Ethical Viewpoint

Introduction: Corporate Social Responsibility (CSR) is always an on-going issue that companies have to cope with. What are the responsibilities that companies should take other than the maximization of return to shareholders and by taking such responsibilities, how it may affect the operation of the firms as well as how effectively such actions could have on the society. There have been two main positions on the CSR issue.The first is the Friedmanian one stating that â€Å"there is one and only one social responsibility of business – to use its resources and engage in activities designed to increase its profits so long as it stays within the rules of the games† (published in the book â€Å"Capitalism and Freedom†). The other view is that companies can and should deviate from the goal of maximizing profit to take others responsibilities that help to promote the total welfare of the whole society. I will first discuss these two viewpoints and give my opinions on su ch reasons then, finally, draw up my conclusion on CSR. Discussion of the Friedman point of view:From the Friedman viewpoint, businessmen who seriously take the CRS such as fighting poverty, avoiding pollution†¦ are â€Å"unwitting puppets of the intellectual forces that have been undermining the basis of a free society†. He stated that the responsibilities of a company rest mostly in hand of the sole proprietors or the corporate executives. However, while sole proprietors are individuals i. e. they can act on their own behave, for corporate executives, there are several reasons that restrict them from exercise any other responsibilities than maximizing the return to shareholders – owners of the company i. . usually maximizing the profit. The first reason is that in a private-property system, the executive is an employee of the shareholders, which means that he voluntarily and personally agrees to work under the direction and supervision of the shareholders in ret urn for salary or other remunerations. Therefore, the executive has to commit with the shareholders’ interest, which is usually maximizing the profit. In some cases where the interest of the shareholders is not economic one than the work of executive may vary but it must be in line with the shareholders’ interest.This is also enhanced by law that the shareholders have the right to appoint or dismiss the executive. Therefore, if he cannot comply with the shareholders’ interest, he can be fired, which, from a personal point of view, there is no good for him to conduct CSR on behave of the company. In short, an executive of a firm, who has a huge impact on how the firm acts, is bound by the responsibility to the interest of the shareholders. This also implies that the executive cannot deploy resources that are not owned by himself to other social usages i. e. e cannot lower the price to stop inflation, he cannot make expenses for environmental practices beyond the legislation, he cannot give the earnings of the company to charity organizations. Because by doing so, he indirectly harms the interests of the owners of those resources. It seems that the CSR does not rest on the executives but rather on the owner of the company. Therefore, it may not suitable to discuss the role of the executive in conducting CSR but the decisions and interest of owners are what matter here. It is not affected whether the firm wants to conduct CSR or not but whether the owners want to take such responsibilities.The question here is that whether each of us (as individuals) should sacrifice our personal interests for the common good. The second reason is that when firms do CSR, it violates the efficient division of labour in the society. Doing social responsibilities on behave of the company is the same as redistributing resources in the society, a process which is currently carried by taxation system. This raises political questions in two levels: principle and con sequences. On the grounds of principle aspect, the taxation is done by the government.There are structures, mechanism to determine who will be taxed, the tax level, and how the tax money should be used. The whole process is to correct market failures and make sure a fair and balanced distribution of resources for the society, in the name of the greater good. By doing CSR, the executive has taken the tax function of government. He decides to tax shareholders, employees, customers†¦, how much to tax (how much to spend on CSR) and how should the money is used, which makes him a civil servant, not the employee of the shareholders anymore.For the consequences aspect, it is doubted that a single act of an executive can surely lead to a positive effect on the whole society. Such a reduction in price can really slow down the inflation (or just make the whole industry outputs decreases since other firms must lower their prices also to compete, and therefore, creates deficit for the econ omy). Spending too much on environmental practice beyond legislation may increase price and draw the company out of business because of competition.Free-market mechanism works based on the assumption that â€Å"It is not from the benevolence of the butcher, the brewer, or the baker, that we expect our dinner, but from their regard to their own interest† (Adam Smith – The Wealth Of Nations, Book I, Chapter II, pp. 26-7, para. 12). Therefore, by deviating from self-interest, a firm who heavily does CSR may be forced out of the market. However, Friedman has left out the case of default on duty of agent i. e. what if the government cannot fulfill its responsibilities as correcting market failures and redistributing resources.If these duties are not carried out, it then can cause harm to the whole society. We can see there is a dilemma here. If the companies take those duties, its main duty will be less efficient and cannot stand in the market. On the other hand, if it does not care about these residual duties, the whole society may go down i. e. the economic cake is shrinking. Let me summarize the reasons of the Friedmanian viewpoint on why company should not conduct CSR: 1. The binding relationship between owners and executives does not allow the executives to deviate the goal of the company from maximizing returns to owners 2.Doing CSR is considered as taxation on shareholders or employees, or customers, which, in a democratic world, is a job of government. 3. Under the free-market mechanism, extra expenses arose from CSR can finally draw the company out of business All in all, the Friedmanian article produces a very strict and straight point the responsibility of companies: to maximize the return of owners. It makes companies seem like soulless machines designed to do nothing than maximizing owners’ interest. However, the idea is derived from the position of an executive, who does not have real power on decision making.Moreover, this model will only work in such a condition where the government fulfills its responsibility and the model also assumes that there is only one company is doing CSR (if others do not also do CSR then unfair competition may happen). Discussion of the ethical point of view: In contrast to the viewpoint which is supported by the Friedman viewpoint presented above and the belief that CSR and profit go together that the only responsibility of companies is to maximize profit (in general) and not to do real CSR – companies may conduct CSR if it helps to increase profit i. . CSR as a tool for profit maximization, not the true goal -, there may be good reasons for firm to deviate from maximizing profit. Firstly, I will discuss on how the Friedman viewpoint is refuted and then the latter viewpoint. Counter Friedman viewpoint From the three main reasons of Friedman viewpoint above, there are counter reasons to refute them: 1. There is a contract that binds the executive responsibility to the inte rest of the owners: Such a contract does not simply release the involved parties from others duties to other agents i. . reduce or cancel their duties to the rest of the society. This also implied a fact that executives have a special duty to the owners, which will be discussed later 2. The effective division of labour between companies and government (â€Å"taxation aspect† as an example): There are two reasons to refute this term. First, it is not the action of the executive that should be considered in this case but whether the owners would give up some of their benefits to promote other ends i. e. efute the notion that executives doing CSR as a taxation agent. Secondly, there are cases when the government cannot or not willing to do its duty, therefore, makes the whole model of ideal division of labour collapse. On the second reason, the author gives an example of Third World countries where governments are usually fail to fulfill their duties. However, this example is no t so persuasive since in such countries, not only the governments default on their duties but other agents, especially customers, do not value the CSR.Therefore, if a company assumes to take the residuals value, it will lose its competitiveness and being drawn out of business. 3. The free-market competition does not allow firms to do CSR: it is reasoned that if customers, employers, shareholders, government value the CSR activities of the firm then CSR will not push a firm out of business but conversely, can even help the firm grow. The article also criticizes the Friedman viewpoint by refute the notion that â€Å"Firm has a special duty to its owners and it should takes preference over duties to others†.A special duty may be formed: when agents have a certain kind of relation to each other (the relation approach) or the universalistic approach that everyone has responsibilities to everyone else, but these general duties can be carried out more effectively if each agent is as signed special duties, which it does best, towards a limited group. For the relation approach, the firm and the owners should have at least one of three kinds of traditions: voluntarist tradition, the mutual benefit tradition or the communitarian tradition.It seems that there is a voluntary tradition existing between the firm and the owners but it does not mean that each agent can pursue their own goal at all costs since doing so, it may harm the voluntariness of other parties. Therefore, a voluntarist tradition also restricts the profit maximization. Based on the communitarian tradition, agents are partly defined by its relationships and various rights. Therefore, reducing the commitment to a group is the same as changing the agent’s personality and that special duties should only arise from relationships that are key to the agent’s identity.Miller has created some â€Å"criteria† for such relationships: (1) they belong together, (2) their association is neithe r transitory nor instrumental, (3) their community has distinctive characteristic, (4) there is loyalty in the sense of willingness to sacrifice personal gain to advance in the interests of the company. The relation between the firm and owners has failed heavily on criteria (2) and (4) and therefore, it fails within the communitarian framework. However, it is worth questioning here about the criteria.In such a fast changing world, especially the explosion of virtual world – the Internet, communities are formed, which can satisfy all of the above criteria (for example, the open source community, who develop computer programs and peer production together without cost to the public usages) but leave no or very little traits (identity) on the parties. As the grounds for mutual benefit traditions, it is true that there is a mutual benefit tradition between firm and owners.However, it involves far more parties, who can be customers, business partners, government†¦ Therefore, t he firm’s responsibilities cannot be limited only to the owners. Nevertheless, if then, can and should the company try to satisfy all of its stakeholders. This leads us to the universalistic approach, whether the firm should have special duty towards a group (owners), which it can do most effectively. The universalistic approach is built on the assumption that agents who are assigned special duties can carry out the duties, which means that governments can effectively correct market failures and redistribute income.In practice, this is not always the case; and when the special duties cannot be done, they become the residual responsibilities of all. And it is worth notice here that division of duties is just a tool to promote the general duties. Therefore, when the government fails to perform its duty, the company should deviate from its special duty (maximize profit) and try to cover the residual duties. However, there are 2 problems with this reasoning. First of all, how can we measure if an agent has successfully performed its duty i. e. f the government has done a good job or not? Second, the residual responsibilities are rested on the entire society, not only the business. Therefore, only when other agents also try to participate in solving the responsibilities, are the general duties fulfilled. It helps to avoid the disadvantages to companies when they do CSR as mentioned in the 3rd reason of Friedman viewpoint. Only when the customers and other companies take part in the process, does the company not face the fact of being out of business due to unfair competition.In all of the relationship traditions mentioned above, the special duties of firm to owners has failed on some and partly fulfilled some. As a conclusion, the special duty of companies to owners is restricted by the duties to other agents and it may be changed (deviate from profit maximization) if necessary. CSR and profits do not always go together: It is shown, by practice’s inv estigation that CSR will not always lead to positive economic profit and there is a limit for CSR expending (to some point, the cost will be more than the benefit).However, there seems to be a lack of time variable here in the research. For example, if the company builds 10 or 100 hospital for the city, it does not lead to much different economic profit. However, if the company continues supporting 10 hospitals for 10 years then it can create a commitment between the company and the community, which then results in customers’ loyalty. The profit from CSR should not only be measured at a fixed moment but also spread through a period of time.All in all, the ethical point of view states that companies do not have special duty to only the owners but it must act in a way that can comprehend its other duties to different parties in the society and in order to do so, it may have to deviate from its ultimate goal i. e. maximizing profit. However, in contrast with the conditions for F riedman viewpoint, this assumption requires a condition where the government cannot fulfill its duty and other parties (competitors, customers, suppliers†¦) must act in the same manner as the company (deviate from their own special duties if needed). Conclusion:Both articles provide very interesting opinions on if firms should take on CSR or not. While Friedman viewpoint, which based heavily on the assumption of private-property democracy and free-market mechanism, states that firms must only focus on one ultimate responsibility: maximize owners’ return, the ethical viewpoint states that firms must also sacrifice its own self-interest i. e. profit in order to promote other ends for the society. I agree on the assumption that executives have a special duty against the owner and that efficient division of labour should be respected in normal cases.A company can never satisfy all the responsibilities it has towards all other parties equally or effectively. Only by dividing the general duties and assign them to subgroups, it makes sure they are done in the most effective way. Moreover, as an executive, if he or she tries to conduct CSR against the will of owners then the effect of such actions is neither material or long lasting since the owners, according to law, have the right to appoint and dismiss executives on their will.This assumption also implies that social responsibilities do not rest on firms but rather on individuals. It is not whether firms do CSR or not but if each of the owner wants to sacrifice their own interests for the common good. CSR, at its best understanding, involve the participation of the whole society i. e. companies do not stand alone is this field and so, should not be considered solely when debating on CSR issue. Other factors such as how the government does its duty and how customers, suppliers†¦ value the CSR have huge impact on the fact that should companies conduct CSR.Free-market mechanism is a very strong force that as long as our society depends on it, we must comfort it. Only when the customers’ demand for such CSR value increases, does the companies do CSR. If this is not the case, companies are killing themselves. Therefore, no matter how intensive firms are on CSR issue, it will be immaterial and short-sighted if by doing so, threat the firms out of business. The debating question here is not about firms conducting CSR but about how society value CSR, which will then guide the behaviours of firms.In conclusion, in current situation under the force of free-market mechanism, firms’ decisions are not the main forces that affect the CSR issues but how well other agents (especially government) fulfill their own duties and how society value CSR. The available solutions are that government must improve its performance (tighten the legislation, prevent corruption, protection for firms doing CSR†¦) and the society’s awareness of CSR value must be raised so that societ y will value CSR seriously (through education programs).Only then, can firms truly perform CSR without facing the dilemma of trade-off for economic profit, which is the main reason for firms to exist. All in all, for now, I agree to the statement of Milton Friedman that â€Å"responsibility is to conduct business in accordance with their (owners) desires, which generally will be to make as much money as possible while conforming to the basic rules of the society, both those embodied in law and those embodied in ethical custom†. The question is how such â€Å"basic rules† will drive the behaviours of companies.

