Cultural Background

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For children to excel in a classroom, they must be valued there and share in the dialogue of learning. Delpit (1) encourages the participation of all voices in the classroom. This fosters greater understanding not only of the curricula but of various people and cultures as well. Taylor (187) offers educators a framework for becoming more insightful observers in multicultural settings


Differences between cultures are often perceived as threatening.


Feelings of apprehension, loneliness, or lack of confidence are common when visiting and experiencing another culture.


First-hand experience is the best way to understand the many subtleties of any culture.


What is logical and important in one culture may seem irrational and unimportant to another.


In describing another culture, people tend to stress differences and overlook similarities.


Stereotyping due to over-generalization may be inevitable among those who lack frequent contact with other cultures.


Personal observations of others about another culture should be regarded with skepticism.


All cultures have internal variations.


Cultural awareness varies within individuals.


Ones own sense of cultural identity often is not evident until one encounters another culture.


Cultures are continually evolving.


Understanding another culture is a continuous process.


One should understand the language of a culture to best understand that culture.Au, K. H. (1). Changes in teachers view of interactive comprehension instruction. In L.C. Moll (Ed.), Vygotsky and education Instructional implications of sociohistorical psychology (pp. 71-86). New York Cambridge University Press.


Beyer, B. K. (11). Teaching thinking skills A handbook for elementary school teachers. Boston Allyn and Bacon.


Boggs, S. T., Watson-Gegeo, K., & McMillen, G. (185). Speaking, relating, and learning A study of Hawaiian children at home and at school. Norwood, NJ Ablex Publishing Group.


Bower, B., Lobdell, J., & Swenson, L. (14). A new approach to teaching history in the diverse classroom. Teaching Thinking and Problem-Solving, 16(1), 7-14.


Brualdi, A C. (16). Multiple intelligences Gardners theory. ERIC Digest [Online]. Available http//www.ed.gov/databases/ERIC_Digests/ed4106.html


Cazden, C. B., John, V. P., & Hymes, D. H. (Eds.). (185). Functions of language in the classroom. Prospect Heights, IL Waveland Press.


Clay, M., & Cazden, C. (1). A Vygotskian interpretation of reading recovery. In L.C. Moll (Ed.), Vygotsky and education Instructional implications and applications of socio-historical psychology (pp. 06-). New York Cambridge University Press.


Costa, A. L. (11). The school as a home for the mind. Palatine, IL Skylight Publishing.


Christen, W. L., & Murphy, T. J. (11, March). Increasing comprehension by activating prior knowledge. Bloomington, IN ERIC Clearinghouse on Reading and Communication Skills (ERIC Document Reproduction Service No. ED 8885).


Delpit, L. D. (1, Autumn). Acquisition of literate discourse. Theory into Practice, 1(4), 6-0.


Eisner, E. W. (185). Creative education in American schools today. Educational Horizons, 6 (Special Issue), 10-15.


Galveston Bay On-Line Curriculum. Houston, TX Armadillo WWW Server.


Gardner, H. (18). Frames of mind The theory of multiple intelligences. New York Basic Books.


Gardner, H. (1). Multiple intelligences The theory in practice. New York Basic Books.


Garner the support and engagement of parents and community members. Oak Brook, IL North Central Regional Educational Laboratory.


Gay, G. (14, Summer). Coming of age ethnically Teaching young adolescents of color. Theory into Practice, (), 14-155.


Gay. G. NCREL monograph A synthesis of scholarship in multicultural education. Oak Brook, IL North Central Regional Educational Laboratory.


Goodman, Y. M., & Goodman, K. S. (10). Vygotsky in a whole language perspective. In L. C. Moll (Ed.), Vygotsky and education Instructional implications and applications of sociohistorical psychology (pp. -50). New York Cambridge University Press.


Harmin, M. (14). Inspiring active learning A handbook for teachers. Alexandria, VA Association for Supervision and Curriculum Development.


Herman, G. N., & Hollingworth, P. (1). Kinetic kaleidoscope. Tucson, AZ Zephyr Press.


Kujawa, S., & Huske, L. (15). The Strategic Teaching and Reading Project guidebook (Rev. ed.). Oak Brook, IL North Central Regional Educational Laboratory.


Lazear, D. (11). Seven Ways of Teaching The Artistry of Teaching with Multiple Intelligences. Menlo Park, CA Addison Wesley.


Lee, C. D. (1, February). Literacy, cultural diversity, and instruction. Education and Urban Society, 4(), 7-1.


McCombs, B. L., King, J., & Wagner, E. ...And learning for all. Resource directory Model programs and practices transforming American education. Mid-continent Regional Educational Laboratory (McREL), Aurora, CO, and Western Cooperative for Educational Telecommunications -- Western Interstate Commission for Higher Education, Boulder, CO.


Neisser, U. (Ed.). (186). The school achievement of minority children New perspectives. Hillandale, NJ L. Erlbaum Associates.


Newman, D., Griffin, P. & Cole, M. (18). The construction zone Working for cognitive change in school. New York Cambridge University Press.


Ogle, D. S. (186). K-W-L group instructional strategy. In A. S. Palincsar, D. S. Ogle, B. F. Jones, & E. G. Carr (Eds.), Teaching reading as thinking (Teleconference Resource Guide, pp. 11-17). Alexandria, VA Association for Supervision and Curriculum Development.


Paris, K. A. (14). A leadership model for planning and implementing change for school-to-work transition (pp. -5). Madison, WI University of Wisconsin-Madison, Center on Education and Work.


Perkins, D. N. & Solomon, G. (188, September). Teaching for transfer. Educational Leadership, 46(1), -.


Perkins, D. N., & Solomon, G. (18, January-February). Are cognitive skills context-bound? Educational Researcher, 18(1), 16-5.


Peshkin, A. (1). The relationship between culture and curriculum A many fitting thing. In P.W. Jackson (Ed.), Handbook on research on curriculum (pp. 48-67). New York Macmillan.


Presseisen, B. Z. (11). Thinking skills Meanings and models revisited. In A.L. Costa (Ed.), Developing minds A resource book for teaching thinking (rev. ed). Alexandria, VA Association for Supervision and Curriculum Development.


Professional development. Oak Brook, IL North Central Regional Educational Laboratory.


Protheroe, N. J., & Barsdate, K. J. (1, March). Culturally sensitive instruction. Streamlined Seminar, 10(4), 1-4.


Quellmalz, E. S. (187). Developing reasoning skills. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills Theory and practice (pp. 86-105). New York W.H. Freeman.


Restructuring to promote learning in Americas schools, videoconference # The thinking curriculum. (10). Oak Brook, IL North Central Regional Educational Laboratory.


Restructuring to promote learning in Americas schools, videoconference # The collaborative classroom -- Reconnecting teachers and learners. (11). Oak Brook, IL North Central Regional Educational Laboratory.


