Research & Writing Memo

Student ID # 105228 5/30/2009 We can probably show that Brett arrested Jane. Arrest is an element of false imprisonment. Arrest means confinement against one’s will. An arrest can be affected through physical constraint as well as through personal coercion (its equivalent). When a store employee detains something of value that a reasonable patron would not leave without, the patron has been coerced and thus arrested. In this case, because Brett took Jane’s dog (something no reasonable person would leave behind), Jane was likely arrested. The elements of false imprisonment are intent to confine, arrest, and consciousness of confinement.In Moore v. City of Detroit, 252 Mich. App. 384, 652 N. W. 2d 688 (2002), the court held that an action for false imprisonment can be maintained without alleging a false arrest involving government law enforcement. The court reasoned that the employee was not actually confined or restrained for any significant period of time which is requi red in satisfying a false imprisonment claim. The court stated that even if the employee had been locked in some enclosure, the confinements were momentary and fleeting or too brief and therefore insufficient to satisfy false imprisonment.An arrest must be against the will of the person confined; a patron who voluntarily follows a store employee back into the store is not arrested. In Bruce v. Meijers Supermarkets INC. , 34 Mich. App. 352, 191 N. W. 2d 132 (1971), a customer was shopping at Meijer’s in Lansing Michigan. Customer places two pairs of panties in her cart and continues shopping. Customer then places both pairs of panties on a counter other than where she found them. Customer checked out with the cashier. Customer leaves the store. Unidentified man approaches the customer.Unidentified man asks customer where she put the unpaid for panties which the man had seen in her cart while in the store. Customer assumed that the unidentified man was an employee of the store. Unidentified man repeatedly asked customer to return to the store. Customer was feeling ill. Customer wanted to leave. Customer said her children would be coming home for lunch. Customer voluntarily opened her purse and her clothing to prove that she did not take the panties. Customer estimates that she had been questioned for approximately five minutes. Customer voluntarily follows the man back inside the store.Customer quickly finds the panties lying on the counter adjacent to the lingerie display. Customer leaves store without further ado. The court held that no arrest was made and false imprisonment cannot have occurred without an arrest. The court reasoned that nothing was being done to indicate that she was being taken into custody, or that she was being held for delivery to a peace officer to answer a criminal charge. Given what the unidentified man observed (customer placing the panties in her cart), entitled the unidentified man; acting as an agent of the owner, the right to question the customer.The customers’ voluntariness in following the man back into the store illustrates that her actions were carried out willingly & knowingly and shows no signs of manual seizure or coercion. Therefore the customer was not arrested. Like the customer in Bruce, Jane voluntarily followed the store clerk back into the store. However in our case, Jane had been purposely and knowingly coerced into her decision whereas the actions by the customer in Bruce were done willingly. For an arrest, there must be a manual seizure or its equivalent in some sort of personal coercion.Coercion means acting against the will of the customer. If there is no coercion, there is no arrest. The store clerk seized Jane’s dog (something of value), leaving Jane no choice but to follow. Unlike the case in Bruce, Jane’s actions were against her will and were therefore coerced. When a store employee detains something of value to a patron and the item detained is something a reasonable person would not leave without, the patron has been detained. In Clarke v. K Mart Corporation, 197 Mich. App. 541, 495 N. W. d 820 (1992), a customer and her two small children were shopping at K Mart in Grand Rapids, Michigan. Customer purchased a set of bed sheets among other things. The cashier accidentally rang up the sheets twice. Cashier set sheets aside and voided the second transaction. Cashier placed sheets into customers’ bag. The cashier supervisor observed only the sheets being placed in the customers’ bag. Cashier supervisor did not notice the sheets being rung up. Cashier supervisor along with another co-supervisor approached customer.Customer claims the co-supervisor snatched the bag out of her hand. Co-supervisor alleges he took the bag out of the customers shopping cart. The supervisors confiscate $250 worth of purchased goods and notify the customer that they will be performing a routine package check. Customer was detained for ten or fif teen minutes. Supervisors gave $10 to customer for her inconvenience. The court held that by confiscating the $250 worth of purchased goods; the customer