Understanding Customer Relationships Essay Example for Free

Understanding Customer Relationships Essay I further confirm that I have not shared my work with other candidates. Table of Contents Cover page1 Table of Contents2 Task 1: Keeping stakeholders informed 3 6 Task 2: Collecting stakeholder information 7 9 Task 3: CSR – Gaining an Internal Perspective 10 12 Task 4 REPORT To:Marketing Manager From:Marketing Assistant Date:25th November, 2011 Subject:Keeping stakeholders informed INTRODUCTION: Communication is defined as the process by which information is exchanged between individuals through a common system of symbols, signs or behavior (www. erriamwebster. com/dictionary). It is a two-way process and plays a central role for effective relationships within an organization (CIM Introductory Certificate in Marketing Study Workbook, pg 135). For communication to be effective, the receiver must understand the message in the manner the sender intended for it to be received. As with majority of organizations, stakeholders are an integral part of any organization and must be well informed of necessary decisions and activities of the said organization. With reference to the recent oil spillage crisis, it is important that BP communicates to the following stakeholder groups – a. FOUR STAKEHOLDER GROUPS THAT BP NEEDED TO COMMUNICATE WITH AND THEIR SCOPE OF INTEREST ARE: Governments and regulators: Government alongside the regulatory agencies established by the government to dominate the industry, are responsible for formulating policies which govern offshore drilling processes and also ensure that the interest of the public is protected from the activities of the oil companies. Both bodies need to be informed of the spillage to allow for monitoring of the situation and deployment of resources and assessment teams to establish shoreline protection and clean up priorities. (http://www. env. gov. bc. ca/eemp/resources/strategies/oilstrat. htm) The information would further assist the government investigate the cause of the spillage in order to take necessary legal actions and also help with legislation of regulatory laws which governs oil exploration by the oil companies. . Stakeholders and analysts: The stakeholders include shareholders and investors who have financial interests and commitments in BP. They should be informed of the spill and every progress made by BP, so that they are kept abreast of the financial implications and expenditure that would arise from the spillage, cleanup process and compensation cost which might result in a loss in revenue for BP and ultimately their financial interests. c. Local communities: Local communities are usually members of the community within which an oil project is situated and in this case, the community where the oil spill has occurred. They would also include the local media, medical organizations, nongovernmental organizations active within the area, local security forces etc. Organizations must establish themselves as reputable members of a community. (www. ou. edu/deptcomm/literature review. htm) By establishing a reservoir of goodwill in the community it is often easier to gain community support during a crisis (Sellnow, 1993). As such, affected residents of the local community around where the spillage occurred should be communicated to and assessed for physical and behavioral health effects the spillage might cause especially if the residents depend on oil, fishing or other affected industries in the locality of the spill. BP should also inform the local communities on steps it has taken or would take to combat the effect of the spillage on the environment and possible compensations to the communities. d. Customers: These vary from domestic fuel users to agricultural and aviation users of bulk LPG. All BP customers should be contacted and informed of the spillage as this might affect the supply of various products as supplied by BP. The multiplier effect of shortage of products by BP would not only mean a loss in revenue for the customer whose livelihood depend s on sale of products but also on the end user as might be in the case of retail fuel consumer and inadvertently more loss to BP. 2. ADAPTATION OF MESSAGES TO MEET THE NEEDS OF EACH OF THE STAKEHOLDER GROUP For a communication to be effective, the message passed must be well understood by the party for whom the message is intended (decoder) for and must be able to communicate back to the sender. BP must ensure that it communicates information about the spillage to the above mentioned stakeholders in respect to their functions and adaptabilities. o For the government, a series of meetings should be arranged where discussions regarding assessments, clean up exercises and monitoring policies are discussed and reported back to the government the progress of the situation. Stakeholders are to be informed via mails or financial reports the cost analysis of the clean up exercise as well as financial implications of the spill incurred by the company. o BP should seek to invite non-governmental organizations who focus on environmental policies and issues to assist with implementation of programs designed to help residents within affected communities. o Customers can be reached more effectively a nd interpersonally through in depth interviews, viral online communications, web based interactive programs and feedback channels on BP’s website. . TWO COMMUNICATION TOOLS THAT COULD BE USED TO ENHANCED THE MESSAGE The purpose of communication is to get a message across clearly using methods or tools that would effectively target the intended receiver. These tools could either be verbal or non-verbal tools of communication. To communicate its intent, BP must use the following communication tools to enhance the credibility of its message:- ? PR: Public Relations is defined as a planned and sustained effort to establish and maintain goodwill and mutual understanding between an organization and its publics (IPR). In enhancing the credibility of its message, BP would use PR to not only ensure that its intended target receives its message, but would also help reshape and boost the consumer perception of the BP image in light of the spill crisis thereby, warding off unfavorable rumors. ? Direct Marketing: This is the most targeted method of communication as it seeks to target individual customers with personalized messages and build relationships with them as they respond to direct communications (UCR online syllabus; session 7, pg 8). Direct marketing is defined as the planned recording, analysis and tracking of customer behavior to develop relational marketing strategies (Institute of Direct Marketing, UK) Using direct marketing, a well thought out and planned message is made available by BP to target each stakeholder group and solicit positive responses from each group to help manage the spill crisis. 4. EVALUATION OF THE EFFECTIVENESS OF COMMUNICATION TOOLS OUTLINED ABOVE †¢ Direct Marketing: One of the benefits of direct marketing is that it allows for direct interaction with the consumers and hence immediate responses are obtained from the consumers. This in turns also ensures that BP’s personalized messages are well targeted and monitored such that the aim of public relations in helping to enhance consumer perception of BP’s image is also attained. BRIEFING PAPER From:Marketing Assistant To:Marketing Manager Date:17. 12. 