Rosenshine, B. (17). Content, time and direct instruction. In P. L. Peterson & H. J. Walberg (Eds.), Research on teaching. Berkeley McCutchan.


Rosenshine, B. (18). Teaching functions in instructional programs. The Elementary School Journal, 8, 5-51.


Roth, R. Family Math. (14, November). In Best Practice 4. Oak Brook, IL North Central Regional Educational Laboratory.


Saks, J. (188). The effects of topic interest and prior knowledge on readers cognitive processing of text. Unpublished doctoral dissertation, City University of New York.


Sample Family Math problems. (14, November). In Best Practice 4. Oak Brook, IL North Central Regional Educational Laboratory.


Summary of Goals 000 Educate American Act. Oak Brook, IL North Central Regional Educational Laboratory.


Taylor, O. (188). Cross-cultural communication An essential dimension of effective education. Washington, DC Mid-Atlantic Center for Race Equity.


Tharp, R. G., & Gallimore, R. (188). Rousing minds to life Teaching, learning, and schooling in social context (p. 5). New York Cambridge University Press.


The new definition of learning The first step for school reform. Videoconference. (10). Oak Brook, IL North Central Regional Educational Laboratory.


Viadero, D. (14, February ). A world of difference. Education Week, 1(1), 4-6.


Vygotsky, L. S. (178). Mind in society The development of higher psychological processes. Cambridge, MA Harvard University Press.


Weade, G. (1). Locating learning in the times and spaces of teaching. In H. H. Marshall (Ed.), Redefining student learning (pp. 87-118). Norwood, NJ Ablex Publishing.


What does research say about assessment? Oak Brook, IL North Central Regional Educational Laboratory.


What is the collaborative classroom? Oak Brook, IL North Central Regional Educational Laboratory.


Why should schools be learning communities? Oak Brook, IL North Central Regional Educational Laboratory.


Willis, S. (1, November). Interdisciplinary learning. Curriculum Update.


Wood, D. (188). How children think and learn The social contexts of cognitive development. Cambridge, MA Basil Blackwell.


Au, K. H. (1). Changes in teachers view of interactive comprehension instruction. In L.C. Moll (Ed.), Vygotsky and education Instructional implications of sociohistorical psychology (pp. 71-86). New York Cambridge University Press.


Beyer, B. K. (11). Teaching thinking skills A handbook for elementary school teachers. Boston Allyn and Bacon.


Boggs, S. T., Watson-Gegeo, K., & McMillen, G. (185). Speaking, relating, and learning A study of Hawaiian children at home and at school. Norwood, NJ Ablex Publishing Group.


Bower, B., Lobdell, J., & Swenson, L. (14). A new approach to teaching history in the diverse classroom. Teaching Thinking and Problem-Solving, 16(1), 7-14.


Brualdi, A C. (16). Multiple intelligences Gardners theory. ERIC Digest [Online]. Available http//www.ed.gov/databases/ERIC_Digests/ed4106.html


Cazden, C. B., John, V. P., & Hymes, D. H. (Eds.). (185). Functions of language in the classroom. Prospect Heights, IL Waveland Press.


Clay, M., & Cazden, C. (1). A Vygotskian interpretation of reading recovery. In L.C. Moll (Ed.), Vygotsky and education Instructional implications and applications of socio-historical psychology (pp. 06-). New York Cambridge University Press.


Costa, A. L. (11). The school as a home for the mind. Palatine, IL Skylight Publishing.


Christen, W. L., & Murphy, T. J. (11, March). Increasing comprehension by activating prior knowledge. Bloomington, IN ERIC Clearinghouse on Reading and Communication Skills (ERIC Document Reproduction Service No. ED 8885).


Delpit, L. D. (1, Autumn). Acquisition of literate discourse. Theory into Practice, 1(4), 6-0.


Eisner, E. W. (185). Creative education in American schools today. Educational Horizons, 6 (Special Issue), 10-15.


Galveston Bay On-Line Curriculum. Houston, TX Armadillo WWW Server.


Gardner, H. (18). Frames of mind The theory of multiple intelligences. New York Basic Books.


Gardner, H. (1). Multiple intelligences The theory in practice. New York Basic Books.


Garner the support and engagement of parents and community members. Oak Brook, IL North Central Regional Educational Laboratory.


Gay, G. (14, Summer). Coming of age ethnically Teaching young adolescents of color. Theory into Practice, (), 14-155.


Gay. G. NCREL monograph A synthesis of scholarship in multicultural education. Oak Brook, IL North Central Regional Educational Laboratory.


Goodman, Y. M., & Goodman, K. S. (10). Vygotsky in a whole language perspective. In L. C. Moll (Ed.), Vygotsky and education Instructional implications and applications of sociohistorical psychology (pp. -50). New York Cambridge University Press.


Harmin, M. (14). Inspiring active learning A handbook for teachers. Alexandria, VA Association for Supervision and Curriculum Development.


Herman, G. N., & Hollingworth, P. (1). Kinetic kaleidoscope. Tucson, AZ Zephyr Press.


Kujawa, S., & Huske, L. (15). The Strategic Teaching and Reading Project guidebook (Rev. ed.). Oak Brook, IL North Central Regional Educational Laboratory.


Lazear, D. (11). Seven Ways of Teaching The Artistry of Teaching with Multiple Intelligences. Menlo Park, CA Addison Wesley.


Lee, C. D. (1, February). Literacy, cultural diversity, and instruction. Education and Urban Society, 4(), 7-1.


McCombs, B. L., King, J., & Wagner, E. ...And learning for all. Resource directory Model programs and practices transforming American education. Mid-continent Regional Educational Laboratory (McREL), Aurora, CO, and Western Cooperative for Educational Telecommunications -- Western Interstate Commission for Higher Education, Boulder, CO.


Neisser, U. (Ed.). (186). The school achievement of minority children New perspectives. Hillandale, NJ L. Erlbaum Associates.


Newman, D., Griffin, P. & Cole, M. (18). The construction zone Working for cognitive change in school. New York Cambridge University Press.


Ogle, D. S. (186). K-W-L group instructional strategy. In A. S. Palincsar, D. S. Ogle, B. F. Jones, & E. G. Carr (Eds.), Teaching reading as thinking (Teleconference Resource Guide, pp. 11-17). Alexandria, VA Association for Supervision and Curriculum Development.


Paris, K. A. (14). A leadership model for planning and implementing change for school-to-work transition (pp. -5). Madison, WI University of Wisconsin-Madison, Center on Education and Work.


Perkins, D. N. & Solomon, G. (188, September). Teaching for transfer. Educational Leadership, 46(1), -.


Perkins, D. N., & Solomon, G. (18, January-February). Are cognitive skills context-bound? Educational Researcher, 18(1), 16-5.


