-Term Debt and Solvency analysis of both companies. The below graph shows FedEx is more leveraged than UPS, though FedEx’s leverage position is improving. Graph shows UPS’s leverage was high in 2001 and 2002, we can find the answer in Exhibit 4 – Timeline of Competitive Development – UPS acquired all-cargo air service in Latin America 2000 and acquired Mail Boxes Etc. retail franchise in 2001. While in 2003 FedEx acquired Kinko’s which could explained higher leverage compared to UPS. pic] The Capital Expenditure Ratio shows, both companies actually almost matching each other’s Capital expense. Exhibit 4 –Timeline of Competitive Developments shows the details of the major Capital expenses by both companies in competition to gain competitive advantage. Both companies made acquisitions to grow in different fields. [pic] The above graphs shows UPS is co nsistently leveraged low while FedEx is improving. Next we analyze the profitability analysis for both companies. Data from Exhibit 2 & 3 shows, FedEx’s profitability is worse UPS. PS beat FedEx in almost all profitability ratios by handsome margin. It is evident from 2003 numbers for Net Profit Margins 3. 69% and 8. 65% for FedEx and UPS respectively. The following graph shows the comparison of profitability of both companies. [pic] Finally, we review the growth analysis of both companies. Exhibit 2 & 3, provides the picture that shows FedEx growth is higher than UPS. [pic] The below graphs summarizes and compares both companies EPS, Dividend payout, Stock price, and PE ratios. [pic] UPS’s stock price shows since going public, it has delivered better value to its shareholders than FedEx. [pic] The above graph shows, UPS has consistently paid and increased dividends to its shareholders, while FedEx started dividend payout in 2003. [pic] UPS has a higher EPS growth than FedEx implies that FedEx has been unable to translate net income growth into high EPS growth. Hence, our analysis conclude that both UPS and FedEx created value for their shareholders, but UPS created more value than FedEx in the long run.

Marriage Is a Private Affair – Interpretation

Arranged marriages are something that is still going on in our time. They are something that I don't agree with. The marriage isn't about love, just the profit that each family can make by marrying their children to each other. People who are put together in these marriages usually have not even met before. They are just assigned to eachother from a young age. They spend the first years of their marriages just getting to know each other. The guy usually forces himself onto the woman, since in the countries that arrange such marriages; women are usually treated like property. The families of the children force their kids to go through with the marriages or else they are disowned and dishonor their families. They are then banned from family gatherings and out cast by society. I don't see why people don't just give up these traditions. I know of one person who decided to leave and not go though with an arranged marriage. She is From India she is the sister of my friend Ferhad. She left India to come live here with her brother and uncle. Her parents literally wanted to kill her because she left without telling them. They disowned her and won't speak to her. She doesn't care because now she's here and no one can tell her what to do because she has a job and pays half the rent. She is happy now. I don't understand why more people just don't leave their homes instead of being forced to marry. Arranged marriages are something that will slowly fade away as time goes by. They will just be seen as a barbaric practice of the past. Until that day though, people will just have to leave their homes and break contact with their families or put up with it and let their lives be run by their families and tradition.

Causes of Teenage Obesity

Also, while obesity can be problem at different stages of life (for example, even a 7 year old child can classed as obese), most eating disorders are related to the teenage years. Obesity amongst children is one of the growing health concerns for parents across the world and this health risk is growing at an alarming rate. Research indicates that most obese children grow up to be obese adults. There are several factors that lead to obesity. Below are some of the key causes of obesity: Physical inactivity: This is one of the biggest causes of teenage obesity. Associated essay: Teenagers and Their Leisure Time With teenagers spending most of their time in front of the television, playing computer games or on mobiles with their friends and lack of interest in extra-curricular activities after school or college and lack of exercise are some of the key causes of teenage obesity. Bad eating habits: Another big reason for teenage obesity is bad eating habits. The surge in the consumption of high fat foods like burgers, chips, fizzy drinks and fries has already been condemned and treated as one of the main causes of child obesity. Genetic Patterns Family Behaviour: Genetic patterns and family behaviours are also important causes of obesity and it is difficult to separate the two. Whilst the probability of obese parents having obese children is around 30%, it is also true that obese parents often have poor eating habits and condone poor family nutrition, resulting in overweight kids. Chemical or hormonal imbalances: Another major reason for obesity, especially amongst teenagers, is hormonal changes. Teenagers undergo significant hormonal changes as they reach puberty, which could trigger cravings for certain foods or over-consumption of food. Lower metabolism: Some teenagers have the tendency to retain or conserve body energy and this trait is easily visible from early childhood, where growth milestones in a child seem to be much quicker than usual. The first two reasons outlined above (lack of physical activity and lack of proper diet) are the primary reasons for obesity amongst teenagers. As parents, you need o take your teenager’s obesity issue very seriously and get medical and professional help if you see your child being unable to partake in any sport or physical activity or if school/college authorities express concern over their weight or feel that your teenager is overweight. In the book â€Å"Solving Teenage Problems†, several tips to deal with teenage obesity have been provided. Along with this the book also touches upon various eating disorders, which can lead to teenage obesity – their causes and tips to solve them. Causes of Teenage Obesity Also, while obesity can be problem at different stages of life (for example, even a 7 year old child can classed as obese), most eating disorders are related to the teenage years. Obesity amongst children is one of the growing health concerns for parents across the world and this health risk is growing at an alarming rate. Research indicates that most obese children grow up to be obese adults. There are several factors that lead to obesity. Below are some of the key causes of obesity: Physical inactivity: This is one of the biggest causes of teenage obesity. Associated essay: Teenagers and Their Leisure Time With teenagers spending most of their time in front of the television, playing computer games or on mobiles with their friends and lack of interest in extra-curricular activities after school or college and lack of exercise are some of the key causes of teenage obesity. Bad eating habits: Another big reason for teenage obesity is bad eating habits. The surge in the consumption of high fat foods like burgers, chips, fizzy drinks and fries has already been condemned and treated as one of the main causes of child obesity. Genetic Patterns Family Behaviour: Genetic patterns and family behaviours are also important causes of obesity and it is difficult to separate the two. Whilst the probability of obese parents having obese children is around 30%, it is also true that obese parents often have poor eating habits and condone poor family nutrition, resulting in overweight kids. Chemical or hormonal imbalances: Another major reason for obesity, especially amongst teenagers, is hormonal changes. Teenagers undergo significant hormonal changes as they reach puberty, which could trigger cravings for certain foods or over-consumption of food. Lower metabolism: Some teenagers have the tendency to retain or conserve body energy and this trait is easily visible from early childhood, where growth milestones in a child seem to be much quicker than usual. The first two reasons outlined above (lack of physical activity and lack of proper diet) are the primary reasons for obesity amongst teenagers. As parents, you need o take your teenager’s obesity issue very seriously and get medical and professional help if you see your child being unable to partake in any sport or physical activity or if school/college authorities express concern over their weight or feel that your teenager is overweight. In the book â€Å"Solving Teenage Problems†, several tips to deal with teenage obesity have been provided. Along with this the book also touches upon various eating disorders, which can lead to teenage obesity – their causes and tips to solve them.

Improvement of Coca Cola Market Decision Making Research Paper

Improvement of Coca Cola Market Decision Making - Research Paper Example The company has a variety of products, and it licenses or possesses more than 500 brands. With is vast empire worldwide the company has grown to become a market leader that is considered one the influential organization in the world. The company has grown from operating within the city of Atlanta in 1886 to operating in more than two hundred nations currently. It has further grown from selling 8 glasses of soft drinks to 1.8 billion bottles a day. Furthermore, the company has over 300 hundred bottling branches and organizations worldwide, which are the link between the company and its customers. The company manufactures syrup that is sent to these organizations to produce the soft drinks that are distributed to the consumers. The company values its customers who sell and consumes its products worldwide and it considers them a significant part of its sustainability process. INTRODUCTION The company focuses on producing light and diet beverages, waters, juice drinks, and coffees, as we ll as tea. It also provides energy and sports beverages, operating in over 200 nations. It has its headquarters in Atlanta, Georgia with around 140 000 employees. The company has been successful in its businesses registering revenues of $35, 119 million in the financial year of 2010. This was an increment from of 13.3% from the previous financial year. The beverage was initially being sold in glasses, but it was later sold in the bottles, first in 1894, to make it portable, and enhanced its distribution to other states.   The tools applied include Affinity Diagrams, Control Charts, and SWOT analysis that have enabled the company to remain relevant in the market and become a leading organization in the production of the non-alcoholic beverages worldwide. ANALYSIS Affinity tool diagram The Coca-Cola Company has managed to dominate the non-alcoholic beverages world because it applies the right decision-making tools concerning its products worldwide. Since the company operates in more than 200 nations, it faces the problem of utilizing a lot of information and ideas, which affect their targeted audience. The affinity tool diagram, comes in handy, in ensuring that large sums of data and information are gathered from ideas of groups, through the process of brainstorming, to ensure that the information is prompted, based on the natural affiliations of the groups 8 Parnell, 2011). The company ensures that it melds the perceptions, ideas, and opinions as well as insights of a faction that is conversant or well acquainted with the modern market changing trends (Hoerl and Snee, 2012). This includes the marketing and advertising segments, who gather the relevant information, which the managerial body of the company, uses to make decisions that affect the investments and marketing strategies of the organization. These decisions are aimed at ensuring the sustainability of the company in the market as well as attaining the maximum possible returns.  Ã‚  