had been coerced into staying inside the store for 10 or 15 minutes and was therefore detained.The court reasoned that if a store owner, without any privilege, purposely prevents a customer from leaving by means of taking something of value from the customer and that customer reasonably remains in the store solely for the valuables, than that customer has been confined and therefore detained. Similar to our case at hand, both Jane as well as the customer in Clarke had been confined through the detainment of personal valuables. In Clarke, the detainment of expensive bed sheets ($250) proved to be enough coercion to satisfy a confinement.In our case however, it was Jane’s dog that had been detained. Now, although it may be impossible to value the dog at any specific dollar amount, any patron willing to purchase a dog will most likely view the purchase as an investment rather than a burden. On the other hand, the defense will argue that owning a dog may be more of a liability than asset because maintaining a dog is expensive and by detaining the dog, Jane would be better off financially. The defense may have a valid argument, yet a dog is not an inanimate object; it is a pet.Accordingly, if a customer won’t leave without their bed sheets as in Clarke, than certainly a customer will not leave without there pet. Any reasonable patron understands that a dog is a living creature and has feelings just as humans do. Any reasonable dog owner can understand the impact a pet can have on a person’s life and thus love their pet as if it were their own child. Obviously, it would be unconscionable to think that a reasonable person would leave their dog behind; they would act as Jane did.Jane’s decision to go back into the store was clearly against her will and was therefore coerced. An arrest can be affected either through physical constraint or personal coercion that is the equivalent of physical constraint. In Tumbarella v. Kroger Co. , 85 Mich. App. 482, 271 N. W. 2d 284 (1978), two police officers approached a customer who was also an employee for the store. The security officers asked customer where the money was. Customer indicated that she did not know what they were talking about. Officers then made menacing gestures toward the customer.Customer felt as if she was taken in custody. The officers’ threatened the customer with prosecution and jail. Customer felt restricted in her freedom both expressly and impliedly. The court held that the customer may seek nominal damages even if the officers had probable cause to believe the customer stole money from the store. The court reasoned that even if a shopkeeper suspects a person of taking without permission, the customers shoplifting does not give the shopkeeper the absolute privilege to detain the suspected shoplif ter.

Civil Disobedience to Black Power Essay

Up until the 1960’s the civil rights movement was practiced through peaceful protests established from the idea that equal recognition amongst all peoples was only acquired through non-violent acts. In the late 60’s these techniques transformed into fast and more efficient methods with different value sets. The changes within the Civil Rights movement occurred because African Americans were sick of the painfully slow progress accomplished through the civil rights movement, didn’t agree with the idea that being mistreated, disrespected, and stomped over (figuratively and literally) was the only resolution to overcome racism and segregation, and decided that violence and bloodshed (stemming from the theory that asking for deserved rights was to slow a process, when they could just take them) was aggressive enough to catch the eyes of many and gain Black Dominance or at least equal rights. Even with the Civil Rights Act in place, African American’s were tired of being neglected and disregarded. Peaceful protesting was only doing so much, the alternative of Black Power had begun to flourish in the late 60’s because it demanded respect through violent, attention-grabbing approaches that were created to actually change segregation and equality. The 1950’s and early 60’s were eras driven by the consumer culture, the US was extremely wealthy, the automobile industry was booming, suburban lifestyle had grown, television became extremely popular, and the general view of America was good (to say the least). The only ‘bad’ aspect of the US was inequality and the unrecognized rights (Blacks deserved). The US originally opted for saving justice and peace amongst Black communities in civil and non-violent ways, but there was limited execution. In 1954, for example, the Supreme Court unanimously ruled segregation in public schools unconstitutional in Brown v. Board of Education. This landmark case began a series of significant Civil Rights movements with regards to desegregation and equal rights. The early 60’s brought upon new perspectives and the idea of peaceful resolution was one of them. Due to the fact that American culture was thriving in material goods and prosperity African Americans figured the best way to go about change was to