Peshkin, A. (1). The relationship between culture and curriculum A many fitting thing. In P.W. Jackson (Ed.), Handbook on research on curriculum (pp. 48-67). New York Macmillan.


Presseisen, B. Z. (11). Thinking skills Meanings and models revisited. In A.L. Costa (Ed.), Developing minds A resource book for teaching thinking (rev. ed). Alexandria, VA Association for Supervision and Curriculum Development.


Professional development. Oak Brook, IL North Central Regional Educational Laboratory.


Protheroe, N. J., & Barsdate, K. J. (1, March). Culturally sensitive instruction. Streamlined Seminar, 10(4), 1-4.


Quellmalz, E. S. (187). Developing reasoning skills. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills Theory and practice (pp. 86-105). New York W.H. Freeman.


Restructuring to promote learning in Americas schools, videoconference # The thinking curriculum. (10). Oak Brook, IL North Central Regional Educational Laboratory.


Restructuring to promote learning in Americas schools, videoconference # The collaborative classroom -- Reconnecting teachers and learners. (11). Oak Brook, IL North Central Regional Educational Laboratory.


Rosenshine, B. (17). Content, time and direct instruction. In P. L. Peterson & H. J. Walberg (Eds.), Research on teaching. Berkeley McCutchan.


Rosenshine, B. (18). Teaching functions in instructional programs. The Elementary School Journal, 8, 5-51.


Roth, R. Family Math. (14, November). In Best Practice 4. Oak Brook, IL North Central Regional Educational Laboratory.


Saks, J. (188). The effects of topic interest and prior knowledge on readers cognitive processing of text. Unpublished doctoral dissertation, City University of New York.


Sample Family Math problems. (14, November). In Best Practice 4. Oak Brook, IL North Central Regional Educational Laboratory.


Summary of Goals 000 Educate American Act. Oak Brook, IL North Central Regional Educational Laboratory.


Taylor, O. (188). Cross-cultural communication An essential dimension of effective education. Washington, DC Mid-Atlantic Center for Race Equity.


Tharp, R. G., & Gallimore, R. (188). Rousing minds to life Teaching, learning, and schooling in social context (p. 5). New York Cambridge University Press.


The new definition of learning The first step for school reform. Videoconference. (10). Oak Brook, IL North Central Regional Educational Laboratory.


Viadero, D. (14, February ). A world of difference. Education Week, 1(1), 4-6.


Vygotsky, L. S. (178). Mind in society The development of higher psychological processes. Cambridge, MA Harvard University Press.


Weade, G. (1). Locating learning in the times and spaces of teaching. In H. H. Marshall (Ed.), Redefining student learning (pp. 87-118). Norwood, NJ Ablex Publishing.


What does research say about assessment? Oak Brook, IL North Central Regional Educational Laboratory.


What is the collaborative classroom? Oak Brook, IL North Central Regional Educational Laboratory.


Why should schools be learning communities? Oak Brook, IL North Central Regional Educational Laboratory.


Willis, S. (1, November). Interdisciplinary learning. Curriculum Update.


Wood, D. (188). How children think and learn The social contexts of cognitive development. Cambridge, MA Basil Blackwell.


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Thursday, October 31, 2019 0 comments

Legalization of Prostitution

Posted by Siena at 10:46 AM | Labels:

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Legalization of Prostitution. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Legalization of Prostitution paper right on time. Our staff of freelance writers includes over 120 experts proficient in Legalization of Prostitution, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Legalization of Prostitution paper at affordable prices!


Abstract


The legalization of prostitution, would not only help with medical issues, it would save money. It is said that prostitution causes inconvenience and troubles to general public. Does the general public have the right to live without prostitution, or do prostitutes have the right to make money. If prostitutions are located in some low-population-density areas, the harms or inconvenience caused by prostitutions will be smaller. The right to be a prostitute or the right to stop prostitution should be granted to general public. Is a legal prostitution system an impossibility because the rights are too difficult to be decided? Government regulations are the only ways to solve this problem. The government should evaluate the total benefits of each side before making any decision. Peoples minds are more and more open, and it is believed that the advanced technology will enhance the protections sexually transmitted diseases and the benefits monetarily by less law enforcement and taxation should also be considered. This is a very hard decision to make and will never satisfy everyone.


Legalization of Prostitution


One of the oldest legal debates comes from prostitution, there is no denying that the sex industry has taken international dimensions and is recognized as an economic motor for many countries. Prostitution defined as promiscuous and mercenary sexual behavior with emotional indifference between the partners. There isn't a more specific definition because people perceive it in different ways. Some view it as a dehumanizing act while others see it as an occupation that performs a useful service to society. Because people aren't always able to act out their sexual feelings how they want, prostitution allows them to express these desires. Most people think that the actual sex act is what is illegal. But it's actually the solicitation to perform that sex act for money or other valuables that is illegal. Prostitution is one of the oldest professions in the world and should be legalized in the United States like it has been in other countries.


As countries around the world discusses the merits of the legalization of prostitution. The following questions should be addressed. Would legalization reduce some of the inequalities and abuse suffered by the women involved? On the other hand, by legitimizing prostitution, would society reverse decades of work to promote human rights and improve the status of women? On the surface, this looks like a rehashing of a timeless debate. However, it is not. The question is no longer about morality is prostitution a vice and are those involved evil or somehow lacking in judgment? There are many reasons why prostitution is illegal in 4 U.S. states today. First, and foremost, many people feel that prostitution should stay illegal in order to preserve morality. Parents do not want their children to grow up thinking that prostitution is acceptable. Worse yet, parents do not want to hear their children say, When I grow up, I want to be a prostitute. Christianity also looks down upon prostitution because according to their beliefs, the act of sex is only to be done when a man and a woman are in love and married. Monogamy is to be practiced in the marriage, and any violation of this is considered a sin. Another reason why the preservation of morality is so important is that peoples morals shape the future of our nation. Many people feel that if prostitution is legalized, then its long term effects would be detrimental to the United States. The divorce rate in the United States peaked at an all time high in 180 (Institute for First Amendment Studies [IFAS], 16, Page 1). By the legalization of prostitution, this would allow room for husbands and wives to commit adultery. Thus, leading the marriage to a divorce. The divorce rate has really increased over the centuries. In the U.S. today, the divorce rate is fifty percent of the U.S. itself (Holland, 18, p.1).


It is said that prostitution causes inconvenience and troubles to general public. Does the general public have the right to live without prostitution nearby, which will prevent prostitutes from making money, or do prostitutes have the right to make money, which will prevent the general public from living in a more enjoyable environment? The right to be a prostitute or the right to stop prostitution should be granted to general public. However, it is very difficult to decide such rights. What should be considered as prostitutions? If a female who provides a male with sex service for returns is said to be a prostitute, then is a wife who provide sex service for her husband for his love said to be a prostitute? Is having sex before marriage called prostitution? We can see that it is very costly to decide such rights.