Rhetorical Analysis compare Essay

This is a rhetorical essay comparing, Looking At Women, written by Scott Russell Sanders; and What Is A Homosexual?, Written by Andrew Sullivan. These two essays describe in detail how children are growing up and knowing at an early age that they are either heterosexual or homosexual. When comparing these two essays both boys are going through puberty, watching their body change and develop. Mr. Sanders essay is about boys learning when they are attracted to girls, usually it’s around the time they are going through puberty; while Mr. Sullivan essay is about when boys learn that they are attracted to boys. This also was when the boy went through puberty. Looking At Women is about when a boy realizes his body and mind are changing towards girls, and realizes his attraction toward girls. When you can look at a girl, and realize it is the opposite sex. Mr. Sander’s talks about how should the male figure look at the female when they display their body with little to no clothing. He goes on to explain that it’s natural for us to look at the opposite sex. We as humans are curious in the opposite sex, so our eyes naturally wander and look. Upon reading these essays I realized we all go through puberty and that is basically when we find ourselves. Our wants and desires for either the same or the opposite sex. Having said that, what if you were not attracted to the opposite sex, but were attracted to the same sex. What Is A Homosexual is a persuasive essay about gay adolescents realizing they are attracted to the same sex at an early age. Mr. Sullivan realizes his attraction to the same sex after he went through puberty as the boy in Mr. Sander’s essay noticing his attractions to girls. Both boys have to control their desires to look at either the opposite sex or the same sex. I realized that both boys are going through similar situations under different circumstances’. While the  homosexual cant not be caught looking at another male while dressing in the locker room. But, the heterosexual can look at the opposite sex and want be picked on. In today’s society the clothes for girls has changed sense I was a preteen and going through puberty. The preteens now wear little clothing as possible to show off their developing figure into a woman. This will attract the eyes of the young male that’s also going through puberty, and doesn’t want to be caught staring at the developing young female. This is also similar to the young boy that is having homosexual thoughts in the locker room. He has to control his action of staring at his same sex friend that has change over the summer from puberty. Both the boys are going through similar situations, one is with the same sex while the other is the opposite sex, finding sexual attraction and the urge to look and their desires for the other person. While Looking At Women and What Is A Homosexual seem very different, they are quite similar. The boys are going through the same body changes and realizing the attraction to either girls or guys. The boys are sorting out their desires on how to look at the other person weather it’s the opposite sex or the same. Interesting enough the boys learn to control their wandering eyes, and when it’s appropriate to look at either gender.

Press Release Paper Assignment Example | Topics and Well Written Essays - 1000 words

Press Release Paper - Assignment Example Press releases have also been changed on how they are being submitted on the wide world web. Those that are commercial based, and charge a fee so as that press releases’ are bound to happen. This include the free website or the news service which go along the way in the making of news distribution more cheap and thus enabling smaller business to operate. , Such websites tend to hold over the press, and claim the news of the company to be more prominent on the World Wide Web and can be searched through the search engines. Airports can be considered the places on earth that are least sentimental. When in the air, the pleasantries, the food and around the experience are considered to be totally not real. Most people hate this experience and consider it not the best. Airports are also considered a world of their own. As said before airports are a world of their own and thus the security there is much heightened and thus tight. Some of people feel stressed while at airports since t here is a lot of potential for different things that are bound to happen that are outside human control. When these factors are combined they make airports be one stressful place to be. Sometimes they are filled with travelers who are excited or harried or maybe just doing business as they usually do. The worlds topmost surveyors in the field of airport authority and also the field of customer satisfaction with many airports totaling to about a hundred and ninety in about fifty countries worldwide do a conductive survey on their passengers each and every month. All the airports all over the world use this type of questionnaire and also follow the same methods used by others. This ensures that there is a highly detailed plan for each and every airport so as to ensure that there is a comparable result. Most of the airports today receive data from the other airports thus allowing them to choose and identify the best practices there can be so as to measure its operation and performance. So as excellence in service is achieved there must be continued commitment and a lot of effort so as to ensure that the best services there can be are provided. It also helps in the understanding of t=hoe to focus on the human efforts and also on the finances. A case example to this is that last year alone there totaled to about eleven million passengers travelling with airlines who happened to come from about one hundred nationalities that took part in a research, and was expected to rise over the years of study. There also happens to be a total guarantee in the transparency in all the airports across the world as conducted by the Airport Survey process and that some operate not on the basis of making profits, this case allows the customers who are real to have their own independent choices and categorize which airports the consider to be the best to them to be served in. The awards scheme is what is called of today the Passenger Awards. The Airports do not necessary book themselv es in this award scheme and also into the survey, and there is also no criteria of membership and there is also no levied charge for winners to be at the awards ceremony (World Airport ceremony). Sponsorship to the third parties is never allowed and accepted. Fast paced communication systems, restrictive budget, efficient planning, and just-in-time deliveries make projects operation easy for both the project leaders and

Discussion Board Reply Coursework Example | Topics and Well Written Essays - 250 words

Discussion Board Reply - Coursework Example The possible communication-based problem in an organization is lack of effective communication and not lack of communication. Management, for example, cannot formulate policies and fail to communicate them for intended purposes. Existence of common objectives and motivation towards the objectives, through an organizational culture, may however facilitate effectiveness of communication despite the management’s approach to communication. Similarly, congruent goals between employees, supervisors, and the human resource management are a basis to performance evaluation results and effects. An employee who shares in an organization’s objectives, understands the need for evaluation and is motivated by effects of evaluation results. Even though an employee may not like a punishment based on poor evaluation results, he or she is likely to accept it and work towards improvement if there is a shared goal. Burke and Friedman (2011) support this position through their identification of psychological factors as causes of conflicts in

Diversity in the work place Term Paper Example | Topics and Well Written Essays - 750 words

