Business management

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1. (0 points) Managers require a wide variety of skills. Not all types of skills, however, are equally important at all levels of management. For the following three types of skills, identify the level of management (top management, middle management, or front line management) for which the skill is most important and why you think it is most important for that level.

• Technical skills

Technical skills are most important in front line management. When I complete my BBA with an emphasis in management I don't expect to go to work managing a chemistry lab at M. Although I may be an excellent manager, I would have no idea how to guide the chemists in their work. I could, however go to work as a construction site foreman for xxx, a national construction firm. I could use my knowledge about which construction materials are needed, how they are put together and my management skills to lead and develop the crew's construction skills.

• Conceptual skills Conceptual skills are important to top level management. If I were the CEO of xxx I would not want to worry about the day to day operations of each individual construction site. I would not need to know much about construction or even which end of a hammer to use. I would need to have extensive knowledge of how my organization's parts fit together and what this makes it capable of. I would use this knowledge to develop a vision for where I would lead xxx and make it capable of expanding into these areas of the construction market.

• Communications skills

Communication skills are important in absolutely every level of management. Management is coordinating the activities of people to get work done that you cannot do your self. To do this you have to effectively communicate what you want done to the people doing it for you. This is true for front line management to communicate to labor what needs to be done for the day to get the next phase of construction done, middle management to communicate to the frontline managers to coordinate the construction of the entire building complete and for top management to communicate to the middle managers who are setting up operations on the east coast so that we can start bidding on projects in the growing construction market there. Each level must effectively communicate to and receive communication from the level below it to successfully direct it in the way you want it to go.

. (0 points) For years, the tuna canning companies bought tuna from fishing boats that caught and killed dolphins (the mammal) as a "by-catch." Some years back, this practice was brought to light by activists, which caused an uproar among the public. Threats of boycotts against the companies ensued and there was substantial negative publicity. Fearing a loss of revenues, most tuna canning companies adopted a policy of not purchasing from boats that engaged in this practice. To communicate this policy to the public, the companies put a small logo on their cans of tuna guaranteeing that they were "dolphin-friendly." Using the authors' terminology, what level of social responsibility would you ascribe to the tuna canning companies? Justify your answer.

Considering that the tuna canning companies put the "dolphin friendly" seal on the cans of tuna in response to a threatened boycott originated by the International Marine Mammal Project and the negative publicity that ensued, I would ascribe to them the Social Reaction level of social responsibility.

Tuna fishermen used to actually look for dolphins and set their purse seine around them because for unknown reasons the tuna stay close to the dolphins. Canners such as Starkist, Chicken of the Sea and Bumblebee all knew that this fishing method was being utilized, and would have been classified as "social responsiveness" had they stopped before public outcry forced them to.

I think that this level has changed since then. Congress passed legislation setting a standard of non-encirclement of dolphins which became the U.S. legal standard for the Dolphin Safe tuna label. Because of this they are required to follow this standard and now are at the "social obligation" level. The tuna industry has also adopted another method of catching tuna that have adverse environmental effects. This is called "log fishing" where all marine life including turtles, sharks, and other animals are caught along with the tuna. The canners know the effect this has on sea life but continue. Until they voluntarily quit this type of practice before they are forced to by either social or legal obligations they will never be a socially responsive industry.

. (0 points) Describe the following concepts or terms. Where do these concepts or terms come from and to what do they apply?

All four of these concepts come from Geert H. Hofstede and his work on four dimensions of cultural variability, commonly referred to as Hofstedes Dimensions. Hofstede originally published these concepts in his 180 publication, Cultures consequences International differences in work-related values. This study took existing survey data (sample size of 116,000) collected from a multinational corporation. The result was a score in each of the dimensions for 40 different countries. Hofstede calculated scores for these dimensions (on a scale from around 0 and 100) for many countries.

• Power Distance

Power Distance is defined as the extent to which the less powerful expect and accept that power is distributed unequally. Power distance can be described in terms of high and low power distance. In a high power distance culture people are subordinate than in a low power distance culture. In a high power distance culture such as China, employees would never expect to be consulted about a task; they just do what the supervisor asks. China has a power distance score of 80. Israel has a very low power distance score of 1. In this culture supervisors would be expected to be very democratic and take input from subordinates on decisions.

• Uncertainty Avoidance

Uncertainty avoidance is how comfortable a culture feels about the unknown. Cultures with higher uncertainty avoidance express a need for formality, predictability and clear rules so that there is no question about how things are done. They also have more anxiety when faced with situations where the unknown is a factor. Denmark has very low uncertainty avoidance at while Japan's is very high at .

• Individualism versus Collectivism

In individualistic societies there are few ties between the members of that society whereas in collectivist societies people belong to strong, cohesive groups. The United States, as we know, is very individualistic. We are actually the most individualistic society with a score of 1. We could not care less what others think, we will do whatever we please. Many Asian countries tend to see themselves as a part of the whole. Some examples of these are Taiwan and South Korea who have individuality scores of 14 and 18. This is one of many reasons for the rapid economic rise of these countries in the last century. They work as a collective to effectively accomplish a task that a number of individuals could not.