Now the question should be asked is prostitution a form of exploitation to be abolished or an occupation to be regulated? By decriminalizing prostitution, laws would protect prostitutes, enable prostitutes to prosecute for abuses, and finally, health concerns would be regulated. For decades, scholars have speculated why women would go freely into prostitution. There is a large difference in the education level among prostitutes. The average is sixth grade for streetwalkers; ninth grade for dancers/ prostitutes, the mean grade completed is ninth. (Usry, 1, p.85) Latent lesbianism, low intelligence, a home life of abuse, and desperate poverty head the list of possible reasons. Nevertheless, no one has been able to isolate a specific set of social factors that leads to prostitution. If in fact, prostitution is looked upon as another occupation, then why not create a win-win situation. Prostitutes would contribute monetarily to society and would have in return rights to health benefits and retirement would be ensured. According to the "World Charter for Prostitutes' Rights," prostitutes themselves believe that they should "pay regular taxes on the same basis as other independent contractors and employees, and should receive the same benefits." As well as being able to contribute to society, prostitutes will be safer under the umbrella of the law.(International Committee for Prostitutes Rights [ICPR], 000, p.40) One argument against prostitution is that women and children are forced into the sex trade. Although this can be true, especially in Asia and other third world countries, it should be noted, however, that most prostitutes do not consider themselves to be victims and claim to freely choose prostitution as their occupation.


One prostitute, in the book Vindication of the Rights of Whores insists, "They get hysterical about us! I am tired of all these people who lie all the time. It is not right to call prostitution a threat to humanity. It is ridiculous to mix up child prostitution, and slavery, and exploitation with us I am a free and conscious adult" (Pheterson, 18, p. 14). Serious crimes, such as child prostitution, are harder to monitor in the general climate of criminality. If an industry is unregulated and criminalized then it's going to be run by criminals. Legalization of prostitution will bring more safety, legitimacy and autonomy to the industry as a whole. Laws would distinguish between voluntary and forced prostitution. The pimp or brothel owner would be open to prosecution for abuses. Examples of violence, from the book A Vindication of Rights of Whores, tell of police providing no protection to prostitutes. Even when reports came to the police in Sydney, Australia, of "women being lassoed and dragged behind a car," and of women disappearing, police did nothing (Pheterson, 18, p.60). When these men finally killed a nurse who was an ex-beauty queen, the men were arrested in a matter of days. When prostitutes saw the three men accused in the paper, the women said "That's the guy, those are the men who have been committing violence against us" (Pheterson, 18, p.10). The Australian Prostitutes' Collective went to police and told them these men were responsible for the violence against them in the last few months. The attitude from the police was "Look, if these women weren't here in the first place, this sort of thing wouldn't happen" (Pheterson, 18, p.15) It is easy to see the contrast between the attitude of the police toward violence on all the street women and the murder of the one single woman. In a matter of days, after the murder of a beauty queen, the police had three men in custody.


There is a good deal of evidence to show that the amount of victimization prostitutes experience in the course of their work is very high. For example, according to The International Handbook on Trends, Problems and Policies, "Mimi Silbert's survey of 00 prostitutes in the San Francisco area indicates 70 percent of her sample were victimized by customers" who raped them or who went beyond the work contract. The majority of women have been victims of robbery, physical and verbal violence, and theft of service; "two�thirds of them claimed to have been beaten regularly by their pimps". "Seventy-eight percent reported being victimized by perversion an average of seventeen times each" (Davis, 1, p.0). Prostitutes can also be abused in similar ways by police officers and other officers of the court. In all these cases, prostitutes find it almost impossible to press their cases because of their vulnerability to prosecution and because of their lack of resources. If they do press their case, it is doubtful that they will be believed. For instance, it is often said a prostitute cannot be raped. Legalization would also allow officials to give up the farce of upholding anti-prostitution laws. According to a counsel person in New York, quoted in Whores in History Prostitution in Western Society, "the actual situation in this city is that prostitution is accepted by everyone police, judges, clerks, and lawyers. Arrest and prosecution are purely gestures that have to be made to keep up the façade of public morality" (Roberts, 1, p. 1). The first prostitute in the United States to speak publicly for rights of sex workers, Margo St James, states in A Vindication of the Rights of Whores, "By legalizing pornography and keeping prostitution illegal, the government legitimizes white men selling women's sexuality while criminalizing women for selling sex on their own terms" (Pheterson, 18, p. 5). Except for a few counties in Nevada, prostitution is illegal in the United States. However, there is a growing movement across the country to bring to this old profession certain rights and privileges that are already afforded the rest of the country. Following in the steps of Margo St James, a Palm Beach county woman is launching her own such crusade challenging the constitutionality of Florida's laws against prostitution. The woman, whose identity is confidential, is trying to follow in the path of the Roe v. Wade Supreme Court decision that legalized abortion. "Government just has to get out of the bedroom," says Jane Roe II. She continues, "If Roe v. Wade gave women the right to privacy and the right to do with her body as she chooses, why isn't prostitution legal?" (Decker, 15, p.). Of course, this is a sensitive issue with the feminists in Florida sharply divided.


"Prostitution, whether by choice or not degrades women," says Shena Moss, president of the South Florida chapter of the National Organization for Women (Decker, 15, p. 4). However, Siobhan McLaughlin, the Florida State Director of NOW, supports Jane Roe II's arguments. In the same article, "Ex-Call Girl Tries to Legalize Prostitution" in the Christian Science Monitor, Ms.McLaughlin says, "Certainly if a woman decides on this career of engaging in the sex industry, that is essentially her business. If she's not being coerced, and if she has other options, then maybe in some ways she does find that empowering" (Decker, 15, p. 4). In fact, empowerment of prostitutes holds the greatest promise of the prevention of the spread of AIDS and venereal diseases. From the health point of view, it is surely self-evident that an open and above-board sex industry, in which workers are not stigmatized and outlawed, would be to the benefit of all concerned, prostitutes and clients alike. The state could and should provide health facilities for sex workers. Health advocates, quoted in Politics of Prostitution, argue that legalization allows prostitutes to work without fear and implement safety measures. Prostitution is a great health risk to the U.S. because of the spread of sexually transmitted diseases (STD's). The U.S. Department of Health reports that -5% of the sexually transmitted disease in this country is related to prostitution. There are no statistics in the U.S. that prostitutes are vectors of the HIV virus. A small percentage of prostitutes may have HIV but there are no proven cases that a prostitute transferred this disease to one of there clients. (Lambert, 188) A major concern about STD's is the spread of AIDS, which is currently a deadly STD because a cure has not yet been found for the disease. The transmission of STD's is already on the rise due to many uneducated teenagers having unprotected sex. In addition, most of theses teens are not going to a physician to be screened for them. Because of this, many curable STD's are going untreated and being spread throughout a community. Prostitution only adds to this problem because prostitutes have sexual contact on a daily basis, and rarely have themselves screened for STD's. Most of the time, prostitutes will not go to a doctor because they cannot afford it, they are too afraid, and/or they just do not want to deal with it. Unfortunately, simply ignoring the problem does not make it go away. Studies have shown that since the requirement for legal prostitutes in Nevada to use condoms, the cases of venereal disease have dramatically decreased to the point of being nearly nonexistent (Bastedo, 1). In Nevada, prostitutes are required to register with the state. These prostitutes are required to appear twice a week at a special clinic to be examined for venereal diseases. This health supervision and care of prostitutes, including hospitalization when necessary, is borne entirely by the state. Although some rules the prostitutes have to endure are excessive, such as not being able to go into town during the week and not being allowed to have relationships with anyone outside of the brothel, Nevada has managed to control the prostitution issue (Bastedo, 1).