Diversity in the work place - Term Paper Example Definition of Terms The concept of diversity emitted from studying culture in organizations. Martires and Fule (2004) define culture as â€Å"the accumulated system of ideas, values, beliefs, customs, mores and traditions transferred from one generation to another that reflects and influences the pattern of living as well as lifestyle of a people in a given society† (Martires & Fule, 2004, 227). Accordingly, organizational culture is a set of symbols, myths, ceremonies that reflect the underlying values and beliefs of the organization or its work force. Organizations that begin to acknowledge the need to hire people from diverse cultural orientations support global operations included diversity in their corporate policies. In an article written by Greenberg (2006), diversity in the workplace is defined as â€Å"the variety of differences between people in an organization†¦Diversity encompasses race, gender, ethnic group, age, personality, cognitive style, tenure, organiz ational function, education, background and more† (par. 1). ... Advantages of a Diverse Workforce There are eminent benefits for organizations that support and manage a diverse workforce, to wit: (1) privilege of workers to learn from others of different culture orientations; (2) availability of diverse perspectives and approach in problem-solving; and (3) the creation of positive working environments conducive to honing of skills, abilities and competencies; among others. The study made by Kirby and Harter (2003) validated the effect of diversity in improving the financial performance of an organization. Further, Greenberg (2006) clearly stipulated that diversity has the capacity for â€Å"increased adaptability, broader service range, variety of viewpoints, and more effective execution†, among others. Challenges and Barriers of Supporting a Diverse Workforce Some organizations tend to focus more on the challenges and barriers in supporting diversity, precluding them from harnessing its benefits. From among the most pressing challenges ar e: (1) language or issues of communication; (2) resistance of employees to support diversity; (3) dilemmas on policy implementation; and (4) the difficulty and incompetence in managing diversity (Greenberg, 2006). In addition, Green, et.al (2009) recognized that there are additional barriers and challenges for organizations reflecting on implementing a diverse workforce: â€Å"negative attitudes and behaviors can be barriers to organizational diversity because they can harm working relationships and damage morale and work productivity (Esty, et al., 1995). Negative attitudes and behaviors in the workplace include prejudice, stereotyping, and discrimination, which should

A Comparison between Gandhi and Albert Camus Research Paper

A Comparison between Gandhi and Albert Camus - Research Paper Example A valid way to understand them would be to consider the effect of their environment upon their thinking and actions. Their respective philosophies are also studied in this essay. Two of their works, â€Å"My experiments with Truth† by Gandhi and â€Å"The Stranger† by Albert Camus are also compared to understand these aspects. These highly attractive figures also had many similarities in their life. Both belonged to the same class of thinkers, the existentialists, Gandhi being accorded the status on being a religious man whose truths are subjective than objective. Both accidentally suffered the violent ends. Their life and significance and present day relevance are only being more understood in the in the recent years. Name Instructor Course Name 9th May 2011 A Comparison between Gandhi and Albert Camus Youth and Upbringing Mohandas Karamchand Gandhi, popularly known in his country as â€Å"Mahatma† or great soul was the most popular and charismatic leader of the nation in modern times and the most powerful leader responsible for gaining independence for India from the British Empire. He was born on October 2, 1869, at Porbandar, a small town on the western coast of India, which was then one of the many tiny states in Kathiawar where his grandfather and father were prime minister of that small royal state. He was sent to Britain to study law an occasion, which served to broaden his mind greatly. [Gandhi bio source 1] Affectionately called the father of the nation he was a man who led a spotless and model life so correct he was able to say, â€Å"My life is My Message† [Sarvodaya]. He acted as a moral leader who taught that freedom was directly related to a moral life and led by example. He inspired so much awe among the great men of the world that Einstein wrote "Generations to come, it may be, will scarce believe, that such a one as this, ever in flesh and blood walked upon this earth." [Gandhi Research].In short he was a thinker â €Å"who practiced what he preached†. All his simplicity and social involvement was the result of profound thought and religious idealism. Philosophy As a theoretical philosopher, he may fit in more as a religious person who has attained enlightenment than as an originator of totally new line of philosophical thought. â€Å"This is because Gandhi was not a philosopher trying to make sense of the world around him in abstraction. He was essentially a political actor.† [Dasgupta] Most of Gandhi’s potent ideas, like Ahimsa and Non-violence were not exactly originated by him but were of religious origin. In short, for comparative purposes, he was a man who was able to find meaning in life, which for him was God, which he also called the truth. [SOURCE].One of Gandhi’s motivators was also his feeling of religious guilt being a very morally reflective boy from his childhood. Born in a very traditional family environment he felt sorely from the instance of having been engaged in sexual intercourse with his own wife while his father was on his deathbed .Unfortunately while Gandhi was away his father happened to die. He felt very guilty about this, he constantly tried to become a purer man, and his grace spread to the society about him. [Gandhi Autobiography] He was also highly moved by the beauty of the ‘Sermon on the Mount’[New Testament]. Albert Camus [1913- 1960] was born 7 November 1913 in Mondovi, Algeria, into a working-class family and grew up in poverty. His mother Catherine Helene Sintes was an illiterate cleaning woman of Spanish origin. Lucien Auguste Camus, his father, was an itinerant agricultural laborer He died when Camus was as a one year old of his war wounds in 1914 after the Battle of the

Male Bird Song Evolves in order to Attract a Female for Mating Research Paper

Male Bird Song Evolves in order to Attract a Female for Mating - Research Paper Example Further these qualities are also indicators of the physiological characteristics and genotype of the male partner and thus have high likelihood of influencing female choice. However the study of birdsong and its evolutionary significance in influencing female choice is yet at its infancy. Many new aspects are beginning to emerge. Deriving conclusions and making generalization at this stage would be inappropriate and inaccurate. MALE BIRD SONG EVOLVES IN ORDER TO ATTRACT A FEMALE FOR MATING INTRODUCTION Birdsong can be defined as long complex vocalizations produced mainly in breeding season (Catchpole & Slater, 1995). The best known birds in terms of their singing abilities are oscine birds, also referred to as passerines or perching birds. They belong to the order Passeriformes and are classified on the basis of their unique musculature of the syrinx or the vocal organ (Warner, 1972). In most of the temperate species of passerines, the males are exclusively the singers. The male bird sings either as a means of expression during male-male aggression or for attracting the female (Catchpole & Slater, 1995). ... BACKGROUND Communication is a primary requisite for functional ability. Humans must communicate to form relationships, fulfil their needs, organize and function. Animals communication is essential for food gathering, reproduction and survival; the three basic needs of all animals. However, unlike humans animals do not speak. In fact all animals possess their unique methods of communication (Hauser, 2000). Flowers send signals in form of fragrances and colour at the time of bloom to insects for pollination; meerkats communicate through scent, sounds and body language; lions communicate through body contact and sound, while birds communicate verbally through songs and coos (Rowe & Skelhorn, 2004). Communication systems, irrespective of nature and origin, comprise of two essential components: signal and tactical design. The signal is an important carrier of information from the sender to the receiver. In researches involving communication, study of nature of signal as an important deter minant of its goal is pursued (Rowe & Skelhorn, 2004). The signal evolution is in accordance with the function it is expected to perform. This is termed as strategic component of the signal (Guilford & Dawkins, 1991). Tactical design encompasses the properties of the communication determined by the transmission characteristics of the environment and the sensory and perceptual abilities of the receiver. To define the latter the term â€Å"receiver Psychology† was introduced by Guilford and Dawkins (1991) and was considered a significant determinant of the evolution of signals. Studies on bio-acoustics or animal sounds can be traced back to a research paper published by

Part5 Essay Example | Topics and Well Written Essays - 250 words

Part5 - Essay Example Another exercise myth is that it’s dangerous to exercise when at a given old age if you did not do the same when young. www.fitnessmagazine.com should state that one can always choose the exercise that best suits their age and health. The third myth is in the use of supplements to build body muscles in www.ideafit.com. The media needs to specify that if you eat healthy and visit the gym regularly, you do not need these supplements. The fourth advertised myth is the lie that exercise helps one lose weight quickly as i www.askmen.com. This makes people get frustrated when they spend hours at the gym and still fail to see a reduction in their weight. What the advertisers should specify is that losing weight at the gym depends on more than just exercising for long. It includes a tolerance for intensity so as to burn calories. The advertised belief that soreness that sets in after exercise is due to the build-up of lactic acid in muscles is also a myth. It is important for the medi a in www.dailymail.co.uk/home/.../fitness-report to note that immediately after a workout, the body gets rid of the lactic acid produced. The resulting soreness is due to muscle tears. Advertisers and the media push for these myths so as to lure people into their gyms or exercise routines that they provide, which will in turn earn them money (Larsen, 2011). Larsen, L. (2011). Fitness and exercise sourcebook: Basic consumer health information about the benefits of physical fitness, including strength, endurance, longevity, weight loss, bone health, and stress management, with exercise guidelines for people of all ages and tips (4th ed.). Detroit, MI:

Future Worlds Essay Example for Free

Future Worlds Essay I think future worlds will change earth entirely; there will probably be teleports and other, various new machinery that could revolutionize the way humans live and survive. Working may be a thing of the past if Robots start taking shape. Various kind of medical advancements might change how long we can live for; eternity might be possible in years down the track, that would make earth very crowded and we humans possibly would have to move planet and inhabit another land and environment, this could also make us evolve and we might need skills like wings or gills to help us survive the new living conditions. Other forms of life might be on other planets and cross breeding between ‘alien’ and ‘human’ might have an effect on the physical and mental changes of humans. If life down the track ends up like how it is stereotyped, then hover cars and flying cars might be the way we transport. Food might also be different, due to the fact that we are killing off animals as a source of meat. Plant life might also die off due to those same reasons. Another possible outcome in the future is the ice caps could melt, causing humans to become water bound, this could either wipe us out, or we could maybe adapt to these changes and change the way we can survive the new prominent element. War could also be another way the world is changed, as much is it is a horrible thing, it could help out thinning the numbers of humans populating earth. War could also make people in general poorer, which might stop the rapid growth in technology. After a war, lots of jobs would become available to repair, make or farm new things to help things improve and to regenerate growth in the world. The downside to wars is, smaller countries could be over run, many people die, families lose loved ones and people are forced to live with such vivid memories while fighting. The way the world is, really does depend on how us humans can maintain earth’s natural resources and how much the technological advancements can improves or hinder the way the world develops. Technological advancement to nuclear warfare could put an end to the world all together, Australia alone has 23% of the world nuclear power, if sold to the wrong people, the world could be gone or heavy mutation could occur, changing life form. A future world, at the moment is really just your imagination, there is very little knowledge of what the world will do, is there really a god? Will there be an Ice age? No one can really know for sure just yet, it is all an assumption and what you think in your own head.

