The Present and Future Role of Technology in the Classroom

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For many people to walk into a classroom today they may not recognize it as it was when they were in school. The classroom has changed as technology has changed. It is not uncommon to see second grade students using the Internet to communicate with students across the country, or to see high school students using PowerPoint to present a research project. Technology has changed the way the classroom looks, how's it run and what is taught. Technology plays a large role in present classrooms and it will play a larger role in the future.

The current role of technology in our nation's classrooms usually depends on the teacher. Every school district seems to be allocating resources to "get wired" and improve their existing technology. The Internet, CD-ROM's, PowerPoint, VCR's and video recording devices are all common in most schools. Some of the wealthier districts even have individual classrooms wired for Internet access. However, just because the technology is in the buildings doesn't mean that it is widely used. Many teachers are not trained to use the technology that is available to them. Predictions about how long it will take to train the two million teachers in America often implicitly embrace a top-down model we must first develop curriculum, get courses approved, hire trainers, etc. If that were so, it would take decades to make discernible progress (Serim & Koch, 16). The reality is that teachers have to train themselves and many are not willing to do that, don't have the time, or simply can't. That may sound depressing, but reality is that many teachers are willing and able. Furthermore, the teachers entering the workplace over the past years all have had technological training.

The technology of the Internet is probably the most widely used by educators today. The Internet is the world's largest computer network, connecting more than 4 million computers in over 160 countries. More than thirty million people, increasing at a rate of one million per month, are estimated to have access to the Internet (Distefano & McClain, 16). The Internet allows students access to millions of documents, professional and university libraries, as well as the opportunity to take virtual tours of almost any location on the earth. Most teachers understand the opportunity that the Internet allows them and they want to utilize it. These teachers who use the Internet see themselves as the learned, guiding hand in the student's process of discovering knowledge. They are getting away from the teacher as the dispenser of knowledge. The Internet additionally allows teachers the opportunity to connect their students to students around the world.

Those teachers who are utilizing the opportunities that the Internet offers are participating in amazing projects. Science classes from Bellevue, Washington and Bridgewater, Virginia have joined forces with NASA as part of a program called, Sharing NASA with our Schools. This program allows the students to view NASA scientists at work and interact with these scientists online. The students can use the scientists as resources for their own school lab projects. Another project is going on in Juneau, Alaska. As part of Alaska Online, students from Dzantik Heeni Middle School are responsible for sharing information about Alaska's geography and its people with anyone interested online (Serim & Koch, 16). Essentially these middle school students are responsible for teaching the world about Alaska! Whether it's using professionals as resources, or taking on the responsibility of teaching the world, these classrooms are a great example of how the technology of the Internet is being used today.

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If students are exposed to such wonderful projects today, in what direction will technology take education in the future? The most important aspect to understand is that in the big picture very few students are exposed to this type of learning with technology. There are still many schools who are not wired for Internet access and many that are lack the sufficient amount of computer machines necessary to provide real access to the Internet. The future for these schools will be playing "catch up". Eventually they will have the resources ready, and hopefully by that time the teachers in these schools will be fully trained and ready to use the technology afforded to them.

When talking about the future of technology in the classroom it seems as if you can dream it, it can happen. I see technology going in many different directions. It is hard to truly grasp what is possible, but I will take a gander. I think that in the future all school children will have notebook computers. These will be their primary instruments of learning. The school districts will provide them for their students and they will be pre-programmed to the child's academic schedule. As an example, the students will have on their homepage different icons for different subjects. When clicking on that subject's icon the student will have access to a number of software programs that the student needs for that subject. The teacher will have a built in program that allows them to call up any student's screen to evaluate their progress or to assist the student.

In the upper grades students will attend virtual classrooms. Students from different schools will all be in the same virtual class. I foresee students choosing elective classes, which are not given at their school, but can be accessed and taken through another school by attending a virtual classroom. I can see teachers working together to teach each other's classes from separate schools. Using video streamed into the classrooms, teachers can teach the areas that they consider their strengths and allow their students to attend a virtual class in another school. This will allow these teachers to help them teach areas that are a weakness for them without their students suffering.

Student work will be completely different in the future. No longer will students make simple project presentations, they will be creating websites, virtual tours, and streaming videos. These projects will all be on the Internet. They will be judged not only by their content, but also by how technologically advanced the project is. As an extra motivation for students, knowing that their work could conceivably be viewed by millions of other students, the Internet will raise the bar for student work. This philosophy of using technology not to simply learn from but to create is known as constructivism. In the past technology programs were developed to with the belief that they could convey information (and hopefully understanding) more effectively than teachers. But constructivist believe that you cannot convey understanding. That can only be constructed by learners (Jonassen, Peck & Wilson, 1). I believe this philosophy will take hold throughout education and technology will allow it to happen.

Technology has brought a lot of change to the current classroom and it's future affords educators with a great deal of opportunity. It is important that educators use the resources that are currently available to them. The Internet as opened up the world to our students and its potential is limitless. Students in Juneau, Alaska and Bridgewater, Virginia have shown us how teachers and students can use the technology that we have. It is up to our imagination to see the role that technology will play in the future of education. Students will be asked to uncover and discover to gain understanding, rather than be told what to understand. Undoubtedly, technology will be the cornerstone of this type of student learning in the future.