With prostitution being illegal, many violent crimes against prostitutes go unreported every year. Prostitutes are often too frightened to report the crime to police. Most of the time, the crimes perpetuator is a pimp or a client. Several of the crimes committed against prostitutes include robbery, kidnapping, rape, battery, and/or homicide. The current system, where prostitution is repressed but not substantially punished, is clearly not working. ). Many citizens feel that police efforts should be directed towards more serious crimes, such as drug trafficking. With the cost of court fees, enforcement, and jail housing for the convicted prostitutes, some citizens are beginning to wonder if the government is approaching the problem correctly. "The average arrest, court and incarceration costs amount to nearly $000.00 per arrest. Cities spend an average of 7.5 million dollars on prostitution control every year, ranging from 1 million dollars (Memphis) to million dollars (New York)" (Pearl, 187 p. 76). Society should learn from other countries that have decriminalized adult sex work, yet resist street prostitution. Another benefit of legal prostitution is the reduction of violent crimes. Almost all brothels located in Nevada provide security for their workers. This creates a safe working environment for the prostitutes. Crimes against prostitutes such as robbery, kidnapping, rape, battery, and/or homicide are greatly reduced. Security is not only for the prostitutes, but it is also for the customers. This decreases the chances of prostitutes rolling their clients. Other countries, such as Germany, have shown that decriminalization and even legitimized prostitution can work under specific circumstances. State regulation has reduced prostitution-related crime and venereal diseases, and it has even increased state revenues, as prostitutes and brothels have to pay income taxes. If prostitutes were to be taxed like any other place of business, millions of extra revenue dollars would become available to the government, for it to spend as it sees fit. Although the monetary concerns are overwhelming one of the most debated issues is the health and safety of prostitution. Government regulation would also mean the elimination of pimps. Street prostitutes are normally controlled by a pimp, who usually keeps the prostitute dependent on drugs so that he or she can control the amount of money that the prostitute makes. While many critics may maintain that prostitution is immoral and unethical, the issue cannot be denied. Prostitution happens all over the world and in most cities. A great deal of money and time is spent attempting to stop illegal prostitution. When a prostitute is picked up by the police, she or he usually spends a night in jail, goes to court, pays a fine, serves a short time in jail and/or completes community service. Then, the prostitute is released and is back on the streets in no time. If prostitution were to be decriminalized, the profession of prostitution could become a healthy, publicly sanctioned place of business.


An experiment of decriminalization is worth the risk, however regulation would be necessary. It is important to stress that prostitution legislation reform needs to go hand and hand with other social policy reforms, including the female poverty problem and child welfare. Unfortunately, the fact remains that a politician's support for the decriminalization of prostitution would be political suicide. Public opinion does not bode well for any politician who is perceived to be soft on crime, much less someone that is a supporter of prostitution. One can only hope that political courage and public education will allow reform to occur. The benefits to both the prostitute and society are hard to ignore. By the decriminalization of prostitution, the life of sex workers will be greatly improved because legal workers are more able to resist exploitation and to report offenses committed against them. They will be able to access health, welfare and legal resources. Society will have greater say in their health habits and regulation will be possible. Society as a whole will be safer, just as a restaurant will lose its reputation and eventually its license if the food isn't fresh and health codes aren't met so will the free market regulate health standards of working women. Prostitution cannot be judged using preconceived notions, but rather by viewing all of the facts and determining logistically whether or not prostitutes are receiving lawful treatment. The answer to this question is that they are not. Prostitution in the 0th century in Western society is an illegal act which if were to be legalized would profit and preserve not only the prostitutes but society as a whole. Legalizing prostitution is economically profitable for governments in dire need of resources. The anti-prostitution laws which are intended to help the prostitutes and society, instead force prostitution underground and without these laws prostitution could become a clean and safe occupation. Present day prostitution laws are unconstitutional and should be abolished because of their unconstitutional nature. Prostitution and prostitutes are issues that few individuals have taken the time to fully understand, and so the issues are misunderstood and their voices go unheard. Some issues, like prostitution, have been around for thousands of years and will never go away.


Nowadays, peoples minds are more and more open, and it is believed that the advanced technology will enhance the protections against AIDS and other diseases and with the possible savings from law enforcement the consideration of decriminalization of prostitution begins to seem possible. Prostitution is an issue which has caused controversy cross-culturally and historically and which has many individuals reexamining the logistics of it. If prostitution is decriminalized it will become economically profitable and feasible for not only the prostitutes, but also western society as a whole. Without the 0th century western laws, which force prostitution underground, the profession of prostitution could become a clean and safe occupation. Prostitution is one of the oldest professions in the world and should be legalized in the United States like it has been in other countries.


Reference


Bastedo, M. (1, May 1). The politics of prostitution. www.toptown.com. Retrieved April 0, 00, from the World Wide Web http//www.toptown.com/hp/MIKEYB/prosfem.htm


Committee for Prostitutes Rights (000, January 5;). World Charter for Prostitutes Rights. www.walnet.org. Retrieved April , 00 from the World Wide Web http//www.walnet.org/csis/groups/icpr_charter.html


Davis, N. J. (1). Prostitution An International Handbook Trends, Problems, and Policies. Westport, CT Greenwood Press.


Decker, J. P. (15). Ex-call girl tries to legalize prostitution. Christian Science Monitor, 6, p. .


Holland, B. (18, March). The Long Good-Bye. Smithsonian Magazine, 86, p.1. www.smithsonianmag.si.edu. Retrieved April 5, 00 from the World Wide Web http//www.smithsonianmag.si.edu/smithsonian/issues8/mar8/divorce.html


Institute for First Amendment Studies (16, July 16). National divorce statistics. www.ifas.org. Retrieved April 6,00 from the World Wide Web http//www.ifas.org/fw/607/statistics.html


Lambert, B. (188, September 0). AIDS in Prostitutes, Not as Prevalent as Believed. New York Times, , pp. 7, , 17.


Pearl, J. (187, April). The Highest Paying Customers. Hastings Law Journal, , p. 76.