Financial Institutions Strategic Management Essay

Financial Institutions Strategic Management - Essay Example Reference is made to the factors that have most affected the above industry’s performance but also to the factors that would continue to influence the particular industry in the future. The research developed in regard to the specific subject has led to the assumption that the USA banking industry has been highly supported, as of its establishment and further growth, by politicians and analysts; however, the relevant plans have often failed to meet the criteria set by their initiators. The need for radical changes on the sector’s strategic choices is clear; certain trends, as for example, the need for hiring stars for improving organizational performance, have been eliminated. In any case, problems related to the specific organizational sector, should be resolved by continuously updating the strategies of the industry’s firms, as appropriate, so that their goals are continuously aligned with the market rules and ethics. The development of banking industry in USA has been gradual. In fact, in USA banks have always been a key factor for economic growth (Coulbeck 1984). The establishment of the USA banking industry has been related to the Glass-Steagall Act of 1933, which has emphasized on the categorization of the sectors of ‘the financial services industry, as following: commercial banking, investment banking and insurance’ (Koch and Scott 2009, p.2). Other legislative texts that followed, especially ‘the Bank Holding Company Act of 1956’ (Koch and Scott 2009, p.2), set the rules on which the activities of banks across USA should be based. The literature indicates that the establishment of bank branches across the country has been related to certain geographic criteria. In the study of Coulbeck (1984), emphasis is given on the following fact: in USA, banking activities have been always quite developed; in 1940 the banks operating across USA were estimated to 5,144 while in 1980 the above number has been decreased to 4,425 (Coulbeck

Assignment taxation law Example | Topics and Well Written Essays - 500 words

Taxation law - Assignment Example Applying taxation law in the case of Concrete and Transport Ltd, analysis of the implications of the company decision on its activities is necessary. In deciding on whether to carry out repairs, the company needs to consider taxation on the materials required for carrying out the work. In the second option of building new production plant, more capital is necessary to cater for direct taxation, that is, to cater for new premises, and taxation on the materials needed in the construction (Jonathan & Bowen, 2008). Taxation law differs with operations in business. According to Erdős (2011), for a company to venture into railway transport services, it must be a corporation. For corporations, there is double taxation on all the profits including money for company expenses such as expansion. The management of corporations is a different lawful body and not the owners. Therefore, expanding the railway line means increased taxation to the company. In mechanization, taxation law differs with countries. In developed countries, for example, there is no over taxation. In developing countries, there is over taxation of the equipment used to encourage the creation of more job opportunities (Jonathan & Bowen, 2008). According to Schanz (2011), taxes have a significant factor in decision-making. This is because investment decisions are prone to distortion by taxation. In any business, the owners of the business they do undergo taxation or sail through without taxation. Therefore, it is necessary for the Concrete and Transport management to do analysis of their proposed company expansion to determine the after tax returns on the capital expected in the new idea. Expanded business does not guarantee increased returns due to taxes levied. As the business grows, there is a high chance of increased taxes, and in some cases, double taxation occurs, for example, in corporations (Schanz, 2011). Tax research is

International Terrorism Assignment Example | Topics and Well Written Essays - 750 words

International Terrorism - Assignment Example terrorist groups are bad governance, corrupt politicians, religious sensitivity, lack of security to the common people, generation of funds through illegal activities and planting terror in the hearts of the innocent. The results are disastrous and deadly for all. Article 10 describes the state of Somalia as a state of terror where people are scared even to talk over the phone for long. The Al Shabab, the Islamist militia, has taken full control over Somalia. Innocent people living there are forced to join their groups, harsh punishments are given to those who commit any mistake and their interpretation of Islam is forced upon the residents of Somalia. This is a result of ill governance. Lack of any kind of authority control motivates such terrorist groups to work actively without any fear (Petrou, 2009) Apart from the risky task of migrating to nearby places of Somalia, acquitted people of Somalia are helpless. They are ruled by fear. It becomes difficult for United states to send help to these places because, first of all, it is very expensive, secondly there is not just one group like this; in fact, groups  like them,  can be easily found anywhere in the world where there are poorly functioning governments, and to our disadvantage; the  above  kinds  of  groups  help each other in times of trouble. It is absolutely useless to talk and negotiate with such groups as they refuse to accept the other party’s terms and conditions and blackmail them to fulfill their demands at any cost. However, things can be brought under control by making sure that governments of  all the countries around the world are strong, honest and maintaining law and order in the country ( Petrou, 2009). Sometimes it is due to the corrupt politicians who plan a strategy to create such conditions throughout the country that lead to political violence throughout the country as it happened in Greece and Colombia. In Article 11, we read that in Greece, the terror was spread by a guerrilla

Latin Western European Business Culture Essay Example | Topics and Well Written Essays - 2000 words

Latin Western European Business Culture - Essay Example Collectivism, the propensity of people to stay within a long-term group, is also rated high. The Masculinity rating corresponds to emphasis laid on the traditional viewpoint of men's and women's roles, while Uncertainty avoidance rating indicates that rules and long-term employment within the same structure are preferred. Finally, the long term / short-term rating is in favour of longer term attitudes, based on perseverance and relationships ordered by status. These cultural dimensions give a basis from which to assess certain aspects of Latin Western European Business Culture. However it is not the complete picture. In the areas of business communication, particularly in face-to-face communication and business negotiations, it is also of interest to compare the concepts advanced by Hall (Hall) and in particular that of the high context and low context cultures. According to Hall, in a high context business culture, the information transmitted in a communication is minimised because implicitly much of the information required is already present in the setting. Low context cultures are the reverse: the communication contains far more information because this information is not present in the setting. According to this model, Latin culture is high-context. Besides the situations already mentioned, this model also finds particular application in the advertising and promotional activities that most businesses engage in. This kind of communica tion remains somewhat basic and even terse in Latin countries as compared to the other Western European groups (Anglo, Germanic and Nordic). Hall also elaborated a second theory of how different cultures structure their time, which he refers to as polychronic or monochronic time orientation. A top-level approach for Latin countries puts them into the polychronic category. The immediate implications are of the priority of interpersonal relations over schedule and appointments, the simultaneity of tasks and the mixing of work time and personal time. Like the other theories alluded to above, this generates different results when we consider the four countries on an individual basis. Because the creation of the European Community has encouraged the individual member countries to trade more among themselves and, by extension, with the rest of the world, it is interesting to note how the Latin Western European countries and their businesses fare in a cross-cultural context. In particular, a different principle is applied here, that of the Self Referencing Criteria or SRC defined by Lee (Lee). In essence, this describes the cultural trap of assuming that other countries use the same cultural values as one's own. It is the failure to perceive things from the standpoint of a person of a different culture. The Latin countries that we are dealing with here display marked differences in this regard. The first country to be examined using these tools of cultural investigation is France. It is a country which at the same time is Mediterranean and Latin, but which also exhibits a number of non-Latin characteristics, in keeping with its proximity to, or common borders with, a number of (mainly) Germanic countries such as Germany, Belgium and Switzerland. Of the five cultural dimensions, French business culture can be classified as follows. Power-distance is relatively high with top