• Masculinity versus Femininity

As you said in class, this has nothing to do with gender; it has to do with the aggressiveness of culture. More aggressive cultures are considered more masculine and more passive cultures are considered more feminine. In a more masculine culture people are assertive, tough, and concerned with material success. In a more feminine society people are more modest, tender, interested in the quality of life and display very little confrontation.

Austria is very masculine at 7 and Denmark is more feminine at 16

All of these concepts are important to keep in mind when dealing with other cultures.

4. (0 points) In the Boston Consulting Group Portfolio Matrix, the preferred action when dealing with a cash cow is to dedicate just enough resources to keep it going but not engage in any meaningful investment in the unit. What is the reasoning behind this strategy?

This is because you have a situation where one of your strategic business units is experiencing low market growth rate and high relative market share. Now that I have learned what a cash cow is in this class I realize that my former employer is a cash cow and is an excellent example for this paper. xxx Fuel is part of a larger organization that includes other fuel companies and barging outfits. I worked for them for 7 years and in that time we took over most of the residential, commercial and marine fuel market share in xxx. The only competition has just enough of the market to keep others from coming in to compete. We set up the local infrastructure such as storage tanks that enable us to get the cheapest fuel possible, warehouses to store resale items and maintenance facilities to keep everything running. Everything is as efficient as possible and there is no more room to grow so any further investment would be pointless. The larger organization can use the cash generated in xxx to invest in strategic business units where they have a high market growth rate and high market share which would be considered a star.

5. (0 points) Explain the phenomenon known as "heightened commitment" or "escalation of commitment." Why does this occur and how might you as a senior manager avoid it in your company?

This is a situation where you become increasingly committed to a poor choice of action. This can occur if emotion becomes involved in your decision making or if a project is fundamentally flawed and it is not realized right away. You may have a project that is your "pet" and you want it to work so badly that you keep "pouring good money after bad" in an attempt to make it work. I saw a good example of this on TV the other day. A sex education instructor had what she thought was a great idea. She sewed a small pocket into a pair of underwear that was to contain a condom. She figured that if it was right there when it was needed it was more likely to be used. Her students thought it was a great idea and were supportive so she invested twenty thousand dollars into producing a bunch of this underwear. She got some interest from small clothing outlets but was rejected by large distributors because it was too risqu. (Possibly like this example!) She wanted it to work so badly that she ended up investing one hundred thousand dollars into it, but still not many people wanted to buy it. She poured good money after bad because her emotional involvement in wanting to increase condom use caused her to invest more money in a product that had little appeal to consumers.

If I were a senior manager I would avoid this in the following ways First I would instruct my project leaders to keep emotions separate from decision making. Secondly, I would set goals for a project which if they are not met by a certain time the plug will automatically be pulled. Lastly, I would have one person start the project, then have another carry it from there, the second will be more likely to have an objective view of its success or failure. The woman in my example should have done more market research by contacting distributors to gauge their interest and use focus groups made up of her target market that have no bias toward her product.

Bonus Question (5 points) What are the advantages and disadvantages of group or participatory decision-making?

Personally I like to make important decisions on my own. If I just consider all of the facts that I can and make the decision I save myself a lot of frustration. The hardest part of involving a group to make a decision is to deal with their dynamics. If everyone would focus on the question at hand it would make the process easier. I was the president of the Cooperative Preschool last school year. I was the only male there and it was very hard to get a bunch of moms to focus on the task at hand. I decided to grin and bear it and chalk it up to leadership experience. It would take a lot of time to get a simple decision during a ½ hour long 1 hour meeting because it was hard to fit important topics in between the conversations about quilting and stuff. There was one woman, the treasurer, who had a very strong personality. Everyone was afraid to make a decision if she wasn't there and when she was there she tried to dominate the meeting. I had to do some careful stepping to make sure that she did not have undue influence on our decisions. It is very hard to get the right mix of talents when your talent pool is the parents who happen to enroll their kids in the preschool that year. I did my best and tried to get the right personalities in the right positions.

It may sound like this was a bad experience but, no way, it was a great experience. I learned that I cannot always make all of the decisions and that if I included others they were generally more accepted. All of the moms, and me, put our heads together, brought our individual talents to bear, and made some great decisions like getting xxx to help us get all new tables, chairs, play equipment and learning materials. I learned that I did not always have all of the information necessary to make a proper decision. Once I wanted to have the accounting done professionally, and almost did it before I decided that the entire board should make this call. A parent told us that she knew someone who would donate accounting services to us. I did not have that information! Being president of the preschool was beneficial to me and the other parents because we all developed lasting relationships and learned much about decision making.

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The Chicken Doesn't Skate.

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The Chicken Doesn't Skate is a book about hockey and chickens. The author of the book is Gordon Korman, he also wrote other books like; The War With Mr. Wizzle and Hacdonald Hall Goes Hollywood. The way he wrote this book is interesting. Each chapter is from a different persons point of view. The book was written in 18 and is a thriller and comedy. The book is about a chicken that started as a science project and then changed peoples friend. For some people it was there mascot, there school pet and for one person, dinner!

