The Holocaust and the German Bureaucracy free essay sample

This paper outlines the extent of bureaucratic complicity in the Holocaust, and attempts to explain why German civil servants, instead of obstructing the extermination process, only exerted themselves to ensure its success. The following paper examines the extent of bureaucratic participation in the final solution in the Second World War in Germany. The second part of this paper seeks to identify the state of mind of German civil servants, which turned pen pushers, technocrats and professionals into earnest, but remote, agents of mass murder. Reflection on the Holocaust invariably dwells on the subject of how it could have happened. This is, however, a dual question. In the first respect, it concerns the mechanical means by which the final solution was implemented, that is, the ways in which Jews and others were defined as destined for the death camps, physically identified, gathered for transportation to a relocation center, transported to the camps, processed upon arrival at the camps, murdered, and their bodies and belongings finally disposed of. We will write a custom essay sample on The Holocaust and the German Bureaucracy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Since it is almost inconceivable how such an operation could have been performed by people in dispassionate frames of mind although it must have been, since it is impossible to kill so many as six million people in episodic fits of murderous rage the question involves a second dimension, which is the nature of the mentality of those who participated, both directly and indirectly, in the extermination process.

Biological Change In The Elder essays

Biological Change In The Elder essays The body goes through a complicated series of physiological changes as it ages. In his book The American Geriatric Societys Complete Guide to Aging Mark E. Williams, M.D., defines aging as a progressive, predictable process that involves the evolution and maturation of living organisms. Aging affects all parts of the body from the obvious such as skin, hair and overall appearance to organ function. The most visible sign of the aging process takes place within the skin. The skin consists of three layers: epidermis, dermis and hypodermis. The outer level is called the epidermis. As this skin level ages the rates of cell loss increase and cell production decrease resulting in a thinning of the skin. This thinning makes the skin more susceptible to creasing and wrinkling. Another visible aspect is the appearance of age spots. These age spots result from the grouping of pigment producing cells. Also the blood vessels near the surface weaken, as they age and this will allow the skin to bruise easily. The middle level is called the dermis. It is at this level where collagen is produced. Collagen helps to strengthen the skin. As an individual ages less collagen is produced resulting in the skin becoming stiffer and less elastic. When the skin becomes less elastic it will then begin to sag. The inner most level of skin is the hypodermis. It is at this level where the fat cells are located. As the body ages fat begins to decrease at a dissimilar rate. This results in a bumpy appearance. It is also at this level that the sebaceous glands are found. These particular glands provide oil lubrication for the skin. As these glands age they produce less oil that results in the skin becoming dry, brittle and more vulnerable to abrasive forces. Another highly visible sign of the aging process takes place in the hair. Hair is lost daily but as the individual ages the rate of rep...

Contrast between Regulation and Accreditation Research Paper

Contrast between Regulation and Accreditation - Research Paper Example Regulation of nurses commenced as an initiative aimed at protecting the nurses as professionals and also the public who were being served by the nurses. This was aimed at ensuring that the nurses met the standards of performance and their malpractice if any did not lead to adverse effects of the health of the patient. Currently, the scope of regulatory bodies in the nursing profession has expanded to not only protect the public but now inculcates the nursing practices and also regulates the higher institutions involved in nursing education. Regulatory bodies are bestowed with the legal responsibility of enforcing the law as pertains to protecting the patient from practices performed by the nurse and also to aid in regulating teaching of nurses. An example of a regulatory body in the nursing profession is the National Council of State Boards of Nursing. This is decentralized to the state which has a board on nursing and is aimed at addressing the five concepts of nursing. This entails the regulation of the nurse as an individual.Regulation of nurses commenced as an initiative aimed at protecting the nurses as professionals and also the public who were being served by the nurses. This was aimed at ensuring that the nurses met the standards of performance and their malpractice if any did not lead to adverse effects of the health of the patient. The scope of regulatory bodies in the nursing profession has expanded to not only protect the public but now inculcates the nursing practices.

System Analysis and Design 251 Essay Example | Topics and Well Written Essays - 2000 words

System Analysis and Design 251 - Essay Example The company requires information management systems, which can flexibly undergo dynamic development to add competitive advantages to businesses. This report project is based on the hypothesis that information technology has the capacity to improve the level of productivity and profits of business enterprises2. The proposed system is expected to conduct comprehensive data processing including order processing, billing, purchases, insurance payments, customer support tasks and processing of payments. The justification of the need for this system is that SC is an extremely busy pharmacy and has many customers, whom it cannot serve adequately without the use of an integrated Information Management System. Purpose of the report The main purpose of this report is to verify the preliminary findings of the manager, and to present the expected resultant benefits that the information management system should bring to SC. It has to present a reliable framework explaining mechanisms through whic h the integrated information management system will assist the process of preparation of prescriptions for various medicines3. Part of its fundamental details will be on how to receive orders from pharmacies and care providers or nursing homes in more advanced methods. The report provides details of operation of automated inventory management modules for medicine stock management4. The report must convince the administration of SC that the system is simpler to use than Excel spreadsheets and MS Access. Finally, the report has details explaining business continuity plan based on how the system will always change to meet its contemporary needs. Structure of the report The report has a major title ‘Integrated Inventory Information Management System’. Under this topic, there are various subtopics addressing the areas of need for this system. The subtopics are as follows: Order Processing Purchase Billing and payment processing Customer service and support The next part of t he report is about the benefits of the system to the operations of businesses in SC. The benefits are presented in summary form as follows: Quick and reliable order processing More reliable billing processes Quick data access and real time processing Advanced System Integration The final section of the report contains the recommendations for further improvements of the system for better functionality in the future. This is one of the most essential needs, which SC administration expects as an outcome of the integrated system. 2. Preliminary findings The report presents the preliminary findings in the following event table: Event Trigger Source Use-Case Response Destination Maintains the records of who pays for the drugs Changes to Data information in regards Care provider Maintain Data information of who pays - - Immediately records information that comes in Newly received orders Client Records the new information - - Organization needs to capture and maintain prescription data New orders coming in Client Records information for prescription - - Produce Case manifests Start of the day - Produce case manifest Case manifest Pharmacist assistant Monthly order reports Monthly Pharmacist Produce order report Report produced Management nursing Home Maintain Drug Information Changes to drug Information Supplier Maintain Drug information - - Points Label for each residents Requests to point labels Pharmacist assist

God Orginial Food Plan Thesis Example | Topics and Well Written Essays - 15000 words