do it in calm, civil, non-brutal manners. Organizations like the National Association for the Advancement of Colored People (NAACP), Congress of Racial Equality (CORE) and the Southern Christian Leadership Conference (SCLC) began to emerge. Doc A, B, and C convey the goals pertaining to African Americans (in the early 0’s) and their hope for equal rights, legal citizenship, voting rights, and equal economic/labor opportunities. Doc A showcases the Student Nonviolent Coordinating Committee’s perspective that love transforms hate and nonviolence is the best way to bring about integration. The early 60’s held so much potential and optimism. African American’s were seeking equal privileges so contently because they experienced Americans’ positive response to America’s success and didn’t want to harm the culture or destroy the peace. One attempt for Civil Rights included a peaceful protest in Birmingham, Alabama. The response of the police was outrageous. As seen in Doc B, the photograph (from 1963) shows racist and corrupt police attacking African Americans after a peaceful protest (to allow Blacks into church). Rather than defend himself, the black man depicted in the photo is responding with no resentment or anger. Many African Americans were beaten and sent to jail; including Martin Luther King, Jr. Doc C (1963) is a letter written by MLK from the Birmingham Jail promoting peace and arguing that â€Å"injustice anywhere is a threat to justice everywhere. † MLK desired peace rather than violence because of his educational background and upbringing-his father was the minister of the Ebenezer Baptist Church and he passed on his understanding, tolerance, and religious views (inspired by peace) to his son. MLK could be peaceful, even after going to jail for no reason. After the Birmingham incident, John F. Kennedy announced his promise to end racial discrimination on radio and television. The speech served as motivation to civil right leaders, a wake-up call to Congress, and the inspiration for the Civil Rights Act of 1964 and Voting Rights Act of 1965 (unfortunately JFK never lived to see these passed). Although these rights were legally authorized, African Americans were not fully protected. Just because they were laws in place, didn’t mean they were implemented with major concern or emphasis. Race riots, racial profiling, and illegal discrimination were still occurring. African Americans realized that in order to truly get what they wanted, they needed prompt uncivil protests. Stokely Carmichael, a violent-protest-supporter, coined the phrase â€Å"black power† and stated â€Å"I am not going to beg the white man for anything I deserve; I’m going to take it. † We see the change in strategy for Black Nationalism. Carmichael’s speech, entitled, â€Å"what we want† from 1966 (Doc E) implies the only way to get money, property, respect, and in general civil rights for African American’s is to demand it, whether it was by strike, boycott, riot, or any other possible means of violent rebellion. The reasons why there was such a focus on gaining equality through violence was because peaceful protests were not developing equality quick enough, African American’s needed each other in order to attain enough votes for one collective ballot, and violent acts needed the most attention because they needed to be stopped the fastest. Take, for example the scenario of when a child throws a fit, the parent will do whatever it takes to stop the child’s interrupting objection and annoying whines, the same initiative for Black Power. Some philosophers even argue that Black Power was an act of revenge, Blacks felt obligated to torture Whites and act in violent ways to get even with them for their previous treatment of African slaves. At this point African Americans had to fight for things Whites got easily, like jobs, money, respect, social status, religion, privacy and the general right to be able to go to common-day-places (like the grocery store or local restaurant) and not have to worry about discrimination. The Black Panther Party for Self-Defense (Doc F in 1967) preached that black people must resort to violence because they have not made any gains through peace. Malcolm X, a Black Power activist and violent-protesting-leader supported this idea and said, â€Å"Stand on your own feet and solve our problems ourselves instead of depending on white people to solve them for us. † This quote shows the foundation for Black Power-fast, unexpected, memorable recognition. Malcolm X ridiculed Martin Luther King’s attempt at Birmingham saying it showed the uselessness of nonviolent-protest. The increasing amount of African Americans promoting violence concerned American citizens. Whites believed that if the government didn’t take action, mass riots and destruction would erupt everywhere, and they were somewhat on track. By 1968, (according to Doc G) 62% of African Americans were registered to vote, that’s 33% more than in 1960. This evidence suggests that the violent acts did make an impact and shape the Civil Rights movement into what we view it as today.