A Thousand Splendid Suns Essay Example for Free

A Thousand Splendid Suns Essay â€Å"Come. There is a way to be good again,† said Rahim Khan to Amir. In the novel the Kite Runner by Khaled Hosseini, Amir, the main character, expresses his thoughts and actions due to his baneful choices. The tribulations he faced were all repercussions of the sin committed by his disdainful youth. His sins ravaged the early stages of his life and gave him a troublesome memory full of guilt. As the novel progressed, Amir attempted to disengage the memory of his sin and forget about it. Amir soon faced the long over due road to redemption. Khaled Hosseini’s novel the Kite Runner is about redemption, and that the lifelong pursuit of happiness will never be fulfilled without it. At a young age Amir and Hassan were best friends, even though Amir was roughly expressing it. Amir and Hassan enjoyed many activities together as Khaled expressed in his novel: â€Å"I spent most of the first twelve years of my life playing with Hassan. Sometimes, my entire childhood seems like one long lazy summer day with Hassan, chasing each other between tangles of trees in my father’s yard, playing hide-and-seek, cops and robbers, cowboys and Indians, insect torture†¦ We saw our first Western together, Rio Bravo with John Wayne, at the Cinema Park†¦,† stated Amir. Amir stated all these â€Å"friend-like† activities, yet witnessed the sexual abuse administered by Assef and his goons on Hassan without a peep from his mouth. At this point Amir’s lust for obtaining the kite, so he could finally enjoy love from his father had over come his friendship. That temporary love given to Amir by his father was enough for Amir to attempt to get rid of Hassan permanently, which worked. Amir’s sin committed in his early years set the stage for the rest of his life, for he would seek redemption for his acts. Many years passed, Amir was on his own now in America, with his wife Soraya that could not bare children. Amir received a call from Rahim Kahn who was dying and wanted a last visit from Amir. Amir had jumped at the chance to visit an old friend/father figure and flew to see Rahim. Little did Amir know he was about to face all of the tribulations he had seemed to forget of his past ten fold. Rahim Khan reveals â€Å"Hassan, Amirs childhood friend, the presumed son of the family servant was in reality, Amirs half-brother, his fathers illegitimate son with Alis wife. † He also reveals that the prolonged redemption is just around the Taliban by saving Amir’s half-nephew Sohrab (Hassan’s son) from Kabul. Amir was in a state of confusion, he expressed his plead to Rahim: â€Å"I can’t go to Kabul,† I had said to Rahim Khan. â€Å"I have a wife in America, a home, a career, and a family. † But how could I pack up and go and go back home when my actions may have caused Hassan a chance at those very same things (talking to himself)? I wished Rahim Khan hadn’t called me. I wished he had let me live on in my oblivion. But he had called me. And what Rahim Khan revealed to me changed things. Made me see how my entire life†¦had been a cycle of lies, betrayal, and deceit. ‘There is a way to be good again’ he’d said. Thus started Amir’s road to redemption. Amir searched through Kabul for Sohrab and an orphanage leader had stated that Sohrab had been sold to a Taliban leader. The Taliban Leader who showboated John Lennon glasses and conducted the stoning ceremony at halftime of the soccer game was the man that Amir had to speak with. As Amir conversed with the Taliban lead he learned of his cruel ways of massacring the Hazaras. Then the Taliban leader revealed, â€Å"What did you think? That you’d put on a fake beard and I wouldn’t recognize you? I never forget a face. Not ever. † The Taliban revealed himself as Assef, Amir’s childhood enemy. Assef created an ordeal stating that if Amir were to overcome him in a blood brawl, then Sohrab would be Amir’s boy to take. Assef completely demolished Amir by breaking several ribs with his brass knuckles. Amir was barely able to stand, but he withheld the beating for he knew that destiny had brought him to this moment. The moment came when Sohrab had pierced Assef’s eye and he and Amir escaped. Amir had finally accomplished his self-turmoil and had almost completed his redemption by saving his half-brother’s son, and almost dying for him. Amir knew that he had to adopt Sohrab when they got back to a safe haven. This caused some trouble with the embassy for they required legal documents of the orphaned child. Sohrab believed that there was no possible way for him to come to America and he did not want to return to an orphanage, so he attempted suicide. Amir had gone through a father’s worst nightmare when he thought his soon to be adopted son would die. Sohrab survived though, leaving a reckless, unrighteous Muslim, self- centered Amir behind. Amir’s pursuit of happiness was fulfilled as he and his son were flying kites in America. He had redeemed himself as he said to Sohrab, â€Å"Do you want me to run that kite for you? †Ã¢â‚¬ ¦A nod from Sohrab†¦ â€Å"For you, a thousand times over,† and a smile cracked open on Sohrab’s face.

Management of pre menstrual syndrome

Management of pre menstrual syndrome This chapter presents a brief account of present study conclusion which is drawn from the findings. The implication is highlighted in various areas- nursing practice, nursing education, nursing administration and nursing research. And also it clarifies the limitations, suggestions and gives recommendation for future study. SUMMARY OF THE STUDY The objective of the study was to evaluate the effectiveness of Planned Nursing Intervention on management of Pre Menstrual Syndrome (PMS) in terms of intensity of symptoms, knowledge and attitude among college girls in a selected educational institution, Salem. Rosenstochs Health Belief Model was selected as conceptual frame work for this study. An evaluative approach, pre experimental one group pre test, post-test was used for the study. Non probability purposive sampling technique was used to select the samples and the samples size was 30. Tools were made from book references, net references and previous experiences of the researcher. Content validity obtained from 5 experts (3 nursing and 2 medical personnel) Reliability of the tool was estimated by split half method for knowledge questionnaire r= 0.82, Likerts scale by split half method r= 0.82, it shows that the tool was reliable. After which a pilot study was conducted among 3 samples. Following that actual data collection was done with the same tool. On day 1, the researcher screened 100 college girls with screening tool to know no. of them experiencing PMS. It revealed that out of 100, 64 of them had PMS, among them 30 of them were recruited as samples as majority of them had 5 or more than 5 symptoms (3 physical and 1emotional and 1 behavioural symptom). Following that from the recruited samples pre-test was done. Demographic data was collected by self report method and intensity of symptoms was assessed using (0-10) Numerical Rating Scale, knowledge was assessed with structure knowledge questionnaire and attitude of PMS was assessed using the 5 points Likerts scale. On the same day researcher taught planned nursing intervention on management of PMS for about 20-30 minutes. A pamphlet was given emphasizing on specific measures of PMS management. Along with that a pocket dairy was given to each individual t o specify the symptoms and their intensity during PMS for consecutive 3 cycles. On 15th day post-test was carried out using the same tools A concise data analysis was done using descriptive and inferential statistics. MAJOR FINDINGS OF THE STUDY I. Demographic Variables: The analysis shows that 73.33% were in the age group of 21-25 years. Based on family monthly income 53.3%were under the category of 2001 5000 rupees. Those who attained menarche at the age group of 13-14 were 73.34% In regards to food habits 76.67% were non vegetarian. Regarding weight in kg about 73.34% were in the group of 41-60 kilogram Among samples 56.67% of them reported that their sisters had family h/o PMS. 100% says that they dont take own medications During PMS 90%says that they dont take any home remedies II. Findings related to Effective Planned Nursing Intervention: a) Intensity of symptoms: Majority of symptoms experienced by samples were (Abdominal pain, pimples, tiredness, anger, inadequate sleep, anxiety, irritability, low back pain)Least experienced symptoms were (Diff in concentrating, joint pain, calf muscle pain, breast tenderness, headache, nausea, palpitation, mood swing, withdrawal from environment, food craving, swelling of extremities, fever). Description of each symptom which was experienced by more than 10 samples were discussed as follows In pre-test abdominal pain was present for 25 samples among that 36.00% had mild pain, 28.00% had moderate pain, 28.00% had severe pain and 8.00% had intolerable pain. In I cycle abdominal pain was present for 23 samples among them 44.44% had mild pain, 44.44% had moderate pain, and 11.12% had severe pain. In II cycle 22 samples had abdominal pain, among them 45.45% had mild pain, 40.90% had moderate pain 13.64% had severe pain. In III cycle 76.19% had mild pain, 14.29% had moderate pain and 9.52% had severe pain. In pre-test pimples were present for 21 samples among them 50.00% had mild, 35.00% had moderate and 15.00% had severe. In I cycle Pimples were present for 21 samples among them 61.90% had mild, 33.34% had moderate and 4.76% had severe. In II cycle 6.50% had mild, 25.00% had moderate, 5.00% had severe and 5.00% had Intolerable. In III cycle 19 samples had pimples among them 78.95% had mild, 15.78% had moderate and 5.27% had severe. In pre-test tiredness were present for 20 samples among them 40.00% had mild, 60.00% had moderate. In I cycle tiredness were present for 18 samples among them 50.00% had mild, 50.00% had moderate. In II cycle 18 samples had tiredness in that 66.66% had mild, 33.34% had moderate. In III cycle 15 samples had tiredness in that 73.34% had mild, 26.66% had moderate. In pre-test anger was present for 15 samples among them 53.33% had mild, 20.00% had moderate and 26.67% had severe anger. In I cycle anger was present for 13 samples among them 69.24% had mild, 23.07% had moderate and 7.69 had severe. In II cycle 11 samples had anger in that 63.34% had mild, 36.36% had moderate. In III cycle 8 samples had anger in that 50.00% had mild, 50.00% had moderate. In pre-test inadequate sleep was present for 13 samples among them 53.85% had mild, 30.77% had moderate and 15.38% had severe. In I cycle inadequate sleep was present for 11 samples 54.55% had mild, 45.55% had moderate. In II cycle 11 samples had inadequate sleep, among them 54.55% had mild, 45.45% had moderate. In III cycle 100.00% had mild. In pre-test anxiety was present for 12 samples among them 41.67% had mild, 41.67% had moderate and 16.66% had severe. In I cycle anxiety were present for 11 samples among them 36.66% had mild, 63.64% had moderate. In II cycle 36.66% had mild, 63.64% had moderate. In III cycle 9 samples had anxiety among them 22.22% had mild, 55.56% had moderate and 22.22% had severe. In pre-test irritability was present for 11 samples among them 45.45% had mild, 36.37% had moderate and 18.18% had severe. In I cycle irritability was present for 12 samples among them 58.33% had mild, 33.33% had moderate and 8.34% had severe. In II cycle 11 samples had irritability in that 54.55% had mild, 45.45% had moderate. In III cycle 9 samples had irritability in that 88.88% had mild, 11.12% had moderate. In pre-test low back pain was present for 10 samples among them40.00% had mild pain, 10.00% had moderate pain, 30.00% had severe pain and 20.00% had intolerable pain. In I cycle low back pain was present for 10 samples 40.00% had mild pain, 40.00% had moderate pain, and 20.00% had severe pain. In II cycle 10 samples had Low back pain, among them 50.00% had mild pain, 10.00% had Low back pain 40.00% had severe pain. In III cycle 44.44% had mild pain, 11.12% had moderate pain and 44.44% had severe pain. There were significant differences between the pre-test and the post-test level of intensity. The following symptoms have significant difference from pre-test to I cycle; pre-test to III cycle. Hence the alternate hypothesis H1 was accepted. b) Knowledge on management of PMS In pre-test Knowledge scores was 53.34% had inadequate knowledge, 43.33% had moderate knowledge and 3.33% had adequate knowledge. In post-test Knowledge scores was 13.33% had moderate knowledge and 86.67% had adequate knowledge. The overall mean pre-test knowledge was (50.50% with SD 2.49) and ranged 6-15. The overall mean post-test knowledge was (79.65% with SD 1.93) ranged 12-19. The paired t value was significantly higher than the (9.966> t29=2.045)at p t29=2.045)at p