2011 Subject:Collecting Stakeholder information Information is defined as the data formatted or structured to support decision making or define the relationship between two facts (Zikmund/Babin: Essentials of marketing research; 3rd edition). It is a marketing asset which impacts on performance of an organization (CIM Study Workbook, pg 108) 2. INFORMATION TO BE COLLECTED BY BP IN RELATION TO ITS STAKEHOLDERS o Local Communities: BP would seek to collect information about the local communities which would include population count, availability of amenities such as hospitals, roads, schools, water, electricity, income levels, gender, age etc. It would also seek to identify the general occupation of residents in the community (e. g if farming or fishing is the main stay of the residents and the effects of the spill) and income/lifestyle of residents. It would also seek to understand the culture and ethnicity of the people so as not to strain relationship with its communities. BP should also seek to collect information about its communities to help assess the social and environmental impacts of its project within such communities. o Government and regulators: As these two bodies promulgate policies which govern the exploration of oil wells, CSR and offshore activities, it is important that BP is up to date with its information on all offshore and environmental laws so as to protect itself from abjurations. It would also collect information to understand its tax liabilities and entrepreneurial activities in collaboration with both bodies. . 2USEFULNESS OF INFORMATION COLLECTED TO BP †¢ For Budgetary control:- Greater control and more informed decision making are possible when all costs of all operations are available †¢ For Planning: Information helps BP make adequate plans for its operations within its communities, or act in accordance to governing policies and also inform actions to address/prevent health effects in affected communities during a spill crisis †¢ For decision making: Adequate data collected would be used for making strategic decisions for its sector and management plans. . 3USEFUL INFORMATION TO BE COLLECTED BY SCREENPLAY MARKETING MEDIA COMMUNICATIONS LTD. To ensure our relevance and maintain our market share over the next six months, we must seek to collect the following information about our varying clients in order to effectively meet their needs and surpass their expectations: ? Clients’ activities: we must seek to collect information about each client’s various activities within the next 6 months and plan media campaigns around those activities to meet intended consumers. Customer attitudes: We would need to interview and collect information on target segments of consumers to assess how well they match our ideas and fit into clients’ marketing plan ? Competitors’ activities: Over the next 6 months, we would need to identify who our competitors are through secondar y research and collect information about their activities in order to help us plan our strategies ? Markets: it is important that we carve our niche market and gather necessary information on them. We would need information as to who are clients are, their products, existing/potential market for the product all necessary for us to have an idea on how best to position our client’s product for an increase in market share. 2. 4ONE METHOD OF COLLECTING INFORMATION In order to collect the necessary information, I would recommend the Secondary method of data collection. Secondary data is data that has not been specifically created for the purpose at hand but can be used and analysed to provide marketing information where primary data is not yet available or not sufficient(CIM Study Workbook, pg 110). This is a preferred choice of data collection because it – o Helps to make primary data collection more specific since with the help of secondary data, we are able to make out what are the gaps and deficiencies and what additional information needs to be collected. o Is less expensive and economical to conduct seeing that the information is readily available and does not require the process of collecting new data o Saves time o It provides a basis for comparison for the data that is collected by the researcher (www. managementguide. com) DISCUSSION PAPER Prepared for: Marketing Manager Prepared by: Marketing Assistant Subject:CSR – An Internal perspective Date: 17. 12. 2011 INTRODUCTION: Corporate Social Responsibility (CSR) is about how businesses align their values and behaviour with the expectations and needs of stakeholders not just customers and investors, but also employees, suppliers, communities, regulators, special interest groups and society as a whole. CSR describes a companys commitment to be accountable to its stakeholders. CSR demands that businesses manage the economic, social and environmental impacts of their operations to maximise the benefits and minimise the downsides (www. srnetwork. com) 3. 1 PURPOSE OF THE PROJECT The purpose of this project is to seek to form a committee to propose and identify a CSR activity for ScreenPlay Marketing and Media Communications Ltd to embark on as its efforts in giving back to the society in which its business operates and increase our awareness of environmental consciousness. 3. 2BENEFITS OF CSR TO THE ORGANISATION Consumers increasin gly do not accept unethical business practices or organizations who act irresponsibly (www. simplycsr. co. uk). The benefits of Corporate Social Responsibility cannot be overemphasized and a carefully planned CSR would help our organization to †¢ Develop and enhance relationships with customers and society thereby retaining customers whilst attracting new ones †¢ Enhance brand image so customers’ perception about the brand is positive †¢ Attract, retain and motivate employees A key potential benefit from  CSR  initiatives involves establishing the conditions that can contribute to increasing the commitment and motivation of employees to become more innovative and productive. www. ic. gc. ca/site/csr-rse. nsf/eng/h_rs00100html) †¢ Sharpen decision making and help reduce risk 3. 3. IMPORTANCE OF INTERNAL COOPERATION AND PARTICIPATION It is important that a good working relationship exists between all departments of our organization on this project so as to ensure completion of tasks and fulfillment of our set objectives. It is envisaged that with team work and co ntribution of ideas from all each department involved in this project would yield productivity and also ensure the success of our CSR project. 3. IDEA ON IMPROVING OUR ORGANISTION’S ENVIRONMENTAL RESPONSIBILITY One idea I would like to suggest to increasing our environmental responsibility is the adoption of a child from the eye department of the children’s ward at the Lagos State Teaching Hospital. There are at present about 300 cases of children with cancer of the eye been treated at the hospital. It is my proposition that we render our CSR to the kids in this ward by sponsoring a child every quarter to the Suraksha Children’s Hospital India – a top hospital in India noted for treatment of eye tumors in children. The relative low costs of surgery and living expenditure has influenced the choice of Suraksha Children’s Hospital and the intervals at which each child would undergo a treatment would not be cumbersome for the organization to bear. We would work in conjunction with a team of doctors at the Lagos State Teaching Hospital to assist in compiling names of beneficiaries of the treatment through a series of preliminary requirements for each beneficiary. This would include age, severity of case, and income level of parents – as this would be aimed at children whose parents cannot afford the treatment cost in the state. This project would be tagged ‘The ScreenPlay Media Communications â€Å"Light a world† project. 3. 5COST IMPLICATION FOR PROPOSED CSR PROJECT The cost for this project is outlined below: †¢ Hospital fees: This would cover cost for accommodation in the hospital for the number of days from the date of admittance to the discharge date and would also cover administrative and drug fees. †¢ Surgery fees: includes surgery fees, anesthetic fees, blood transfusion (if necessary) and surgeon’s fee. Accommodation fees: this take care of accommodation and feeding costs for the accompanying ward/parent of the child †¢ Travel/logistics fees: covers flight fares for child and accompanying ward along with visa application fees. It would also cover for transportation for the beneficiaries upon arrival in India. This cost is estimated at a total of N750, 000 (? 