Slavery In The South

A large proportion of whites in the South supported slavery even though less than a quarter of these whites actually owned slaves. They felt that slavery was a necessary evil and that it was an important southern institution. The slave population in 1800 was just under 900,000 slaves and of that only 36,000 of these slaves were in the northern states. In 1860 this number grew to almost 4 million slaves were in the southern states. Many important statesmen such as Thomas Jefferson and George Washington regarded slavery as a necessity even though it was evil.Individuals and groups of people of all sects defended slavery. Eventually anti-slavery views grew steadier, but there were still many people who continued to hold on to their strong anti-slavery beliefs and hesitated to join in on the abolitionist agitation. These people were unwilling to dispute what other citizens held to be their right. Although there were southern whites that didn’t necessarily like slavery, they still supported it because they felt it was the South’s right to have slavery. Thus slavery became an increasingly Southern institution.Eradication of slavery in the North that started in the revolutionary era and was mostly over by the 1830’s. This dispute led to the division of the United States between the North and the South. Slavery came to eventually define the essence of the South, if you were for slavery you were from the south and you were considered pro-southern whereas opposition to slavery was considered anti-southern. Even though most white southern males did not own slaves, slavery continued to set the South farther and farther apart from the country and Nation as a whole.Even though slavery at one time was common in the America’s, by the time the 19th century came around it was only found in a few countries such as Brazil and Cuba and the southern United States. In the 19th century the U. S was known as a country that celebrated liberty and equality and yet here were the southerners who represented everything but these things. Most Northerners joined the abolitionist movement not to help the slaves but to help the appearance of the United States and the bad impression slavery left on the U. S. Even with these movements taking place, slavery was still on the up and up.This of course was due to the sudden increase in cotton cultivation in order to meet the demands of the Northern and European textile manufacturers, so in a sense the Northerners were without knowing supporting slavery in an indirect form. Another reason why the southerners clung to this belief of slavery being a necessity no matter how evil was because southern agrarian communities were in fact centered on slavery. The South did not undergo the same industrial revolution that was starting in the North, in fact the Southerners stayed almost completely rural and lagged in modernization very increasingly.Examples of this include indications such as public education at t he time and railroad construction. Because of all of this the Southerners felt as if slavery was indeed a necessity and their agricultural economy orbited around slavery. Many Southerners feared that the abolition of slavery would eventually result in an economic collapse. The biggest difference between the South and the North was purely ideological. In the North, slavery was abolished and small groups of abolitionists developed. In the South however, white spokesman, from political to ministers and etc.all rallied behind slavery and treated it as the bedrock of southern society. Overall defenders of slavery had developed a range of arguments that they presented in order to defend their cause. They relied strongly on the religious aspect of their arguments on slavery when they defended their belief. They portrayed slavery as a part of God’s plan for civilizing a primitive people. Because of this it made it so that any southerner who defied slavery also defied Southern society and religion itself. The Southerners also based their case on social arguments as well.They compared their supposed orderly religious and harmonious society to the Northerners supposed individualistic and tumultuous environment. This defense clearly represented the exact image of the so-called free labor argument that had become a very popular idealistic theory in the North. This stated that slavery kept the South back from modernization, and it kept them poor and as degraded, pro-slavery advocates that responded that only slavery could save the South from the evils that modernity brought to their land. In the 1840’s the struggle with slavery played a major role and factor in American politics.Northerners who were committed to free soil or the idea that western territories should be reserved for only for free white settlers, whereas southerners insisted that a limitation on slavery’s expansion was unconstitutional and was meddling with the Sothern’s order and t heir honor. The slavery’s issue was no longer about the morality of it, but instead became about how it would affect the U. S politically and economically. This debate became so aggressive that at a later time it would cause a civil war between the country itself.