vendor managed inventory :: essays research papers

Vendor Managed Inventory Vendor Managed Inventory is a means of optimizing supply chain performance, in which the manufacturer is responsible for maintaining the distributors inventory levels. The manufacturer has access to the distributors inventory data and is responsible for generating purchase orders. During this process, the supplier is guided by specified objectives regarding inventory levels, fill rates, and transaction costs. A typical business model without VMI entails that when a distributor needs product, they place an order against a manufacturer. The distributor is in total control of the timing and size of the order being placed. The distributor maintains the inventory plan. However, when utilizing the Vendor Managed Inventory model, the manufacturer receives electronic data, usually EDI(Electronic Data Interchange) or via the internet, that tells him the distributors sales and stock levels. The manufacturer can then view every item that the distributor carriers as well as true point of sale data. The manufacturer becomes responsible for creating and maintaining the inventory plan. Under VMI, the manufacturer generates the order, not the distributor. Note that VMI does not change the "ownership" of inventory. It remains as it did prior to VMI. VMI consists of two EDI transactions that are the basis of the process: †¢ Product Activity Record; the data contained in this document are sales and inventory information. This is the primary transaction †¢ The second transaction contains and deals with the product numbers and the quantities ordered by the supplier as the customer requests In all of its forms VMI should be about improving visibility of demand and product flow in a supply chain, facilitating a more timely and accurate replenishment process between a supplier (vendor) and an inventory site (customer, distributor, distribution center, etc†¦). The application of VMI can be at any point within a supply chain: Manufacturer – Wholesale Distributor Wholesale Distributor - Retail Manufacturer - End Customer Wholesale Distributor – End Customer Manufacturer – Internal Inventory Sites Inventory is the proxy for information. In the absence of timely and accurate consumption data, each node in the supply chain compensates for the lack of information with inventory. Not only does poor information flow build supply chain inventories, but it also restricts each company’s ability to react to increases in demand, causes extended outages, service interruptions and lost sales. As actual demand for products is disseminated up the supply chain in a more real time environment, the more closely aligned production is with demand. As the gap between production and demand diminishes, so to does supply chain inventories and service level interruptions.

deatharms Dealing with Death in Ernest Hemingways A Farewell to Arms :: Farewell Arms Essays

Dealing with Death in A Farewell to Arms "I'm afraid of the rain because sometimes I picture myself dead in it" (P 126). This is a short quotation from, A Farewell to Arms, (1929), by Ernest Hemingway. A Farewell to Arms has a very unexpected death in the end. The reader sympathizes with the main character as he matures from the beginning to the conclusion of the novel. A Farewell to Arms is a love story during World War I. The novel is centered on Lieutenant Fredric Henry, an American who has volunteered for the Italian army driving ambulances in Europe because the United States has not yet entered the war. Fredric is known as being a lost man searching for order and value in his life. He is very subdued and does not care about himself or about the war. In the first book of the novel, Fredric is characterized, along with the other characters. Throughout the first book, Fredric takes a leave of absence from the war and travels the country looking for his purpose in life. During the second book, Fredric returns to the warfront town and meets with his closest friend, Rinaldi, who introduces Fredric to Catherine Barkely. Catherine is a French nurse with whom Fredric falls in love immediately. Fredric finds commitment with her, and they start to spend time together. Their relationship brings order and value to his life. He starts to care more about himself and Catherine. Being away from the war, Fredric feels safe with Catherine. When they are together, the war seems to not exist. "The war seemed as far away as the football games of someone else's college," says Fredric (P 63). Catherine is experienced when it comes to love and loss since she lost her fiancé in an earlier war. She cannot depend on another person so she tries not to depend on Fredric to bring order to her life and less chaos. This then allows her to be emotionally stronger when Fredric has to go off to war again. While off at war, Fredric and his other driver friends are sitting in a cave, when the Austrians attack. Fredric is hit in the knee while trying to help his friend, who dies. Fredric is taken to the hospital in Milan. When he arrives at the hospital, Rinaldi and Catherine come to visit him.