3,000) per quarter and totaling N2, 250,000 (? 9,000) per annum for 3 kids. RESEARCH Prepared for:Mark eting Manager Prepared by:Marketing Assistant Subject:Maintaining the work/life balance Date:30. 11. 2011 EMAIL To:[emailprotected] com (marketing manager) Cc: [emailprotected] com, [emailprotected] com, [emailprotected] com Subject: Committee set up on Proposed CSR Project Dear Elliot, Trust you are fine. As per your memo dated 16th November 2011on setting up a committee for the proposed CSR activity, kindly see below the list of intended participants from the various departments:- a. Ore Odusanya (HR department): Having worked with Ore in the past few years, his analytical and interpersonal skills in relating with people would be very useful in this project . Trish Banner: (Accounts department): Trish’s skill in handling financial transactions as well as contacts within the travel agency would suffice in this project and assisting with obtaining relatively low fare prices for each beneficiary. c. Gladys Knight (Creative department): her artistic talents would help create the right messages for advertisement purposes which would position the brand as foremost in connecting with its s ociety. Her wits and acute sense of judgment would also aid in ensuring that the right candidates are chosen for the project. . Ken Rice (logistics department): an ardent and hardworking colleague, though in the HR department but with an ability to drive and ensure prompt delivery of projects would ensure that logistics such as visas, hotel booking and transportation of each beneficiary is handled promptly at designated timelines. I would also like to suggest that the committee is convened soon so as to enable us conclude the plans within the shortest time frame possible and liaise with the team of doctors in Nigeria and India for the commencement of the project. It would also afford us time to put together a media campaign to boost publicity. Best regards Lolah Adebambo Project Leader REFERENCES Book Sources Vincent. K CIM Introductory Certificate in Marketing Study Workbook, 2009/2011 (BPP Learning Media, London) Internet sources www. ic. gc. ca/site/csr-rse. nsf/eng/h_rs00100html (accessed in December 2011) (www. merriamwebster. com/dictionary). (accessed in November 2011) (www. csrnetwork. com) (accessed in December 2011) [pic]

EU Environmental Policy Criticisms

EU Environmental Policy Criticisms EU environmental policy is no environmental policy at all; it is in fact no more than an extension of economic policy. Discuss. Detailed below is a wide-ranging discussion of the arguments for and against the notion that EU environmental policy is no environmental policy at all and is merely in actuality an extension of the community’s economic policy. The EU Commission has certainly made claims about the importance and the extensive scope of its own environmental policy in recent years, especially since the late 1980s. There are arguments that can be made to defend or refute the notion that the EU’s environmental policy is not so extensive or indeed as far ranging as it might appear to be. Arguments in favour as well of the idea that environmental policy are only an element or an extension of the EU’s economic policy. The links between the EU’s environmental and economic policy, as will be discussed, are not necessarily straightforward even if the origins of environmental policy would appear to be so. Due to the founding principles and structures of the EU it could be argued that all non-economic policy areas originally developed from a starting point within the community economy, as it was originally a community that confined its remit to economic policy except in the most exceptional of circumstances. However, there has been most notably in the form of the EU Commission, elements within the EU that believe the community should have a much wider sphere of policy making than just economic policy. Primarily to drive the integration processes forward and solve any common problems or issues upon a community basis rather than on a national basis. The origins of EU environmental policy are undeniably rooted in the economic policy of the EU. There are various reasons as to why that is the case. The EU as an organisation was established to promote strong economic growth within its member states. As far as the founders of the EU were concerned, there was no need to have separate environmental policy as nobody in the 1950s knew or believed that environmental issues were even a concern, let alone of critical importance to the long term future of Europe. The first stepping stone on the way to the formation of the EU was the establishment of the European Coal and Steel Community (ECSC) in 1952 that integrated coal and steel production in the six original member states. Coal and steel production were regarded as being the most important elements of promoting high levels of growth in Western Europe (Judt, 2007, p.156). The success of the ECSC led to the formation of the European Economic Community (EEC) in 1957 with an expanded scope t o integrate economic policy within the member states. It was an expansion, which led to the introduction of the Common Agricultural Policy to protect the agricultural sectors of the countries within the community. There were obviously environmental consequences of the economic policy pursued by the inception of the community, these were not known (James, 2003, p.400). The EU and none of its member states had detailed or systematic environmental policy in the 1950s or the 1960s; even if there were any environmental problems those problems would be resolved upon an ad hoc basis. Very few people at that time took a serious view of environmental issues (Thompson, 2001, p.199). When the EU Commission began to regard environmental issues of being some relevance to the quality of life, it found it difficult to persuade the governments of member states that they needed to take action to improve the environment (Sawka Stevens, 2000, p.156). Arguably, it took longer for the EU to develop env ironmental policy, as its member states did not believe that there were any viable reasons for the establishment of such environmental policy. Some governments of the EU member states were more likely to be receptive to the ideas of environmentalist groups than other governments are. For instance, West Germany and the Netherlands (Eatwell Wright, 2003, p.233). The EU Commission did regard the development of environmental policy as an addition on to its economic policy, which bore its first fruit in the adoption of an environmental programme in 1972. The first programme aimed at reducing the pollution linked with industrial and agricultural production techniques (Jones et al, 2004 p.696). In terms of actually helping to improve the environment the early programmes of the EU were limited in outlook and did not have to be fully adopted by the member states of the EU. Certainly when referring to EU environmental policy in the 1970s, claim that EU environmental policy was not policy at all could be fully justified. The EU Commission was well aware at that time as to the limits of its own ability to pursue policy that diverged too far from its economic policy and the limited extent to which such policy would actually be carried out (Wallace Wallace, 2000 p. 62). The limited EU environmental policy that emerged during the 1970s was influenced by increased scientific evidence of environmental pollution and change, there were political and economic reasons for the attempts at forming policy. One factor was the slowing down of economic growth, which had previously been impressive during the 1950s and the 1960s; the EU Commission explored ways of stimulating economic growth in alternative ways. Another factor for considering the adoption of environmental policy was provided by the Oil