Motivation -wk3 Essay Example | Topics and Well Written Essays - 1000 words

Motivation -wk3 - Essay Example When I look at my description of a good day, I can say that emotionally I would be feeling happy and peaceful during the day. I would have autonomy because I was working alone, getting things done, and having good conversation with a friend. This would be my example of autonomy support. I believe that competence would be shown in my ability to do my job well and identify prospects to finish. This action gives me a high feeling of competence. Structure is very important to me and the more organized I am, the more competent I fee. My conversation with my friends appeals to my sense of involvement because the conversation showed we are caring people and we enjoy being together. This action brings me a sense of well being and I feel that I am loved by my friend and my family. Reeves (2009) states that vitality is associated with the way in which people feel during a good day. When people feel "autonomous, competent and interpersonally related (p. 168) they also feel vital or like their life has meaning. In terms of psychological need, people need to feel a sense of self-worth in anything they do. I would think that a person who is feeling vibrant and needed would be more motivated to do more than those who are not. Motivation would be enhanced for someone when they knew they were needed. My final project will research the educational needs of teenagers in Liberia. I will concentrate on the needs of teenage girls. This is a social change issue because there are many challenges that girls in Liberia have that influence their education. Some of these challenges are teen pregnancy, rape, and fall out from their past civil war. I would like to understand the motivation for teens to become educated despite all of these issues. Generally speaking, in most countries teens may be motivated to become educated because the laws say that children must go to school from an early age to about the age of 18. In Liberia, the

Role of Education in Career Success Essay Example | Topics and Well Written Essays - 1250 words

Role of Education in Career Success - Essay Example Education and successful careers are often seen as unrelated. People often quote examples of figures that have made it to the top without a degree. However, as this paper shows, education provides a stable ground for a healthy, stable career. Researches show that education instills and hones certain set of skills, which come in handy in professional lives, and gives an edge to those who take the long road than those who prefer short cuts and drop out. Although, there are examples of those who attained great heights without a degree, the paper shows that education did play a part in their success as well. With the economic recession and financial turmoil surrounding economies around the world, the importance of education is neglected and traded off for quick income. However, with the economic crises increases the risk of financial crashing. In such times, a degree is more stable a resource than work experience. It is a human tendency to look for short cuts. In every sphere of life, one easily finds examples of people making it through short cuts and taking a non-conventional path to their destination. Rag to riches stories of high school and college dropouts, like Bill Gates and Steve Jobs, who made it to the top and used to their inner innovation and abilities to the maximum potential, are cases, which make a strong point against the orthodox path of education. As appealing as it all sounds, role of education in career success is vital and significant. Statistics from Lansing Community College reveal that elementary teachers work less than most other professionals i.e. 10 months per year with best and the most experienced ones earning up to 85,000 dollars per year. The point to mention this is to emphasize on the government investment on schooling. Secondly, teaching is one of those professions where one is supposed to carry a college degree. Thus, it is an example of how higher education gives way to successful high-paid jobs. Education is a complex term. With stages of schooling including elementary, middle, high, and college, one usually perplexes himself with its utility at every stage. Therefore, parents rarely object to send their kids to elementary or middle school, even high school. However, things are more complicated at the level of college since individuals now have to make their own decisions and parents grow tired of supporting their children for so long. Despite of these issues, education is very significant in main of a successful career. This paper will attempt to highlight some of the ways in which a good education is a necessary factor to an ideal, successful career. Literature Review The field of education is full of studies on role of education on successful careers. Researchers are interested in finding out, how exactly education plays a role in determining successful career paths. To review the literature, one must be clear about the terms used in the search. The keywords of this paper are education and career. Education It is defined as a process of acquiring knowledge and skills set which enables an individual to process information and make wise decisions. The concept of education has grown expansive in the past couple of decades. Earlier, education was perceived limited to getting a degree whereby with the growth in competition in all fields of sciences, the concept of education is expanded to more continuous and encompassing form of education which does not restrict itself to the walls of a classroom. Career It is defined as the occupation a person takes up for most part of his life and progresses within its scope. Career is, to say the least, the most important part of a person’s life. People select their careers usually quite early but many people make shifts across different careers, depending on various factors. Many studies (Paik, 2004) highly correlate