Hey Jude

Assignment 1: The Name / Ice Breaker Speech Goals: This assignment is designed to provide an initial speaking experience in a low risk situation. It provides practice using your name as the basis for the brief speech. Be as creative as possible, using any method (narrative, etymology or your name, visual aids, etc. ). The goal is to get the class and instructor to remember you.Preparation: Think about your name and the best way to get the class to remember you’re your speech should only be 1 to 2 minutes, therefore, practice and time yourself before-hand. This speech should be delivered extemporaneously from brief notes that occupy no more than one side of a single 4 X 6 note card. You should not read your speech and should use as much eye contact as possible. Grading Guidelines: Grade Value |20 points; Evaluation Sheet for Feedback Purposes | | | | |Time Limit |2 minutes (you must speak for at least 1 minute to pass this assignment) | |Note Cards |1 permitted | |Visual Aid |R equired | Learning Outcomes: Assessment of this assignment will focus primarily on measuring two outcomes: 1.Demonstration of the student’s ability to manage or to overcome communication apprehension in front of strangers. 2. Performance of the student’s ability to create an original speech Critique Sheet for Name Speech Name:_____________ Grade:________ Object: _________ Time: _________ Things you did well: Aspects of you speech/delivery you need to work on: Assignment 2: Demonstration Speech Goals: This assignment applies basic concepts necessary to creating speech structure. The goal of the demonstration speech is to show the audience how to do something.It is often called a process speech because you are showing the audience how to complete steps in a process. Description: Present to your audience with a tutorial on â€Å"how to† do/create something. You must formulate your instructional speech by creating main points about the process and sub-points further supporting/explaining the process. You will need an introduction and conclusion. Preparation: You should select something that you know how to do well. Think about how you would teach someone the steps in the process.The steps in the process are the main points, â€Å"First, †¦ Second, †¦ And finally,†¦Ã¢â‚¬  You will bring into class what you need to demonstrate the process and demonstrate as you teach the class. Grading Guidelines: |Grade Value |5% of total graded work | |Point Value |30 points | |Time Limit |3 to 5 minutes | |Note Cards |1 | |Visual Aid |Optional |Learning Outcomes: Assessment of this assignment will focus primarily on measuring three outcomes: 3. Demonstration of the student’s ability to analyze discourse using their critical reasoning skills 4. Demonstration of the student’s ability to recognize diversity in the audience 5. Demonstration of public performance skills |Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Adva nced | | |(0 – 7 points) |(8 – 15 points) |(16 – 23 oints) |(24–30 points) | | |Ideas may not be focused or |Listener can follow the |Generally well organized |Thesis is clearly stated | | |developed; the main purpose |speech only with effort. |but better transitions |and developed. The main | | |is not clear. Main points |Main point is not clear. |needed from idea to idea. |argument and supporting | | |are difficult to identify. Transitions need to be |Sequence of ideas is |arguments are clearly | | |Transitions may be needed. |developed. The audience |logical and is followed |articulated. Clear | |Organization |There is no logical sequence|has difficulty |easily, complemented by a |transitions. The article | | |of ideas in the speech. The|understanding the speech |clearly discernible |source is clearly stated. | |main idea from the article |because the sequence of |structure. The main idea |The types of supporting | | |is not presented or is |informatio n is unclear. |is presented with |material used in the | | |unclear. Supporting |There is an attempt to |supporting arguments. At |article are clearly | | |arguments from the article |illustrate supporting |least one type of |articulated. | |are not presented or are |material used in the |supporting material is | | | |unclear. Supporting |article. |presented. | | | |material from the article | | | | | |are not presented or are | | | | | |unclear. | | | | |Does not present his/her |Citations are attributed |Citations are generally |Student has a clear grasp | | |information in the form of a|incorrectly. Student has a|introduced and attributed |of the content. Student | | |speech. Student does not |partial grasp of the |appropriately. Student is |demonstrates full | | |have grasp of content and |content.Listeners |at ease with expected |knowledge by answering all| | |cannot answer questions |recognize errors to be the|answers to all questions |class questions with | |Content |about th e subject. Over |result of nervousness. |but fails to elaborate. |explanations and | | |dependence on notes is |Student does not provide |Over dependence on notes |elaboration. Note cards | | |observed. |enough detail in each main|may be observed. are used for reference | | | |point to inform audience. | |only. | | | |Aspects of the speech are | | | | | |too elementary or too | | | | | |sophisticated for the | | | | | |audience. | | | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning.Language| | |of slang. Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/hal ting. |sporadically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. |clarity and confidence to | | |listeners will be ffended. | | |the target audience; | | |Responds to questions | | |Informative tone is very | | |inadequately. | | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated. The |create interest. The | | |The delivery detracts from |s/he struggles with it. |delivery generally seems |delivery is extemporaneous| | |the message.Eye co ntact |Pacing is sometimes too |effective – however, |– natural, confident, and| | |may be very limited; the |fast or too slow. The |effective use of volume, |enhances the message. | | |presenter may tend to look |presenter seems |eye contact, vocal |Posture, eye contact, | | |at the floor, mumble, speak |uncomfortable. The |control, may not be |smooth gestures, facial | | |inaudibly, fidget, or read |audience strains to hear. consistent; some hesitancy|expressions, volume, pace | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|indicate confidence, a | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |commitment to the topic, | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |and a willingness to | | |are used excessively. expressions do not detract|articulation and |communicate. The vocal | | |Articulation and |significantly from the |pronunciation are clear. |tone, delivery style, and | | |pr onunciation tend to be |message. Audience members | |clothing are consistent | | |sloppy. Poise or composure |can generally hear the | |with the message. Delivery| | |is lost during any |presentation. |style and clothing choices| | |distractions. | | |suggest an awareness of | | | | | |expectations and norms. | | | | | |Limited use of | | | | | |nonfluencies is observed. | | | | |Articulation and | | | | | |pronunciation are clear. | | | | | |Audience members can hear | | | | | |the presentation. |Critique Sheet for Demonstration Speech Speaker's Name:_____________________________________ Topic:___________________________________________ Items of Evaluation: 0 1 2 3Rhetorical device (AGD)/Credibility/Exigency 0 1 2 3Purpose statement/Preview 0 1 2 3Main ideas are easily followed/Transitions 0 1 2 3Language is vivid/clear/fluid 0 1 2 3Speech is well organized 0 1 2 3Demonstration is appropriate 0 1 2 3Voice is used effectively 0 1 2 3Nonverbal communication is effective/Eye contact 0 1 2 3Conclusion is effective 0 1 2 3Overall effectivenessTOTAL SCORE: _________ COMMENTS: Assignment 3: Informative (You are the Expert) Speech & Outline Goals: This assignment is designed to provide the opportunity to put communication theories and concepts from the course into practice. Specifically, it aims to use skills in invention, such as structuring an appropriate introduction, selecting speech materials based on analysis of the members of the audience, and arranging that information in a clear format, as well as skills in speech performance, while informing the audience on a particular topic.Description: As a speaker, your purpose is to share information with the audience. This is not a â€Å"how to† or persuasive speech; you should not preview a step-by-step process or try and convince the audience of the merits of the topic. Rather, you are to give your audience new/useful information regarding a topic that is important to you. This may be your major/intended care er, a hobby/sport that you are passionate about, something that you have had personal experience in or are planning on pursuing.Logical arrangement of main points and supporting information should provide your audience with understanding of the chosen topic. To complete the assignment, you are required to submit a complete full-sentence outline and bibliography in advance, as well as deliver a successful informative speech to the class. Speech Preparation: All attempts to persuade should be avoided in this assignment. All topics must be pre-approved by your instructor. Be prepared to deliver the speech extemporaneously. You will be penalized 20 points for excessive reliance on note cards.The speech presented in class must include the following: 1. An appropriate introduction, including all six components of an effective introduction 2. Evidence of audience analysis throughout the speech (what will make the topic interesting for audience) 3. At least three main ideas with two sub-poi nts for each 4. Use of at least two different types of supporting material (book/newspaper/journal article, television/radio, interviews, Internet . com . org . net, etc. ) 5. Citation of at least four sources. Four sources is the minimum requirement.Your sources must be cited aloud, during your speech. 6. An appropriate conclusion. Outline Preparation: You must turn in a complete, typed, full-sentence outline – including a bibliography – to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Guidelines: Grade Value: |17% of total graded work | |Point Value: |100 points (70 speech/30 outline) | |Time Limit: |5-6 minutes | |Note Cards: |4 maximum | |Visual Aid: |Required | |Outline /Bibliography: |Required; 15 point penalty if not ready when due | Learning Outcomes: Assessment of this assignment will focus primarily on measuring the following outcomes: 6. Demonstration of decreased communication apprehension 7. Demonstration of the student’s ability to recognize and adapt to diverse audiences 8. Demonstration of the student’s ability to create and to perform an original speech to inform Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Advanced | | |(0 – 17 points) |(18 – 34 points) |(35-52 points) |(53–70 points) | | |Ideas may not be focused or |Listener can follow the |Demonstrates an awareness |Speech follows persuasion | | |developed; the main purpose |speech only with effort. |of the nature of |format: three main | | |is not clear. The |There is a great deal of |persuasive speeches. points; | | |introduction is undeveloped. |information that is not |Reproduces most of the |problem-cause-solution | | |Main point s are difficult to|clearly connected to the |conventions in their |structure. Thesis is | |Organization |identify. Transitions may be|thesis. Main points are |speech. Generally well |clearly stated and | | |needed. There is no |not clear. Transitions |organized but better |developed. Clear | | |conclusion or may not be |need to be developed. The|transitions needed from |transitions.The | | |clear the presentation has |audience has difficulty |idea to idea. Sequence of |introduction gains the | | |concluded. There is no |understanding the speech |ideas is logical and is |attention of the audience,| | |logical sequence of ideas in|because the sequence of |followed easily, |provides a clear purpose, | | |the speech. |information is unclear. |complemented by a clearly |enhances the speaker’s | | | | |discernible structure. credibility with a source,| | | | | |previews main points, and | | | | | |demonstrates significance. | | | | | |There is a clear action | | | | | |step and an overt call to | | | | | |action. | |Does not present his/her |Few, if any, sources are |Supporting material may |Student has a clear grasp | | |information in the form of |cited. Citations are |lack in originality. |of the content. Citations | | |an informative speech. |attributed incorrectly. |Citations are generally |are introduced and | | |Student does not have grasp |Student has a partial |introduced and attributed |attributed appropriately | | |of content and cannot answer|grasp of the content. |appropriately. Student is |and accurately.Supporting| |Content |questions about the subject. |Listeners recognize errors|at ease with expected |material is original, | | |Different sources of |to be the result of |answers to all questions |logical and relevant. | | |information are not used. |nervousness. Student does|but fails to elaborate. |Student demonstrates full | | |Inaccurate, generalized, or |not provide enough detail |Over dependence on notes |knowledge by answering all| | |in appropriate supporting |in each main point to |may be observed. class questions with | | |material may be used. Over |informaudience. Aspects | |explanations and | | |dependence on notes is |of the speech are too | |elaboration. Note cards | | |observed. There are not |elementary or too | |are used for reference | | |three clear, distinct main |sophisticated for the | |only. Speech is | | |points. |audience. | |informative. | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning. Language| | |of slang. Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/halting. sp oradically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. Tone of voice |clarity and confidence to | | |listeners will be offended. | |demonstrates some attempt |the target audience; | | |Responds to questions | |to be informative. |Informative tone is very | | |inadequately. | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. |regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated. The |create interest. The | | |The delivery detracts from |s/he struggles with it. delivery generally seems |de livery is extemporaneous| | |the message. Eye contact |Pacing is sometimes too |effective – however, |– natural, confident, and| | |may be very limited; the |fast or too slow. The |effective use of volume, |enhances the message. | | |presenter may tend to look |presenter seems |eye contact, vocal |Posture, eye contact, | | |at the floor, mumble, speak |uncomfortable. The |control, may not be |smooth gestures, facial | | |inaudibly, fidget, or read |audience strains to hear. consistent; some hesitancy|expressions, volume, pace | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|indicate confidence, a | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |commitment to the topic, | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |and a willingness to | | |are used excessively. |expressions do not detract|articulation and |communicate. The vocal | | |Articulation and |significantly from the |pronunciat ion are clear. tone, delivery style, and | | |pronunciation tend to be |message. Audience members | |clothing are consistent | | |sloppy. Poise or composure |can generally hear the | |with the message. Delivery| | |is lost during any |presentation. | |style and clothing choices| | |distractions. | | |suggest an awareness of | | | | | |expectations and norms. | | | | |Limited use of | | | | | |nonfluencies is observed. | | | | | |Articulation and | | | | | |pronunciation are clear. | | | | | |Audience members can hear | | | | | |the presentation. | Critique Sheet for the Informative SpeechSpeaker: _________________________ Topic: __________________________________ Grade: _____ Time penalty: _____ Final grade: _____ |   INTRODUCTION (15 pts. ): _____ |COMMENTS & SUGGESTIONS | |0 1 2 3 |Gained attention and interest | |0 1 2 3 |Introduced topic clearly | |0 1 2 3 |Motivated the audience to listen | |0 1 2 3 |Established credibility | |0 1 2 3 |Previewed remainder of speech | DISCUSS ION (18 pts. ): _____ 0 1 2 3 |Main points well organized/developed | |0 1 2 3 |Clearly focused topic | |0 1 2 3 |Originality of ideas | |0 1 2 3 |Language: vivid, clear, creative | |0 1 2 3 |Identified with audience throughout | |0 1 2 3 |Transitions: quality, points well identified | SUPPORTING MATERIALS (6 pts. ): _____ |0 1 2 3 |Quality: credible sources | |0 1 2 3 |Quantity: enough supporting | CONCLUSION (9 pts): _____ |0 1 2 3 |Reinforce theme | |0 1 2 3 |Summary clear | |0 1 2 3 |Sense of closure | DELIVERY (12 pts. ): _____ 0 1 2 3 |Level of animation/confidence/dynamism | |0 1 2 3 |Gestures: effective, appropriate, | |0 1 2 3 |Voice clarity, vocal emphasis | |0 1 2 3 |Extemporaneous style and use of notes | GENERAL EFFECTIVENESS (10 pts. ): _____ |1 |2 |3 |4 |5 | Assignment 4: Persuasive Speech & Outline Goals: This assignment is designed to provide the opportunity to put the all of the knowledge and skills from the course into practice. Specifically, it aims to put into p ractice skills in audience analysis, argumentative reasoning, and management of personal ethos, while attempting to persuade the audience.Description: As a speaker, you must aim to persuade or to actuate the class to your way of thinking on a specific topic. Within your speech, you should present a problem, the reasons that problem exists, and what we can do to fix that problem using documented evidence (not just your opinion) to convince your audience. To complete the assignment, you are required to submit a complete full-sentence outline and bibliography in advance, as well as deliver a successful persuasive speech to the class. The Speech is worth 70 points and the outline 30. Speech Preparation: You may choose to structure your speech in one of two organizational designs: the motivated sequence design or the problem/cause/solution design. Be prepared to deliver the speech extemporaneously.You will be penalized 10 points for excessive reliance on note cards. The speech presented in class must include the following: 1. An appropriate introduction — meeting the six criteria 2. Evidence of audience analysis throughout the speech 3. At least three main ideas with two sub-points for each 4. Use of at least two different types of supporting material 5. Citation of at least six sources. Your sources must be cited aloud during your speech. 6. An action step in your last main point (solutions). You may wish to solve your problem through legislation or by changing an existing system. In addition, you must provide the audience with the potential to act based on your speech.The action step is literally something that your audience could do once they leave the classroom were they motivated to action by your speech. 7. Evidence of persuasive organizational development 8. An appropriate conclusion 9. An attempt to enhance ethos through your appearance Outline Preparation: You must turn in a complete, typed, full-sentence outline – including a bibliography â €“ to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Grading Guidelines: Grade Value |17% of total graded work | |Point Value |100 points (70 speech/30 outline) | |Time Limit |7-9 minutes | |Note Cards |4 maximum | |Visual Aid |Optional | |Outline/Bibliography |Required; 15 point penalty if not ready when due | Learning Outcomes: Assessment of this assignment will focus primarily on measuring the following outcomes: 1. Demonstration of the student’s ability to recognize and adapt to diverse audiences 2. Demonstration of the student’s ability to research, analyze, and reason from evidence to create logically sound arguments and conclusions 3. Demonstration of the studentâ €™s ability to create and to perform an original speech to persuade Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Advanced | | |(0 – 17 points) |(18 – 34 points) |(35-52 points) |(53–70 points) | | |Ideas may not be focused or |Listener can follow the |Demonstrates an awareness |Speech follows persuasion | | |developed; the main purpose |speech only with effort. |of the nature of |format: three main | | |is not clear. The |There is a great deal of |persuasive speeches. |points; | | |introduction is undeveloped. information that is not |Reproduces most of the |problem-cause-solution | | |Main points are difficult to|clearly connected to the |conventions in their |structure. Thesis is | |Organization |identify. Transitions may be|thesis. Main points are |speech. Generally well |clearly stated and | | |needed. There is no |not clear. Transitions |organized but better |developed. Clear | | |conclusion or may not be |need to be developed. The|transit ions needed from |transitions. The | | |clear the presentation has |audience has difficulty |idea to idea. Sequence of |introduction gains the | | |concluded.There is no |understanding the speech |ideas is logical and is |attention of the audience,| | |logical sequence of ideas in|because the sequence of |followed easily, |provides a clear purpose, | | |the speech. |information is unclear. |complemented by a clearly |enhances the speaker’s | | | | |discernible structure. |credibility with a source,| | | | | |previews main points, and | | | | | |demonstrates significance. | | | | |There is a clear action | | | | | |step and an overt call to | | | | | |action. | | |Does not present his/her |Few, if any, sources are |Supporting material may |Student has a clear grasp | | |information in the form of a|cited. Citations are |lack in originality. |of the content. Citations | | |persuasive speech. Student |attributed incorrectly. Citations are generally |are introduced and | | |does not have grasp of |Student has a partial |introduced and attributed |attributed appropriately | | |content and cannot answer |grasp of the content. |appropriately. Student is |and accurately. Supporting| |Content |questions about the subject. |Listeners recognize errors|at ease with expected |material is original, | | |Different sources of |to be the result of |answers to all questions |logical and relevant. | | |information are not used. |nervousness. Student does|but fails to elaborate. Student demonstrates full | | |Inaccurate, generalized, or |not provide enough detail |Over dependence on notes |knowledge by answering all| | |inappropriate supporting |in each main point to |may be observed. |class questions with | | |material may be used. Over |persuade audience. | |explanations and | | |dependence on notes is |Aspects of the speech are | |elaboration. Note cards | | |observed. There is no |too elementary or too | |are used for reference | | |action step. |sophisticated for the | |only. | | |audience. | | | | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning. Language| | |of slang.Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/halting. |sporadically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. Tone of voice |clarity and confidence to | | |listeners will be offended. | |demonstrates some attempt |the target audience; | | |Responds to questions | |to be persua sive. Persuasive tone is very | | |inadequately. | | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. |regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated.The |create interest and | | |The delivery detracts from |s/he struggles with it. |delivery generally seems |persuade. The delivery is| | |the message. Eye contact |Pacing is sometimes too |effective – however, |extemporaneous — natural,| | |may be very limited; the |fast or too slow. The |effective use of volume, |confident, and enhances | | |presenter may tend to look |presenter seems |eye contact, vocal |the message. Posture, eye | | |at the floor, mumble, speak |uncomfortable.The |control , may not be |contact, smooth gestures, | | |inaudibly, fidget, or read |audience strains to hear. |consistent; some hesitancy|facial expressions, | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|volume, pace indicate | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |confidence, a commitment | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |to the topic, and a | | |are used excessively. expressions do not detract|articulation and |willingness to | | |Articulation and |significantly from the |pronunciation are clear. |communicate. The vocal | | |pronunciation tend to be |message. Audience members | |tone, delivery style, and | | |sloppy. Poise or composure |can generally hear the | |clothing are consistent | | |is lost during any |presentation. | |with the message. Delivery| | |distractions. | |style and clothing choices| | | | | |suggest an awareness of | | | | | |expectations and norms. | | | | | |Limit ed use of | | | | | |nonfluencies is observed. | | | | | |Articulation and | | | | | |pronunciation are clear. | | | | |Audience members can hear | | | | | |the presentation. | |Critique Sheet for the Persuasive Speech | |Speaker: _________________________ Topic: _____________________________ Grade: _____ | |Time penalty: _____ | |Final grade: _____ | |INTRODUCTION (15 pts. : _____ | |COMMENTS & SUGGESTIONS | | | | | |0 1 2 3 | |Gained attention and interest | | | |0 1 2 3 | |Introduced topic clearly | | | |0 1 2 3 | |Motivated the audience to listen | | | |0 1 2 3 | |Established credibility | | | |0 1 2 3 | |Previewed remainder of speech | | | |DISCUSSION (21 pts. ): _____ | |0 1 2 3 | |Main points well organized/developed | | |0 1 2 3 | |Clearly focused topic | | | |0 1 2 3 | |Adequate Solution Steps | | | |0 1 2 3 | |Language: vivid, clear, creative | | | |0 1 2 3 | |Identified with audience throughout | | | |0 1 2 3 | |Transitions: quality, points well identified | | | |0 1 2 3 | |Speech is Persuasive: Weakening/Strengthening Commitment, Conversion, Induces a Specific Action | | | |SUPPORTING MATERIALS (6 pts. : _____ | |0 1 2 3 | |Quality: credible sources | | | |0 1 2 3 | |Quantity: enough supporting material | | | |CONCLUSION (6 pts): _____ | |0 1 2 3 | |Summary clear | | | |0 1 2 3 | |Sense of closure | | | |DELIVERY (12 pts. : _____ | |0 1 2 3 | |Level of animation/confidence/dynamism | | | |0 1 2 3 | |Gestures: effective, appropriate? | | | |0 1 2 3 | |Voice clarity, vocal emphasis | | | |0 1 2 3 | |Extemporaneous style and use of notes | | | |GENERAL EFFECTIVENESS (10 pts. : _____ | |1 | |2 | |3 | |4 | |5 | |6 | |7 | |8 | |9 | |10 | | | |Inadequate | |Poor | |Satisfactory | |Excellent | |Superior | | |EXTRA CREDIT OPPORTUNITY Public Speaking in the Real World Total extra credit points: 10 You’ve probably thought it at some point during the class or another, when on earth am I going to have to use this? Or, you migh t be forced to watch upcoming presentations in your other courses and begin to realize just how terrible a poor public speaker can be as an audience member. However, effective mastery of public speaking is a skill that will help you achieve in your career no matter what level or industry you aspire to get into. This assignment will help you realize that as well as become a more effective critic of the messages you consume. RequirementsYou will attend at least one public speech or lecture this semester, you can attend a lecture sponsored by your department, a lecture or presentation sponsored by Communication Studies, or something you sponsor through your extracurricular or social organization. The only requirement is that you witness a public speech at least 10 minutes in length so that you have something to critique. – You must attend the speech in person. – You must obtain a program or some kind of record of your attendance to attach to your critique. Analysis To obt ain full credit for this assignment you must turn in a 1 – 2 pg response (single space) to the speech you witnessed.Feel free to critique the speaker as much as the speech itself. If it was bad or boring to watch, tell me about it and explain why you think it went wrong. A quality paper will exhibit the following – One paragraph describing the rhetorical situation : occasion, audience, speaker and speech (at least a sentence or two for each part). Provide your perspective as to the exigence of the particular speech or lecture. – A second paragraph should analyze the content of the speech. How did the speaker gain your attention, did he or she have a clear preview statement/thesis. How did the speaker reinforce ethos? Were there transitions or a clear organization pattern. How was the speech organized?A successful paragraph should adequately address all of these elements. – A third paragraph should adequately assess the style and delivery of the presentati on. What was the level of energy/dynamism, how did the gestures and nonverbal delivery enhance the presentation. How did the speaker use their voice and inflection? Was there adequate examples of extemporaneous delivery? – A final paragraph should offer conclusions about the speech you watched, and what you have learned from the process. How will your future presentations in this course and in your life be enhanced by what you observed. – All papers must have your name and course section # to receive full credit.