Crisis of 1973. The Oil Crisis was prompted by the United States support for Israel during the Yom Kippur War that resulted in the Arab oil producers cutting off oil supplies to the United States, the EU and Japan. The Oil Crisis led to significant price rises that provoked an international economic downturn (Hobsbawm, 1994, p.245). The effect of the Oil Crisis upon the EU environmental policy would prove to be short term and temporary. Member states reacted differe ntly to the realisation of just how dependent their economic growth was on oil. The Netherlands and West Germany made limited efforts to improve fuel efficiency, France concentrated on maintaining good relations with the Arab States and only Britain at that point had its own oil supplies (*). For the EU Commission the Oil Crisis of 1973 was ample demonstration of the need for more integrated economic and even environmental policy, rather than leaving individual member states to make their own decisions. Environmental policy was definitely secondary to economic policy and if economic policy was not sufficient, then environmental policy was arguably no policy at all (Bache George, 2006 p. 10). Concerns about pollution remained the main factors influencing the development and expansion of the EU’s environmental policy. The EU Commission and the new Environment Directorate-General it established in 1981 sought to give EU environmental policy a higher public profile in the early 1980s. However, the impact of such publicity was negligible in comparison to the hard hitting recession prompted and worsened by the sharp rise in crude oil prices during 1979, which were a consequence of the Iranian Revolution (Jones et al, 2004, p.695). The Environment Directorate-General attempted to increase the impetus of the EU’s environmental policy by setting tougher targets to reduce air, water and land pollution, as well as seeking to amend the Common Agricultural Policy to decrease levels of soil erosion and use of chemicals. When the EU commission and the Environment Directorate-General sought to reduce the use of chemical fertilisers, pesticides to reduce the environmental d amage caused by the intensive farming methods actively promoted by the Common Agricultural Policy. In the early 1980s the demands of the EU’s environmental policy decision-makers to reduce the environmental impact of the Common Agricultural Policy were to a great extent ignored. Indeed the only demands to alter the Common Agricultural Policy that stood any realistic chance of being successful related to the EU considering the option of reducing the Common Agricultural Policy expenditure (Cini, 2003, p.256). The impact and influence of the EU’s environmental policy would start to increase from the middle of the 1980s. Although prior to that time its policy had been so limited when put into operation that it only made a minimal difference at best to reducing environmentally harmful practices within the EU. Observers of the EU’s environmental policy could certainly had been forgiven that there was no policy in operation at all (Sawka Stevens, 2000, p.156). The ine ffectiveness of the EU’s earliest environmental policy was down to member states putting their economic interests first. It was due to the lack of coherent policy and strategy put forward by the Environment Directorate-General and the EU Commission, as well as the widespread belief that environmental issues were not that important (Wallace Wallace, 2000 p.30). There are however, arguments that EU environmental is actually now a distinctive and increasingly important policy area within its own right. Environmental policy may have evolved as part of the EU economic policy, yet it is an over simplification to contend that it is not an environmental policy at all. The original structures of the EU meant that the primary focus of the community is economic, as full agreement could not be reached on other features of the EU. The governments of member states were mainly content to share power with the EU when it came to economic policy than other policy areas, such as defence and foreign policy. There was two alternative concepts of how the EU should operate as a Europe of Nations, or as supranational organisation that closely integrated all policy areas for its member states. The ineffectiveness of early attempts to establish an extensive environmental policy were not helped by the slow pace of integration until the mid 1980s, it is no coincidenc e that the effectiveness of the EU’s environmental measures have increased whilst the EU has gained extra powers (Sawka Stevens, 2000 p. 156). Undoubtedly, the importance attributed to the pursuit of successful environmental policy within the EU was increased due to much stronger evidence of environmental damage which emerged during the 1980s especially in relation to the greenhouse effect (Eatwell Wright, 2003, p.234). Stronger scientific evidence had increased the media and the public awareness of the need for more effective and extensive environmental policy by both the EU and the governments of all member states. Taking measures to protect the environment transformed from being the preserve of environmentalist groups to an important issue for national governments and the EU to consider. As the EU already had an environmental policy it just had to consider ways of making its policy more extensive in scope and more effective in operation than before (Jordan, 1999, p. 74). Therefore the EU Commission and the Environment Directorate-General had a strong case for expanding the scope of the EU’s environmental policy. They could contend that environmental problems are on a global scale so that regional solutions would be of greater use in protecting the environment than the solutions put forward by the governments of the EU member states upon an individual basis. Of course, not all the member states of the EU had the same impact upon the environment. For instance, Britain, West Germany and France had a greater impact due to their larger populations and higher consumption levels. Some member states such as West Germany and the Netherlands had already begun measures to protect the environment earlier than the other EU member states (Bache George, 2006 p. 10, Duff, 1997 p.237). The institutional changes of the EU which were a consequence of the Single European Act had a strong influence upon the EU being able to adopt tougher and more extensive measures within the scope of its environmental policy. Prior to the signing of the Single European Act, the governments of member states were able to veto any legislation or proposed EU policy within the framework of the Council of Ministers. The EU Commission had thus generally worked hard to achieve compromise over proposed legislation to avoid such proposals vetoed. Such a structure was blamed for slowing down the process of EU integration, as well as reducing the scope and the effectiveness of EU policy. The EU structure had been stretched by the enlargements of the 1970s and the 1980s, which had also slowed down the deepening of the integration process. The primary objectives of the Single European Act were of course economic and political, although the move towards qualified majority voting on the Council of Mi nisters meant the EU found it easier to pass directives and legislation. That was due to legislation or directives were part of its environmental policy that no longer needed unanimous agreement to become adopted throughout the community. With the need to gain unanimous agreement over EU environmental policy within the Council of Ministers gone, it allowed the EU to put forward policy proposals more frequently and for those proposals to be carried forward more quickly with less chance of being watered down. The rationale behind the single market provided further justification of the EU to expand its environmental policy, so that all member states were implementing the same standards and aiming