God Orginial Food Plan - Thesis Example imposed by the federal government in the United States obesity, food borne diseases and food contamination are not uncommon are often heard of in the United States. This study was undertaken to explore God’s original food plan and why human beings deviated from it. To evaluate God’s original food plan dietary laws under four major religions of the world were studied. While some religions permit animal meat restrictions on animal slaughter have been defined. However, all the religions believe in clean, hygienic, natural food and are against genetically engineered food as it amounts to interfering with nature’s (God’s) plan. Consumerism and materialism prompted the food manufacturers to seeker newer ways to lure consumers through offering enhanced nutritional value. This led to use of hormones in cattle, use of pesticides, dietary supplements and additives, in addition to genetic medications and hybrid systems in food production. In addition, long food suppl y chains resulted in food getting contaminated as residues of pesticides persisted. All of these led to increased toxicity and interference with nature’s plan. All the religious heads have expressed their resentment against such foods being supplied as it interferes with God’s original plan. They have insisted that genetically modified foods should be labeled which would enable consumers to take an informed decision. While the government did regulate the sector and framed laws, these laws and regulations were often politicized to suit the larger players in the sector. The study concludes that man has tried to interfere with nature’s bounty. Consumerism, desires and taste for newer varieties of food have taken man away from nature. The desire for more and more profits gave rise to unethical and immoral practices in the food industry where preferences was given to self-rewards and profits over concern for fellow human beings. Even children have not been spared. Th e study concludes by recommending how