Jonassen, D., Peck, K. & Wilson, B. (1) Learning With Technology, A Constructivist Perspective, Upper Saddle River, NJ Prentice Hall

McClain, T. & Distefano, V. (16) Educator's Internet Companion, Upper Saddle River, NJ Prentice Hall

Serim, F. & Koch, M. (16) NetLearning Why Teachers Use the Internet, Sebastopol, CA Songline Studios, Inc.

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Article critique

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Chan and Misra's (10) study is an empirical examination in relation to past findings, of the role which personality trait and public individuation play to effect upon opinion leadership. The study first provided discussion of previous studies determining the characteristics of an opinion leader, which enable construction of their arguments on the appropriate foundation. This was followed by their quantitative research, detailed discussion and analysis.

They state that even though factors such as risk preference, open-mindedness, and mass media exposure correlates with opinion leadership, these were not important predictors of opinion leadership. Although this conclusion supports Armstrong and Feldman's (176) findings that opinion leaders and non-leaders exhibited similar levels of mass media exposure, it contradicts with other studies which suggests there are varying levels of mass media exposure to opinion leaders between the two extremes(Walker, 15).

Chan and Misra (10) aim to provide an adequate in-depth discussion of past studies of opinion leadership, its relationship with the target audience, as well as characteristics of opinion leaders, by discussing areas of personality traits and other attributes, however, real-life examples and case studies could also have give credibility to the various views argued in the study. Overall, adequate discussion, analysis, and conclusion but only little reference was given on how it affects the actually advertising process and advertising strategies.

.1 WORD-OF-MOUTH COMMUNICATIONS

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It can be said that Chan and Misra's (10) statement reinforces the definitions of opinion leaders from precedent studies as being both a leader and an influence receiver (Myers and Robertson, 17; Reynolds, 171). Although Chan and Misra (10) discuss the importance of word-of-mouth communications in relation to opinion leaders, they seem to have failed to provide explanation of how advertisers reach opinion leaders and create word-of-mouth communications. An example of an effective advertising campaign that demonstrated targeting of opinion leaders and creating word-of-mouth communications would have created a better picture of the process of such concept.

Walker (15) reinforces Chan and Misra's (10) argument about the importance of personal interaction towards marketers when they want to form a favourable attitude towards an advocated position, by suggesting the need to locate opinion leaders for a particular product or service and find a way of getting them talking about that product or service.

Chan and Misra's (10) conceptual approach differs from past research on the diffusion theory which was presented using 'optimal matching procedure' and computer simulations that show how much faster diffusion occurs when initiated by opinion leaders (Valente and Davis, 1).

Little empirical evidence has been provided in Chan and Misra's (10) study. In terms of strategies of diffusion, they could include simulating personal influence, stimulating personal influence, monitoring personal influence, and retarding personal influence (Turnball and Meenaghan, 180). Turnball and Meenaghan (180) also suggest the use of copy media and promotional strategies to general such influences.

. LIMITATIONS

Chan and Misra (10) have also failed to address the critical factor of the limitations and boundaries to studies of diffusion and word-of-mouth communications. Research and studies of opinion leadership and diffusion could be sensitive to missing data due to the inability to interview all members of a community (Valente and Davis, 1). This could implicate advertising research in that tracing of innovation through a network of social contacts is extremely difficult.

. PUBLIC INDIVUDATION

Chan and Misra (10) argue that public individuation is an additional dimension to the identification and description of opinion leaders by using conceptual references to previous studies to support their argument. They argue that the willingness to individuate oneself is the common factor which differentiates one from the rest of the group, and leads to one to be judged by others as being more influential. This is a fair argument in that opinion leaders' knowledge and opinions make them stand out as being "different" than other members. However, yet again there is the lack of direct empirical evidence that can support the relationship between public individuation and opinion leadership. Empirical evidence would have provided a more solid statistical comparison and study of such relationship.

.4 PRODUCT-RELATED CHARACTERISTICS

In terms of product-related characteristics, Chan and Misra (10) explain and state the importance of product involvement and product familiarity in establishing opinion leadership, however, no reference was given to the fact that certain product characteristics may be especially appropriate for interpersonal conversation, and these could be emphasised in mass media advertising (Turnball and Meenaghan, 180). The comparison between opinion leaders and non-leaders' sources of product information could have also enhance the differentiation between the two (Armstrong and Feldman, 176).

Chan and Misra (10) argue that opinion leaders tend to have 'a great amount of cognitive effort to acquire and comprehend the extensive knowledge of a product or product-class' (p.57). In another study though, Bruno (175) pointed out that the presence of product-specific opinion leaders and innovators does not vary more widely by product category. Turnball and Meenaghan (180) also relate this topic to advertising, stating certain product characteristics may be especially appropriate for interpersonal conversation, and these should be emphasised in mass media advertising.

Armstrong, G.M. and Feldman, L.P. (176). "Exposure and sources of opinion leaders", Journal of Advertising Research, 16(4), 1-0.

Bruno, A.V. and Hustad, T.P. (175). "A media/product class investigation of innovators and opinion leaders", Journal of Business Research, (4), 5.

Gatignon, H. and Robertson (185). "A propositional inventory for new diffusion research", Journal of Consumer Research, 11(4), 84-868.