Pheterson, G. (18). A Vindication of the Rights of Whores (1st ed.). Seattle, WA The Seal Press.


Roberts, N. (1). Prostitution in Western London. London, England HarperCollins.


Usry, B. (1). Sisterhood of the Night (5th ed.). Far Hills, NJ New Horizon Press.


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


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Tuesday, October 29, 2019 0 comments

Ethical Concerns of Human Cloning

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Human cloning becomes more and more controversial now that the scientists are technologically ready to undertake this revolutionary step in human reproduction. There are many proponents of human cloning who find justifying arguments. They argue that cloning would alleviate trauma and grief for people who lost someone close in an accident because a "replacement" could be created. Further, infertile couples could use cloning techniques to have children. Next, human cloning would terminate genetic faults in people. Additionally, people who want an image of them to live on forever could preserve their life in clones of themselves. Human cloning in general would contribute to research and experiments on human body and scientific limits. Cloning could also become a new source of economic activity. The arguments to the contrary include equally strong ideas. First, cloning humans is ethically questionable because it may have unpredictable social and psychological consequences. Second, a cloned individual would be genetically identical to the cloned individual, but she/he would not be the same as the cloned individual to replace her/him. Moreover, cloning is illegal in the US. The opponents of human cloning insist that no scientist should do everything she/he CAN do. There are certain ethical boundaries for scientists to abide by. They should not do things to harm other people in any way especially that scientists' knowledge and abilities could be dangerous to human race. A situation who-CAN-do-what could create an unhealthy competition among the scientists, who would care more about their personal benefit and fame than about the benefit of humanity. In the light of controversy on human cloning, past and current findings in this field elicit many ethical questions for future research.


The idea of human cloning takes its beginnings from animal cloning. The procedure of cloning is wildly understood as extracting a nucleus from one cell and implanting it into another cell, for example, egg cell. This process would create offspring identical to the donor of the nucleus because DNA genetic encoding is wired into the nucleus of a cell. The procedure is so universal that it can be applied to any cells regardless of their complexity. Thus, although cloning was originally utilized for cloning simple organisms, now, it can be applied to duplicating human cells as well. The cloning history started in the middle of twentieth century with cloning fairly uncomplicated creatures like frogs; and from there it spread to other species, including human cells.


The cloning takes its roots in 150s, when the first formal frog clones were created by Doctors Robert Briggs and Thomas J. King at the Institute for Cancer Research in Philadelphia (Stalzer). The next successfully cloned frogs came to being in England in 170s (Evans). At that time, the scientific achievement sparked some ethical concern, but cloning frogs was so much simpler than cloning mammals that nobody believed then that cloning mammals would ever be possible. Although the trial studies on cloning frogs expanded greatly to the other species and more complex organisms, scientists still believe that the technique used to create the frogs could be adapted to grow more complicated organisms and human organs such as hearts, kidneys, and liver.


Cheap University Papers on Ethical Concerns of Human Cloning


The research continued, and in 16, a great achievement was accomplished; the first successful mammal clone, Dolly the sheep, came into being. The achievement was considered the most significant thus far. In 16, Ian Wilmut and his colleagues "extracted the nucleus of a cell just like the [other scientists before them], but his success stemmed from his treatment of the cell after it was removed. He placed the cell into a solution (which barely kept it alive), and allowed the cell to virtually 'shut down' and reprogram itself" (Stalzer). The scientists were unable to explain why this procedure worked better than the other ones, and why this attempt was successful. All in all, a new live sheep was created. The cloning research was continued; and it was approaching humans even faster.


In March 000, iwon.com published news provided by Reuters about the first successful pig cloning. The news announced that PPL Therapeutics Plc, the British biopharmaceutical company that helped to clone Dolly the sheep, has created the worlds first five cloned pigs named Millie, Christa, Alexis, Carrel and Dotcom. The pig cloning has been perceived as a new opportunity to establish a great source of organ transplants for humans, known as "xenotransplantation" (Reaney). Pigs which have organs of similar size to human organs can be grown very quickly, so if genetic engineering solves the transplant rejection problem, pigs could bring hope to "68,000 people in the United States and 50,000 in Europe who are waiting for livers, kidney and hearts. The lists increase by 15 percent a year, while the number of organ donors are dwindling" (Reaney).


The success of animal cloning in the past is believed to contribute to progress in human cloning in spite of the fact that the current trials of creating people do not seem to be successful. There are private groups of scientists, for example, a private consortium of scientists founded by an Italian physician, Dr Severino Antinori of University of Kentucky, who told BBC News Online It would be wholly irresponsible to try to clone a human being, given the present state of the technology…The success rate with animal cloning is about one to two percent in the published results, and I think lower than that on average. I dont know anyone working in this area who thinks the rate will easily be improved" (Kirby). The main problem in achieving a success is keeping the offspring alive in late pregnancy and right after birth. On one hand, Dr. Antinori underlines that the chances of successful human cloning are very slight and risks are very high; on the other hand, he promises that the first human clone will be possible as early as 005. To clone a human being, the scientists would use the same technique they used for cloning Dolly the sheep, which took 77 attempts (Kirby). Due to possible abuses, the technological advancement and the relatively close probability of creating a human clone have started a startling worldwide controversy.


Creating humans out of a single cell raises some ethical concerns in many countries. Because human cloning may lead to abuses and undesirable moral, social, and psychological consequences, different countries adapt contradicting policies. Some nations think that the advantages of cloning offset the possible disadvantages. Still, other groups definitely are against this way of reproduction since it would impose oddities humans never dealt with before.


The foremost concerns regarding artificial creating human embryos are probable abuses of the technique and its product. The moral consequences could lead to diminishing the worth of human life. If one could be simply cloned in case of his/her death, individuals would no longer be perceived as unique and irreplaceable. Thus, "cloning jeopardizes the personal identity and autonomy of the clone because a cloned child is deliberately deprived of a 'normal social identity,'… and cloning turns humans into commodities and artifacts, thereby demonstrating callousness toward, and depersonalization of, human life" (Post). Another serious danger is seen in social implications human cloning may have. Simply, undesirable groups of society would be eliminated through deliberate breeding of only chosen qualities and individuals. "The process of cloning would necessarily increase conformity and eradicate genetic variety" (Post). In multicultural nations like the United States, such process of perfecting the social qualities through cloning would produce dangerous social tensions between diverse ethnical groups. In addition to the moral and social effects, there would also arise negative psychological effects. Doctor Patricia A. Baird of University of British Columbia thinks that possible psychological harms to cloned individuals include diminished individuality, a sense of foreclosed future, or a disturbed sense of identity