Mathematics Web-Based Learning for Malaysian Secondary Schools in Geometry

MASTER RESEARCH PROPOSAL Prepared by Yeo Lian Ming 1. Title : Mathematics Web-Based Learning For Malaysian Secondary Schools In Geometry 2. Chapter 1 Introduction Background Of The Problem Learning of geometry is formally introduced in the Malaysian primary mathematics curriculum. The emphasis in geometry increases as students progress to secondary education, where about forty percent of the sixty topics in the five-year secondary mathematics curriculum comprises geometry content (Malaysian Ministry of Education, 1998).It is paramount that students at the beginning level of secondary education are provided with logical reasoning skills to build on subsequently more rigorous experiences of formal geometry. The Curriculum and Evaluation Standards for School Mathematics (NCTM,2000), and other important literature in the area of mathematics education call for emphasis in geometry at all levels. Geometry is a unifying theme to the entire mathematics curriculum and as such is a rich source of visualization for arithmetical, algebraic , and statistical concepts.For example, geometric regions and shapes are useful for development work with the meaning of fractional numbers, equivalent fractions, ordering of fractions, and computing of fractions (Sanders, 1998, p. 20). However, geometric concepts are often neglected in elementary and middle level schools in favour of teaching computational skills ( Huetinck & Munshin, 2004 ; Noraini Idris, 2006 ).Various reasons related to mathematical system itself, curricular materials, instructional practice, and cognitive development have been proposed to explain students’ the difficulties with geometry. In many Malaysian schools, the teaching and learning of mathematics has been reported to be too teacher centred and that the students are not given enough opportunities to develop their own thinking (Malaysian Ministry of Education, 2001). This situation invariably results in students becoming passive receivers of information , which in many cases do not results in conceptual understanding.Many students are not able to comprehend what their mathematics teachers teach especially on the topic of geometry because mathematics content is taught with the intention of finishing the syllabus and preparing for examinations. Little regard is given to how well the students understand geometrical concepts. On the topic of geometry, students encounter difficulties in applying what they have learnt due to spatial inability and visualization problems. In secondary school, mathematics teacher’s biggest challenge is to find a way how to get students’ interest to learn geometry.Through web-based learning, teacher can give students a new and stimulating way to learn and practice mathematics when and where it is suitable for them. The use of computers in education can be utilized as a new technological support for the visualization of abstract concepts through computer-generated virtual representations, allowi ng for the generation of mental model of the geometrical concepts. Moreover, the use of the World Wide Web as an educational delivery medium has pushed the limits of instructional design.It is becoming commonplace for students to register for programs, access course materials, communicate and submit assignments, and retrieve grades electronically. Classrooms and conference facilities in schools around the world are web-friendly, with many offering video-conferencing or full virtual classroom facilities. But the real question is this: does web-technology help or hinder learning? The best answer seems to be that it depends on the situation. Sometimes it helps. Sometimes it hinders.On the plus side, the Internet has moved management education ahead by enabling rapid, easy access to education and information, shared workspace tools for collaboration, instant communication and messaging, and online help. On the negative side, the quality of learning, more often than not, fails to meet ex pectations. Statement Of The Problem Teaching and learning process in mathematics particularly in the topic of geometry is not an easy task. Students tend to fail in developing an adequate understanding of the concepts, reasoning, and problem solving skills.The lack of understanding in learning geometry often cause discouragement among the students, which invariably will leads to poor performance in public examination. A number of factors have been put forward to explain why learning geometry is difficult due to geometry language, visualization abilities, and ineffective instruction. Poor reasoning skills are also another area of concern among secondary school students. Many are unable to extract necessary information from given data and many more are unable to interpret answers and make conclusions.Traditional approaches in learning geometry emphasized more on how much the students can remember and less on how well the students can perform the process of problem solving that includ es higher order mathematical thinking skills and reasoning. Thus learning becomes forced and creates anxiety among students and seldom brings satisfaction to the students. Objectives Of The Study This study will explore the ICT ability such as the web-based instructional objects as learning visual aids for the teaching and learning process in Geometry.This skill will enhance the teaching and learning process in delivering the topics in Geometry. The study will address some of the primary issues that should be included in the curriculum design process to develop a more interesting learning experience that truly engages the students from a cognitive perspective, while encouraging or fostering a greater accomplishment in the student's learning development particularly the visualization ability and problem solving skills.Scope Of The Study This study focuses on the curriculum design of web-based instructional objects for the teaching-learning process that involves hands-on ability with emphasis on experiential model. From the experiential perspective, the goal is to provide an opportunity or event that will engage or involve the student in the active process of learning. Experiential web-based learning can occur when