Hall, B.F. (00). "A new model for measuring advertising effectiveness", Journal of Advertising Research, 4(), -.

Hill, O. (14). "New focus on real opinion leaders", Marketing, 6 May, 8-11.

Myers, J.H. and Robertson, T.S. (17). "Dimensions of opinion leadership", Journal of Marketing Research, (1), 41-46.

Newman, B.I. and Sheth, J.N. (184). "The 'gender gap' in voter attitudes and behaviour some advertising implications", Journal of Advertising, 1(), 4-17.

Reynolds, F.D. (171). "Mutually adaptive effects of interpersonal communication", Journal of Marketing Research, 8(4), 4-500.

Turnball, P.W. and Meenaghan, A. (180). "Diffusion of innovation and opinion leadership", European Journal of Marketing, 14(1), 5-10.

Valente, T.W. and Davis, R.L. (1). "Accelerating the diffusion of innovations using opinion leaders", Annais of the American Academy of Political and Social Science, 566, 55-67

Walker, C. (15). "Word of mouth", American Demographics, 17(7), 8-4.

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How does Voltaire make use of the literary particularities of the tale in his philosophical arguments against optimism and for reason?

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Why did Voltaire chose to use the format of a tale to present the story of Candide, why did he chose to use a tale to present his ideas of the world, how he perceive the world as true love does not conquer and religion will not save you, more precisely to say is that true happiness of the heart can only be fulfilled when one can ignore all the worldly desires and troubles, to be totally settle down to cultivate the fulfillment in mind through simplicity? A tale by definition is a malicious story, piece of gossip, or petty complaint; a deliberate lie; a falsehood; a narrative of real or imaginary events; a story. (American heritage dictionary) These definitions seems to fit into Voltaire's idea to present Candide more like a comic story then as a real life situation, due to the fact that the characters in the story had all went through many deaths and miraculously escaped from the misfortune and came back to life. All the seemingly impossible adventures of Candide in the tale were creations of Voltaire's fantasy and thus contributed to this malicious story or so called a deliberate lie as El Dorado is only a creation in the mind. The world where Candide had lived in is only a lie and the final peace in mind and harmony which they were able to obtain can never be achieved through modern live and thus all these fancies on a perfect world of Voltaire's are just a tale to be told, or imagination went wild.

The attack on optimism was vulgar, he had not missed a single chance to criticize on Pangloss's philosophy of 'all is for the good' and he was so satirical that the readers start to laugh at Pangloss's nonsense of such philosophy.

"'It is demonstrable,' said he, 'that things cannot be otherwise than they are; for as all things have been created for some end, they must necessarily be created for the best end.'" (Candide 11)

Evcn Candide, his student started to question about the theory and at the end Pangloss himself didn't believe it anymore but he had to insist on it as he's a philosopher.

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'Well, my dear Pangloss,'said Candide to him, 'when you were hanged, dissected, whipped, and tugging at the oar, did you continue to think that every thing in this world happens for the best?'

'I have always abided by my first opinion for after all, I am a philosopher; and it will not become me to retract my sentiments; especially, as Leibnitz could not be in the wrong; and that pre-established harmony is the finest thing in the world, as well as the plenum and the materia subtilis' (Candide 7)

Voltaire seemed to believe that nothing is for the good and all happens happened for reason from the cause rather for the good. He was highly influenced by the Enlightenment movement and thus believed the use of reason rather than just faith in religion or another formally accepted traditions or doctrines. This is the main reason Voltaire tried to oppose the blinding optimism Pangloss had taught Candide. The pure influence exercised by Candide's example showed that 'pre-established harmony' or these embedded doctrine can be harmful to a person's common sense and judgment, thus enrooted the perspective of one; like Candide always follow the optimism theory rooted in his mind. The attack to this type of thinking that does not involve personal computation but rather the taught optimism to explain all had happened was detested by Voltaire. He detested all those old ways that people do not think for the reason, rather accept the fact in a passive way.

All those in Voltaire's era were taught that imperfections occurred because people do not understand God's plan as God must be perfect and will make the perfect world and decisions. Thus all happened must be for the best, however, Voltaire being a deist, doesn't accept that any God has to exist and thus protest this idea through out the story. From the sufferings of Pangloss and his student Candide that are optimistic on every issue, they had been flogged, witnessed rapes, been robbed, was unjustly executed, caught diseases, experienced earthquake, been betrayed and all the other horrors. He showed them that these were unnecessary sufferings and witnessing and experiencing them were just to prove to them that not everything happens for good and wished to alter the stubbornness of the two. However Pangloss struggles till the end to prove that these are happened for good and Candide had given it up when he saw the suffering of the slave, the inhumanity and the indifference of the natural world.

Voltaire proceed his arguments on optimism by attacking it's validity as what had been taught by Pangloss were all philosophical ideas that was generated in one's mind and has never been proved with real life examples. On the contrary, all the real world evidence in the tale seemed to be going the exact opposite way from the theory Pangloss preached. The nonsense that Pangloss was engaged in had led to costs of live and resulted in a destructive way to treat the rest around him. These foolish optimism eliminate the common sense of a person or we may say had taken over a person's common sense and became the direct reasoning to all the surroundings. One can no longer function as a reasonable person and this is what Voltaire was trying to bring out that these foolish old believes had corrupted our minds and disabled us from reasoning. Voltaire was trying to implant the idea of reasoning to his readers and to bring out this idea of reasoning to the rest through the foolishness of the optimists. The message is clear here, we should always use reasoning to explain things rather use believes or past-doctrine that would only make matters worse.