Argue Analysis Worksheet Essay Example for Free

Argue Analysis Worksheet Essay †¢ A statement is any unambiguous declarative sentence about a fact (or non-fact) about the world. It says that something is (or isn’t) the case. †¢ An argument is a series of statements meant to establish a claim. †¢ A claim or conclusion is the statement whose truth an argument is meant to establish. †¢ A statement’s truth value is either true or false. o All statements have a truth value. A statement is false when what it says about the world is not actually the case. A statement is true when what it says about the world is actually the case. †¢ A premise is a statement that is used in an argument to establish a conclusion. What we can say about an argument: †¢ An argument is valid if its premises necessarily lead to its conclusion. That is, if you accept that the premises are all true, you must accept that the conclusion is true. †¢ An argument is sound if it is valid and you accept that all its premises are true. †¢ A good, convincing argument is a sound argument. That is, since you accept all the premises are true, you must accept the conclusion is true (because the argument is valid). †¢ A bad argument is any other kind of argument. Examples: †¢ â€Å"Every animal needs to breathe in order to live. Fish are animals. Fish cannot breathe in the air. Therefore, fish cannot live in the air.† Here, the claim is that â€Å"fish cannot live in the air.† The premises are â€Å"Every animal needs to breathe in order to live,† â€Å"Fish are animals,† and â€Å"Fish cannot breathe in the air.† The argument is valid – the premises necessarily lead to the conclusion. The argument is also sound – the premises are true. It is a good argument. †¢ â€Å"Oranges are green. All green things make me sick. Therefore, oranges make me sick.† The claim is â€Å"oranges make me sick.† The premises are â€Å"Oranges are green,† and â€Å"All green things make me sick.† The argument is valid – if we accept the premises, we are forced to accept the conclusion. However, the argument is not sound – oranges are not, in fact, green, so one of the premises is false. This is a bad argument. †¢ â€Å"Broccoli is green. Some green things make me sick. Therefore, broccoli makes me sick.† The claim is â€Å"broccoli makes me sick.† The premises are â€Å"Broccoli is green,† and â€Å"Some green things make me sick.† Here, all the premises are true. However, the argument is not valid – even if we accept the premises, we are not forced to accept the conclusion. Just because some green things are sickening does not mean that broccoli is. This is a bad or unsound argument. (Notice, it doesn’t make any difference whether or not broccoli makes me sick – whether or not the conclusion is true. Even if the conclusion is true, the premises have not given us reason to believe that it is true.) †¢ â€Å"Whales know how to play hockey. Therefore, Canadians like winter.† The claim is â€Å"Canadians like winter.† The premise is â€Å"Whales know how to play hockey.† The argument is neither valid nor sound. It’s a bad argument. (Again, it doesn’t make any difference whether the conclusion is true.) Part II: Analyzing an Argument Reconstructing the argument The examples I’ve given are overly simplistic. Usually arguments come in complicated prose. It is therefore difficult to figure out what the argument is, let alone whether it is good. Our first step is to reconstruct the argument. That is, we must convert the argument into a series of statements, identifying the premises and the conclusion and laying them out so that the premises lead to the conclusion. Take Socrates’s argument in the Apology: â€Å"For Death is to be as it were nothing, and to be deprived of all sensation And if no sensation remains, then death is like a dreamless sleep. In this case, death will be a blessing. For, if any one compares such a night as this, in which he so profoundly sleeps as not even to see a dream, with the other nights and days of his life, and should declare how many he had passed better and more pleasantly than this night, I think that not only a private man, but even the great king himself, would find so small a number that they might be easily counted.† The first step is to identify the conclusion. Go through the passage and try to find the point. What is Socrates trying to establish? It’s buried in there: â€Å"Death will be a blessing.† To proceed, we first have to get rid of anything unnecessary – mere rhetorical flourishes, repetitions, and irrelevancies. Go through the passage and get rid of anything that doesn’t support the conclusion in some way: â€Å"For Death is to be deprived of all sensation if no sensation remains, then death is like a dreamless sleep. death will be a blessing. if any one compares such a night [of sleep without dreams] with the other nights and days of his life, and should declare how many he had passed better and more pleasantly than this night, I think.. [he] would find so small a number† Once we’ve dispensed with what we don’t need, we can reformulate the argument as a series of statements: 1. Death is to be deprived of all sensation. 2. If no sensation remains, death is like a dreamless sleep. 3. Anyone will consider a dreamless sleep better than most days and nights. 4. Death is a blessing. Now we’re ready to add anything that seems to be missing. Are there any premises that seem to be assumed, but aren’t stated? 1. Death is to be deprived of all sensation. 2. If no sensation remains, death is like a dreamless sleep. 3. Death is like a dreamless sleep. 4. Anyone will consider a dreamless sleep better than most days and nights. 5. Anyone will consider death better than most days and nights. 6. Anything that is better than most days and nights is a blessing. 7. Death is a blessing. Now, we need to say something about the inference in the argument. We need to say how the argument is put together. We should identify assumed premises and sub-arguments – conclusions that are premises for the main conclusion. This will also help us to identify if anything else is missing. 1. Death is to be deprived of all sensation. (Assumption) 2. If no sensation remains, death is like a dreamless sleep. (Assumption) 3. Death is like a dreamless sleep. (Conclusion from 1 and 2) 4. Anyone will consider a dreamless sleep better than most days and nights. (Assumption) 5. Anyone will consider death better than most days and nights. (Conclusion from 3 and 4) 6. Anything that is better than most days and nights is a blessing. (Assumption) 7. Death is a blessing. (From 3, 5, and 6) At this point, we’ve completed the reconstruction of the argument. No reconstruction is perfect, and I don’t mean to suggest that this is the only possible reconstruction of Socrates’s argument. It just seems to me as if this is what Socrates is saying. If you disagree with my critique, you can always question the faithfulness of my reconstruction. That’s a standard philosophical move. Analyzing an Argument Once we’ve reconstructed an argument – shown what we think it is and how it is supposed to work – we can begin to say whether an argument is good or bad. We need to evaluate the argument’s validity and soundness. First, take a step back. Assume that you don’t have any prior opinion about the conclusion. In this case, are you convinced? If you are, then you need to figure out why. If you aren’t, you need to figure out why not. That’s the point of the critique – to identify the strengths and weaknesses of the argument. It’s hard to decide where to start. Often, the issues of validity and soundness get tangled up. In general, you just have to choose whatever is convenient. In this case, let’s look at soundness first. Do we accept the premises to be true? The first premise seems acceptable. At least I’m willing to give Socrates the benefit of the doubt. The second, however, seems questionable. Does the lack of sensation really imply a similarity to dreamless sleep? It seems to me that (permanent) lack of sensation is different from dreamless sleep in at least one important respect – sleeping includes waking up. Lack of sensation does not. I mean, is it right to say that a corpse, or even a stone – neither of which senses – does something like sleep? The third premise is a conclusion of a sub-argument. Our willingness to accept its truth depends on the soundness of Socrates’s argument for it: 1. Death is to be deprived of all sensation. (Assumption) 2. If no sensation remains, death is like a dreamless sleep. (Assumption) 3. Death is like a dreamless sleep. (From 1 and 2) We’ve already considered the truth of this argument’s premises. We concluded that (1) was fine, but (2) was questionable. What about validity? It seems that this argument is valid. If we accept (1) and (2) we must accept (3). So we are convinced of (3) as much as we are convinced of (2). The fourth premise is an assumption about what humans in general would think. These kinds of generalizations are notoriously difficult to establish. Who’s to say what everyone would think? That said, I think it’s a fairly reasonable assumption that most people would consider a dreamless sleep better than a hum-drum day at the office or a normal night of tossing and turning. I know I would. The fifth premise is another conclusion of a sub-argument, which goes like this: 3.Death is like a dreamless sleep. (From 1 and 2) 4.Anyone will consider a dreamless sleep better than most days and nights. (Assumption) 5.Anyone will consider death better than most days and nights. (From 3 and 4) Is this sound? Clearly the argument is valid. Ignoring any lingering misgivings about (4), then, the argument is as sound as (3), whose acceptance depends on (2), as we said above. The only major problem identified, so far, is with (2). This does raise an interesting point, though. What if we compare death – non-existence – to the days of our lives? It just might be that a state of death – lacking all sensation, including pain and suffering – might be better than some of our days, though certainly worse than more pleasurable ones. Perhaps, then, death is not something to seek, but also not something to fear. The sixth premise is another assumption I’m willing to grant Socrates. People might disagree about what the definition of â€Å"blessing† is, but Socrates’s seems reasonable enough. Now, on to the conclusion. Is the argument valid? Do (3), (5), and (6) lead to (7)? Well, not quite. Properly speaking they only support the claim that â€Å"Anyone will consider death to be a blessing.† Socrates hasn’t established what death really is, just what people would usually think of it. But perhaps this is splitting hairs. As for soundness, we’ve already accepted (with reservations) (5) and (6). Again, (3), and thus (2), is the major sticking point. We can consider Socrates’s argument sound only if we accept (2). Critiquing an Argument At this point, it’s time to state what we’ve learned about Socartes’ argument in an argument of our own. We’ve ready to write our critique: Socrates’s argument that death is a blessing in the Apology is interesting, but suffers from some weaknesses. As it stands it is not convincing. In the first place, Socrates cannot establish what death really is, but only what people think about it. He never discusses what death is, only what people think about it. Therefore, he cannot reach his intended conclusion. Moreover, the whole argument hinges on whether it is correct to say that lack of sensation is like a dreamless sleep. Sleeping seems to imply the possibility of waking, so it is quite different in this respect from a complete lack of sensation. Is it fair to say that a corpse, or even a stone, is doing something â€Å"like sleeping† just because they cannot sense anything? If we do not accept this assumed analogy, Socrates’s argument does not follow. That said, Socrates does raise the interesting point that death might be compared to the rest of the days of one’s life. In this case, it might be that death is better than some days, but worse than the very best days. If so, then death is perhaps not something to seek, but not something to fear, either. Even if death is not a blessing, perhaps it is not a curse, either. Socrates’s argument does lead us to reconsider our common view of death as something invariably bad and the worst of all possibilities. Note how I’ve first identified the conclusion and said what I think about the argument as a whole. Since I don’t think the argument is good, I’ve said why I think so. In particular, I point out two important weaknesses, I say why they are weaknesses, and I say which is more problematic. I then comment on what I think is a strength of the argument, and why I think it is a strength. Finally, I summarize what I draw from the argument. Now, an argument critique should contain all of these elements, though not necessarily in this order. Most importantly, an argument critique has to say what the strengths and weaknesses of an argument are, and why they are strengths and weaknesses.

Human Motivation Essay Example for Free

Human Motivation Essay Need Theory Working relationships are a central portion of a person’s life. Motivation and dedication to any endeavor (e. g. work) and the pleasure from it are collective concerns of the organization and the individual. There are definite factors that generate satisfaction, the so-called â€Å"motivator† factors according to Herzberg. These factors push the worker to the highest levels of accomplishment possible. They are an inherent part of the work itself and consist of the nature of the work, the person’s sense of achievement, level of responsibility, and individual development and improvement. These motivator needs can only be rewarded by stimulating, challenging, and absorbing work. Consequently, the goal of motivation should be to enhance individual growth and advancement, develop sense of accomplishment and liability, and provide recognition (Franken, 1994). In a multinational company like National Panasonic, they practice and execute specific agenda for increasing motivation, one of which is Management by Objectives (MBO). They have faith in involving their employees in goal-setting and in decision-making. MBO works by integrating goal-setting into individual participation in decision-making in order to establish individual work goals to which the employee feels reasonably committed. At the motivational level, it is theorized that resistance to change is decreased if individuals participate in decisions regarding change and that individuals accept and are more committed to decisions in which they have participated in making. To further encourage and increase involvement, the company provides suggestion boxes and hold monthly contests where they give monetary rewards for the best three suggestions. These give the employee a sense of achievement and responsibility for its success. For this company, the employees receive incentives in the form of Ladder promotion, general salary increase annually plus performance rating salary increases, CBA – employees can expect a minimum of 15% increase in salary annually within three years; and welfare benefits which include group insurances, medical insurance, accident benefits among others Baron, 1983).  A company like this goes to such great lengths at least to assure that it does something for sustaining employees’ morale and motivation. Cognitive Theory Research on motivation is related to the overarching issue ‘What creates human action’ writes Franken (1994). While looking for more accurate scientific definitions, though, one finds a huge selection. Motivation theory, in addition, seems to necessitate an assumption of the human species, as various motivation theories formulate different assumptions about human nature. To presuppose that human beings are thinking creatures is of course not a contemporary breakthrough – the paradigm of the rational actor was based on such a conception – but due to the domination of behaviorist theory there are grounds to claim this once more. Cognitive scholars argued that to appreciate human behavior, one must also examine that which is not directly observable, that is, people’s thoughts. Widespread to cognitive theories is the assumption that people’s ideas about how the world came to be influence their behavior. The relevance of cognitive theory to motivation is the fact that it is not just one undeniable reality that influences behavior, but cognitions of reality. As these differ involving individuals, it entails that individual differences become central in motivation theory. A reward may signify something essential to one person and yet quite a different thing for another. Furthermore, history becomes significant. Because how a human being cognizes reality today relies on how she envisioned of it yesterday, and of how he/she imagines her future. Leading, early cognitive motivation theories were those of Kurt Lewin (1935) and Victor Vroom (1964/1995), where the authors made an effort to conceive of universal paradigms in order to understand human motivation, comprising such factors as how greatly a person rates a particular outcome, the possibility that the effect will be achieved, and other forces, termed driving forces and restraining forces (such as time, money, family obligations etc. ) that may influence an individual’s behavior (Baron, 1983). Cognitive theories lead motivation theory today. Universal models may have been discarded, but there is a huge amount of explicit ones, such as self-efficacy theory, equity theory, goal theory, control theory, attribution theory, the theory of reasoned action, or theories of how expectations of one-self and others affect motivation.. This may well be very applicable to adult learners in terms of individual learning abilities and attitudes. Individual differences are accounted for with this model. Adults’ perception and attitude towards learning or education are best explained when using the cognitive theories of motivation.