to achieve the same targets in reducing environmental damage through enhanced policy integration and co-operation (Bache George, 2006, p.253). To argue that the EU environmental policy is no policy at all also ignores the efforts that the EU has made to limit and reduce the damage done to the environmental by its member states. The notion of there not been an environment policy fails to mention its efforts to reach global agreements over the reduction of pollution and damage (). To its credit the EU Commission decided to act upon the evidence of the greenhouse effect, global warming and the shrinkage of the ozone layer. Action to stop the use of CFCs and thus stop the damage to the ozone layer, that was proven to be causing major levels of environmental damage. The agreement to phase out the use of CFCs was the first major worldwide accord to take action to protect the environment. The EU would be a prime mover in instigating further worldwide agreements culminating in the Rio Earth Summit and the Kyoto Protocol. In political terms the Rio Earth Summit and the Kyoto Protocol were notable achievements, in the fact that envir onmental protection was recognised as a major problem for the planet’s future. The agreements reached at the Rio Earth Summit and the Kyoto Protocol were criticised in some quarters for not going far enough to protect the environment, yet they are necessary steps in countering the greenhouse effect (Wallace Wallace, 2000 p. 293). The EU had to readjust its environmental programmes to reflect the greater levels of pollution in the former communist states of Central and Eastern Europe before they were allowed to join the EU. The only exception was the former East Germany, which because subject to all EU legislation and programmes as soon as it reunited with West Germany in 1990. In the former communist states of Central and Eastern Europe programmes in how to improve the environment were introduced at the same time as economic and political reforms to make these states liberal democracies that would eventually be ready to join the EU (Sawka Stevens, 2000 p. 176). The EU Commission realised that enlargement to include the former communist states of Central and Eastern Europe would also have implications for its regional development funds and the Common Agricultural Policy, as well as for environment programmes. Enlargement makes it harder to reach agreements over budgets and programmes, whilst obviously those p rogrammes that are adopted and implemented will have more of an impact upon the environment (Cini, 2003 p.257). The enlargement of the EU has complicated the policy making process meaning it can take longer to develop and implement programmes that will protect the environment (Bache George, 2006 p. 30). Therefore, the EU environment policy was derived from its economic policy. As the whole original rationale of the EU was to promote economic growth and prosperity within its member states it is hardly surprising that economic programmes dominated its policy-making processes. It certainly took a couple of decades before the EU Commission began to develop a separate environment policy and even longer to make those policies more than superficial or merely symbolic. The delay in forming an effective environment programme was due to the lack of evidence of the greenhouse effect or global warming which meant that the EU contented itself with putting general measures to reduce pollution. At that point stating that EU environment policy was no policy at all would have been completely justified. From the 1980s the scope of policy was increased due to concerns about the greenhouse effect and global warming. The capacity to pursue a more proactive environment programme was enhanced as a consequ ence of the Single European Act, which allowed environmental measures to be approved by a qualified majority, rather than by a unanimous vote. The greater commitment of the EU to adopting more effective environment protection programmes and agreed targets at the Rio Earth Summit and the Kyoto Protocol. However, despite efforts to make the environment a more prominent issue the EU is still primarily an organisation that has economic agendas that are the most important of its policy objectives and remits. Bibliography Bache I George S, (2006) Politics in the European Union, 2nd edition, Oxford University Press, Oxford Duff L, (1997) The Economics of Governments and Markets – new directions in European public policy, Longman, London Eatwell R Wright A (2003) Contemporary Political Ideologies 2nd Edition, Continuum, London Hobsbawm, E (1994) Age of Extremes, the Short Twentieth Century 1914-1991, Michael Joseph, London James H, (2003) Europe Reborn – A History, 1914 – 2000, Pearson Longman, Harlow Jones B, Kavanagh D, Moran M, Norton P, (2004) Politics UK, 5th edition, Pearson Longman, London Jordan, (1999) The Implementation of EU Environmental Policy; a policy problem without a political solution, Government Policy, Vol 17, no 11 Judt T, (2007) Post-war – A History of Europe since 1945, Pimlico, London and New York Sawka R Stevens A, (2000) Contemporary Europe, MacMillan Press, Basingstoke Wallace H Wallace W, (2000) Policy – Making in the European Union, 4th edition, Oxford University Press, Oxford

The Drawbacks of Standardized Testing Essay -- High-Stakes Standardized

â€Å"†¦.American schools administer more than one hundred million tests per year† (â€Å"Facts† 125). Standardized tests are used frequently across the country in many schools to evaluate students on certain subjects. Usually, students are hammered with test prep by their teachers, as well as stressed to learn everything on time. Teachers worry about teaching to the test so they can have successful students as well not worry about bad test scores jeoprodizing their jobs. But the fact of the matter is that a lot more than studying can go into testing. From scoring/writing errors, to improper handling, the mistakes that can happen in standardized testing are wide. This isn’t a good thing when future classes as well as scholarship eligibility is determined by these tests. But, from causing student stress to scoring errors, standardized tests are causing people to rethink their significance to education. And what many parents and students are finding out, is t hat these tests are not as good as everyone once thought. As most people may assume, the preparation for standardized tests is long and time consuming, for both the teacher and the student. For the students, they must be constantly making sure they are on task for their normal schoolwork for the subject, as well as studying outside of class extra time. In some cases, students may have to give up activities they normally love to do (like sports, for example) to study hard for these tests that can dictate their future. This isn’t good for students either, even though they are trying to improve their grades. Since most colleges look for a well-rounded student, a people who quit an activity to focus on a test will be losing the well-rounded advantage on a college application. The student... ...e time to do what they enjoy. This will lead to more successful schools and students. Works Cited "Facts About Standardized Testing." Standardized Testing. Ed. Cynthia A. Bily. Detroit: Greenhaven, 2011. 125-128. Print. Landau, Elizabeth. "Standardized Tests Are Overemphasized In College Admissions." Standardized Testing. Ed. Cynthia A. Bily. Detroit: Greenhaven, 2011. 93-98. Print. Layton, Lyndsey. "As High-Stakes Tests Spread, Some Students Drop the Pencil." Washington Post. 15 Apr. 2013: A.12. SIRS Issues Researcher. Web. 04 Feb. 2014. Strauss, Valerie. "Massachusetts Professors Protest High-Stakes Standardized Tests." Washington Post. 22 Feb. 2013: n.p. SIRS Issues Researcher. Web. 04 Feb. 2014 Vogell, Heather. "Scoring Errors Jeopardize Tests." Atlanta Journal-Constitution. 22 Sep. 2013: A.1. SIRS Issues Researcher. Web. 04 Feb. 2014.