"An important part of human identity is the sense of arising from a maternal and a paternal line while at the same time being a unique individual. Many children who are adopted, or conceived from donor insemination, show a deep need to learn about their biological origins. Making children by cloning means that they do not have this dual genetic origin; they are not connected to others in the same biological way as the rest of humanity. The first person born this way would have to cope with being the first not to come from the union of egg and sperm. Social, family, and kinship relationships that support human flourishing have evolved over millennia but there is no way to place replicants. Is the DNA source the twin? The mother? The father?" (Baird)


Due to the various and fully unpredictable social, psychological, and moral disadvantages human cloning may impose onto the cloned individuals as well as the societies, countries around the globe dispute policies they should adopt to manage the issue effectively and justly. In the United States, public polls show overwhelming opposition to human cloning. In June 17, President Clinton ordered the National Bioethics Advisory Commission consisting of eighteen members to prepare a report on the ethics of human cloning research. In the report, the commission concluded that human cloning was ethically unacceptable at that time and suggested banning cloning of humans. As a result of this report, legislative bills were presented to the House of Representatives and the Senate making it illegal "for any person to use a human somatic cell for the process of producing a human clone" (Kass and Wilson). Several other countries like France, Denmark, Netherlands, Germany, Spain, and other nations support the US policies against human embryo cloning. Some European countries including United Kingdom, Belgium, and Russia, however, allow highly regulated embryo research. In the UK, the Human Fertilization and Embryology Act of 10 prohibits the transplant of nuclei into embryos, but it does not prohibit transferring the nuclei into eggs, as it was done in cloning Dolly the sheep, and as it is to be done to clone humans. (Post). The support of human cloning is not as much direct and intended as coming from existing loopholes allowing for scientific manipulation.


The future of human cloning is difficult to predict because arising concerns build rather unfavorable atmosphere for future research. The conflict between proponents and opponents of this way of human reproduction may shift the public opinion and legislation in a new direction relatively soon. Undoubtedly, the arguments for cloning of humans seem to have some merit. Cloning in general have brought multiple advantages in food production, medicine, and genetics. Human cloning is argued to allow infertile couples or couples with genetic defects to have healthy children of their own. Further, the technique would enable scientists to produce organs for transplants, which due to the genetic similarity would not have the risk of being refused by the organism. And finally, human cloning could help people bring to life historically significant figures like Marilyn Monroe, George Washington, or Isaac Newton. As identical twins of the famous individuals, the cloned persons could have certain traits benefiting humanity (Stalzer).


Ethical aspects of the matter may, nonetheless, slow down the scientific research for many years to come. The lawmakers are considering cloning of human cells from different perspectives to analyze all possible options. Although they are prone to allow adult stem cell cloning meant to produce organs, they are pushed away by the public from human cloning destined to produce people. While growing adult cells into a limited number of cells is ethically acceptable for most people, it is the least desirable way of proceeding with the research for scientists because adult stem cells are not as flexible as embryonic cells. Although scientists would prefer to work on human embryos, this is viewed as ethically unacceptable by those who believe that human life begins at conception, traditionally - the union of the sperm and egg, in cloning - by implanting a nucleus of one cell into another cell (Gibbs 0). There is yet another possibility; researchers at Advanced Cell Technology in Massachusetts predict "that within 15 years, scientists will be able to reprogram human cells without having to rely on human eggs and embryos at all. They call it cellular DNA remodeling" (Gibbs1). Scientists argue that they will be able to achieve this technique only if they are allowed to work on human embryos, which are the fastest way to progress the DNA remodeling studies. Still, they do not state that this is the only way to study human DNA and cell development.


Human cloning is a relatively new field of bioethics and genetic research. The field shows a promising potential for all human imperfections caused by DNA abnormalities. Despite many promises, human cloning triggers many ethical and moral questions because one of the techniques requires creating human embryos later destroyed to provide cells used for the research. The public and pro-life lawmakers are firmly against this research tactic. Still, another cloning procedure allows using adult stem cells to grow organs; it is not as easy as utilizing embryo cells, but it is possible to work with. While, generally, working with adult stem cells is acceptable and desirable if it actually hopes to bring medical benefits for many patients, cloning humans in order to reproduce the same individual over and over again seems to be inappropriate. Although "twins and even triplets have been around for millenniums, engineering multiple copies of an adult or a lost child is just too creepy" (Gibbs).


Works Cited


Baird, Patricia A. MD. "Should Human Cloning Be Permitted?" Annales Apr. 00. 7 Apr. 00


Burley, Justine. The Genetic Revolution and Human Rights. Oxford Oxford University Press, 1. netLibrary. 1. May 00 http//www.emedia.netlibrary.com/reader/reader.asp?product_id=75087.


Evans, John H. "Cloning Adam's Rib A Primer on Religious Responses to Cloning." The Pew Forum on Religion & Public Life 15 May 00. The Institute for Advance Study in Princeton http//pewforum.org/projects/bioethics/.


Frist, Bill. "Not Ready for Human Cloning." Washington Post 11 Apr. 00. 6 Apr. 00 http//www.washingtonpost.com/ac/wp-dyn?pagename=article=00Apr11.


Gibbs, Nancy. "Cloning Where Do You Draw the Line?" Time 1 Aug. 001 18-1.


Kass, Leon, and James Wilson. The Ethics of Human Cloning. Washington, D.C., AEI 18. Apr. 00 http//www.aei.org/shopl/shops/1/4050-0.pdf.


Kirby, Alex. "Cloned Human Planned by 00." BBC News 0 Jan. 001 http//news.bbc.co.uk/hi/english/sci/tech/newsid_1144000/114464.stm.


Post, May Mon."Human Cloning New Hope, New Implications, New Challenges." Temple International and Comparative Law Journal Spring 001 171-. OCLC FirstSearch. 0 May 00 http//newfirstsearch.oclc.org.


Reaney, Patricia. "Firm Says It Creates First Cloned Pigs." iWon.com 14 Mar. 00. 5 May 00 http//www.stedwards.edu/newc/capstone/sp000/biotechnology/iwon.htm.


Smith, Simon. "All the Reasons to Clone Human Beings." 6 Nov. 001. 0 Apr. 00 http//www.humancloning.org/allthe.htm.


Stalzer, Eric. "Human Cloning How Far Should We Go?" Technology and Culture PL1 0 Apr. 18. Loyola College. 0 May 00 http//www.loyola.edu/dept/philosophy/techne/cloning.htm.


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


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Friday, October 25, 2019 0 comments

Know Your Market

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INTRODUCTION AND BACKGROUND


ITCo has been in business for 6 years and was formed with the intention of being a company that provides innovative marketing database solutions tailored specifically to the marketer. The business started with ad hoc Bureau work using proprietary software that enabled work to be conducted faster than most other Bureaux in the market place.


In 17 we developed a new product that enabled Clients to access and query their data via a secure web link (Quick Counts) and this became a market leader for this type of product. In the years since, many more companies have released their own versions of this type of software that has more functionality than our original product. We have only discovered this when we have attended industry exhibitions or have feedback from our sales force, which has only recently been expanded to three personnel as opposed to one less than 10 months ago.