The perfect example for the foolishness being demonstrated was when Jacques was drowning, Pangloss had prevented Candide to save him because he believed that 'by proving that the bay of Lisbon had been formed expressly for this Anabaptist to drown in.'( Candide) This just showed how foolish Pangloss had been, for the glory of sticking to his theory to prove to the world that he's right, he doesn't even care about one's life. The precious human life that should have worth more than anything, and would have been saved if not the optimism idea was invented.

Voltaire tried all he can to protest against pure optimism, through out the tale he used all the sufferings and experiences to prove that without reason, there left only wrong doings and thus to warn us, he kept reminding us through Pangloss's favorite 'best of all possible worlds' as an irony to what his message of reasoning should be the way to think, and by accounting real world evidence in order to understand the surroundings.

The elements of a tale were exercised fully to illustrate the imaginary adventures of the characters and through the usage of a tale. For only a tale can be as dramatic as what had happened to each of the characters, their sufferings and experiences were just intolerable by normal human beings, however, we would certainly accept them as it was a tale, and we will allow the space for imagination to flow. Voltaire had carefully chosen the medium to bring out his message and was successful introduced as Candide was view as one of his most celebrated works. His arguments against optimism and to reason were widely recognized through Candide and thus a success for the choice.

Bibliography

Works Cited

The American Heritage Dictionary

http//education.yahoo.com/reference/dictionary/entries/10/e0151000.html

Wilkie and Hurt. Literature of the Western World. Volume II New Jersey Prentice Hall 001

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Discuss how and why the Australian colonies federated in 1901.

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Australia became a nation when the six self-governing colonies, Victoria, New South Wales, Queensland, Western Australia, South Australia and Tasmania, united on the 1st of January 101. Before Federation, the colonies were politically separate, with their own laws and parliaments. After federation, Australia was no longer six self-governing colonies, but a nation with its own constitution and government. During the long political process that led to federation, a stronger sense of Australian nationalism (devotion to one's country) developed.

As early as 184, there had been many plans for creating a General Assembly of Australia where Governments could discuss matters that affected every colony. In 1846, Governor Fitzroy sent a New South Wales proposal for a federal scheme to the British authorities. The British Colonial Secretary, Earl Grey, immediately followed with his own suggestion for a General Assembly of the colonies. Each colony guarded its own power and wealth, and the smaller colonies were worried that the larger colonies might use a General Assembly to rule them. Over the next ten years, many Parliamentary committees, emerged in the colonies to look into federation. In 1867, at an intercolonial conference, Henry Parkes suggested that there should be a 'Federal Council', a type of incomplete federal arrangement where the colonies could agree to pass certain uniform laws. In 1870 Victorian barrister Charles Gavan Duffy appointed a Royal commission to look into Federation.

By 1880, Henry Parkes was premier of New South Wales and at another intercolonial conference, he again proposed a Federal Council. Later that year another intercolonial conference was held to discuss Australian strategies for the South Pacific. At this conference it was decided that there should be a Federal Council. The Council was formally created in 1885. It had the power to make common legislation (law) in a range of matters. Several of the colonies including New South Wales refused to join, or joined only briefly. In 188, Sir Henry Parkes gave his speech at a banquet at Tenterfield, New South Wales, declaring his long-held support for federation, and calling for the colonies to unite. In 181 The National Australasian Convention was held in Sydney. Representatives from the six colonies and New Zealand, agreed to draft a Constitution under the name of 'The Commonwealth of Australia'. Andrew Inglis Clark, Charles Cameron Kingston and Samuel Griffith provided a draft which was used to write to Constitution that the Conference adopted. The Corowa Conference was held in 18, and it was suggested that, every Australian Colony, should elect representatives to attend a convention where the constitution would be agreed on. The constitution would then be put to referendum in each colony. If the constitution was agreed on by the population it would then have some legal power.

There were two referendums held on the Constitution. The first was held in 188, the constitution was accepted in Victoria, South Australia and Tasmania, but did not get a large enough majority in New South Wales, therefore the Constitution was rejected. The second referendum on the constitution was held in 18, and was accepted in South Australia, New South Wales, Victoria, Tasmania and Queensland. In early 100, a small group of Australian Federal leaders, took the constitution to London. In London, they spent four months in discussion and debate with the British who were now seeking to amend it. The Australian's in London, resisted most of the proposed amendments, and came to a satisfactory compromise. The Constitution was passed by both of Britain's Parliaments, and received the royal assent on the th of July 100. On the 1st of January 101, the six separate colonies became the Commonwealth of Australia. Federation would not of been achieved without the work of certain individuals such as Henry Parkes and Samuel Griffth. Henry Parkes often spoke of the benefits of federation. He gave the movement new purpose with his call for a federated Australia at Tenterfield in 188. Samuel Griffith was chairman of the committee which drafted the Constitution.