Effects Of Domestic Fiction

Effects Of Domestic Fiction Domestic fiction as a genre was predominantly written for girls and young women by women writers, and the genre grew exceedingly popular and flourished in the nineteenth century, especially during the mid to late nineteenth century. Domestic fiction, often referred to as sentimental fiction (due to its sentimental plotlines and characters) or simply womens fiction, became the dominant genre for girls in both Britain and America and the majority of domestic writing upheld and supported the restrictions of the female role. Many novels of domestic fiction have thus been criticised for not attempting to challenge these limitations and empower young women to live a fuller and more rewarding life, rather than simply reinforcing the idea that women must exist solely within the domestic sphere. This dissertation will discuss three different texts of the domestic fiction genre Elizabeth Wetherells The Wide, Wide World (1852), Charlotte Mary Yonges The Clever Woman of the Family (1865) and Lo uisa May Alcotts classic tale Little Women (1868) and will examine whether literature aimed at girls and young women in the nineteenth century began to empower women and present them with the idea of a life away from the restrictions of the domestic sphere, or whether the genre of domestic fiction simply enforced the rules and restrictions of the female role. Introduction During the nineteenth century, the influences upon the lives of children and young adults were very few and far between. Whereas children of the twenty-first century are still undeniably influenced by literature, these children live in the age of television, extensive advertising, communication, the internet and modern technology, and have an eclectic range of influences at their disposal rather than just literature, one of the main and major influences for children during the nineteenth century was the literature that was written specifically for them. Literacy, and literature itself increased considerably during the reign of Queen Victoria, and this can be attributed to a number of factors one of the most important factors being the expansion of popular education. Children and the idea of childhood had begun to be viewed and treated as a state which was entirely set aside from adulthood, and the child was considered to be far more innocent, and possess a far more malleable mind th an the adult. As John Back observes in his study Towards a Sociology of Education: Everything to do with children and family life had become a matter of worthy attention. Not only the childs future, but his presence and very existence was of concern: the child had taken a central place in the family.  [1]   The Victorians of the nineteenth century created an increasingly sentimental view of childhood which would grow to become widely accepted. Queen Victoria herself and Prince Albert set an example for a prim and proper family in which the children were greatly loved and tenderly cared for. Additionally, Victorian parents were advised to be firm with their children, but to deal with them with a larger degree of tenderness than in the past, and adults increasingly saw childhood as a period in which the child needed to be protected from the complicated adult world and its concerns. As a result of this changing view, education for children became paramount, and increasing concern was placed upon ensuring that children were appropriately taught. As Judith Rowbotham writes in Good Girls Make Good Wives: Guidance for Girls in Victorian Fiction; The child was the father of the man, and it was important to adults to ensure that children, who represented the next generation, should be properly taught. The question that occupied many minds however, was of what did a proper education consist?  [2]   Boys were given penny dreadfuls; inexpensive novels which often featured violent adventure or crime and were issued in monthly instalments. However, a well-educated female at this time was assumed to have been fruitfully instructed in the importance of her domestic and social duties and responsibilities, as well as in academic subjects. As a result of this assumption, girls were presented with the domestic novel. Young women and girls were deemed to be more suited to life within the domestic sphere, and the aim of domestic fiction and girls stories was to justify the boundaries of the female position within society and to convince the female, especially the impressionable young woman, of the necessity to conform to the roles of the domestic sphere. Didactic writing of this kind was certainly not a contemporary phenomenon educational and instructive books for young minds were also featured heavily in the eighteenth century. These however, were intended for an upper-class market and w ere published in the form of essays rather than as books. The contribution that girls made in their home was very significant, however it should be noted that that their lives were not always solely made up of domestic duties and responsibilities it was quite common for girls to be as well educated as boys, and to be accomplished and taught in skills and talents such as art and music. Still more genteel than what their brothers were taught, yet there was life away from the duties of the home. Public schools were available to the lower and middle classes, although they were not yet made mandatory, and girls were educated most often from the age of six until they reached fourteen or fifteen. However despite this, women were still discouraged from pursuing an education, as this would interfere with their duties within the home. The July 1848 edition of the publication The Mothers Magazine featured an article entitled Female Education, which encouraged mothers to restrict the time that their daughters were in education, claiming that their accomplishments would be rendered unnecessary after they married. The article states that young women should remain focused on their duties within the home: [à ¢Ã¢â€š ¬Ã‚ ¦] let her seek a thorough practical understanding of those principles of which she may as a wife, mother and housekeeper, be called to make daily use. We are advocates for a thorough scientific education; but at the same time, for an education for the ordinary [à ¢Ã¢â€š ¬Ã‚ ¦] duties which females, as wives, daughters and mothers, will be called upon to perform. The piano, and the brush, should never take the place of the needle.  [3]   Domestic fiction at this time was renowned for sentimental and predictable plotlines, exceedingly dramatic scenes and weak, weepy female characters, and this characteristic earned the genre its description as the language of tears. This was a time when the biggest ambition of young girls was to be married and to marry well for a woman to remain single was considered not only to be a misfortune, but a travesty and yet many of the authors who wrote these books were themselves single women. These books were on of the very few ways that young girls could imagine a life other than their own and therefore must have a lasting and effective impact on how they viewed themselves, both in regards to society and personally. Furthermore, the writers of domestic fiction were generally exclusively women, and for a woman to be a writer was at this point a new notion, and additionally, if their works were considered unseemly or inappropriate material for young girls, no one would purchase them. Due to the fact that for these female authors writing was their only source of income, the sale and popularity of their creations was paramount. As a result, it was extremely rare that domestic fiction for girls in the nineteenth century would feature a character who would step outside of societys restrictions upon young women, and who pushed the boundaries of appropriate female behaviour. For this, the genre has experienced many forms of criticism. The early forms of domestic fiction, conceived by authors such as Maria Edgeworth and Mrs. Sherwood, achieved popularity and social status and these stories whilst being improving, were also considered to be entertaining. Alison Adburgham has commented that: the novels were handbooks to the language of the beau monde, to the etiquette of chaperonage, to permissible and impermissible flirtations, to extra-marital affairs, to all modish attitudes and affections.  [4]   The literature was instructive and the characters unrealistic and wooden domestic fiction was treated as the perfect device to teach young girls how they should behave and present themselves. However, writers such as Charlotte Mary Yonge and Louisa May Alcott nonetheless managed to write characters who did venture beyond the boundaries of assumed stereotypes in understated and subtle ways, and unlike authors such as Elizabeth Wetherell, these writers managed to present an alternative life for girls through their characters, and succeeded in upholding societys limitations upon girls in the process. Instead of doing nothing to challenge these stereotypes and being criticised for this issue, these writers somehow were able to empower their female audience to move beyond the restrictions of their domestic sphere and live a far more stimulating life, or in other cases if their female characters did eventually conform to the institution of marriage and a domestic orientated way of life, t hey would still manage to maintain the qualities which some readers may have deemed undesirable and inappropriate. Moreover, with the publication of Little Women in 1863, Alcott challenged and succeeded in changing what it was to be a young girl in the Victorian age, and for decades to come. Due to the vast popularity of the domestic fiction genre in the nineteenth century, it is certainly indisputable that the genre had great effect on its readers, whether it was the impressionable and innocent little girls which read them or the