It all started when the science teacher, Ms. Baggio said that There will be a science fair in a couple of weeks. All the children started to think about topics. Milo a seventh grader, decided to do his report on the food chain.

Milo went and adopted a chicken for his project. Milo had no friends because he just moved from California and was a science geek. He hoped by winning the Science Fair, he would find a friend that also likes science.

When Milo brought his chicken to school everyone loved it. They all named it Henrietta. Milo thought that to name a project was stupid. By the end of the day, everyone got attached to Henrietta. However Milo thought that everyone knew what happens at the end of his project. When Henrietta would be fully grown, Milo was going to serve her to the judges at the Science Fair. He warned everyone not to get attached to it, but they didn't care what he had to say.

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Adam Lurie, was in grade 8 but in grade 7 for science because he failed. He was also the captain for the Rangers hockey team had a difficult start at the start of there season; 0-5. They were the worst team in the league. A couple of days after Milo brought his chicken to school, Adam had to take care of her for the rest of the day. Walking home, after school, he remembered that he had a hockey game, and didn't have time to go home and leave Henrietta , so he brought her with him to the game.

They won their first game. The team thought that it was because of Henrietta, so they decided to make her the new mascot. After that day, they started to win games with Henrietta.

Ms. Baggio made a list to help Milo with his project. Her idea was to let people sign up and take turns to look after Henrietta on the weekends. Milo didn't like this idea because he wanted to study her for is project, not let people play with her.

Then something horrible happened; Henrietta got a cold!!! It was all because of Joey and Lynette. They are in the grade 8 and signed up to help with Henrietta. Joey only likes Henrietta because his a player on the Rangers. Lynette decides to have a party in her attic. The place got packed with about 60 teens. People stared to carry Henrietta cage around. Then she broke lose. Everyone except the high school kids who didn't care, scrambled for Henrietta. Then she got so scared that she jumped out the window. Luckily she landed in a big apple tree. They did not have a ladder so the called 11, and had her removed for the tree.

Now that Henrietta was sick, she couldn't go to any of the hockey games. With out Henrietta, the Rangers tied with that last place team in the league.

Finally, Zachary who was in grade 7, broke the news about what was going to happen to Henrietta. Everyone freaked. There was protesters at school, people sending mail to the mayor so that he tells Milo to stop.

That wasn't on Milo's mind, Zachary was. Milo wanted to know why Zachary wanted to be his friend so much. The truth was, Zachary wanted to get into Hollywood with his brutal screenplays, but he would always get rejected. Milo's father is famous on TV, as a great astronaut and scientist. Zachary thinks that Milo's dad can get some connections with Hollywood.

The Rangers got Henrietta back, who was now healthy, they played the finals for there state. They won the game and were challenged by the best team in Winnipeg. The Rangers have never won against Winnipeg in there history.

When the Canadians came off the bus, they were so big that it looked like they were from the NHL. The Rangers were scared.

The night before the big game, three people decided to steal Henrietta from school. Adam, Zachery and Kelly. Kelly was in grade 7 and just fell in love with Henrietta at first sight. They all decided to let Zachary hold her because he was the person that no one would suspect.

When Adam went to pick up Henrietta for the big game. In Zachery's room, his little brother started to attack Zachery's new computer with Hot Wheels. Zachery started to protect his computer by stopping all the flying cars with his chest, arms, feet even his head! What he could use on his body he did.

Adam saw Zachery's old skates in the corner. Adam got an idea. He knew that the goalie that Rangers had now they were going to lose for sure.

Adam promised that the Rangers wont give him wedgies anymore if he plays goalie for the game that day. But there's on problem, Zachery hates hockey.

Will that Rangers beat Winnipeg? Will Milo find his chicken and sever it to the judges at the Science Fair? Will Zachery make it into Hollywood? Its all in this book.

Go to your nearest library and rent it!

The Chicken Doesn't Skate is a great book for all ages. Its got its funny parts and some sad ones too, and some that are just amazing! I also enjoy how the author made the book. The idea of letting people see it from different persons point of view. Its pretty amazing how that book ends. I would recommend this book to all people that love chickens or just hockey. I don't like both that much, but I still liked the book a lot!!! I enjoyed reading it because it just kept getting better and better. I always wanted to read more. I give this book stars out of 10, because I think that the author could have put a bit more detail into it. The book was a bit confusing in the beginning but after 0 pages it was easy as pie.

Please note that this sample paper on The Chicken Doesn't Skate. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Chicken Doesn't Skate., we are here to assist you. Your persuasive essay on The Chicken Doesn't Skate. will be written from scratch, so you do not have to worry about its originality.

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A time to remember

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Soon the sun will break over the cliffs witch seem miles above me and hit its peak, edging over the wall of the trees. My kelty pack strapped over my shoulders, ready to take on whatever the beautiful wilderness has in store for me.