the following conditions are met during the design phase: a )the appropriate level of cognitive and/or affective domain is reached, causing the student to do much more than simply receive the learning or knowledge, ( b )the relationship between the type of knowledge establishes an implied level of student involvement, ( c )the outcomes are evaluated with respect to the domain (cognitive and/or affective) in terms of the type of knowledge. Once these steps are included during the design process, rather than as an afterthought, web based learning will become richer, and provide the student an authentic learning event.Significance Of The Study In designing instructional objects, emphasis should be placed on designs that are conducive to meaningful learni ng rather than designs that aim merely at presentation of objects. This study will examine the integration of technology, content, pedagogy and online delivery as it affects the student learning experience. The process and model for creating interactive-rich learning environments is presented to improve their course development practices and online classroom quality. . Chapter 2 Literature Review The application of instructional objects in the teaching and learning of mathematics helped the students to understand the subject matter more clearly through novel presentation; making the learning of mathematics interesting and fun as well as easier to understand (Clarke ; Gronn, 2004). The wise use of web-based technology can help to break the boundaries between classroom and workplace, between theory and practice, and between the roles of instructor and learner.A second generation approach carefully designed and extended, can lead to many win-win solutions that can promote meaningful ac tion-based learning that combines the best in technical and soft skills education in both classroom and workplace settings (Morgan, G. ; Adams, J. , 2009). However, there was a significant interaction effect between delivery model and prior web experience. This indicates that for some learners, certain delivery models may be more ffective for web-based environments (Ahern, T. ; Martindale, T. , 2001). The results of the recent study showed that the learners who used the hybrid web based learning model displayed a better understanding of the necessary concepts and were able to apply their learning experiences to real life contexts better than the learners who were exposed to the traditional teaching method only (Naidoo, N. ; Naidoo, R. , 2006).With the current bodies of research and knowledge on development both of the learner, and the instructor, there is a need now more than ever to re-examine and develop a new model for instructional design. It may be necessary then, to abandon, o r perhaps significantly modify, the traditional instructional design models that were grounded in behavioral terms in favor of a model that is more experiential (Kolb, 1984). 4. Chapter 3 Research Methodology Research Design ; ProcedureThrough the use of programs that can be downloaded from the internet such as Moodle an Open Source Course Management System (CMS), an interactive course materials containing online activities such as self assessments, animations, and simulations on the topics in geometry can be produced to develop an e-learning websites to encourage self-learning and ability to seek for knowledge from various sources. These can improve learning and are often more enjoyable , flexible learning time and meaningful for students. Operational FrameworkThis study will adopt quasi-experimental design which consists of two groups of students. One treatment group will undergo the lessons of geometry using web-based learning while the other control group will be taught by tradi tional approach. I will conduct interviews, surveys and questionnaires to obtain empirical information on this research. Please refer to the attached Gantt chart. Assumptions ; Limitations This study will only use one instructional module entitled Geometry as the treatment period, and an expanded study should encompass the entire Mathematics subject.There are many other delivery models to examine in terms of effectiveness for web-based learning. Studies should be conducted using these models in combination. It would also be interesting to examine participant variables (age, gender, prior experience, etc. ) and the effectiveness of various delivery models. Research Planning ; Schedule Preparation Phase : Study the content of geometry. A literature review of the web-based learning by previous research endeavours will be conducted to complete and narrow down the orientation I will take for the following steps of my research.Analysis Phase : Observe a group of students to identify probl ems in teaching-learning the topic of geometry and analyze the types of instructional object activities in the web-based learning. Design Phase : Select a few subtopics of geometry as the research target. Employ experiential model to produce interactive course materials for geometry which containing online activities by using Moodle an Open Source Course Management System. Application Phase : Test the instructional objects on the sample group to collect data in terms of web-based learning quality, analyze the results and draw conclusions.Evaluation Phase : Refining and enhancing the interactive course material of geometry in the web-based learning. 5. Chapter 4 Expected Findings and Summary The rapid expansion of web-based learning necessitates examining its effectiveness because instruction is more than simply displaying information. Instruction requires an integrated fit that considers the content, the current state of the student and the delivery model to achieve success.The most important long-term outcome of web-based learning may be the students's increased capabilities to learn more easily and effectively in the future, both because of the knowledge and skill they have acquired and because they have mastered learning processes. That implies that a major role in teaching is to create powerful learners. In conclusion, I hope that the students can apply their knowledge of geometry to solve the mathematical problems as well as everyday problems they face in daily life through this web-based learning.