The New Normal Challenges Societal Issues

Ryan Murphy is known for his ability to keep things interesting, and in his new sitcom The New Normal he has not fallen short on that expectations. In this series Bryan and David, a happy gay couple living in L. A. with respectable jobs, seem to have everything except for the one thing they want most, a child. The couple hires Goldie, a young mother who had just left her adulterous husband in Ohio and ran away to L. A. with daughter, Shania, to start over and forget her old life, to be a surrogate mother for them.Jane, Goldie's conservative and overly bigoted grandmother, follows them against her granddaughter's wishes, causing an uproar in Goldie’s new life in the city because she is so disproving of Goldie’s decision to be a surrogate and Bryan and David’s lifestyle. Immediately after airing in September of 2012, the show was criticized tremendously. The people of the broadcasting network in Salt Lake City, Utah were so offended by the show that they went on to ban the show from their show time schedule. NBC Utah affiliate KSL-TV, the network which banned the show from airing in Utah, says that the show was â€Å"inappropriate on several dimensions. They went on to say that the dialogue was excessively rude and crude and the scenes were too explicit and the characterizations seem offensive. KSL-TV also insist that it challenges traditional family values and portrays bad role models. The trouble the show experienced from attempting to air in Utah was not the only trouble the show had endured. In July, before the show aired, One Million Moms publicly announced that they would be boycotting the show for being harmful to our society, accusing the dialogue of being too offensive.Many members of the gay community also claimed to be boycotting the show for portraying offensive stereotypes of homosexuals. I must admit that I can see how the dialogue seems excessively crude and offensive. For example, in the pilot alone Jane uses the offensive ph rases; â€Å"gay peacocks†, â€Å"ass campers†, â€Å"Jewed done the cost†, and â€Å"salami smokers†. It’s easy to see how people could take her bigoted words offensively. It’s obvious from her first scene in the show that her prejudices are very overzealous and over the top but that is precisely the point.Nana seems as a nasty, hateful woman who has a potty mouth that anyone with a moral conscience would not want to replicate. Jane is used to show a societal problem in America today. A discussion of her behavior through the show should be of interest to more than just the fans and critics. Beyond these limited audiences, Nana is relevant to everyone in America because her bigotry was used by Ryan Murphy to display a nasty problem in our nation today. Her prejudice towards everyone that surrounds her is a mockery of many bigoted minds of Americans.Indeed, it does seem excessive, but Murphy wanted to make sure the point of how offensive and wrong this behavior is was clear. While I see how this crass behavior and crude dialogue is inappropriate for children, the show is a somewhat late night sitcom with a target audience of adults. As adults who have experienced shows with far worse dialogues such as Jersey Shore, we should be able to stomach the harmless dialogue of The New Normal especially when there is such an important point behind it. Shows like Jersey Shore aren’t refused to air because of their horrible dialogues because of Americans’ love for their trash TV.I believe that point shows that the problem with this show is truly just bigotry towards gay couples having children not the dialogue, which is Murphy’s entire point of making this show. It’s not just about entertaining television, it’s about making a stance on the problematic issue in America of bigotry and prejudice. The complaints given to show that it challenges family values seems to stem from the fact that it isnâ₠¬â„¢t a traditional nuclear family that is headed by a man and woman. Many happen to have a major issue with gay couples creating a family. However, the show proves that the couple holds family values.Firstly and most importantly they know and show how much they will love and provide for their child. They also show many other important family values and attributes. For example Bryan shows what a great father he will be and the confidence he will instill in his child in the second episode â€Å"Sofa’s Choice† when he talks to Shania because she’s having trouble fitting in at her new school. Shania says â€Å"Those kids don’t get me at all† Bryan replies â€Å"When I was in school no one got me either. This might be hard to believe Shania but I didn’t always fit in like I do now.I always felt different just like you† Shania shouts â€Å"Bryan I’m a weirdo and I don’t want to be. I just want to be normal. † Bryan mat ter-of-factly says â€Å"That’s a stupid short sided wish. † Bryan then moves to the couch to sit beside Shania and puts his arm around her comfortingly and says â€Å"You don’t know this yet, but the most unique parts of you are also the ones that lead you to greatness. † Shania says â€Å"How come you get me but my own mom doesn’t? † Bryan says â€Å"Your mom may not completely get you, but she lets you be who you are and she loves you for it, and that’s what makes her a great mom.Don’t be afraid to be who you are, Shania because you’re spectacular. † This shows how supportive and problem solving he can be as a dad but also shows that he thinks it is very important for children to be accepted and loved no matter who they are and that they know it’s wonderful to be the person they are no matter what anyone else says. In the episode â€Å"Stay-at-home Dad† David and Bryan decide to send Goldie on a s pa vacation and request to babysit Shania while she is gone because they want to experience and prepare for being stay at home dads.While Goldie is gone David takes off time from his very important job as a doctor to wake up early to make her breakfast and study before taking her to school. This is an example of how he will be a responsible dad who will compromise the job he loves to take care of his kid. These are the family values and concern you must have for your children in order to be great parents, and while David and Bryan don’t have everything about parenting figured out ,because no one does before having children, they have the mindset, love, and values that can potentially make great parents.While the show does show some unexpected characters and a family with an unusual dynamic it is in no way lacking great role models. While the adult characters in no way lack their fair share of dysfunction they are also great role models for America and for the young girl in th e show Shania. The excerpt from the beginning of the previous paragraph is also a great example of how Bryan is an exceptional role model for Shania. Goldie while often times seems to act on a whim is a great role model.In the same episode Bryan and David decide that they want Goldie and Shania to live in their luxurious guest house instead of their frumpy little house. Goldie turns the house down because she didn’t earn it and she wants to be a successful independent woman to give her daughter a great example so that one day she can become one as well. The most confrontational adult in the show is Nana, Jane. While her bigotry is repulsive she does not lack other admirable qualities.Despite her overzealous prejudice that seems to constantly be spewing from her mouth, she is a strong independent woman and a great grandmother. When Goldie and Shania run away to California, Nana follows them and decides to stay even though she is disproving of Goldie’s decision and Bryan and David’s lifestyle because she cannot stand the thought of not being there to spend time with and protect her family. Nana also raised Goldie from eight years old when her daughter decided she didn’t want to and ran away. She also housed Goldie and Shania up until they ran away to California.All of those attributes are wonderful to have, but the most important is that she has always been there for her family no matter what. Which Goldie admits in the episode â€Å"The Para-New Normal†, the Halloween episode, after an argument they’ve had about Goldie moving back to Ohio. Goldie says â€Å"God Nana, sometimes you make me so crazy, you know that? The things you say. † Nana replies â€Å"I am what I am, I’m not about to change now. † Goldie recedes â€Å"Well, then I guess I need to remember that. When I saw you trick-or-treating tonight, the way you were with Shania.It made me think. You are the one person who has always been there for me. The only one actually. † Goldie goes on to remember when her Nana took her trick-or-treating every year when she was young because her mother wasn’t there. â€Å"I like to think that I’m a good mom, Nana, but I didn’t learn that from my mom. I learned it from you. Thank you for always being there for us. † Nana responds â€Å"Well, I couldn’t just leave you. † â€Å"Well of course you could have, but you didn’t. And even now that I’m all grown up with people and choices that you don’t understand still†¦. ou still haven’t left. † It may have taken Goldie a long time to realize it but her Nana is a great role model for her and in many of the same ways is for America. Even the child in this show is a great role model because she learns to be proud of who she is with the help of the adults around her and doesn’t try to hide her quirky ways which is a great thing to show America, becau se no one should ever be ashamed of who they are. Many people see The New Normal’s message to be that the new normal of families in America will be led by a gay couple.This however, is a misunderstanding. The New Normal’s message is that no matter how untraditional a family is it is still a family with the same amount of love and values as traditional families. In the pilot this was made clear by giving examples of many other untraditional families. It showed a midget woman who married a man of normal height and had a daughter who was 6 years old and almost taller than her mother, a single mom of two twin toddlers who was much older than most new mothers; in fact, she looks old enough to be their grandmother.They even go as far to mention examples from pop culture today such as Barack Obama and Mariah Carey, who were both raised by what Bryan refers to as â€Å"half-rican American† Grandmothers. When the show says â€Å"abnormal in the new normal† it is n ot to say that families led by gay couples in the only new normal but that none of these untraditional families should be seen as anything less than the average traditional family. The New Normal defies stereotypes in many different ways. Although the show does show one of the gay men as a very effeminate male, Bryan.Which is why I can understand why many people in the gay community show offense as they see this as portrayal of a stereotypical gay men. However Bryan’s character is meant to portray the writer of The New Normal, Ryan Murphy. I think the character is important to show that effeminate males do exists and to show Ryan Murphy’s side of things and how the bigotry of others has affected him. Murphy saw it was important to show his own personal experiences in the show which is why he decided to create a character based on himself.It is not as if the show portrays all gay men to be effeminate. Bryan’s partner, David, is a gay man who is the average guyâ⠂¬â„¢s guy with no interest in fashion, and the many other favored interest of his partner, the â€Å"stereotypical gay man. † David is a doctor who loves to watch football and play sports. While the show does show someone who does fit a stereotype, David’s character defies said stereotype because he is a gay man who this prejudice doesn’t apply to. The show also defies the common stereotype that all black people are content with being bottom feeders of society.Rocky, Bryan’s assistant, is a very accomplished black woman with very high aspirations and goals. She has come a long way from where she grew up in an impoverished home to become an assistant for a producer of a very famous TV show. She is an example of a much empowered black woman who has worked very hard to be successful. Though The New Normal is just a TV show, it provides a lens through which we can examine the societal problems of bigotry and prejudice. Indeed, many problems such as the way p eople throughout the show treat David and Bryan as if they are less than their equal in the show can be seen in real life.For example, many people in America today have shown their disapproval of homosexuals by not only denying them adoption and marriage equality but by going as far as committing hate crimes against them. But the prejudice in the show and in real life doesn’t stop there; it is directed at anyone who is different by race, sexuality, living conditions, and plenty of others thing. The point of this show is to show people that we are all humans with flaws and great qualities and that everyone should be treated equally. We do live in the land of the free after all.