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Despite the colonies having separate and independent political systems, they also held many interests and concerns in common, these interests and concerns were some of the main reasons for federation. Making and keeping Australia 'White' was a powerful motivation for Federation. Racism and racist beliefs of 'White superiority' were common in Australia in the time of federation. Defence was also a major concern. Australians feared of invasion from countries such as Germany, France, Russia, China and Japan. Many people believed that because of the distance between Britain and the colonies, Australia would not be able to defend its own, extended coastline. Forces of Australian volunteers existed in the colonies, but it was thought that those forces were to small to be effective against attack. In Australia prior to Federation, colonial governments imposed tariffs on imports from other colonies. Tariffs were a major source of income for colonial governments, but a major irritant for business people. Under Federation, tariffs would be removed and free trade would lower the costs of production and open up new markets. In the lead up to Federation, a sense of national identity was building amongst Australians. There seemed to be an increasing feeling that the separate colonies and there people had so much in common that they were destined to unite as a single nation. Other mutual concerns and interests included postal services, lighthouses, quarantine and railways.

The six colonies of Australia competed with each other for trade and immigrants, and raced to be the most prosperous. Along with this there were also many reasons against federation. Other problems included the great distance between the capitals, differing rates of development, intercolonial jealousies and conflict between protectionist Victoria and free-trade New South Wales. In 180 a depression hit the colonies and the fortunes and careers of many men were ruined. Federation was no longer a necessity as economic reconstruction took priority. Also popular support for federation was still lacking.

Federation was achieved in Australia on the 1st of January 101, as the advantages for federation overcome the disadvantages. Australia became a Constitutional Monarchy. The First governor-general of Australia was Lord Hopetown. In March 101, the first national election was held. Edmund Barton became the first Prime Minister of Australia. In May, the first Parliament met in Melbourne since a national capital was not yet agreed on.

Australia became a Constitutional Monarchy as a result of Federation. The journey to Federation was a long process which took many decades to complete. Federation only came to be because of the on going work of individuals such as Henry Parkes and Samuel Griffith, and the many advantages that Federation would bring.

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McDonalds

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Ray Kroc, the founder of McDonalds, started as a distributor of a five-spindled milk shake maker in 154 when he was 5 years old. On hearing about the McDonalds hamburger stand in California running eight Multimixers at a time, he packed up his car and headed West.

He convinced Dick and Mac McDonald, the owners of McDonalds Restaurant, San Bernardino, California opening up several up several restaurants. Ray Kroc thus opened the Des Plaines restaurant in 155. First days revenues-$66.1! No longer a functioning restaurant, the Des Plaines building is now a museum containing McDonalds memorabilia and artifacts, including the Multimixer!

McDonald's has a People Promise and a People Vision. The People vision is "To Be the Best Employer in Each Community Around the World." and their People Promise is "We Value You, Your Growth and Your Contributions."

In 165 McDonalds went public with the companys first offering on the stock exchange. A hundred shares of stock costing $,50 dollars that day would have multiplied into 74,60 shares today, worth over $.8 million on December 1, 18. In 185 McDonalds was added to the 0-company Dow Jones Industrial Average.

The Big Mac, the brainchild of Jim Delligatti was introduced in 168. In 7, owner operator Herb Peterson developed the Egg McMuffin. In 174 Fred Hill of the Philadelphia Eagles teamed up with McDonalds to create Ronald McDonald House. Here the families of critically ill children have a place to call home while theyre away from home as the young patients undergo treatment for their conditions. Since introducing the Happy Meal in 17, kids visits have been made more special generating interest for collecting Happy Meals toys and boxes the world over. Also now a days, one can see McDonalds in more non-traditional locations like Wal-Mart, Amoco and Chevron stations, with full menu offerings and dining room seating, just like youll find in a traditional McDonalds.

McDonalds has always been a franchising Company and has relied on its franchisees to play a major role in its success. Approximately 70% of McDonalds worldwide restaurant businesses are owned and operated by independent businessmen and women as franchisees. McDonalds continues to be recognized as a premier franchising company around the world. McDonalds has been perennially named as Entrepreneur Magazines number one franchise.

McDonalds franchising system is built on the premise that the Corporation can be successful only if their franchisees are successful first. Success for McDonalds Corporation flows from the success of its business partners. McDonalds franchise only to individuals, not to corporations, partnerships, or passive investors. McDonalds is an equal opportunity franchiser, with a proven track record of franchising to all segments of society. In the U.S., minorities and women currently represent over 4% of the franchisees and 70% of all applicants in training.

McDonalds is the worlds community restaurant. They have a long-standing commitment to a workforce that is diverse. They believe in developing and maintaining a diverse workforce that will strengthen the McDonalds system. Diversity at McDonalds is understanding, recognizing and valuing the differences that make each person unique.

McDonalds has been recognized for its many contributions in the following areas

·Top 5 Companies for People with Disabilities

·Best Employer for Asians

·Top 50 Places for Hispanic Women to Work

·Fortune Magazine - Top Places for Minorities to Work

·Working Mother Magazine - Top 10 Diversity Champions

·Hispanic Magazine - Top 50 Corporate Women in America

McDonalds is committed to recognizing the talents and job performance of all employees and values the contributions that come from people with different backgrounds and perspectives.