mothers who read them to their children. But an underlying question of this particular genre is whether the effect was constructive in terms of the development of womens rights and their prospects in life and the growth of their position within the social structure, or whether these novels merely upheld and supported the outdated and strict boundaries set upon women of the nineteenth century and earlier, and supported the stereotypes placed upon them without attempting to make changes to this. I will attempt to answer this question in the chapters that follow. Chapter 1: The embodiment of the feminine ideal: Elizabeth Wetherell, The Wide, Wide World (1850 published in Britain in 1852) The girl of the mid-nineteenth-century spent the majority of her time in the company of other women and middle-class girls in particular spent their time with their mothers, their sisters and female servants or nannies who may have lived with them in their houses. Their experience was majorly influenced and centred around a feminine community, in which domesticity and the domestic role which they would pursue in their futures was central to their lives. As the term implies, domestic literature presented the home and the family as the best context and environment for the character building and moral reformation. Drawing heavily on the Sunday school movement, the genre embodied children with the idea that they were able to transform and save others around them through charity, prayer and devotion. Domestic fiction generally tended to conform to one basic plot line, which featured the story of a young woman (possibly newly orphaned, or separated from her parents) deprived of support she had previously depended on and is thus faced with the task of making her own way in the strange and unfamiliar outside world. Her ego at the outset of the novel is often damaged or is simply non-existent, and she believes that her guardians will always be there to protect and coddle her; however she learns painfully that this is not the case as she becomes acquainted with the real world. This is a world in which she is extremely vulnerable certainly not immune to loss, pain or hardship as she may have previously been, and she is surrounded by people who are far less virtuous than her. The failure of the world to exceed her expectations awakens the young girl to her own possibilities, and what she herself is capable of due to her overwhelming good nature and spirituality. By the climax of the novel, the young woman would usually come to realize and believe in her own worth and most importantly, will come to realize an extremely significant Christian value that everything in life, e ven if it is bad, is caused by God and will eventually lead to something good. Commenting on domestic fiction, Nina Baym describes the genre of the domestic novel in Womens Fiction as the story of a young girl who is deprived of the supports she had rightly or wrongly depended on to sustain her throughout her life and is faced with the necessity of winning her own way in the world.  [5]  Written by Susan Warner and published under the pseudonym Elizabeth Wetherell, The Wide, Wide World is argued to be the novel which first established the genre of childrens domestic fiction, and one which certainly embodies these characteristics of the domestic novel. The Wide, Wide World is one of the earliest and best examples of what would grow to become the most popular genre of nineteenth century fiction the domestic (or sentimental) novel and furthermore, it is considered to be Americas first best-seller novel. Warner was an American evangelical writer of religious and childrens fiction and, of course, domestic fiction. However, as novels were considered by some to be sinful  [6]  and damaging to moral education, Warner described her novels as stories. Sales of the story were unprecedented during the time of its publication as in almost a year, The Wide, Wide World sold over 40,000 copies and this number would rise to 225,000 at the end of the 1850s. Her works were among some of the most popular of domestic fiction written in the nineteenth century, and many featured storylines in which both moral and religious messages were woven. Warners novel featured an accurate portrayal of what life was like during the Victorian era in America and this is one reason for its great popularity. Although the novel is written and set in America, the characters of the story are well-born English and Scottish, and they act according to their stock and upbringing, and a period at the end of the novel takes place in Scotland itself. As a result, despite this being an American text, The Wide, Wide World was wholly relevant and applicable to English readers. Mid-nineteenth century readers of the novel recognised and appreciated its relevance to their own lives and women saw themselves and their situations mirrored in the situation of the protagonist Ellen Montgomery, and the people she meets throughout the story. Although this book was written by a woman for women, it was not particularly aimed at children. What sets it aside as a childrens text and more importantly a girls text is the fact that the protagonist is a young woman. Published in 1850, the novel went through fourteen editions in just two years, and the novel was eventually published in Britain in 1852. It maintained its vast popularity throughout the nineteenth century; however it waned in popularity during the early part of the twentieth century, especially around the 1920s at a time when non-domestic childrens literature began to flourish. In What Katy Read: Feminist Re-readings of Classic Stories for Girls by scholars of nineteenth century girls fiction Shirley Foster and Judy Simons it is stated that Warners text served as a bridge between the pious Sunday school stories of the 1830s and the child-centred adventures of the latter half of the century and furthermore the novel featured an unprotected heroine overcomes suffering and tribulations to achieve spiritual perfection and moral maturity,  [7]  and this would become the archetypal plot which dominated the domestic fiction genre. As mentioned in the introduction, domestic fiction in some cases had become known as the language of tears, and Warners novel certainly conforms to this description, as we can see at many points throughout the text. The novel begins with the disruption of Ellens happy life, as her mother is dying and her father has lost his fortune and upon doctors recommendations, her parents travel to Europe, and it is unknown how long they will be absent. Ellen leads a fulfilling and pampered lifestyle in New York, and as a result of her parents departure, she must leave her home in order to live with her Aunt Fortune, her fathers sister (who seems to share his temperament) in the countryside. Ellen attempts to be brave for the sake of her mother; however she finds little comfort and is clearly devastated at her departure and Ellen, crying, flings her arms around her mother, and hiding her face in her lap gave way to a violent burst of grief that seemed for a few moments as if it would rend soul a nd body in twain.  [8]  As well as being a prime example of the domestic novel, The Wide, Wide World is considered to be a piece of sentimentalist literature, and the novel unquestionably portrays how sentimental Warners style is. The action of the story is introverted within Ellen, and we can see that she is a weepy character at many points throughout the novel. For example; Dressing was sad work to Ellen today; it went on very heavily. Tears dropped into the water as she stooped her heard to the basin,  [9]  is an extract from a four page stretch of the novel, and within these pages Ellen is portrayed to be crying on five separate occasions. On average, Ellen sheds her tears almost once every two pages, and it is clear that her readers are expected to cry with her, and many probably did. The Wide, Wide World is described as the quintessential domestic novel, and many feminist critics have focused on analyzing the novels portrayal of gender dynamics. Warners characters conformed to the stereotypes of ideal young women. Ellen Montgomery, the heroine of the novel, is the epitome of what society desired a young woman to be in the nineteenth century; her behaviour is always modest, indicative of unselfish submission to those in due authority over her, such as her parents. Elizabeth Wetherell was an early provider of the stereotype of a good girl on the most ideal lines.  [10]  Her conduct is perfectly ladylike and throughout the novel she pursues self improvement, and although she is descended from luxury and money, she discovers how to become domestic and to care for both the household and herself, and also commenting on this issue, Rowbotham goes on to claim; The message of didactic fiction throughout the nineteenth century was that feminine influence was more essential to the daily moral health and strength of the family unit and of the nation than that of a man. It was a womans first duty in life therefore, to become as professional in her sphere as a man in his; to cultivate her feminine talents in the emotional realm so as to maximise their usefulness within the domestic orbit  [11]   In addition to this, it was believed that self-sacrifice as opposed to self-sufficiency was what marked women as professionals, and Ellen certainly conforms to this belief and it is clear that she sacrifices her own desires for the benefit of those around her. We observe Ellens thoroughly good and self-sacrificing nature at many points in the novel, particularly when her Aunt Fortune becomes ill. Although her Aunt has treated Ellen badly since she arrived in her care, Ellen must cast this fact aside and take over as head of the household, as it was essential for an ideal nineteenth century girl to become adaptable and to keep her composure in difficult situations. Throughout the novel, Ellen experiences and learns self-sacrifice and unassuming nature and learns to do without the luxuries she has been used to, and it could be suggested that Ellen is the perfect embodiment of the Victorian feminine ideal, often referred to as The Angel in the House. The image of ideal womanhood, as def ined by Barbara Welter in her well-known article The Cult of True Womanhood features feminine virtues such as: Piety, purity, submissiveness and domesticity. Put them together and they spelled mother, daughter, sister, wife woman. Without them, not matter whether there was fame, achievement or wealth, was ashes. With them she was promised happiness and power.  [12]   Women were desired and largely required to embody these characteristics and to become the domestic ideal, and this Victorian image of the ideal wife and the ideal woman came to be known as The Angel in the House. The angel was powerless, passive and devoted to her husband, and completely pure. The expression Angel in the House originates from the title of the extremely popular poem by Coventry Patmore of the same name, in which he presents his wife Emily- the angel of the title as a model for all womankind, under the impression that his wife Emily was the absolute ideal Victorian wife. Warners novel is a text which features women, most notably Ellens mother and Alice Humphreys who conform to the ideals of The Angel in the House and it is from these women that Ellen learned to become the perfect and exemplary middle-class Victorian girl. As Signe O. Wegener observes in James Fenimore Cooper Versus The Cult Of Domesticity, Whereas [authors such as] Child and Sedgewick marginalize the mother, Warner allows her more prominence and influence, constantly emphasizing the almost symbolic attachment between mother and daughter. Mrs. Montgomery, although an invealid, is the most important person in the heroine Ellens life, carefully shaping her daughter into an angel in the house and a mirror of her pious and self-sacrificing self. As befits a mother from the hey-day of the cult of domesticity, she has the proper priorities.  [13]   Ellens mother is submissive to her husband, yet is conflicted as she does not want her daughter to be sent away and certainly does not want to go to Europe. However, since both her doctor and her husband (who are both dominant males) demand that she do, she must obey them and the narrator observes, Captain Montgomery added the weight of authority, insisting on her compliance. And of course, the submissive angel in the house, Mrs. Montgomery is required to succumb to the separation. Mrs. Montgomery has absolutely no power in her husbands household yet she never voices her complaints, even when she is to be separated from Ellen whom she loves and adores Ellen learns and demonstrates much throughout the novel from her guidance and it is evident that this is what her mother desires, and we are presented with this fact upon her mothers departure when Ellen is presented with a bible and workbox, essential items for the ideal Victorian girl. The reason for these gifts, her mother explains, is that these will provide everything necessary for keeping up good habits, and that this will help Mrs. Montgomery to rest assured that Ellen will: be always neat, and tidy, and industrious, depending upon others as little as possible; and careful to improve yourself by every means [à ¢Ã¢â€š ¬Ã‚ ¦] I will leave you no excuse, Ellen, for failing in any of these duties. I trust you will not disappoint me in a single particular.  [14]   Furthermore, under her the guidance of her mother (albeit, her invalid mother) Ellen learns to become the the angel in the house, and one instance in which we can see this is the point at which Ellen experiments in poking the fire in her home. As Mrs. Montgomery is unfit for housework, Ellen learns to recognize the unspoken agreement in which the household duties are transferred onto her: The room was dark and cheerless; and Ellen felt stiff and chilly. However, she made her way to the fire, and having found the poker, she applied it gently to the Liverpool coal with such good effort that a bright ruddy blaze sprang up, and lighted the whole room. Ellen smiled at the result of her experiment. That is something like, she said to herself; who says I cant poke the fire? Now, let us see if I cant do something else.  [15]   Ellen is often unsure of her abilities within the domestic sphere, and this experiment with the poker gives her some idea of what she could be able to perform, and what outcomes they could provide for the house and for others around her and this is clear as she continues experimenting within the room. This suggests, quite literally, that her labours could light up and bring warmth to a cold, dark and cheerless home. She could become the angel in the house or the light of the home and through her domestic labour, as we can see, Ellen herself becomes happier and far more contented. Furthermore, it would appear that her mothers instruction and influence was not in vain and Ellen has seemingly fulfilled her mothers wishes, as we can see by friends describing Ellen as: [à ¢Ã¢â€š ¬Ã‚ ¦] a most extraordinary child! said Mrs. Gillespie. She is a good child, said Mrs. Chauncey. Yes mamma, I dont think she could help being polite. It is not that, [à ¢Ã¢â€š ¬Ã‚ ¦] mere sweetness and politeness would never give so much elegance of manner. As far as I have seen, Ellen Montgomery is a perfectly well-behaved child. That she is said Mrs. Chauncey; but neither would any cultivation or example be sufficient for it without Ellens through good principle and great sweetness of temper.  [16]   The embodiment of the angel in the house seems to be a dominant theme throughout Warners text, however one of the women in the forefront of Ellens life who should essentially serve as a kind of substitute of Ellens mother, is the exact opposite of this feminine ideal. Ellen, despite all that her mother has left her with to make an ideal life for herself in her absence, finds little solace with her fathers sister, Fortune Emerson. Described in What Katy Read as: In terms of the paradigmatic fairy-tale structure of the novel, she is the wicked stepmother. Apparently incapable of affection and bearing deep grudges, she tyrannises over Ellen: she cheats her of her mothers letters, she refuses to make it possible for her to attend the local school, and in order to vindicate herself in the eyes of Mr. Van Brunt, her farm manager, she makes her niece confess to faults of which she is not guilty. [à ¢Ã¢â€š ¬Ã‚ ¦] In gender terms, indeed, she seems not only more male than female, but embodies a domineering and aggressive masculinity.  [17]   Ellens Aunt Fortune turns out to be the complete opposite of her mother. Unkind and callous, she shows Ellen no affection whatsoever, and in a letter to her mother, it is clear just how uneasy Aunt Fortune makes her, even in aspects beyond her control such as her appearance and manner: I wish there was somebody here that I could love, but there is not. You will want to know what sort of person my aunt Fortune is. I think she is very good looking, or she would be if her nose were not quite so sharp: but, mamma, I cant tell you what sort of feeling I have about her: it seems to me as if she was sharp all over. Im sure her eyes are as sharp as two needles. And she doesnt walk like other people; at least sometimes. She makes queer little jerks and starts and jumps, and flies about like I dont know what.  [18]   In her new life with her aunt who is neither a lady nor a Christian and who certainly does not behave in a familial manner towards Ellen, Ellen is clearly superior. Furthermore, Aunt Fortune blatantly denies Ellen the further education that her mother desired. Only when Ellen meets Alice Humphrey, a refined Christian woman (who is certainly reminiscent of her mother) does she find consolation in such an unforgiving and seemingly hopeless place. Alice is a pious and idealistic woman and as the daughter of a minister, she is a faithful churchgoer unlike anyone else in the area. Alice essentially takes Ellen under her wing and with this new found companionship, and Ellen receives the schooling and moral instruction that her Aunt Fortune has denied her. Alice and her bother John, who is often away studying at school, save Ellen from the unkind and impious atmosphere her aunt has created and this act of rescue by Alice supports the idea and instruction that girls should not affirm their own desires, but wait for a fellow Christian to act as a saviour and to intervene and of course in this kind of domestic novel, this was always the case. As well as supporting the ideal of the angel in the house and creating characters that appear to embody all of the characteristics of the Victorian feminine ideal, The Wide, Wide World also promotes the Christian idea that the good and virtuous die young, but despite an early demise their deaths are seen as being religiously meaningful however untimely. As a result of these deaths, other characters are able to recognize the failure in their own morals. Although Aunt Fortune is gravely ill, Warner does not allow her a meaningful death as she is not religious or devout enough to be worthy of it. However Alice Humphreys enters Ellens life as an ideal role model and certainly the embodiment of the feminine ideal, and her thoroughly good and pure nature essentially means that she is not for this world: She is able to mount a rescue mission and take over Mrs. Montgomerys duties. However, Alice Humphreys is such a perfect Angel in the House that it is not surprising that Death had already marked her for his own. Before she dies, Ellen learns from her how best to combine education, accomplishments and domesticity, taking over Alices place as daughter and provider of comfort in the Humphrey household.  [19]   Both