Investigating The Age Of Criminal Responsibility

Investigating The Age Of Criminal Responsibility The following research attempts to explore and discuss the criminal age of responsibility in England and Wales. A questionnaire was given out to a sample population in order to gauge public opinion on and around this topic. Secondary data was gathered, such as books, journals and online resources, in order to discuss and explore different ways of dealing with juvenile offenders. Overall, the evidence indicates a strong argument for the age of criminal responsibility to be raised but insufficient evidence was gathered to determine clearly which juvenile justice approach is most effective. The age of criminal responsibility is the age at which a child can be considered an adult for purposes of criminal prosecution. In England and Wales, the criminal age of responsibility is set at age ten and is one of the lowest in Europe, with only Switzerland being lower at age seven. Countries such as Uganda, Algeria, China and the Russian Federation, all have political regimes that could arguably be considered as severe and excessive, yet, all these countries have set the criminal age of responsibility at over ten years, YJB [online]. In England and Wales the age of criminal responsibility has not changed since 1963, when it was raised from age eight to ten. Until 1988 a policy was in place to safe guard children between the ages of ten and fourteen; under this policy children were presumed incapable of forming necessary criminal intent unless proven otherwise by the prosecution, House of Commons Library [online]. In March of this year, Scotland raised the age of criminal responsibility from age eight to twelve years; England and Wales have no plans to change the age at present. YJB [online]. Therefore, evidence shows that there is no clear agreement on what is an acceptable age to be treated as an adult under the jurisdiction of the law. Literature review Morrison, Blake. (1997). As If. London: Granta Publications. Blake Morrison attended the trial of Jon Venables and Robert Thompson and in his book gives a sensitive account of the families involved in the Bulger case. Morrison describes a criminal justice system that is concerned with only facts and arguably lacks the understanding needed when dealing with such sensitive cases involving children of such a young age. Williams, John. (2010) ASBO Nation. Sociology Review. 19, (4), p2-6. Sociology Review is an academic magazine aimed at A-level sociology students. It covers a broad range of sociological topics including politics, education, and religion and of course crime and deviance. In this issue of the magazine it covered a topic on anti social behaviour orders, which proved useful when discussing juvenile crime. Children Young People Now [online] Available from http://www.cypnow.co.uk/Archive/1009000/Criminal-Bar-Association-chair-calls-rise-age-criminal-responsibility/ [accessed 19th June 2010] Children and Young People Now is a Journal available in print and on line. It aims to bring together children and youth professionals across health, social care, education, childcare, youth work and youth justice, to provide advice and guidance to managers and senior practitioners working with children and young people. It features many relevant news articles and current issues concerning children and young people and is a trusted source of information used by professionals working within this area. The Howard league for Penal Reform. [online] Frances Crooks Blog (updated 1st April 2010) Available from http://www.howardleague.org/francescrookblog/the-age-of-criminal-responsibility [accessed Saturday 19th June 2010] Frances Crook is the director of the Howard League for Penal Reform, the oldest penal reform charity in the U.K. She has been responsible for research programmes and campaigns to raise public concern, about among other things, young people in trouble. Throughout her career she has worked as a teacher in secondary schools as well as taking the position of Governor of Greenwich University. In 2005 she was awarded the Perrie Award which is awarded to individuals who have made a substantial contribution to the development of criminal justice or penal policy and practice. Therefore, Crooks long career working with children and within the criminal justice system gives her valuable insight into the most effective ways of dealing with child crime. Youth Justice Board. [online] Cross-national comparison of youth justice Available from: http://www.yjb.gov.uk/en-gb/ [accessed Saturday 19th June 2010] The youth justice board (YJB), oversees the youth justice system in England and Wales. It works to prevent offending by children and young people under the age of 18 and ensures that custody for them is safe, secure, and addresses the causes of their offending behaviour. It enables access to reports and legislations and is a valuable and reliable resource concerning youth crime. Home office [online] Available from: http://www.homeoffice.gov.uk/about-us/ [accessed 1st July 2010] The home office is a Government department that deals with, among other things, drugs, policy, police and crime. During this research it proved useful as a guide to the workings of the criminal justice system in England and Wales. It is also linked to many surveys and statistics that were used within this research. Being an official Government department, the information is highly reliable. Rationale The media is awash with reports of juvenile crime with stories of anti-social behaviour to more violent crimes such as the murder carried out by Jon Venables and Robert Thompson, Blake Morrison, (As If). In 1998 the Anti Social Behaviour Order was introduced, and since then the term asbo child has become part of the English language, Sociology review, vol 19, (p2-6). Gun and knife crimes are high and recent reports claim that the ambulance and emergency services in England, Wales, Scotland and Northern Ireland, dealt with six hundred and seventy nine gunshot wounds in people under the age of twenty five in the twelve months leading to October 2009, BBC Newsbeat online. Therefore, the criminal age of responsibility is often the focus of much discussion. In light of the recent reports of Jon Venables being taken back into custody Guardian.Co.uk [online], the Childrens Commissioner Maggie Atkinson reportedly called for the government to raise the age of criminal responsibility, from ag e twelve to fourteen, Children and Young People Now [online]. This argument is supported by the Chairman of The Criminal Bar association, Paul Mendelle QC, who is reported as saying that he also believes that the age of criminal responsibility should be raised to age fourteen; he is also reported as calling for a return to the previous policy of Doli Incapax. However the Ministry of Justice maintains that children over the age of ten know the difference between bad behavior and serious wrongdoing, Children and young people now [online]. Therefore, evidence shows a lack of agreement concerning the set age of criminal responsibility. Consequently, it could be argued that the current system would benefit from research to help determine a more universally acceptable age to be held criminally responsibility. Aims The aims of this research are: To explore different ways of dealing with young offenders in England and Wales, to help determine ways that could improve the current system. To discuss whether age ten is a reasonable age for children to be held criminally responsible for their actions, within the jurisdiction of the law. To measure public opinion on whether the criminal age of responsibility should be changed in England and Wales. The experimental Hypothesis and null Hypothesis A majority of the public in England and Wales feel that the criminal age of responsibility should be set higher than age ten. This research predicts that the majority will feel that the age of criminal responsibility should be raised and therefore it is a one-tailed hypothesis. Under the null hypothesis we would expect no clear majority to be revealed on either side of the argument. Method An open questionnaire was used to gather qualitative, primary data (appendix A); eighteen participants were chosen from varied demographic backgrounds to help give a valid representation of the larger population, of England and Wales. Their ages ranged from eighteen to seventy four and consisted of both males and females and both parents and non-parent. The participants were verbally briefed on the nature of the topic and the questionnaire had a brief written introduction explaining the basic history and facts of the subject. They were told that all answers would be regarded as anonymous and that they had the right to withdraw their answers if they so wished. Using an open questionnaire enabled the respondents to be guided through the topical questions whilst still having the flexibility to fully express their feelings on the topic. Also, space was provided for any further comments the participants wished to make. After the interview participants were asked to sign a consent form giv ing their permission for the information to be used in sociological research (appendix B). Results Out of eighteen respondents, just under half felt that the age of criminal responsibility should be set higher than age ten. Just over half of the respondents felt that children of age ten do not fully understand the consequences of their actions. When asked should more responsibility be placed upon the parents of young offenders, all but one respondent felt that it should, thus supporting the idea that the current system in England and Wales does not work sufficiently. Contradictory to this evidence, when asked, do you feel that the current system works sufficiently, only two thirds of the respondents felt that it did not; many respondents felt that they did not know enough about the current system to give a valid reply. When asked for their ideas on improving the current system, respondents answers were varied and included: more discipline at home, stronger punishment for parents and more