McDonalds commitment to social responsibility is an important part of their heritage and has become increasingly more important as their business has grown to span 118 countries. McDonald's is focused on and committed to doing the right thing for the local communities in which they operate and for the customers they serve. Their philosophy of doing good and giving back has always been at the heart and soul of the McDonalds business -like French fries and hamburgers. McDonalds was setting the standard for social responsibility, and is a leader in this regard.

McDonalds has restaurant locations in 118 countries all over the world. They have modified their business by serving according to their local market needs. They have adapted to the needs of the people of the countries they serve taking into account the religious and cultural beliefs of their customers in the markets they are serving. As an example let me note the expansion of McDonald's in India. McDonalds India opened its doors to India in October 16. Now McDonald's has established family restaurants in Bombay, Delhi, Pune, Ahmedabad, Vadodara, Ludhiana, Jaipur and now on the Delhi-Mathura highway. As a respect to the cultural and religious believes of the billions of Indian's, McDonald's does not serve beef in its menu. They have developed lamb burgers as a replacement. McDonalds in India has specially developed a range of 100% pure vegetarian food to offer vegetarians, a choice. Even the mayonnaise used in the items is eggless. McDonald's is likely to extend the results of their experimentation with vegetarian products in India, the world over, as more and more people are becoming health conscious. Taking in to account the Indian palate, McDonald's has prepared the choicest of products using spices appreciated by the customers. Due to the lack of proper infrastructure for storage and transportation under controlled conditions, McDonalds is setting up unique Cold Chain. By doing this McDonald's is committed to providing quality products while supporting other Indian businesses. The Cold Chain is necessary to maintain the integrity of food products and retain their freshness and nutritional value. Cold Chain refers to the procurement, warehousing, transportation and retailing of food products under controlled temperatures. Setting up the Cold Chain has involved the transfer of state-of-the-art food processing technology by McDonalds and its international suppliers to pioneering Indian entrepreneurs, who have now become an integral part of the Cold Chain.

On the SWOT analysis, the following has been identified as the Strengths,

Brand name, Franchise network, Pricing, Service and Satisfaction, Customer relationship and Partnership. The following has been identified as its Weakness, management structure, opening too many new stores that compete against each other instead of other rivals, big investment in real estates because it owns not only the land but also the buildings in many of its franchised locations world wide. There are quite a few Opportunities for McDonald's that I have identified, namely, expanding the number of products it serves, attracting health conscious people by providing vegetarian menus, implementing as a market test successful formulas that has worked at different locations world wide, being more competitive in pricing and promotion. McDonald's has a lot of threats from many competitors world wide. The field of fast food has so many new aspirants that it has become highly competitive. Biggest threats are from rivals like Burger King, Wendy's, Carl's Junior, Jack in the Box, Taco Bell, Del Taco and many others. McDonald's has to be one step ahead in order to wade away these competitors successfully. They need to be aggressive and improve the quality and also increase the menu choices for all walks of life.

McDonalds 00 Financial Report states that approximately 80% of McDonald's restaurants and about 75% of the total revenues of McDonald's restaurants are in nine markets Australia, Brazil, Canada, China, France, Germany, Japan (a 50%-owned affiliate accounted for under the equity method), the United Kingdom and the United States. The Company also operates other restaurant concepts under its Partner Brands Boston Market, Chipotle Mexican Grill and Donatos Pizzeria. In addition, the Company has a minority ownership in Pret A Manger. In March 00, the Company sold its Aroma Caf business in the U.K.

Please note that this sample paper on McDonalds 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 McDonalds, we are here to assist you. Your cheap custom college paper on McDonalds will be written from scratch, so you do not have to worry about its originality.

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Immigrants

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There are so many different ethnic backgrounds in the United States today, but they didn't all originate here. People of all nationalities started immigrating here in the 17th Century. Just in the short time from 100 155, over fifteen million people immigrated to America. These fifteen million people consisted of Italians, Irish, Polish, Germans and many more. They had to form huge communities due to the influx of people, but after migration was cut off in the 10's the communities quickly languished. Children of the immigrants look back and consider these communities the institution of their learning (Harvard Encyclopedia 180).

One of the largest groups of immigrants were the Italians. The Italians are from southern Europe. They mostly have darker skin and have dark hair. However, some Italians from different parts of Italy have blonde hair and fair skin. The majority of Italians are loving people. Altogether, over five million Italians migrated to the United States. Most of the Italian immigrants came from the provinces of Calabria, Campania, Apulia, and the island of Sicily. Even though the Italians lived in these provinces, they were also grouped into little villages. When in Italy they were only loyal to the people in their village. When they came to America they were forced to live in cities where it was too hard to keep local ties between them. These moves to the city made them realize for the first time that they all shared the common Italian heritage (Harvard Encyclopedia 180).

The Italians, like many other immigrants, left their native countries for many different reasons. The immigrants that departed from the Northern part of Italy left in hope of finding religious freedom. A lot of men left to avoid military time or even in some cases, jail time. Some immigrants also had high hopes; they were in search of political asylum and greater economic opportunities. In the beginning, most of them didn't make huge moves, very rarely would they cross the ocean. Most of them ventured to central and western Europe, to such places as, Ireland, England, and Belgium (Harvard Encyclopedia 180).