Mutations of the Superoxide Dismutase Gene are Associated with Amyotrop

Recent studies have provided some insight for the possible causes of the familial type of amyotrophic lateral sclerosis (FALS). This disease occurs only in 10% of the known cases of ALS with the sporadic, non-hereditary form being predominant [7, 9]. ALS in general has an occurrence of 0.4 to 1.8 per 100,000 live births [1]. ALS has been called Lou Gehrig’s disease, Charcot’s disease and motor neuron disease in other literature [4]. ALS is a neurodegenerative disease of upper and lower motor neurons that can manifest in such a way that it can be misdiagnosed. Such areas include respiratory muscles with initial diagnosis of asthma, or even psychological problems that appear as a dementia [7]. The primary manifestations are not restricted to any certain area of the body. FALS is inherited autosomally as a dominant trait [9,12,13,17]. It exhibits heterogeneity and may not be present in a consecutive generation [1]. It is diagnosed usually near the age of fifty and ranges f rom 20-72 years [9,17]. Most patients are given a prognosis of 5 years of life after diagnosis [5]. It has also been proposed that the juvenile form may be recessive. There is a predominance of maternal transmission in later onset and paternal transmission in early onset [9]. The bulk of this paper will deal with the SOD1 gene mutations as the proposed cause for some types of FALS. Many other hypothesis have been developed and will be briefly addressed at this point. Autoimmune disease and mutations in the glutamate receptor are other proposed causes. Autoimmune disease has been studied as a possible agent for the cause of FALS [6]. Supportive evidence includes the deficiency of IgG1 or IgG3 or both in 16/25 observed patients; subclass deficiency could... .... 12. Maurelli, M., Marchioni, E. Familial adult amyotrophic lateral sclerosis: report of cases. Ital. J. Neurol. Sci., 1992, 13:75-79. 13. Mulder, D. W., Kurland, L. T. Familial adult motor neuron disease: Amyotrophic lateral sclerosis. Neurology, Apr 1986, 36:511-517. 14. Norris, F. H.., Burns, W. Spinal fluid cells and protein in Amyotrophic lateral sclerosis. Arch. Neurol., May 1993, 50:489-491. 15. Ostermeyer-Shoaib, B. IgG subclass deficiency in amyotrophic lateral sclerosis. Acta Neurol. Scand., 1993, 87:192-194. 16. Rosen, O. R,, Siddiquem T. Mutations in Cu/Zn superoxide dismutase gene are associated with amyotrophic lateral sclerosis. Nature, 4Mar 1993, 362:59-62. 17. Strong, M. J., Hudson, A. J. Familial amyotrophic lateral sclerosis, 1850-1989: A statistical analysis of the world literature. Can. J. Neural. Sci., 1991, 18: 45-58.

Second Language Acquisition and Bilingualism

In America, there is a predominant growth in multiple ethnicities and cultural backgrounds; leading to the usage of multiple languages in the American culture. There is a growing need for many people to learn and utilize multiple languages within the workplace and within one's own personal life. The importance of bilingualism and the knowledge of multiple languages is ever increasing, and therefore becoming more important for the younger generations. The push for knowing multiple languages and becoming bilingual has many potential negative and positive effects. Bilingualism is the ability to use two languages when communicating orally or in writing. The usage of multiple languages within the American culture is becoming very common and beneficial. It is difficult because as teacher you always have to find new and interesting methods in order to arouse learner’s interest, but at the same time it is enjoyable since teachers are given the opportunity to work with them. For myself, I enjoy working with bilingual children; I as a caregiver try to learn the students’ first language so that I will be able to communicate with them as much as possible in their native language. Currently in my classroom I have a German native. His name is Lucas and he is fifteen months old. His mother is German and his father is an American soldier. Both of his parents speak English and German. So at home they communicate with him in both languages. I talk to his mother and father on a daily basis to find out new words in German so that I can talk to him in both languages. I have discovered that some words that I do say in German he really does respond to them better, than if I would tell him to do something in English. Second language acquisition is the process of learning other languages in addition to the native language. Second language acquisition is a long process which can include many stages. For instance, a child who speaks German as the mother tongue starts learning English when he/she starts going to school. English is learned by the process of second language acquisition. Students of second language acquisition go through the same stages of learning, the period of learning varies. Some students tend to learn better by responding to visuals and pictures. There are many positive benefits in the acquisition of a second language and bilingualism. There are many positive affective factors for second language acquisition and bilingualism. Some positive factors can be listed as: the student’s attitude towards learning the new language, the teacher motivational attitude, and the proficiency in the student’s first language. Also learning a second language at an early age can have a positive effect on intellectual growth, and also enhance and enrich the child’s mental and development. Furthermore it can open the doors of opportunities to other cultures and help the children learn and appreciate other people from other countries. There are two types of bilingualism. The first type is simultaneous bilingualism. Simultaneous bilingualism is when children acquire two languages prior to the age three. Simultaneous bilingualism normally happens when the language used at home is different from language used in the community or school. The parents, caregivers or other family members might not speak the language of the school or the community, or the parents could speak two or more languages but have made a decision about which language they speak with the child. (http://www. brainy-child. com/article/bilingual. shtm) The second type of bilingualism is successive bilingualism. Successive bilingualism refers to instances in which a child acquire their second language after the age of three† (Otto, 2010, pg. 71). Once they have reached the successive bilingualism stage some children learn their second language formally through school or through language classes. With successive bilingualism a child has the advantage of their first language as a base. They use this to both analyze and develop t he second. For example, the child knows that language is organized in a particular order. The more mature a child is they also have a better vocabulary base, acoustic perception, and comprehension. Therefore they would make fewer errors in a second language. For example, I once worked with a little boy, Julien, he spoke NO English when he entered my classroom (only Spanish) also, and his mom spoke NO English. As time passed he picked up English but when he got angry he would spout off in Spanish. ABSOLUTELY the cutest thing I ever saw! When parents to do not speak English I take that as a learning opportunity for myself and the parent. I try to communicate in that parent’s native language as best as I know how. Even if that means only knowing the basics. As the year progressed, the parent also learned how to speak English from taking classes on the army installation. When she could finally communicate with me she was very excited and so was I. Our relationship really grew. However, there is a critical period of learning a second language, â€Å"Many linguists believe there is a ‘critical period' (lasting roughly from birth until puberty) during which a child can easily acquire any language that he or she is regularly exposed to. Under this view, the structure of the brain changes at puberty, and after that it becomes harder to learn a new language. This means that it is much easier to learn a second language during childhood than as an adult. Apart from the above, children do tend to develop more native-like pronunciation when bilingualism begins before adolescence. † (http://www. brainy-child. com/article/bilingual. shtm) With that being said children tend to learn a second language better before the age of fifteen. â€Å"Learners and their learning strategies will change over time. A five year old will have a different language learning profile and language learning strategies than a fifteen year old. † (http://www. rainy-child. com/article/bilingual. shtm) As bilingual children acquire the home and target language they have been found to mix the languages in the same communicative interaction. This is known as language interference (Otto, 2010). â€Å"Code mixing is also when the children appear to be mixing the two languages. When the children code mix this may simply reflect their parents’ use of the t wo languages. It can also reflect the attempts to maintain a conversation when knowledge of the second language is not sufficient to express the desired message. † (Otto, 2010, pg. 72). I have seen this happen on a regular basis in the preschool classroom. One incident I remember, I was joining my son for lunch and I was passing the lunch to the child next to me, when handing him the ham in the container, he replied â€Å"no bitte† which means no thank you. He said â€Å"no† in English and â€Å"thank you† in German. According to Otto, the author of Language development in Early Childhood, â€Å"Codeswitching is distinguished from code mixing and language interference by the speaker’s apparently conscious and deliberate use of two languages within the same sentence or from one sentence to another† (Otto, 2010, pg. 2) Codeswitching usually occurs when a idea label is not available in the language being used. When talking to my father he uses codeswitching all time. He would be in the middle of a conversation with me speaking to me in English and if he does not know the correct word in English he would automatically say it in Spanish . I never knew that there was a professional word for this type of language. â€Å"In the past, especially prior to 1960, bilingualism was thought to be an educational handicap† (Otto, 2010, pg. 72). It was believed that children could not learn a second language, while maintaining their first language (Otto, 2010). This is termed subtractive bilingualism. When a child encounters subtractive bilingualism this could result in the negative impact on the families. The communication between the families can become disrupted. â€Å"Prior to the 1970’s research has increased our understanding of the factors involved in second language acquisition† (Otto, 2010, pg. 73). We as educators need to get involved and help children and their amilies that are bilingual. â€Å"Current approaches to bilingualism emphasize the acquisition of the second target language, with the continued development of the home language. â€Å"This approach is also referred to the as additive bilingualism because a child’s language skills are enhanced in both languages† (Otto, 2010, pg. 73). Immersion programs promote additive bilingualism for majority language speakers. These are highl y valued educational programs. Although teaching is provided in the second language, the teacher knows and may use both languages. For example, the Child Development Center that I work for here in Hohenfels, Germany offers immersion programs to the military community. They offer German and Spanish immersion programs. I believe that these are great programs and that will be very helpful for our community, being that we have some many bilingual families in our community. Right know the classes are offered for children ranging from ages three years until twelve years of age. Also in the Hohenfels community there is Host Nation classes offered at the Elementary school. The host nation class teaches basic German words. This class also teaches the German customs. The class is offered twice a week in forty –five minute blocks. This class is very beneficial when you are in a different country. I went out to eat with my co-worker and her daughter is in the fifth grade, and just from her attending those classes twice a week she was able to order my food for me at the restaurant. I was impressed. Just being able to communicate basically and the read the menu, is what she has learned from her host nation class at school. As mentioned before, I believe the younger the child is, the better the time is to teach a child a second language. â€Å"Children who have acquired a level of fluency in two languages have been described as having the following increased language competencies: higher levels of metalinguistic awareness, greater and earlier awareness of language structure, wider perspectives, and more social skills† (Otto, 2010, pg. 73). This supports the claim of there being positive effects to bilingualism. Language is not taught directly, but it is acquired through ways which are clearly understood in a low anxiety environment. I am seeing this in my profession more and more each day. The amount of importance put onto second language acquisition is much higher that it has been before; at least it is more profound now. As a caregiver, I have learned that relationships and learning opportunities will allow children to strive in acquiring a second language. Children and families will continue to learn English as they come to the land of the â€Å"American Dream,† and caregivers, like myself will only slowly begin to see the effects second language acquisition has on our society. References Otto, B. (2010). Language Development In Early Childhood. (3rd Edition). Upper Saddle River, NJ: Pearson BRAINSKILLS.  (2011).  How does language acquisition happen? .  Retrieved from http://www.brainskills.co.uk/HowDoesLanuageAcquisitionHappen.html Brainy Child.  (2011).  The Impact of Bilingualism on Overall Language Development and Academic Success .  Retrieved from http://www.brainy-child.com/article/bilingual.shtm) Education.  (2011).  Becoming bilingual: acquiring two languages.  Retrieved from http://www.education.com/reference/article/bilingual-acquiring-two-language/ Alice Callaghan.   (2010,  July  11). English immersion.  Los Angeles Times,p.  A.33.   Retrieved March 01, 2011, from Los Angeles Times. (Document ID:  2078277161). MacLeod,  A.,  ;  Stoel-Gammon,  C..  (2010). What is the impact of age of second language acquisition on the production of consonants and vowels among childhood bilinguals?  The International Journal of Bilingualism,  14(4),  400-421,511.   Retrieved March 01, 2011, from Research Library. (Document ID:  2266735221).