As I walk down a narrow dirt trail covered with orange and yellow leaves

those dominate the forest floor. Winds blowing in and out of the pine trees that

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cover the forest floor. After about twenty minutes walking, I see a deer running

through the thick brush. As I'm waking, I think to myself this is the reason I

began hiking in the first place; to see nature first hand. The first time I went

hiking, a friend and I went to Spruce Knob for a weekend, where I first fell in love

with hiking.

The smell of the fresh nature encircles me, allowing me to soak up all the

nature around me and take in the wondrous sights around me. After

about a half hour of hiking, I hear the gentle sound of water running; as I

approach the sun glistens off the Tygart River. The rolling water crashes against

the boulders in the free flowing river behind me. Across the river, I see a black

bear charging through a stream for its meal of the day. I start heading in the

opposite direction, in hopes to avoid an encounter with the bear. Luckily, the bear

didn't see me, so he went on about his way.

In the distance big gray threatening clouds begin to gather and a haze forms

below them. A soft rumble can be heard in the distance coming from the beast

above. The scenery becomes washed out with the dimming light. Glitters of rain

begin to fall quietly around me making a dripping sound and as the sky and sun

becomes completely devoured by the clouds, the cool and refreshing rain begins

to pour, as the rain covers every part of the earth. Everything starts to turn to a

darker color

Hiking is an interesting experience. Throwing on your Kelty pack and

heading out into the woods to a place that is peaceful and relaxing is a great way

to spend your leisure time. Most people have to acquire a taste for hiking to enjoy

the beautiful scenery.

Please note that this sample paper on a time to remember is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on a time to remember, we are here to assist you. Your persuasive essay on a time to remember will be written from scratch, so you do not have to worry about its originality.

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Piaget

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Every parent and teacher goes through the dilemma of figuring out when to teach their child and at what stage in life do we teach them. Jean Piaget's Theory of Cognitive Development, stated that children go through a period of stages in which they develop. The four stages of Piaget's theory grouped the development of a child into age groups, in which interaction with people and the natural world is necessary for cognitive development. Briefly, the four stages of Piaget's theory are the sensorimotor stage (birth until ), the preoperational stage ( until 6 or 7), the concrete operational stage (6 or 7 until 11 or 1), and the formal operation stage (11 or 1 through adulthood). According to Piaget, children in the pre-operational stage use mental representations, such as mental images, drawings, words, and gestures, rather than just motor actions to think about objects and events. Children in this stage think faster, are more flexible and efficient, and more socially involved. Their thinking is limited due to egocentrism, focus on only perceptual states, reliance on appearance rather than underlying realities, and the inability to comprehend reversibility. In Piaget's opinion, children in the pre-operational were incapable of succeeding at his conservation tasks, because they lacked knowledge to conserve. Conservation means to understand that certain physical characteristics of objects remain the same, even when their outward appearance changes. Piaget's conservation tasks involved tests for conservation of number, solid, and liquid. According to Piaget, children in the concrete stage are able to easily solve the problems faced in the conservation task due to their cognitive development.

In Piaget's conservation task, 5 year olds were asked to follow procedures for the conservation of number, solid quantity, and liquid quantity. The conservation of number involves taking two rows with the same number of things, for example coins, fruits, and buttons that are equally spaced. Initially, the 5 year olds knew that the two rows were had the same number, but if one row was shortened, children failed to notice that the two rows were the same. On the task for conservation of solid quantity, he showed young children two pencils, two pens, or two sticks of the same length laying down next to one another. Piaget, then moved one of the sticks to show the children that by moving one of the sticks, it would make it longer than the other and as he had predicted, the children were unable to realize that the two sticks were of the same length. In the task of conservation of liquid, he described he showed young children the same amount of water in two identical glasses and allowed the children to realize that both of the glasses were of the same size and the water in them were of equal proportion. Piaget then took one of the glasses and poured the water into a longer, thinner glass and concluded that the children were unable to comprehend that the new glass contained the same amount as the original two glasses of water. According to Piaget, children's thinking is perception bound in the pre-operational stage and that they could not focus their attention on two aspects, because their attention was to only one aspect.

In two studies done of Piaget's conservation tasks, it was evident that children during the pre-operational stage are unable to succeed as the tests. Anderson and Cuneo found that twenty children, ages 6 and 7, were put to Piaget's tasks with regard to the concept of area failed. Twenty other children, who were at the age of 8, were able to apply "an additive rule" to solve the problems, while the nonconserving children showed patterns of concentrating on only one of the two dimensions. In another study, Fiati (1) studied children in the Volta regiorn of West Africa and attempted to find a correlation between children learning in different cultures and conservation. Since children in the Volta region were growing up in isolated, agricultural villages their experiences with time, money, and mathematical computation were different from children living in settings with schools. Under these conditions, Fiati discovered that the children living in the non-school setting lacked comparable abilities to the children that went to school. Fiati concluded that children's central conceptual structures for numbers did not advance past the unidimensional level. He also stated that these unidimensional structures are universal and that children tested on central conceptual structures progressed through the same stages and at the same rate, but on the test of specific understanding, there was "cross-national differences" and from this Fiati concluded that if a culture values a particular task and invests time and effort in to teaching them, it is likely that children will pass the tasks. According to these studies, it is conclusive that children at the stage of pre-operational have problems with Piaget's tasks, but according to Fiati, if these tasks are practiced and effort is put in to learning them, children can pass the tests.