involvement from relevant bodies i.e. welfare workers etc. Therefore the questionnaire supports the original aims of the investigation. It was useful in gauging public opinion on whether the criminal age of responsibility should be changed and it enabled the respondents to express their opinions on whether age ten is a reasonable age for children to be held criminally responsible for their actions. Lastly it gave space for respondents to give any ideas they had concerning the improvement of the current system Discussion Overall the research indicates that there is a strong argument for raising the criminal age of responsibility; this is supported by both primary and secondary data. Many people feel that children of age ten do not fully understand the consequences of their actions. Also, evidence indicates that there is a strong feeling amongst the public that more responsibility should be placed upon parents; when asked, all but one respondent agreed that parents should take more responsibility for their childrens behaviour. Lastly, the primary data from this research indicates that many people feel that the current juvenile justice system does not work sufficiently in England and Wales. The results from the questionnaire support existing evidence; for example there is much evidence to support a change in the age of criminal responsibility in England and Wales. One such argument was put forward by the childrens commissioner Maggie Atkinson; who when referring to the murder of James Bulger (James was murdered by two ten year old boys in 1993, Morrison, As If) is reported as saying Venables and Thompson should not have been tried for murder, at age ten they were too young to understand the full consequences of their actions Guardian [online]. Frances Crook, the Director of The Howard League for Penal Reform also supports Atkinson argument and compares the legal system of England and Wales with that of other countries in Europe. In her blog, Crook points out that the criminal age of responsibility in England and Wales is one of the youngest in Europe and she goes on to argue that children in these countries are not ignored if they do wrong but instead their immaturity i s recognized and the response is appropriate, Frances Crooks Blog [online]. This argument is also supported by the chairman of the criminal bar association, Paul Mendelle, who called for the age to be raised from age ten to fourteen. In an interview in the Telegraph Mendelle is reported as saying, a child of ten can know he or she is doing something wrong and not always appreciate it is criminally wrong children and young people now [online]. In his book As If, Blake Morrison again supports this attitude and suggests that children of ten are not able to act on their understanding of right and wrong with the same conviction as adults; he goes on to argue that, if children of ten know the difference between right and wrong then why not let them be jurors? (As If, chapter 5). Although there is much support for the criminal age of responsibility to be raised, it has been refused by the Ministry of Justice, which maintains that children of age ten and over can differentiate between bad behavior and serious wrong doing, Children and Young People Now [online]. Many people have similar opinions as the primary data of this research illustrates, just under half of the respondents felt that age ten is a reasonable age to be held criminally responsible for your actions. Other than public opinion, there is little evidence of a similar attitude; many high profile and academic people agree that age ten is not an appropriate age but other than the Ministry of Justice, no academic opinion was found to support the other side of this argument. Research illustrates two main attitudes towards dealing with young offenders: the welfare approach and the justice approach. The welfare approach emphasises paternalism and protection and therefore focuses on treating the root causes of juvenile crime; whereas the justice approach emphasises judicial rights, accountability for crimes and formal punishment, Cross-national comparison of youth justice [online]. It could be argued that most criminal justice systems can be traced back to either the welfare or justice approach but most are more varied and complex and include elements of both. According to the Home Office Youth Lifestyle Survey (1998/99) [online], key factors linked with serious and/or persistent offenders between the ages of twelve and seventeen was found to be: Drugs children that had used drugs within a twelve month period were almost fives times more likely to offend than those that had not. School children that were unhappy in school or were persistent truants were found to be more likely to offend. Family and peers children that had family and friends who had offended were found to be more likely to offend themselves. Also children that did not have sufficient supervision and guidance, and /or hung around in public places, were found to be more likely to offend than those that did not. Additional research into the reasons why children offend is beneficial to crime prevention agencies in addressing and preventing juvenile crime. Much research supports the idea that prevention is the cheapest and most successful way of dealing with crime; studies in America have shown that one dollar spent on early prevention will save seven dollars fourteen years later, young people and crime [online]. Therefore, the root causes of youth crime are of great interest to Sociologists and Governments alike. The following paragraphs aim to explore and compare two similar criminal cases, so as to determine ways that could improve the current system in England and Wales. The first crime took place in 1993 in Merseyside, England. Two year old James Bulger was taken from a shopping centre by two ten year old boys, Jon Venables and Robert Thompson. Venables and Thompson wandered around with James for several hours before beating him and leaving him tied to a railway track; when the child was finally found his body had been cut in half by a passing train. The two boys, Venables and Thompson were tried and convicted of murder in an adult court which in contrast to youth courts allows public and media access and consequently spent eight years in custody before being released in 2001 with protected identitys, Morrison, As if. In 2010 Venables was taken back into custody but the reason has not been made clear to the public. There has been no news on Thompson and so it may be assumed that he has settled back into mainstream society with no major problems. A similar crime was committed in 1994, in the Norwegian city of Tronheim. Five year old Silje Raedergard was stoned and left to freeze to death in snow, by two six year old boys, BBC News, How Norway dealt with its Bulger case [online]. In contrast to the Bulger killing, the two boys responsible for killing Silje were not prosecuted or named in the press but instead were treated as victims, not killers. The boys were left with their families and returned to kindergarten shortly after the incident and welfare and psychological help was given to them. All that is known of the two boys today is that one has settled back into mainstream society and the other still has ongoing psychiatric problems. Therefore it could be argued that while these two cases were dealt with very differently, the outcomes are similar. One of the boys responsible for Siljes death has adjusted to normal life but the other still receives psychiatric help. Likewise, Venables has been returned to custody but Thompson so far has not. Little more is published about the boys or families concerned in these cases, which leaves many questions un-answered concerning the long term effects of both methods of reform. Statistics show (appendix C) that the annual total crime rate in 2002, in the U.K. is over 6.5 million compared to Norway which is just over 330,000; this could arguably be an indication that the juvenile justice system in Norway is more efficient than of that in England and Wales, The Eighth United Nations Survey [online]. Limitations of the methodology Keeping the focus of this research simple proved difficult because the subject of criminal responsibility is extremely vast. Finding Government reports and statistics that were specifically related to the topic was also difficult and time consuming. Also, gathering a sample that is representative of the wider population is challenging when time and resources are limited. Therefore the primary data gathered in this research was arguably limited and a larger population sample may have given more valid results. Not all of the questionnaires were returned and some people felt that they did not know enough about the topic to make valid comments. Therefore a more in-depth introduction or briefing may have been beneficial. Possibly a focus group would have been a more useful method of gathering primary data as it would of enabled the participants to fully discuss their ideas and thoughts on the subject before deciding on any conclusions. In conclusion, the evidence gathered in this research supports the hypothesis; there is much evidence both primary and secondary that suggests that the criminal age of responsibility should be set higher than age ten. Different ways of dealing with juvenile crime was explored and statistics were gathered to help determine which system proves to be most sufficient. Arguably, lower crime rates in Norway indicates that the welfare approach which is the most dominant factor in the Norwegian system is more effective than the justice approach, that is more dominant in England and Wales but as the comparison of criminal cases show, any difference is minimal and not sufficient to make any bold conclusions. Recommendations If further research were to be carried out, I would recommend that; More time is taken to investigate other juvenile justice systems, such as that of Norway. A larger population sample would be useful to gauge a more valid public opinion. A focus group would be useful to enable participants to discuss and answer any queries they have.