The living conditions in Southern Italy were so much worse than in the North, but it still took the Southerners much more time to leave. There were many reasons for the delay in their move, one reason being that they were much poorer than the Northerners. They were also much less sophisticated and way too conservative. Once a lot of the Northerners left and the population dropped drastically, the Southerners were left with little choice but to go. When they first started moving they went to North and South America. As the American industry expanded they all flocked to the United States. There were so many Southerners immigrating at one time that they greatly outnumbered the Northerners on the transatlantic ships. Unlike in the early years though, the destination of both the Northerners and the Southerners were the same. By the time World War I came along, Italy was losing people due to immigration at a rate of half a million people a year (Harvard Encyclopedia 180).

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Once the United States became the main destination of most immigrants, they started to settle in the central and eastern part of the nation. Pennsylvania, Maryland, and Georgia were where some of the settlements were. The population in the western states started to grow also and in 184 when gold was discovered in California, the population soared. Even after the novelty of the gold rush ended, many of them stayed in the west as merchants, shopkeepers, gardeners, winemakers, and much more. Some of them even became prominent local citizens (Harvard Encyclopedia 180).

By the late 1860's, a few Italians lived in almost every state. California still had the largest number of them with New York City having the second most. Some of the Italians in New York City adapted quickly and were very successful businessmen. Still most of the others remained poor. Most of them that got off the ships were living in slums, because they had spent all their money on their passage over (Harvard Encyclopedia 180).

The later immigrants didn't care where they lived, because they were mostly men between ages sixteen and forty- five, who just wanted to make money at available jobs and return home. This idea caught on so quickly that by 107 a total of 85,71 had immigrated to America for work but almost half of them returned to their homeland.

The immigrants that came later in the 1th and 0th centuries assimilated very quickly. Most of them settled in New York, New Jersey, and Pennsylvania near the business districts. A lot of them landed regular jobs after awhile and were able to move out of the slums to make room for newcomers. Even though the immigrants in New York were some of the most successful; New York also had the largest, most congested immigrant neighborhoods. One of the reasons for this was because newcomers from the same village tried to settle on the same street or even the same building sometimes. Most of them would try to get work at the same factory, but that seldom worked out (Harvard Encyclopedia 180).

There were so many Italians that inhabited the area at first that even when the population started to dwindle, the area was still thought of as Italian. This was because even though the Italian population went down their churches, restaurants, and businesses were still thriving. These businesses attracted non- Italians very often because of the "authentic" products that they offered. The restaurants stayed in business due to the ethnic foods they served (Harvard Encyclopedia 180).

While the immigrants in New York were adapting, so were the ones in San Francisco and New Orleans. A good majority of the immigrants in these two cities were very wealthy. In San Francisco, the business district was settled first. Then the waterfront, also known as, the commercial district, was quickly discovered and inhabited. Now that most of the Italian population lived in the United States, they started to prosper by taking on American ways of living (Harvard Encyclopedia 180).

A majority of the Italians settled on farms due to much encouragement from observers. The observers figured that they would Americanize quicker in the countryside compared to in the cities. In addition to the farms, seasonal agriculture work was very popular. They liked this because it required little skill and employed whole families to work together. The largest of these seasonal settlements were in the west, where a lot of farmers that began as tenants eventually bought the land that they cultivated. Most of them didn't want to turn to farming though, they said they didn't come all the way to America to go back to the farm. Instead, they longed to be saloonkeepers, ice cream vendors, clerks, barbers, and restaurant owners. Some of the Southerners that arrived late also did well in the construction industry. By the turn of the century, the Italians were well adapted and had overcome all their hardships. Many of them were very successful, such as, Amadio Obici. He is also known as "peanut king". He is the man that we can all thank today for the Planters Peanut Company. The Italians were becoming smarter and smarter and as soon as they successfully mastered the business side of society, they were ready to move onto politics (Harvard Encyclopedia 180).

At first, the Italians that were registered voters usually just voted the way the press and the community told them to. Due to this, the Italians could usually only conquer local offices and nothing of higher status. James March, who arrived in America at age thirteen, eventually became a Republican Party leader in the Italian colony. Through politics and elections, Italians began to realize that unlike in Italy when provinces didn't cooperate, here in America they had to join together to solve their problems. One problem that they faced and overcame quickly was the transition from the Old World to the New World ways. They accepted many things that were unfamiliar to them in Italy (Harvard Encyclopedia 180).

These things that were unfamiliar to them consisted of the press, multi-benefit societies and they also had problems with the churches. The Italian press offered newcomers morals and advice. The first Italian- language newspaper in the United States was L' Eco d' Italia. Almost every single Italian supported the Multi- benefit societies also. These were formed to help the immigrants in times of need. They made monthly donations and then the society helped them when they needed medical care and they also helped with burial expenses in times of death. These societies are much like our medical insurance today.

Please note that this sample paper on immigrants 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 immigrants, we are here to assist you. Your persuasive essay on immigrants will be written from scratch, so you do not have to worry about its originality.

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Developed and developing countries

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DEVELOPED, DEVELOPING, AND LEAST DEVELOPED COUNTRIES

1. General definitions

Term Developed countries

Definition Countries with high levels of real national income per head and relatively large tertiary sectors.

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Term Developing countries

Definition Countries with low levels of real national income per head and relatively large primary sectors.