The Policies of Olivares and the Problems of Spain :: Olivares Spain Foreign Policies Essays

The Policies of Olivares and the Problems of Spain Introduction ‘The view is rapidly gaining currency that not only did Olivares’ policies for Spain and its empire not differ markedly from those of earlier Spanish statesmen, but that by and large the results of his manifold endeavours were both few and modest.’ This understanding of the historiography of Olivares’ effectiveness from Israel, makes Olivares look unoriginal and ineffectual. However other historians, such as Elliott have been far more sympathetic. ‘†¦the first and the last ruler of Hapsburg Spain who had the breadth of vision to devise plans on a grand scale for the future of a world-wide monarchy: a statesman whose capacity for conceiving great designs was matched only by his consistent incapacity for carrying them through to a successful conclusion.’ Were Olivares’ policies a realistic way out of Spain’s difficulties or did they aggravate the situation? To understand this I am going to look at both Olivares’ foreign policy and domestic policy. Within foreign policy I propose to see how far Olivares pushed the reputacià ³n of the state before domestic crises forced him to seek peace. Among others the best areas to examine would be Olivares’ policies during the Thirty Years War from 1622; the Mantuan War 1628-31 and the great revolts of Catalonia and Portugal in 1640. As for domestic policy I will need to look at Olivares’ initial reforms of 1623, why they fell through and the effect this had. Furthermore it is important to look at the areas where domestic policy coincides with foreign policy (in a defensive sense) in the Great Memorial, including the Union of Arms. I will also have to find out if Olivares’ policies were consistent, or whether they became more and more drastic during his t erm of office. Firstly though, to understand if the policies were realistic or not, I will have to look into the real problems of Spain. Where exactly did these problems lie and what areas required alteration to keep Spain afloat? From this point I will go on to see the policies in action and from this I will gather whether or not they were realistic. 1. The problems with Spain On an international scale, Spain between 1580 and 1620 was at the crest of her wealth and power. Her supremacy was the dread of all other nations, and therefore its destruction was the cherished object of statesmen for a century.

To Kill a Mocking Bird - Maturation Essay -- essays research papers

â€Å"Growing Together† The way and rate that people mature at can be directly attributed to the values and beliefs of the society that surrounds an individual. It is undeniable that society’s perspective on many controversial issues will generally be adopted by the younger generations in a given society. Moreover, the exposure to significant events, coupled with the major influence of family members, can have an enormous impact on how an individual matures. Additionally, family members greatly help each other develop into moral adults by instilling in each other values that will ultimately determine an individual’s character. In Harper Lee’s timeless classic, To Kill a Mockingbird, the constant reiteration of Atticus Finch’s values, in conjunction with the exposure to significant events, assist in Jem and Scout’s maturation into virtuous adolescents. Throughout the novel, Atticus’ assistance to Jem and Scout’s development becomes evident. Atticus takes every opportunity to attempt to teach his children the importance of having an open-mind. For instance, when Scout queries Atticus about Maycomb’s prejudice perspective, he tells her, â€Å"You never really understand a person until†¦you climb in their skin and walk around in it.† (Lee 30) Even during the early stages of the novel, it is apparent that Atticus endeavors to instill the values of empathy and tolerance within Jem and Scout by teaching them how to have multiple perspectives on a situation. In addition, Atticus also attempts to enlighten his children about peaceful resolution in society. For example, when Atticus is chosen to defend Tom Robinson, Atticus tells Scout, you might hear some ugly talk about it at school but†¦you just hold your head high and keep those fists down.†... ...heme of maturation in Harper Lee’s To Kill a Mockingbird, is conveyed through the characters of Scout and Jem, in conjunction with the assistance of their virtuous father Atticus Finch. Early in the novel, Atticus ascertains himself as a major facilitator in the maturation process of Scout and Jem by incessantly providing mature solutions to his children’s predicaments. Moreover, Scout, a major benefactor of the Boo Radley incident and Atticus’ wisdom, has helped her develop into a very tolerant and mature individual. Undeniably, Jem’s remarkable development into a broadminded and compassionate character can be directly attributed to Atticus’ kindness and Jem’s exposure to the Tom Robinson trial. In synopsis, it is evident that the individuals and social circumstances that surround an individual play a major role in defining the type of individual one will become.