Masculine Identity in Sir Gawain and the Green Knight Essay -- Essays

Masculine Identity in Sir Gawain and the Green Knight Vern L. Bullough's article, "On Being a Male in the Middle Ages," addresses how vital it was for a man living in the middle ages to be sexually active in order to maintain a masculine identity by explaining: Quite clearly, male sexual performance was a major key to being male. It was a man's sexual organs that made him different and superior to the woman. But maleness was somewhat fragile, and it was important for a man to keep demonstrating his maleness by action and thought, especially by sexual action. It was part of his duty to keep his female partners happy and satisfied, and unless he did so, he had failed as a man. (41) If we are to use this reference to explain what constitutes maleness in the middle ages, then the question naturally arises as to how Gawain in Sir Gawain and the Green Knight retains his masculine identity while abstaining from sex. I believe the answer to this can be found by looking at the structure of the story, in which we will find that Gawain is surrounded by father figures who create a superego that requires Gawain to repress his sexual desires. At the same time, these parent figures are testing Gawain's ability to abstain from sexual intercourse to see if he is worthy of a courtly masculine title. Therefore, the only way Gawain can achieve and maintain this masculine identity is to abstain from sex. We should begin our observations into the question of how Sir Gawain's masculinity works by focusing on the Green Knight. The Green Knight, the first father figure introduced in the story, tests Gawain's masculinity. Before the Green Knight can test Gawain, though, he must prove that he is in a position to pass judgment. C... ...teilungen. 86 (1985): 482-88. Bullough, Vern L. "On Being a Male in the Middle Ages." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Freud, Sigmund. Character and Culture. 1907. New York: Crowell-Collier P, 1970. Freud, Sigmund. The Origin & Development of Psychoanalysis. 1910. New York: Henry Regnery Company, 1967. Freud, Sigmund. Sexuality and the Psychology of Love. 1905. New York: Crowell-Collier P, 1970. Hedges, Warren. Personal interview. 26 November 1996. Kinney, Clare R. "The (Dis)Embodied Hero and the Signs of Manhood in Sir Gawain and the Green Knight." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Mann, Jill. "Prince and Value in Sir Gawain and the Green Knight." Essays in Criticism. 36 (1986): 294-318. Masculine Identity in Sir Gawain and the Green Knight Essay -- Essays Masculine Identity in Sir Gawain and the Green Knight Vern L. Bullough's article, "On Being a Male in the Middle Ages," addresses how vital it was for a man living in the middle ages to be sexually active in order to maintain a masculine identity by explaining: Quite clearly, male sexual performance was a major key to being male. It was a man's sexual organs that made him different and superior to the woman. But maleness was somewhat fragile, and it was important for a man to keep demonstrating his maleness by action and thought, especially by sexual action. It was part of his duty to keep his female partners happy and satisfied, and unless he did so, he had failed as a man. (41) If we are to use this reference to explain what constitutes maleness in the middle ages, then the question naturally arises as to how Gawain in Sir Gawain and the Green Knight retains his masculine identity while abstaining from sex. I believe the answer to this can be found by looking at the structure of the story, in which we will find that Gawain is surrounded by father figures who create a superego that requires Gawain to repress his sexual desires. At the same time, these parent figures are testing Gawain's ability to abstain from sexual intercourse to see if he is worthy of a courtly masculine title. Therefore, the only way Gawain can achieve and maintain this masculine identity is to abstain from sex. We should begin our observations into the question of how Sir Gawain's masculinity works by focusing on the Green Knight. The Green Knight, the first father figure introduced in the story, tests Gawain's masculinity. Before the Green Knight can test Gawain, though, he must prove that he is in a position to pass judgment. C... ...teilungen. 86 (1985): 482-88. Bullough, Vern L. "On Being a Male in the Middle Ages." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Freud, Sigmund. Character and Culture. 1907. New York: Crowell-Collier P, 1970. Freud, Sigmund. The Origin & Development of Psychoanalysis. 1910. New York: Henry Regnery Company, 1967. Freud, Sigmund. Sexuality and the Psychology of Love. 1905. New York: Crowell-Collier P, 1970. Hedges, Warren. Personal interview. 26 November 1996. Kinney, Clare R. "The (Dis)Embodied Hero and the Signs of Manhood in Sir Gawain and the Green Knight." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Mann, Jill. "Prince and Value in Sir Gawain and the Green Knight." Essays in Criticism. 36 (1986): 294-318.

Choosing a Major Essay -- Argumentative Education College Essays

Choosing a Major Education is a very broad and difficult term and no two people define it the same way, but most would agree that you do get an education in college. Many colleges pride themselves on developing "well-rounded" students, and yet they make it mandatory for each student to choose one field of specified study. This seems to contradict the whole "well-rounded" idea. Education can't be confined to just academics. In fact, here is how the dictionary defines academics "very learned but inexperienced in practical matters, conforming to the traditions or rules of a school." I don't want to be "considered inexperienced in practical matters." I know the dictionary definitions aren't exactly what everyone sees as the right answer, but these definitions do give us a starting point. Webster's Collegiate Dictionary defines education as the process of being educated, so here is how they define educated: "to provide schooling for, to train by formal instruction and supervised practice in a skill or profession." This is close to what I have heard when asking what education is, but one thing that has been left out is the personal experiences of an individual. Most people do believe a person must have some sort of "schooling" to be considered an educated person, and this is why so many people attend colleges and universities. It is not only what you learn in class as far as "book facts," like what year someone was born or when a certain chemical was discovered, it is also how well you learn to deal with responsibility and how you can make critical decisions. To give an example, here are a few of the individual colleges' that make up the University of Arkansas, mission statements: "The mission of the College of Ed... ... Granted, he said he uses some of the things he learned, but he could have gotten those things in almost any area he could have studied. Now it is time for you to decide if you think it is contradictive to choose a major, or if it is just a part of the educational process. I have shown you the technical definitions of some of the main words or ideas in education, does your definition match up? Hopefully this essay will help you while deciding on many things within your educational journey or even while setting up educational standards for a college or university. We must think about issues like this because such an importance is put on education, so it should not be taken lightly. I guess one reason people consider it so important goes back to the saying that education is something no one can ever take away from you. Once you get it, it is yours forever.

Protestant Reformation :: Religion History

Protestant Reformation In the 16th century the Protestant Reformation divided the Roman Catholic Church. This reform was led by Martin Luther whose original intentions were to reform the church, but resulted in a split between Protestant and Catholic. Soon the Protestant Church itself divided resulting in two more churches, one Protestant, and the other reformed church. The Reformed Church is better known as Presbyterian, whose conspicuous leader was John Calvin. John Calvin had many beliefs which had been adopted by the Presbyterian Church. His ideas were modified from those in the Catholic Church. Presbyterians do believe in the Trinity as Catholics do but differ from Catholicism when dealing with ideas like original sin, salvation, and the idea of penance. Presbyterians believe that original sin is rooted in faithlessness which brought man to fall. The idea of salvation to Presbyterians is that salvation is reached through the grace of God, rooted in the deep faith of a person. Catholics believe in penance for sins through reconciliation. Presbyterians believe that penance is dealt with directly with God. Ultimately, Presbyterians believe that God’s truth was and is embodied in Jesus Christ, Lord, and Savior. One of Calvin’s beliefs included that of which God is God of state and nation and the state must be guided by his word. This idea is embodied in the idea of civil government. The Presbyterian government was originally formen when John Calvin was in Geneva. In a Presbyterian form of government there are four different officers. There are pastors, teachers, 12 elected elders, and deacons. The elders are seen to be equal to the clergy. Through this government the Presbyterian belief in total life of the community is displayed and put into practice. The Presbyterian definition of a sacrament is an outward sign by which the Lord represents and testifies his good will towards us. A sacrament is a testimony of God’s grace. Presbyterians acknowledge two sacraments. One is Baptism, and the other Eucharist. Baptism is a symbol of cleansing, forgiveness of original sin permanetly, and makes us all share in the death and resurrection of Jesus Christ. It makes us one with God. The sacrament of the Eucharist is a memory of Christ’s death and a confession of faith.