Term Less Developed Countries

Definition Countries who are generally characterized by low levels of GDP and income per head. They usually have a heavy dependence on the primary sector of the economy. In the case of many developed countries this is true with dependence on agriculture and primary products.

Term Least Developed Countries

Definition The very poorest of the Less Developed Countries.

. Who are considered the developed and developing countries in the international market?

According to the World Trade Organization (WTO), there are no definitions of "developed" and "developing" countries. Members announce for themselves whether they are "developed" or "developing" countries. However, other members can challenge the decision of a member to make use of provisions available to developing countries.

What are the advantages of "developing country" status?

Developing country status in the WTO brings certain rights. There are for example provisions in some WTO Agreements, which provide developing countries with longer transition periods before they are required to fully implement the agreement and developing countries can receive technical assistance. That a WTO member announces itself as a developing country does not automatically mean that it will benefit from the unilateral preference schemes of some of the developed country members such as the Generalized System of Preferences (GSP). In practice, it is the preference giving country that decides the list of developing countries that will benefit from the preferences.

The WTO Agreements contain special provisions which give developing countries special rights and which give developed countries the possibility to treat developing countries more favorably than other WTO Members. These special provisions include, for example, longer time periods for implementing Agreements and commitments or measures to increase trading opportunities for developing countries.

These provisions are referred to as special and differential treatment provisions.

The special provisions include

· longer time periods for implementing Agreements and commitments,

· measures to increase trading opportunities for these countries,

· provisions requiring all WTO members to safeguard the trade interests of developing countries,

· support to help developing countries build the infrastructure for WTO work, handle disputes, and implement technical standards, and

· provisions related to Least-Developed country (LDC) Members.

About 100 of the WTO's over 140 members are developing countries. They are expected to play an increasingly important role in the WTO because of their numbers and because they are becoming more important in the global economy.

. What are the least developed countries?

The least developed countries (LDCs) are a group of 4 countries that have been identified by the UN as least developed in terms of their low GDP per capita, their weak human assets and their high degree of economic vulnerability. The list is reviewed every three years by the Economic and Social Council (ECOSOC).

The criteria underlying the current list of LDCs are

a. a low income, as measured by the gross domestic product (GDP) per capita;

b. weak human resources, as measured by a composite index (Augmented Physical Quality of Life Index) based on indicators of life expectancy at birth, per capita calorie intake, combined primary and secondary school enrolment, and adult literacy;

c. a low level of economic diversification, as measured by a composite index (Economic Diversification Index) based on the share of manufacturing in GDP, the share of the labour force in industry, annual per capita commercial energy consumption, and UNCTADs merchandise export concentration index.

Different thresholds are used for inclusion in, and graduation from, the list. A country qualifies to be added to the list of LDCs if it meets inclusion thresholds on all three criteria. A country qualifies for graduation from the list if it meets graduation thresholds on two of the three criteria. For the low-income criterion, the threshold on which inclusion in the current list is based has been a GDP per capita of $800, and the threshold for graduation has been a GDP per capita of $00. In its July 000 review, in the light of recommendations by the Committee for Development Policy, ECOSOC declared the eligibility of Senegal for designation as an LDC (subject to the Government so desiring) and decided to postpone until 001 its consideration of Maldives graduation.

The criteria for determining the list of LDCs are under review. The Committee for Development Policy has recommended that the Economic Diversification Index be replaced by an Economic Vulnerability Index reflecting the main external shocks to which many low-income countries are subject, and incorporating the main structural elements of the countries exposure to the shocks, including their smallness and lack of diversification.

The extreme poverty is pervasive and persistent in most LDCs, and that the incidence of extreme poverty is highest in those LDCs that are dependent on primary commodity exports. The incidence of poverty is so high because most of the LDCs are caught in an international poverty trap. Pervasive poverty within LDCs has effects at the national level that cause poverty to persist and even to increase, and international trade and finance relationships are reinforcing the cycle of economic stagnation and poverty. The current form of globalization is tightening the poverty trap. With improved national and international policies, LDCs can escape the poverty trap. There is a major, but currently underestimated, opportunity for rapid reduction in extreme poverty in the LDCs through sustained economic growth. However, the new Poverty Reduction Strategy Papers (PRSPs), which are currently the focus of national and international efforts to reduce poverty in poor countries, are not grasping that opportunity. Effective poverty reduction in the LDCs needs a more supportive international environment. This should include increased and more effective aid and debt relief, a review and recasting of international commodity policy, and policies that recognize the interdependence between the socio-economic marginalization of the poorest countries and the increasing polarization of the global economy.

4. Conclusion

Generally, the categories of developed, developing and least developed countries are based on the GDP per capita and the level of economic vulnerability of the countries. All countries acknowledge the role played by international trade in economic growth and development. For the developing countries, experience has shown that those, which aim at expanding their exports and adopting adequate and consistent national policies, succeed in their economic objectives. They have been fully integrated into the changing world economy and are in a position to face the technological challenges. This does not apply to least developed countries, which suffer an extreme poverty that limits their economic growth.

Please note that this sample paper on Developed and developing countries 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 Developed and developing countries, we are here to assist you. Your cheap custom research papers on Developed and developing countries will be written from scratch, so you do not have to worry about its originality.

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