Does it make sense to believe in life after death? Essay

In this essay I will be arguing that you can almost make no sense to believe in life before and after death and that there is no humanly logical way of proving either side of the argument. Plato acts on the words of his teacher, Socrates, and how he considered the soul to be separate from the body but linked until death. He says that the soul influences how we behave and tries to sway us from bodily desires. He says that the soul moves from one body to another when death occurs and to be born into subsequent bodies. This is a good indication from Plato to show life after death because he says the life of the soul is everlasting like an infinite line or a circle. Plato said that the soul is made up from three parts: the Logos, which is the mind and allows logic to prevail. Thymos is emotion and drives us to do heroic acts of bravery and courage. Eros equates to the appetite that drives humankind to seek out its basic bodily needs. There is no scientific way of proving life after death with this theory is correct and no way of proving it incorrect so it would be false to say that Plato’s theory is wrong because it made sense for Plato because they were his ethics, it would be bad to say that someone’s ethics were wrong because they aren’t like yours. Aristotle’s view however is quite similar in the characteristics but the concept of an everlasting soul to him makes no sense because he believed in the soul being created at birth and dying at death. This doesn’t correspond with Plato because he said that the souls come from the Forms (which is space-less and timeless) so the soul must also last forever. Aristotle believed that the soul wasn’t made from physical tissue but of powers or skill, so therefore pointless talk about separation from the body because it just wasn’t logical. The flaw in this statement is that it is impossible to connect meta-physics with logic so there is no way to measure, see, touch or knowing what the answer is. Thomas Aquinas once said that the soul has the appetite for knowledge because he said, â€Å"since the intellectual soul is capable of knowing all material things, and since in order to know a material thing there must be no material thing within it, the soul was definitely not connected and that it was an individual spiritual substance and that it could survive on its own†. Aquinas said that the soul is subsistant and therefore can’t die with the body and cant be born with it. This is like saying the soul doesn’t even exist in this form of life properly and only exists partly with your body and outside it. John Hick, a 20th century philosopher said that life after death is no where near provable but he said that a rational person would be able to accept it. John Hick discussed a theory he had that when you die, your separated soul and body will resurrect and be re-united in a new and glorified form. The example he uses is that he is giving a lecture in London at 2:00pm and died at that exact moment, his living tissue and soul were transported to New York in a new and glorified form at 2:00.0000001pm (London time) giving the exact same speech as he was in London. Once again there is no rational way of explaining life before and after death because the soul isn’t a rational thing. A philosopher, Derek Parfit created a scenario where in the future and teleportation device was created to transport a person from one place to another without any physical movement from the person or anyone or anything around that person. The teleportation device copied your living tissue and you’re DNA and even your thoughts and memories. Once the copying stage is complete, the machine will disintegrate your body and a machine at the receiving end will create an exact replica of you with everything perfectly the same (a clone). If you had done this 100 times and then one time it didn’t work to plan and it would take 30 minutes to incinerate you, you would see an exact replica of you at the other teleportation receiver. Which one are you another person would ask, but the answer would be neither of them because the real person would be the very first incinerated person because only clones were created afterwards. I think this is one of the most valid arguments because he uses knowledge and common sense in his story but doesn’t explain where the soul went. I think that there is no logical way of making sense of life after death because to have sense, you must have proof and because there is no proof of and sides of the arguments aren’t logical there is no way of making sense of them. I think that it is still rational be open to the concept of life after death.