Fyodor Dostoyevsky: Genius or Not Essay

What makes a person a genius? Is it thru the lessons that are taught by teachers or is it a natural phenomenon that we are born with? Some believe that Fyodor Dostoyevsky was a genius because of his epileptic medical condition. We will explore different opinions on the matter and debate if epilepsy could have contributed to his creative mind. Dostoyevsky was a Russian novelist who used his psychological interpretations to create dramatic and dark overtones to his stories. It is argued that the dramatic events in his life, which included his mock execution, imprisonment in a Siberian jail, and his epileptic seizures, put him in a state of mind that helped him to create his greatest characters. He began to have his epileptic episodes while in prison is Siberia. It has been argued that this experience contributed to his new way of thinking about his personal beliefs and how he viewed the world. Could the epileptic episodes have touched on part of the brain that he had never used before? Could it have produced new signals in the brain that created a deeper and more philosophical interpretation of the world he was in? People with epilepsy have an increased risk of poor self-esteem, depression, and suicide. It is not uncommon for people to develop emotional and behavioral problems related to this disease. In his era, epilepsy was not well known about and its characteristics. Many argued about what type of epilepsy that he had. His wife Anna witnessed some of these fits and wrote about it in her biographies. Dostoyevsky used his illness and suffering as a theme to his some of his stories. It influenced many aspects of his work and enabled him to understand and feel things in such depths which would not have been possible had he not suffered from the disease. Dostoyevsky had an intense connection into the human psyche. He was more than a writer. He was a psychologist and a philosopher. He did not have any interest in math, science or any type of engineering degree but he did enjoy architecture and drawing. Art was the main driving force that he tapped into. Could art be a foundation of someone being a genius? Two particular terms are relative to y analysis of Dostoyevsky; genius and epilepsy. What is the definition of genius? â€Å"Genius is a ‘natural talent’, a ‘natural endowment’, which cannot be learnt by anyone precisely because it ‘requires to be bestowed directly from the hand of nature upon each individual. † (Aiello 663) Two meanings of the term are as follows: â€Å"Extraordinary intellectual power especially as manifested in creative activity and/or a person endowed with transcendent mental superiority; specifically: a person with a very high IQ. † (Webster, Genius) What is the definition of Epilepsy? Epilepsy is a â€Å"neurological disorder caused by paroxysmal malfunction of neurons in the brain (seizures). It is characterized by strange movements or sensations in parts of the body, odd behaviors, emotional disturbances, and sometimes convulsions and momentary lapses of consciousness. Seizures may result from abnormal electrical activity in most or all of the brain (generalized), or they may originate in a specific brain area (partial). † (Webster, Epilepsy) Epileptic people have different parts of the brain that can be affected. There are three main types of seizures: petit mal, grand mal, and focal. Petit mal seizures are typically called an â€Å"absence seizure. † They usually are brief lasting around 15 seconds or less. Grand mal seizures usually involve the whole body. People with these types of seizures have vision, smell, taste, hallucinations, sensory changes and dizziness. Focal seizures are considered partial. They can be characterized as simple or complex. Simple ones do not affect awareness or one’s memory. Complex seizures affect awareness or memory. They can interfere with the events before, during or immediately after the seizure. They can also affect behavior. He had a rare form of temporal lobe epilepsy named â€Å"Ecstatic Epilepsy†. Seizures which occurred in the daytime were often preceded by an ecstatic aura, which has led neurologists to theorize that he had temporal lobe epilepsy with secondary grand mal epilepsy. In the four following novels, his characters had epilepsy: The Possessed, The Brothers Karamazov, Insulted and Injured and The Idiot. Sigmund Freud, who was a trained neurologist, described Dostoyevsky’s state as â€Å"an organic brain disease independent of the psychic constitution. † Is an epileptic brain wired differently? Did this attribute to Dostoyevsky’s dark world? Was this the source of his â€Å"genius? † â€Å"Dostoevskii was generally presented as a ‘genius’, whose talent, however, resided in something other than his artistic accomplishments. † (Aiello 660) His unusual type of thinking was attributed to his seizures. Aiello believed that his epilepsy was the main cause of his creative works and not a genuine stance of genius that he was born with. Dostoyevsky’s characters displayed atheist behaviors. The worlds of heaven and hell are all around him and he described seeing the universe imitate the unnatural forces of the universe. He shows how the devil can erase his identity from the human conciseness. â€Å"When translated into abstractions, Dostoevsky’s psychology is as unimpressive as his political theory. It is merely a derivative of theories propounded by German writers about the unconscious, the role of dreams, the ambivalence of human feelings. What makes it electric in the novels is his ability to dramatize it in scenes of sudden revelation; in characters who in today’s terminology would be called split personalities, in people twisted by isolation, lust, humiliation, and resentment. † (Dostoevsky 544) â€Å"Dostoevsky further held that the spiritual world of the modern individual, now deprived of the reference points of reason and torn by antipodal strivings, collides not only with the chaos of the social unit but also with the general natural order of the words, the ontological abysses. (Gurvich-Lishchiner 22) Could this phrase be an accurate measurement of how his mind works? The synapsis of his brain not colliding in perfect harmony, reflect them in different directions which create an alternate reality in which he thrives off of? According to Freud, â€Å"what is generally believed to be epilepsy in men of genius are always straight cases of hysteria. † The reality that he delved into, between God and Satan, exists in a lot of his work. â€Å"This brought the writer back to the globally creative task of confirming that God exists, even in a chaotic and wicked world. (Gurvich-Lishchiner 23). Satan is an abstract basically hiding in plain sight. His perception of how Satan works in the earthly realm seems to be twisted and unjust. According to Hooten, â€Å"Dostoevsky propose a dualistic rivalry between God and Satan, but they both acknowledge Satan as a reality manifested by human pride. † (Hooten 118) He creates these characterizations of the devil as a symbolic way in which he believes a human being thinks and feels. The darkness that empowers him is a fascination that we all explore in our own selves. We fight the good and the bad in our daily lives and with his personal experiences he does the same. â€Å"It is indubitable that Dostoevsky, like all figures in science and the arts, was engaged in a search for his faith, and that this process was the basis of his creative development as a philosopher and man of letters. † (Barsht 37). He uses metaphors of the devil to confirm that God really does exist in our chaotic world. He creates this metaphor by having the devil compel us in unthinkable ways and by not allowing us to see or identify the devil but allowing us to hear him and his suggestions. Science and religion are viewed in two entirely different ways thru Dostoevsky’s eyes. Science needs evidence to determine if something is true or not. Religion is having a greater sense of self and feeling in what you believe. The mind is a complex thing and we need to understand it better. When someone is born are they instantly a genius or does the brain develop over time and introduce things that help to establish the physical description of it when they become of age to identify it? Science demands that the personal life position of the individual be integrated into the known set of hypotheses concerning the structure of the world, which form a sort of dynamic paradigm (â€Å"scientific tradition†). † (Barsht 40) It is documented that he attended seances to investigate in the spiritual world and to see if it really does exist. â€Å"It seems that Dostoevsky went to the February seance in order to verify his conjectures through personal experience. † (V initsky 103). I believe this is what began his quest in determining how to fit the devil into his own world and how he could relate to the spiritual side. Dostoevsky believed if a devil doesn’t exist, that we then create him in our own image. He was a very spiritual person and it seems that when he used the Devil, he brought out the good and contrasted it with the bad in his writings. As stated earlier, Dostoevsky thinks that the devil can be created from man’s pride. Pride is a state of being that we all have dealt with and can relate to. Pride can create a downward spiral of someone’s character and produce tragic results. He created these types of works that entered into the human psyche and pulled out these characteristic traits. But can someone’s pride be altered? Did his health affect this part of his personality? So to help understand him better, we look at his epileptic nature and wonder if it affected his thinking or how he perceived things. The mind works in mysterious ways. It is documented that when a person has problems with the brain it could alter their state of mind in which they annot relate to people or things on a â€Å"normal† basis. We can define â€Å"normal† as someone viewing the world the same way that we do or who identifies with our own religion and doesn’t question it or its intentions. But when someone does seem abnormal we instantly criticize that person and wonder what that person is about. What pushes them into the things they do, see, or hear? All these questions are still being asked of Dostoevsky today. He is criticized for his works and sometimes has been labeled as a gothic writer and others have called him a true genius in which other famous writers are compared to him. Art differs from science in its mediated formation of a vision of the world not out of the sensually perceived material of immediately accessible reality, as in the natural sciences. † (Barsht 43) Instead of being seen as â€Å"abnormal† the term â€Å"art† comes into play. We use the term so loosely that we can make it fit into any category that we choose. So, if Dostoevsky had seizures could his art of writing be contributed to this part of his talent? If he didn’t experience seizures in his life, would he still possess the same thought provoking ideas and creations in his work? There is a great debate in whether Dostoevskii’s epilepsy was considered a form of mental illness in which he fostered his ideas from or was his genius a true part of his nature in which he used and pulled from and was the basis for his writing skills. â€Å"Science demands that the personal life position of the individual be integrated into the known set of hypotheses concerning the structure of the world, which form a sort of dynamic paradigm (â€Å"scientific tradition†). † (Barsht 40) Authors are debating and establishing guidelines when authenticating an author. This debate will go on when deciding the true meaning of genius.