After reviewing Piaget's conservation tasks and the studies done on them, I set up an experiment designed to mimic Piaget's test for conservation of number, solid quantity, and liquid quantity. The idea that children at the age of 5 are not capable of passing the tasks of conservations, while 8 year olds are able to succeed will be tested in the following experiment. The purpose of this experiment is to test Piaget's belief that children at the stage of Pre-operational are not able to succeed at the conservation tasks because it is not in their ability to understand such concepts.

Methods

Participant

My subject is a four year old girl named Sarah, who according to Piaget would be in the pre-operational stage and would not succeed at the task that will be presented to her and ten year old Kiran, who would succeed. Before presenting Sarah and Kiran with the tasks, I had to prepare the experiment according to the way Piaget had performed it. There were some modifications in the experiment in that I used M&M candies for the conservation of number and also assured the subjects that they would be rewarded for their participation, in order to keep their interest. For each task, the subjects were separated and had no knowledge of what was going to be presented to them before performing the task. In testing the conservation of number, I set two rows M&M candies, approximately eight, on a table and counted out the numbers of M&M candies to Sarah. She realized that each row had eight candies and responded "eight", when I asked her to confirm how many candies were to each row. I, then took the candies in one of the row and placed them further apart from each other and asked Sarah to tell me if both rows of candies were the same. According to Piaget, Sarah would respond that the row with the candies further apart had more and according to her response, that is exactly what she did. I, then had Sarah leave the area of the experiment and had Kiran follow the same procedures as Sarah had done. When asked about the rows after the transformation, Kiran replied that they both were the same, except that one of the rows were spaced further apart. This sort of response is what Piaget had predicted and this is due to the fact that Kiran is in stage, where is capable of handling these tasks, while Sarah is not able to comprehend the transformations.

For the test of liquid quantity, I had two identical glasses and filled them up with water and placed them on the table. I then took another glass, except that it was longer and thinner as compared to the two other glasses. I asked Sarah to look at the two identical glasses and tell me that if both of the them had the same amount of water and she responded "yes". After getting a response from her, I attempted to take the water from one of the glasses and pour it in the longer and thinner glass. After pouring it in the glass, I asked Sarah if both of the glasses had the same amount of water and she concluded that the tall and thinner glass had more water. I then asked Sarah to leave the room where the experiment was being held and had Kiran come in and follow the same procedures. I asked Kiran to tell me if both of the identical glasses had the same amount of water and she determined that both were of the same amount. After performing the transformation, she realized that both of the glasses, while different in size and shape, still had the same amount of water. Up till this part of the experiment, both Sarah's and Kiran's responses were of no surprise and to note, both subjects had full concentration while performing Piaget's tasks. The idea of receiving something in response to the participation might have played a part in their full concentration and honest responses.

In the task of conserving solid quantity, I had two pencils of the same length placed next to one another and had Sarah look at them and asked her if they were the same and she said they were the same. After getting a response, I moved one of the pencils ahead of the other and asked her if they were still the same and she said "no". She failed to realize that both of the pencils were of the same length except that one was just moved ahead of the other. When Kiran was put to the test, she realized that both of the pencils were of the same length in the initial part of the task and after the transformation concluded that they were the same length regardless of the transformation.

Results

As Piaget had predicted, all the results were consistent with his findings and had the support of his stage theories, that Sarah was incapable of performing such tasks, while Kiran was able to due to her placement in the concrete operational. According to Piaget, changes or stages in childhood development are universal and the results stated above prove that, but could it be that it was something about the way the experiment was performed that caused such results to occur. In each task, Sarah was shown the items before and after the transformations and she consistently believed that after the change in formation, the items were not the same. Sarah's placement in the pre-operational stage concludes that she does not have cognitive ability to succeed in the tasks. Neither Sarah or Kiran were not rushed in to any judgment about the tasks and their answers were purely on their cognitive abilities. There was additional information provided about the items involved or the situation of the transformation, all questions and procedures were identical in each subject's case and as a result we concluded that both Sarah and Kiran were able to display Piaget's beliefs. Kiran was very consistent in her answers and had no difficulty understanding the directions and procedures whatsoever. Neither of the subjects looked for cues from the experimenter and no cues were provided to the subjects. The results show that Kiran and Sarah are in different stages of development and this is the cause of the difference in responses.

Discussion

In conclusion, it is evident that Piaget's tasks of conservation were designed to produce success in children beyond the pre-operational stage. Both participants in the study, displayed exactly what Piaget had predicted and led the results to show that Piaget's theory could be correct in terms of universal development. But, this would be true if children were placed in a controlled environment their whole life and their interactions with others were controlled also. If the procedures modified in such that the children were able to perform the task with the experimenter, the results might have been different. Sarah might have been more involved in putting the M&M candies on the table and counting them with the experimenter out loud. This act of involvement would allow Sarah to successfully accomplish his conservation tasks. Sarah's attention, understanding of the concepts of numbers and the hands on experience on the tasks would make her realize that the transformations did not change the amount of candy, water, or the length of the pencil. Based on these changes, Sarah would be in the preoperational stage and be able to conserve the number and do conserve liquid very early in life contrary to Piaget's theory of stages and his tasks.