Colonial Research Paper

Colonial Research Paper Colonial Research Paper Michael Hermo 10/15/13 Colonial Research Paper In the 13 colonies, the crime and crimes’ punishment was very different from today. The 13 colonies had 3 regions, New England, Middle, and Southern. Religious practices in each region differed greatly. Some religions were more strict then others, and it showed in the way they made laws and wished for people to obey them. The churches reach extended beyond their congregation and into the government of the colony itself. The reason why the justice systems differed in each of the three regions in Colonial America was because they were heavily influenced by different religious beliefs. Most of the citizens in the New England Region followed the Puritan religion. The Puritan religion was one of the more rigid religions in Colonial America. The New England region’s citizens mostly originated from England and came to the â€Å"new world,† hoping for religious freedom. The New England region consists of: Massachusetts (which included what is now Maine), New Hampshire, Vermont, Rhode Island, and Connecticut. On days of worship, people sat in the meeting houses almost all day on small, uncomfortable wooden benches. iThe growth of the Puritans' community was very important to the church. They wanted as many people as possible and considered non-followers as a threat to their community.ii The Puritans had many principles and guidelines to obey to be a part of their community. If those guidelines were not obeyed, punishment was in order. This sense of community guidelines carried over to governing the colonies. Some people who were loyal members to the church and were consistently attending religious ceremonies were a part of the government for their employment. Therefore the Puritans had a strong influence on the decisions made in punishing criminals. For example, a common punishment for more minor crimes was to wear somewhere on your body a letter identifying the crime committed.iiiNot only did the Puritans take action on their own followers and people from their own community, but they also acted against members of the religious communities around them. Protestors of the Puritans' way of life were severely punished. The Puritans would whip, crop ears, and in some situations hang people who criticized or dissented against their community.ivThe Puritans had very high expectations of their community and the people around them, and were immensely influential in deciding laws and disciplinary acts in the government. In the Southern Region, the Anglican church was most followed. The Southern region, like the Middle region, was diverse in religion, but the Anglicans outnumbered the others. The colonies in the Southern region were: Maryland, Virginia, North and South Carolina, and Georgia. The colonies in this region were very strict when it came to religion. In Virginia, it was a law that everyone had to attend Anglican worship and be a part of that faith's community. In the Southern region, the Anglican church was recognized by the state, which meant that

EXTRA PAYMENT Essay Example | Topics and Well Written Essays - 2000 words

EXTRA PAYMENT - Essay Example It is a mass-based airline, therefore it must adopt a dual strategy by competing in the price segment as well as the premium segment. To achieve this differentiation, it may even develop a new economy brand that offers value for money, while retaining the original BA brand for its premium customers who are willing to pay extra for its services. The brand differentiation will help to create a strong product positioning and sharp market segmentation for BA. It will clear its focus regarding its target customers and define and differentiate their aspirations and priorities, instead of following a â€Å"treat-them-all-the-same† approach. The economy brand of BA will be able to derive great benefit from the strong brand identity of the original British Airways that is focused on premium quality and service. Therefore, within the price segment options, the customer may prefer the BA economy option, considering the BA brand value and the image of reliability that comes along with it. The exceptional quality and services culture of the original BA brand, its investments in training, motivation and employee development, its wealth of learning and experience in creating a service oriented organization, are bound to provide incidental gains to its economy brand. So even within the price market, the BA economy brand could be in a position to stand out amongst other price competitors, with its service-oriented history, reputation, culture and employee orientation. Along with the strategy on pricing, brand differentiation, and service quality, it is equally important to deliver the clear message to the potential customers. Therefore, effective and focused marketing and advertising strategies have to be in place to ensure that the customers get a clear understanding of the unique product offerings of the British Airways. In the airlines industry, as in any services industry, employee development and motivation is

Supply Chain Management Case Study Example | Topics and Well Written Essays - 2000 words

Supply Chain Management - Case Study Example In this particular article, the authors mentioned the term core competency which can be defined as the collective learning and coordination skills behind the product lines of a firm (Hamel). It was further stated by the authors that core competencies are the main source of competitive advantage and hence they enable the firm to introduce an array of new products and services into the market. Competitive advantage is the critical advantage that a firm possesses in the market over a competitor in the industry. Almost all the firms in the market try to achieve a sustainable competitive advantage ((ICMR), Marketing Management). The other way of expressing the same would be - when sustained profits that are beyond the average industry profits are earned by a firm, then the firm is said to possess a competitive advantage over its competitors present in the market (Administration). The goal of much of the business strategy of every firm would be to achieve a sustainable competitive advantage. There are two basic types of competitive advantages as identified by Michael Porter (Porter). They are the cost advantage and differentiation advantage. A firm that offers the consumer the same value as the competitors, but at a lower cost is said to possess cost advantage, whereas a company that offers superior value to its customers when compared to its competitors, possesses differentiation advantage. These two advantages are called positional advantages as they represent the firm's leading capability in the industry in either of these advantages. The resources of an organization along with its skills create unique competencies. These competencies, in turn, help the firm identify its cost or differentiation advantages and ultimately create value for the customers (Harvard Business Review). The resources of the organization include its brand value, technological know-how, patents and trademarks, and the goodwill of the firm in the market. The skills include its service quality, employee skills and efficiencies (Andrew C. Gross et al). Core Competencies are the basis for the development of core products. Core products are not the ones which are directly sold to the end-user. Instead, they are used in the manufacturing or building of a large array of end products. Let us consider an example of this. Motors are core products which can be used for the manufacturing of many end products like cars, air coolers etc. The business units of the firm are required to tap the few relative core products and then develop a number of end-products that can be used by the end-user by making use of the prevailing technology of core products.  Ã‚