Traditional vs Non Traditional

Robyn CampbellCampbell 1 English 101 Professor Beckham March 19, 2013 Traditional Students vs. Non Traditional Students A non traditional student will transition into college better than a traditional student due to allotted responsibility and independence on their part. A non traditional student has a more serious approach where as a traditional student lacks focus in their first steps as an adult. The demographic of a student has changed over the years. A college student is not typically eighteen years old and living in a dorm on campus anymore.A college student is over the age of twenty five and a single parent in some cases. They have family and financial obligations and possibly a full time job. Some may not even possess a high school diploma, but a GED. Both traditional and non traditional students have responsibilities outside of college. While the majority of students right out of high school will likely only have a part time job, students twenty five and older will be juggli ng far more. A traditional student will continue to live with parents and not worry too much financially.As a non traditional student, not only will most have a full time job, but a family to care for, a mortgage, and a car payment on top of the class and homework time. It is estimated that only 13% of younger students are currently working vs. 60% of non traditional students (ACSFA 17). Although young adults have less baggage entering into college, they tend to think more socially and independent than academically. This brings up the topic of reputation. As a non traditional student, starting college can be frightening.Most older students are friendly, but outgoing and wanting to make friends with everyone in class is not top priority on the list. As a young adult transitions from high school, a social atmosphere, college is considered to be no different. Some students from certain high schools will attend the same college so social hour continues. As far as a non traditional stude nt, grades are more important than making a best friend or being invited to parties. As a younger student, social life could set you back. As an older student, this has already been achieved and allows for more participation due to more life experience.There are challenges in life that can throw anyone off the right track. Unfortunately, adding college into the mix only makes it that much harder. Challenges can be very much related to responsibility and how a student is affected socially. Non traditional students worry about not fitting in where traditional students worry more about making it to class on time, wether even at all. As a student returning to college after several years, there is anxiety and a fear that this is the last chance to make something of yourself.If you just got out of high school, chances are there was hardly any studying going on there, so why start now? At the same time an older student needs to juggle school, a job, and family, a younger student needs to j uggle school, a job, and maintain a social life. As a young adult, the social life is what is the most distracting, leading to missed classes and poor grades. Transitioning from high school to college can be just as difficult as being out of high school for several years and starting college. Independence is the key part of starting college.As a young adult, this means adjusting to your own schedule and now being able to do as you please. As an older adult, this means more responsibility added to the list. Age difference will determine on adjusting to college. Some will argue that the young crowd is very immature. They may adjust socially, but they do not see this as an adult experience. Arriving on time may have been a slap on the wrist in the past, but what they don't realize is now it's nothing but time and money. Someone who has had independence for longer than a year is going to see college similar to having started a career already.Focusing in class and on assignments is harde r for a traditional student than a non traditional student. After taking care of social time at night, a younger student is less likely to come to class, let alone pay attention. Due to lack of time because of the overwhelming feeling of too much going on, young adults take less time to complete assignments to the best of their ability. As a non traditional student, school comes first. Good grades are important and attendance is needed to maintain the required academic standards.The only thing on a young students mind is getting by with the bare minimum and getting a job somewhere. Students who have spent most of their working days at a dead end job, barely supporting themselves and their family are looking for a career to help them adjust to the economy as it changes frequently. Focus goes along with how a student does academically. Although some may say, non traditional students have less time to study, traditional students make it less of a priority. To do well academically, stud y time is required. Time management is very important to achieve this on top of all other aspects of life.A non-traditional student does not have the luxury of wasting time. This is a time to learn and may be their last time to work hard and have a decent career. The government offers financial aid to almost everyone. Parents of this past generation have made sure they went to college themselves and were able to provide for their children. Several scholarships during high school are given out. That is not the case for older, more independent students. There isn't a free ride involved when you go back to college after years of working a full time job.In Marion Bowl's, Experiencing the barriers: non-traditional students entering higher education, she states that these financial hurdles delay the progress of non traditional students (p. 157). There isn't any help from parents. As an older adult, realizing the amount of money that is being used for your education and knowing it will com e out of your pocket wether now or in the future, makes it that much more important to do well. It is not fun to pay for college later on and have nothing to show for it. With the continued help of our college professors and mentors, non traditional students will do better than they are now in school.Doing things the old fashion way may be the route taken, but it allows for proper learning, reading, and writing. Taking a short cut just to get the work done does not necessarily mean a good grade or a future career. Works Cited Bowl, Marion. â€Å"Experiencing the barriers: non traditional students entering higher education. † Research Papers and Education 16. 2 (2001): pp. 141-160. Web. 10 March 2013. Advisor Committee on Student Financial Assistance. Pathways to Success. Washington D. C. Advisor Committee. 2012. Print.