Sugar Industry Research Paper Example | Topics and Well Written Essays - 1000 words

Sugar Industry - Research Paper Example The U.S. sugar industry saved the domestic players from the changing world prices of sugars. For importing sugar, the U.S. has to pay an import price which also includes import duties. However, it has been found that there occurs a significant gap between the import prices and the market prices. The reasons of the volatility of the market prices could be the unbalanced supply which may result from high costs of production, implying that small changes in the supply may have significant price effects. (Agricultural trade policies in the new millennium) (Kennedy & Koo 156) The U.S. followed a sugar system which was meant to protect the domestic sugar producers from the volatile and high global market prices. This system led to almost double prices for sugar than the market prices. However, in the year 1989, the traditional quotas were changed and a new tariff quota was being followed which led to paying an extra duty, thereby allowing imports to respond to greater demands. From the 1990 s, there was demand for change in policies, when the World Trade Organization, came into being (Vaughan, & France 25-29).The sugar program in the U.S. helps the domestic producers through a loan program which guarantees the producers a minimum market price for the sugar they produce. However, this has to operate without any cost to the government. In order to prevent losses, the USDA (U.S. Department of Agriculture) has to keep the prices up, and the import quota plays a crucial role in this. The tariff rate quota allows a lower level of imports at a low tariff level, that is, restrictions are made to the foreign supply of sugars. (The U.S. Sugar Program, 18-19). As per researches, the U.S. sugar program increases costs to the U.S. sweetener users. The government, not paying directly to the producers, lists the costs to the users of sweeteners. As a result there is a gap between the import prices and the prevailing market prices. Thus the users pay more which benefits the producers. Keeping the prices high, protection is obtained against forfeiture or loss in terms of loans or other factors, and helps the producers to recover loan rates, and other costs like transportation. (The U.S. Sugar Program, 24-25). Manufacturers who produce substitutes for sugar also benefit from the sugar program. However, the benefits from the sugar program are not always profits. Profits are dependent on production and efficiency of the producer. (The U.S. Sugar Program, 33-35). Consumers and taxpayers enjoy several benefits from the U.S. sugar program. The American economy benefits from the policies by

Political Multimedia Assignments Essay Example | Topics and Well Written Essays - 1750 words

Political Multimedia Assignments - Essay Example Although they use the fanatical right as a way of gaining the support of people who are not within the upper 1% in wealth in the nation, the Republican Party still stands on its original platform of less regulation and more freedoms and rights for corporations. This is in direct conflict with the needs of workers, but workers have flocked to the Republican Party due to fear of losing the rights they have or in support of radical ideas about the world concerning religion, guns, or abortion. This is corporate greed at its worst. What has happened as a consequence is that the irrational and unreasonable now have a voice and official support. Silver is placing the consequences of such hard-lined campaigning for ‘sides’ into context in order to show that people are becoming more about their political party than about the issues due to the polarization. Silver suggests that the Republican Party has now created a sort of vacuum in which they now must continue their fanaticism i n order to maintain those they convinced to join them. Instead of being able to come closer to the middle, in order to keep those they convinced to join they are stuck well over to the right. ... The Republican Party remade itself to be the party of the people through giving voice to radicalized beliefs. Now they are stuck with it. The Story of Stuff â€Å"The Story of Stuff† shows how little control consumers have in what they buy and what they are exposed to from their stuff. It also shows the blatant manipulation that all consumers experience. Most consumers know they are being manipulated, but still play into consuming more and more goods. The need to consume resources and then throw them away, according to the video, was designed. What does that mean for American society? It seems that