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Changing the Legal Drinking Age

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In 184 the federal government passed the Federal Uniform Drinking Age Act, there has been a lot of controversy as to whether the government has a right to create such legislation. (Berg 1) This law was passed to encourage each state to change their legal drinking age to twenty-one years of age. Congress believed that if they raised the minimum drinking age that it would save a significant number of lives. They figured that a twenty- one-year-old person was more mature than the average eighteen year-old. That, in my opinion, was a huge mistake. Just because a person lives to be twenty-one does not determine how mature they are. There are many teenagers in the world that are considerably more mature than the average twenty-one year-old. The legal drinking age in the United States should be lowered from twenty-one to eighteen years of age.

Setting the legal age to purchase and consume alcohol is unrealistic in today?s way of life. Prohibiting the sale of alcohol to people under the age of twenty-one may cause habits such as binge drinking and alcohol abuse. It just causes a rebellion. Keeping the age at twenty-one makes it seem as if an eighteen year-old is not a real adult. Drinking is then viewed as a glamorous activity since it is only for adults. Then, in rebellion, those who are underage will just find a way around it. For example, many have fake identification cards, steal alcohol from their parents? liquor cabinets, or even put another person in jeopardy by asking someone whom is twenty-one to illegally purchase the alcohol for the underage drinkers. This kind of deceitful attitude does not encourage responsible drinking habits. In addition, this gives young individuals the urge to drink even more when they get older so that they could make up for their so ?called lost time, hence causing alcoholism. An examination conducted at East Carolina University, students indicated, ?it might be easier to hide a little pot in my room than a six pack of beer?. (Hanson ) This is the attitude that congress is teaching today?s young people to have.

?Children in European countries such as France, Spain, and Portugal are taught appropriate drinking behavior because no drinking taboo exists in their society. In these countries, despite higher rates of alcohol consumption, there are lower incidences of alcohol abuse?. (Berg 1) As a matter of a fact the United States has the highest legal drinking age in the world, many countries have no minimum drinking age. (?Legal Drinking??1) The reason these countries policies on drinking work so well is because at an early age they start educating the young people which I think is something the United States should consider.

The determination of legality in drinking should not be age, but rather maturity and ability to handle responsibility. The twenty-one restrictions seem out of date in today?s society. Many parents of today?s teenagers were legally allowed to drink at the age eighteen. Today?s teenagers face more responsibility and are treated much differently from the way their parents were treated. If twenty-one is considered so mature, then why are eighteen year-olds considered adults? At the age of eighteen, an individual can vote, serve on a jury, stay out without a curfew, leave home, drive, smoke, buy weapons, engage in financial contracts, start a family, be sent to adult prison, join the military, and die for this country. (Park ) I f an eighteen year-old can be held to so many responsibilities, and then it seems unfair to say that they are not old enough to drink. At eighteen, a person can even have a closed container of alcohol in their possession, but they cannot drink it. That is absurd! ?An examination of East Carolina University students? intentions regarding their behavior following passage of the twenty-one year-old drinking law revealed that only six percent intended to stop drinking, seventy percent planned to change their drinking location, twenty-one percent expected to use false or borrowed identification to obtain alcohol, and twenty-two percent just intended to do other drugs?. (Hanson ) The other drugs these students are doing probably have worse side effects than alcohol.

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It has been said that with the law remaining at twenty-one it helps to prevent needless deaths from driving under the influence. As numerous studies have shown, one of the biggest killers of young teenagers is drunk driving. (Neveau 1) This is evidence to me that is only proof that the twenty-one year-old drinking laws are not working. I feel by that by lowering the drinking age to eighteen these young people can sit down in a controlled environment like a pub or bar and legally consume alcohol without having to drive around and hide from people, putting other person?s lives in jeopardy. It has also been said that, the earlier a person begins using alcohol, the greater the risk of current and adult drug use. (?Booze News? ) If in the educational system young people were taught more on the effects of what drugs and alcohol could do to a person?s development maybe they would stop using as many drugs.

In conclusion, the legal drinking age in the United States should be lowered from twenty-one to eighteen years of age. People have provided congress with sufficient evidence on why the legal drinking age should be lowered; yet they refuse to take into consideration that they should speak for the people instead of their selves. I for one feel being able to drink should be based on the person?s level of maturity instead of their age. I for one feel that at the age of eighteen I was responsible enough to consume alcohol but still I was refused the chance to. It is upsetting to know that if I were married at the age of twenty I could not legally toast with champagne at the reception.

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Cross Country Anthology Analysis

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Show how images in the poems you studied this year were used to convey ideas and shape your response. Refer to a range of poets and poems in your answer.