A Dolls house Language Essay

Ever since reading the text in my own time I have, in many of my past lessons been discussing, acting and re-reading parts of the play as well as researching many other aspects to the play. By doing this I discovered things like the play was firstly written in Norwegian and then translated into many languages along with many more complex things. Back in lessons I was doing tasks that specifically looked at the language in the play. For example before rein acting a scene from the play the whole class gathered in a circle to do a warm up exercise which evolved around the line; â€Å"What did you do to die today at a minute or two to two, a thing distinctly hard to say but a harder thing to do†. I had to say this line in many different accents and characters including a posh upper class character like Nora and Torvold Helmer from the play. The language used in the play not only creates the feel of the 19th century but it also reflects the way the characters are. It does this as the 19th century old English is very formal showing there middle to higher class and well educated. The language also shows the society that the characters live in and is significant as it reveals their inner thoughts, feelings relationships and situations. In one particular part of the play Torvold says: â€Å"You can’t deny it, little Nora now can you? It’s a sweet little songbird but it gets through a terrible amount of money you wouldn’t believe how much it costs a man when he’s got a little songbird like you† This rather poetic and metaphoric line compares Nora to a songbird which is petit and shows she can be sweet, innocent and chirpy. It also echo’s how Torvold belittles Nora and treats her like a child, which in them days was the done thing; men overpowering women and controlling the relationship in addition to this it perhaps shows how he has a fatherly figure and likes to take control over situations. Although in saying that Nora is or should I say acts rather childlike and naive herself but at the same time is manipulative, flirtatious and cunning as it proves on the opening line of the play; â€Å"Hide that Christmas tree away, Helen. The children mustn’t see it before I’ve decorated it this evening† As well as giving the audience a rough date and establishing shot it shows how Nora seems just as excited about Christmas as the children do. In most houses the children would be helping to set up the Christmas tree but not in the Helmer household Nora is setting up the tree and rather excited about it too. There is some reference to poetry in the text although it is not the rhyming type, it’s more a usage of poetic words being exchanged. Like in the first quote I made there are countless uses of words like â€Å"songbird† and â€Å"squirrel† being used to describe Nora as well as Torvold (in some parts of the play). There is another quote in Act 1 on page 25 where Nora has just gone out and bought some new things for the family, which Torvold is unhappy about as she has spent so much money which makes Nora unhappy too, it says; â€Å"Now, now! My little songbird mustn’t droop her wings. What’s this? Is little squirrel sulking? (takes out his purse) Nora; guess what I’ve got here! This quote to me shows how he just keeps Nora sweet but does not go out of his reach to keep her happy. Also the use of poetic words is very creative and wise it is saying to Nora do not loose hope or become sad. But it says this in a metaphoric way as Nora does not really have wings but a songbird does and this is what Nora is often compared to by Torvold. The majority of the speech used throughout the play is natural from all of the characters as the play itself is done rather realistically and flows well. There are very rare if any uses of Brectian techniques to break any language or any part of the play up for example; there are no placards to make a particular line stand out, this is probably as each line is just as important as the one before. Even though there is reference to use of poetic language I think it gives the play even more of a realistic effect as people do have little pet names for there husband and wife. In addition to this Henrik Ibsen goes that step further and creates for each character there own realm of speech as a quote from the Methuen Student notes verifies: â€Å"Ibsen creates for each character a habit of speech appropriate to his or her own class and personality† With Torvold he is spoken with a rather fatherly/paternal type of speech, Krogstad he always reflects to his training as a lawyer, Mrs Linde speaks direct and could appear a bit bitter and cold, Nora is excitable but finds resolve at the end of the play and Dr Rank speaks in riddles and fondness of using figures of speech. Over all this coursework has made me realise how important the lines actually are in a play and how important it is to deliver them correctly. As well as consistency when delivering the lines in a certain way the character must keep delivering them in that way. I personally believe that this may enhance my skills as a yr 12 drama student.

Critical Analysis: Martial Stability and Premarital Cohabitation Essay

The union of marriage has held a specific ideal in the minds of people since it was first instituted hundreds of years ago. However, over the decades, new ideas about the union have become changed, and the cohabitation of two people has become almost acceptable in the walk toward marital bliss. Most Western countries do not have issues with people living together as a couple without being married, and this has led to the concept becoming main stream for future generations (Budinski & Trovato, 2005). However, there is a dark side to co-habitation. Ronald Budinski and Frank Trovato conducted a study in 2005 on the assumption that premarital cohabitation would more likely end up in the dissolution of the marriage than those who did not cohabitate prior to marriage. They published their findings in the article, â€Å"The Effects of Premarital Cohabitation on Marital Stability over the Duration of Marriage. † It can be found in the 32nd volume, issue 1 of the Canadian Studies in Population journal. The results and findings create a new way of considering the stability of marriage in relation to cohabitation and non-cohabitation. The legitimization of cohabitation and the redefining of the term to be a â€Å"substitute for marriage† (Budinski & Trovato, 2005, pg 70) is seen in many Western countries and is the basis for a new brand of research into this new type of union on the fundamental union of marriage. The purpose of the study conducted by Budinski and Trovato (2005) was to find out if the â€Å"marital duration-dependent† existed in relation to cohabitation (pg 70). Their focus was on two main factors: the explanations for any fluctuation of the duration-dependent affect, and to find other factors that would influence the duration-dependency between those who cohabitate and those who do not cohabitate (Budinski & Trovato, 2005). The two researchers decided on two questions they needed to answer that took the main factors into consideration. The first part of the hypothesis is the belief that premarital cohabitation is more likely produce the dissolution of the marital union. The second phase of the hypothesis tests the theory that the risk of marital dissolution is reduced between the two groups the longer the couple is married. They noted five separate outcomes that could occur in regard to the stability of the marriage and cohabitation, but their real focus was on the event and causes of marital dissolution (Budinski & Trovato, 2005). Many believe that cohabitation is a short-term commitment. Researchers have created two theories in which to explain the phenomena of cohabitation. The first is the â€Å"selective thesis† (Budinski & Trovato, 2005, pg 72) which defines those people who prefer cohabitation as individuals that have a problem with staying or dealing with a stable relationship. The second theory is the â€Å"experience theory† (Budinski & Trovato, 2005, pg 72) that cohabitation can create negative views of marriage and positive views of divorce. Most of the previous research conducted supported one or both of these theories. However, in more recent studies, the convergence of equality in marital dissolution seems to be more of the norm than in previous years. This area is still quite new and still being scrutinized by researchers unable to acknowledge without proof that cohabitation is not a major factor in marital dissolution (Budinski & Trovato, 2005). Budinski& Trovato (2005) used a previously compile source of data in the 1995 Canadian General Social Survey: Cycle 10: The Family (GSS-95). The sample included all people ages fifteen and up in 10 Canadian provinces, excluding the Yukon and Northwestern territories. The response rate was 81% or 10,749 individuals. Once those respondents that did not have the necessary data were removed the total number of subjects included in the study numbered 7, 187 individuals that had the required data to conduct the study on premarital cohabitation and marital dissolution (Budinski & Trovato, 2005, pg 75). The study used a multivariate model analysis founded on the Proportional Hazards (PH) Model (Budinski & Trovato, 2005, pg 75). The first aspect of this model was the hazard function that valued the probability of the dissolution of the marital union in relation to time and other controlled variables. They used this function as the baseline to estimate the durations of time prior to marital dissolution. In essence, the dependent variable was the length of time a couple stayed married prior to separation or divorce, with covariates including age, religiousness, education, contraceptive use, region, as well as several other variables. It was assumed that each working in the equation to correlate with cohabitation and marital dissolution since each of the covariates had been previously associated with instability in the marriage union (Budinski & Trovato, 2005). The overall result of this study by Budinski & Trovato (2005) was the fact that there was not a significant difference in the dissolution of the marital union in relation to those how did not cohabitate and those who cohabitated prior to marriage. Because of this result, they focused on the covariates to see which created a significant relation between dissolution of marriage and cohabitation. The covariant of age has a definite relation to cohabitation and the dissolution of the marital union. In fact, women who were 5 years or older than their spouse were more likely to have a marriage end in divorce. This correlation tended to be 4 and ? times greater a risk than couples who were the same age. Education or lack of education was a predictor of dissolution as well. Eighty percent of men that had only a small amount of post-secondary education were likely to have a marriage end in divorce whether they cohabitated or not. Religion also proved to be a factor with 83-100% of those individuals that did not attend religious services on a weekly basis were likely to have a marriage end. The only time that cohabitation proved to correlate to the dissolution of a marriage was when the age and contraceptive use were excluded from the analysis. Only then was there a small but relatively significant relation (Budinski & Trovato, 2005). This study showed that there were only basic correlations between the concept of cohabitation and the dissolution of marriage. The fact that to gain any significant relevance requires the exclusion of two main covariates says much about how cohabitation and divorce or separation related to one another. There were five covariates that did show some relation. These include one or both of the individuals having experienced parental marital dissolution, living within certain territories, religion, spouse being in a cohabitational relationship prior to current relationship, and the use of contraceptive. However, cohabitation alone did not significantly influence the divorce and separation rates in Canada’s 10 territories that were part of this study (Budinski & Trovato, 2005). One factor that was discovered and not added to this or any study was the concept of â€Å"serial cohabitation† (Budinski & Trovato, 2005, pg 87) which is when an individual has more than one cohabitating relationship during adult life. This is a relatively new type of relationship and future studies will have to take this type of cohabitating relationship into account when looking at the union of marriage in relation to cohabitation and non-cohabitation (Budinski & Trovato, 2005). As the world changes and the societal values change, the old institutions of marriage and family will change as well. Life and society are not static, but they are predictable in some fashion. The emergence of cohabitation as a viable step in marriage started in force in the 1970’s. Today this concept is accepted and acknowledged as a legitimate union even prior to marriage. Not all cohabitational relationships will end in marriage, but many will and the chances of their remaining married in relation to those individuals who did not cohabitate is changing as well. The fact is that marriage and cohabitation are not really separate or relational. There are other factors that are more influential on the dissolution of the marriage and it are these variables that need to be considered in closer examination to have a better understanding of the factors of cohabitation, marriage, and the dissolution of a relationship. Bibliography Budinski, R. A. , & Trovato, F. (2005). The effects of premarital cohabitation on marital stability of the duration of marriage. [Electronic version]. Canadian Studies in Population , 32, 69-95.