it started with 19th century colonialism where one state felt they had the right to ‘claim’ another state and consume its resources. It could go back to the time of exploration where lands such as the Americas were claimed for Spain or England, but those times still allowed for the natural consumption of resources. Although, the destruction of buffalo for their hides by those European Ancestors who sought to claim the American West who then left the meat to rot in large fields of blood might be seen as one of the beginnings of this problem. The European American habit of conquering and stripping a land from its indigenous people, leaving them without the means to sustain their cultures as they once were is at the heart of this problem, and it began with those who claimed the right to colonialism. According to the video, Americans literally consumer 99% of what they buy which will be disposed of by the end of its first year of use. This is literal consumption. Every week as the trash is thrown out is seems that there are more and more quantities of

Tata Nano Cross Culture Marketing Essay Example | Topics and Well Written Essays - 2500 words

Tata Nano Cross Culture Marketing - Essay Example The focus of the case study is on the Tata Ultra-Low Cost Car. The Tata Nano is a small car targeting the lower echelons in the society. The product has several distinct features such as size, engine size, design and speed. The car borrows from the principles used in the production of the Volkswagen Beetle and the British Mini popular with the Mr. Bean films. In all cases, the cars were produced to meet a certain market segment and increase the ease of acquisitions. The performance and efficiency of the cars may not be compared to other luxurious cars, but the main goal of the cars is to reduce cost of purchase, as well as maintenance (Hollensen, 2007, p. 287). The car has registered mixed fortunes in the market since it was officially launched into the market. The marketing of the product may be the weak link, but there are still other improvements to be implemented in the product to succeed. Additionally, the product will face stiff competition from Bajaj motors who also intend to produce fuel efficient cars that fit in the same category as the Tata Nano. Market Segmentation for Tata Nano Market segmentation is the process of dividing the market using a certain way in order to target a certain set of buyers or consumers. In the past, most companies employed mass marketing with the exception of the motor vehicle industry which initially targeted the rich, but later covered the middle class and the current trend are to incorporate the low end earners (Sandhusen, 2000, p. 34). To incorporate them, Tata Motors produced the Tata Nano. Tata Nano is nicknamed the â€Å"people’s car† based on the specification and performance stipulated by the company. The cars were rolled into the market in 2006 with the Nano have different specifications (Beverly and Thomson, 2011, p. 67). The four-door Nano is over 10 feet long and nearly five feet wide. The size indicates the targeted market segment because the bigger the size the higher the cost of the vehicle. In addition, it is powered by a 623cc two cylinder engine as compared to the standard four cylinder engines. The reduction in the cylinder numbers is to reduce fuel consumption. In the process of reducing the fuel consumption, other features are eliminated. The maximum speed of the car is 65 miles per hour, which is slightly slower compared to luxury cars. The location of the wheels of the vehicle at the extreme ends improves the handling. It has a small trunk for load carriage (Allen, 2010, p. 89). The product design ensures cost of production is reduced while ensuring that the needs of the customers are met. The product targets the low end users in India which has several challenges (Cleland and Ireland, 2006, p. 45). India is marked with a serious challenge in terms of transportation because of the increased traffic snarl ups and jams. These traffic jams leads to loss of fuel and affects people's wealth. The production of the Nano ensures easy transportation and lower cost even in t raffic jams due to the low consumption associated with the car. The lower echelons in the society have already been targeted by other companies such as the production of the Maruti 800 by the Maruti Udyog Ltd. The Nano has distinct advantages over the Maruti 800 because of the seating space, luggage space and cost. The product’s target market of the middle class and low echelons in the society must be evaluated to obtain brand association. The middle class in India cannot be