John Shaw Neilson, Judith Wright, Ada Cambridge and Rhyll McMaster use imagery such as metaphor, simile, repetition and personification to convey their ideas and influence our responses to their poetry. The use of imagery improves the reader's ability to understand the ideas within the poem, by relating unknown concepts to known concepts and by using consistent techniques which create a 'flowing' poem which in turn influence their response. Relating unknown concepts to known concepts (e.g. human emotions to nature) creates a mental picture for the reader to which they can relate thus they can understand the concepts of the poem. The use of consistent techniques link each stanza to the previous and following stanza which aids the reader's understanding of the poem also.

Wright makes references to nature symbols to convey human activity and emotions. In Woman to Child she uses metaphor to convey her ideas of pregnancy and the bond between a mother and her child.

I wither and you break from me;

yet though you dance in living light

I am the earth, I am the root,

I am the stem that fed the fruit,

The link that joins you to the night.

The use of metaphor in the phrase, 'I wither and you break from me; yet though you dance in living light…' conveys to the reader the experience of childbirth. It signifies how the child is no longer living in his/her mother's womb but is now able to live his/her life independently. In the next lines, 'I am the earth, I am the root, I am the stem that fed the fruit,' the reader gains a mental image of these nature symbols which all relate to the beginnings of life. The earth (soil), the root of a tree and the stems of a plant are all the beginnings of another entity. They convey to the reader how the mother created a life in her own body. It also conveys the eternal bond between a mother and her child through the nature symbols. The nature symbols used have 'children' that eventually part from their 'beginnings' but will always be connected to their 'beginnings' as without them they would not have existed. Thus conveying the eternal bond between mother and child.

These techniques used shape the reader's response by improving their ability to understand the poem by creating a connection between symbols they have seen and events that they may not have experienced. This leads to the reader responding to the ideas of the poem in the way Wright has intended as they can relate to them and her perceptions.

Similarly McMaster uses metaphor to influence the response of the readers however also uses simile, consistent imagery and personification to convey her ideas and shape the response of her readers. She conveys, through the use of simile and personification, her perceptions of life's journey. In The Journey, she uses a car trip to portray the pace of life, the journey of life and the struggles incurred. The car is used, as a metaphor, for the lives of those in the poems. It is used as it is a mechanism which they can relatively control and is a moving object, which relates to the relative control they have over their lives and the 'movement' of their lives. The car is used, also because it is an item people often come into contact with and can relate to. The scenery is used, as a metaphor, to represent life. In this poem, the scenery is described as moving rather than the car moving which signifies people's perception that we are standing still while life passes us by. The use of simile, comparing the speed of play production to the speed of life, helps the reader gain a mental image of the concept of the poem and hence shaping their response. The reference to play production was used as plays act out events in life and because when performing a play, the stage crew and actors must be continuously doing jobs for the play to be successful which applies to the 'structure' of life.

On each side a field

stands in the wings

waiting like an actor for his cue.

McMaster personifies the fields to be like an actor to connect the similarities of plays and life (represented by the fields). The poem goes on to show the stress in life through simile,

We find relief

in corners -

slowing down, catching our emotions before the next act.

This conveys to the readers the desires of the people in the poem to 'stop/slow' time, in order to recover from the previous events. 'We find relief in corners,' refers to how people must decelerate before turning a corner. It signifies how the people in the poem feel they will find relief from the stress in life if they can 'slow' the pace of life. 'Catching our emotions before the next act,' signifies the recovering process after events in life before new events occur. In this phrase, the use of simile is continued to improve the flow of the poem and the reader's ability to understand the concept. The use of these techniques creates a greater understanding of the concepts in the poem for the readers, enabling them to relate to them and hence influence them to respond in the way McMaster wants.

Similar to McMaster, Neilson's use of metaphor, consistent imagery and personification influences his reader's response however he is conveying a different idea. Neilson also uses religious symbolism to influence his reader's response. In The Gentle Water Bird, these techniques are used to convey the fear of God he had as a child and the friend he found in Him as he matured. Neilson personifies a crane to become a symbol of God to show how he perceived God and how he converted to loving God not fearing Him. He personifies a crane as it is a large, powerful bird which overlooks humans on Earth from above, which is similar to society's perception of 'God's view of Earth'. This creates a mental picture for the readers, to which they can relate more closely to, as they have seen birds but have not seen God, which influences their response to the poem in a similar way to Wright's and McMaster's readers.

As a calm soldier in a cloak of grey

He did commune with me for many a day

Till the dark fear was lifted far away.

This extract from the poem uses metaphor to portray the man's perception of God. 'As a calm soldier in a cloak of grey he did commune with me for many a day.' conveys to the reader how he perceived God. Soldiers in battle have a strong bond, protect and stand by each other. This phrase conveys to the readers that he now saw God as a protector, someone who will stand by him, and someone he connected with. 'Till the dark fear was lifted far away,' conveys to the reader how, due to his new perception of God, was no longer afraid of Him. Here, metaphor is used to create a mental picture to which the readers can relate to as soldiers in battle and the bonds between them are a well known concept. The term 'lifted far away,' remains in context with the symbolism of the crane hence improving the flow of the poem and the ease with which the reader can understand the poem. This influences the reader's response as a greater understanding of the poem and hence the intended ideas, influences the reader's response in the way Neilson wants.

Cambridge, like the previous poets, uses metaphor to connect harsh climatic conditions and Destiny to the damage that commitment can cause to a relationship and the uncertainty of the outcomes in a committed relationship. This in turn influences the reader's response to conform to her intended response. Like Neilson and McMaster she also uses consistent imagery to shape the reader's response.

The use of metaphor in Vows,

How can we guess what Destiny will send

Smiles of fair fortune, or black storms to rend

What even now is shaken by a gust?

portrays to the reader the vulnerability and uncertainty in committing to a lover. 'How can we guess what Destiny will send,' conveys to the reader how uncertain the outcomes of commitment may be, as destiny is unpredictable. 'Smiles of fair fortune, or black storms to rend,' conveys to the reader the good or bad possible outcomes of commitment. These occurrences are also unpredictable hence creating a connection to the first line. 'What even now is shaken by a gust?' conveys the vulnerability of relationships. A gust, a sudden blast of wind, can more easily knock down weak structures; hence the phrase conveys to the reader the weaknesses that may arise in the relationship and the damage they may cause. A gust is also unpredictable hence connecting all of the lines. The connection between the lines improves the flow of the poem and the ease with which the reader can read and hence understand the poem, which in turn influences their response. Through the use of metaphor, the reader's can relate to the concepts discussed which influences their response in the way discussed previously.

Again, Neilson, in Love's Coming, uses metaphor to influence his reader's response however in this poem he also uses repetition to enhance their responses. These techniques are used to convey how 'quietly' and unnoticeably love was there.

Quietly as rosebuds

Talk to thin air,

Love came so lightly

I knew not he was there

The use of metaphor in the phrase, 'quietly as rosebuds talk to thin air,' influences the reader's understanding of the poet's idea. It creates a mental picture of a rosebud (roses are often a symbol of love between lovers) growing in air, which is a concept people can relate to as it is common thus influencing their response. The rosebuds symbolise the person in the poem and the air symbolises the love from a man. The rosebud and air co-exist perhaps without realizing it and air is essential for the rosebud to live and grow. This conveys to the reader more clearly the concept of the person unknowingly being loved by a man yet needing love and growing from love, as without a relation to a common concept some may not understand this. Readers gain a clearer understanding by further use of metaphor.

Quietly as lilies

Their faint vows declare

Came the shy pilgrim

I knew not he was there;

The metaphor, 'quietly as lilies, their faint vows declare,' conveys to the reader the intensity of the love. Lilies are the most common flowers found at weddings; hence they connect to the declaration of vows. This shows the readers that the lovers were extremely committed similar to the commitment in married couples. The repetition of 'quietly' and 'I knew not he was there' influences the reader's response to follow Neilson's intended response by emphasizing the key concept of the poem. The use of metaphor also influences the reader's response in this way.

In conclusion, whether metaphor, simile, repetition or personification is used, the reader gains a clearer understanding of the poem and the ideas within it. These techniques are used to shape the reader's response in the desired way by relating unknown concepts to known concepts and thereby improving the reader's understanding of the poem. They also shape the reader's response by emphasizing or outlining the key ideas of the poem. The manipulation of these techniques (e.g. consistent use of imagery) also shapes the reader's response in the way the poet wants. The use of these techniques reflects the skills of the poets and influences the reader's response.

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Depression

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Many people experience some form of depression during their lives, and some experience it during their teenage years. I myself am prone to anxiety, and experienced a period of depression during my time in high school. This was greatly due to the fact that I was continually hit by situations that affected me. Among the most unforgettable moments in my life are the passing of a close aunt due to an aneurysm, my cousin who was employed at the World Trade Center died in the /11 tragedy, and the passing of a close friend who died in a car accident at the age of eighteen. I was filled with a bitter sadness days, weeks, and months after they had occurred. These events consumed me, and death became a part of living.

Bombarded by unexpected deaths of close family members and friends, one right after the other, really broke my heart and forced me to look at death. I began to constantly ask rhetorically , What is the purpose of living life, knowing death was inevitable?. Asking myself this question and not knowing the answer, I fell into a period of depression. I felt so negatively about practically everything, and saw no purpose in anything. With no motivation and such a mindset every aspect of my life significantly suffered.

With the affirmative support of my friends and family and help, I eventually recovered from this ordeal. I soon found several answers to my question -- that life is about taking advantage of every moment, being happy, going for things with no regrets, and learning daily. Life really is a gift which I have gained the deepest appreciation for.

My period of depression was a major turning point in my life. It has been a valuable experience that has made me the person I am today. It has greatly matured me and has given me profound insight about the world around me. Part of life is gaining knowledge and gaining new perspective of the world. After surviving depression, I know now that anything is possible with an optimistic mindset and diligent work. Any knew challenge that is set before me, I know I will find my way through it. Overcoming this obstacle has strengthened me in ways that no other experience could have.

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