We have recognised that we had not paid attention to the market in the past three to four years and our revenues were suffering as a result. A five year tactical plan was implemented in 001 which saw the introduction of a marketing department for the first time in our history. Much of the past 1 months has been devoted to setting up the foundations as well as upgrading our sales collateral and launching our company brand. In 00 a five year strategy was finalised that includes a theme of "Innovation" where the focus must now be on developing innovative solutions to meet the needs of the market place. Part of the preparation for the Strategy included some unstructured market research that sought to identify our market arena, its potential growth and other markets that we perceived we have some cross over in.


4 RESEARCH PURPOSE


In order to fulfil the needs of the company strategy we now need to identify gaps in our current product offering that do not meet current Client and prospect functionality requirements in the Enterprise Marketing Automation (EMA) market. This will enable the marketing department to write an Initial Proposal for our new R & D department that will enable them to re-develop our product offering with the aim of increasing new business sales.


4.1 RESEARCH OBJECTIVES


I. Establish EMA Market size and potential growth for next to years


II. Identify target market segments by data volume, decision making unit (DMU) and level of technical expertise.


III. Understand Client issues in terms of their marketing role and their requirement to meet their company business objectives.


IV. Identify Client and Prospect database marketing functionality requirements.


V. Examine reasons for lost new business sales and current barriers to new business sales.


VI. Establish need to new channel (i.e. email & sms) integration into required functionality.


VII. Compare our current offering to our direct competitors' offering in terms of functionality and look & feel.


4. PRESENTATION AND USE OF RESULTS


The results should be presented in the form of a written report clearly separating the following sections


I. Market size and growth. To include


- Graphs depicting market growth patterns in EMA, CRM and Data Warehousing markets.


- Identification of issues currently being discussed but no figures are available.


- Boston Matrix showing position of ITCo in relation to total market value and key competitors to help validate the need to improve our solution offering in terms in revenue generation.


II. Competitive offerings broken down by at least the following criteria


- Web or desktop solution


- "Point and Click" or "Drag and Drop" querying (and "Other" if applicable)


- Ability to run train of thought queries


- Ability to create segments based on queries and apply them to the data set


- Ability to save query criteria and results


- Graphical display of query results (include types of graphics available)


- Ability for user to profile counts against a set universe.


- Ability for User to define profiling universe


- Ability for user to import modelling code to dynamically apply to data in order to query data


- Integration with Client's own databases or need to have vendor's database


- Ability to plan, execute and track off-line and on-line campaigns


- Ability to extract data


- Any other criteria that may come out from research


III. Market issues


- This may include data quality, speed of data turnaround from data receipt to data extraction, cost of solutions, expertise & training required and perception of the EMA software market.


- Whatever the issues, themes must be clearly stated.


IV. Market requirements


- This must be broken down by the same criteria used to compare competitive offerings as well as any new criteria that is uncovered in the course of the research.


Where possible the results must be split down by the market segments established in objective II and if volumes are too small to make results meaningful then this must be made very clear in the presentation.


The report must be sent via email to the Marketing Department (mailtomarketing@ITCo.co.uk) by 14th December 00 and the findings to be presented to the Board by December 0th 00.


4. SPECIAL FACTORS


There is no budget available for the purchase of secondary research reports but there is budget for primary field research and all expenses will be paid if this requires travel, subsistence or Client entertainment. This should, however, not exceed £1500 in total. Internal expertise is available for the design and distribution of web enabled questionnaires and any requirement for this must be specified with at least one week's notice.


There no other special factors to be considered in this research and we are happy for the ITCo name to be used when discussing any issues with Clients or prospects. We will provide a list of current Clients and any issues we are currently aware of so that the researcher is aware of any sensitive topics of conversation.


5 SURVEY DESIGN


In order to achieve the objectives of the research brief the survey design will include two key stages that will make the most effective use of time and resources. The first stage will make use of information that already exists for other purposes and this is known as Desk Research. The second stage will then take the form of work conducted specifically for this research brief and will involve work not done anywhere else to meet the research objectives. This is called Primary Research.


It is also important to re-state the research objectives to ensure that the work conducted fully meets the expectations of ITCo. The objectives are


I. Establish EMA Market size and potential growth for next to years


II. Identify target market segments by data volume, decision-making unit (DMU) and level of technical expertise.


III. Understand Client issues in terms of their marketing role and their requirement to meet their company business objectives.


IV. Identify Client and Prospect database marketing functionality requirements.


V. Examine reasons for lost new business sales and current barriers to new business sales.


VI. Establish need to new channel (i.e. email & sms) integration into required functionality.


VII. Compare our current offering to our direct competitors' offering in terms of functionality and look & feel.


5.1 DESK RESEARCH


The first stage will take the form of desk research. This will involve using information that has been collected for other reasons but will aid in the build up the information that will enable ITCo to make a decision about what their new product should include in terms of functionality and "look and feel". The benefit of conducting desk research first will help to make the primary research less costly and time consuming as the more information we get from existing sources will mean that the primary research stages will be more focussed and effective.


We expect that there will be an even split between internal and external sources of information for this stage. This is due to the fact that the objectives require the investigation of competitors as well as understanding your existing client base and sales issues. The focus of this stage of research will be to obtain the facts and figures required for the purpose of establishing the market position of ITCo in comparison to its competitors as well as obtaining competitor product features. This stage will also utilise reports collected by the sales and operational departments to gain some understanding of the types of issues faced by ITCo with regard to its product offering.


Universities could be used to help perform the desk research as this would be a very cost effective way of achieving this stage of research but due to the time limits involved for setting up the logistics of this type of operation we would recommend that this is not feasible.


If ITCo has a regular cycle of reporting then it would be extremely useful to have the last 1 months of Sales Status reports as these will contain sales won and sales lost. A S.W.O.T analysis can then be done to assess the strengths and weaknesses of the product offering as well identify the reasons for lost sales. As stated, the sales department is very new so we may not have much historical written evidence to work with and this will be revisited in the primary stage of research (see section 5.) if necessary. It will be of great value to obtain copies of previous Invitations to Tender (ITT) from the past 1 months as this will aid in establishing some of the key themes for the market requirements. This may also help us to understand the profiles of the prospective client base in order to define what market segments you could be selling to.


As stated in the background of this project, some market research has already been done so as well as using the final research report it will also be of great use to look at any reports purchased for this project so that the finer detail on the EMA market can be examined. Budget constraints mean that other reports cannot be purchased and this may cause some issues in that the Marketing industry often practices what it preaches and puts a cost on valuable information. There may be, therefore, limitations to the amount of meaningful information we can gather regarding specific growth rates broken down by any sub group, such as vertical markets, at this stage.


There is a huge resource available to utilise for this project and this takes the form of the Web where Competitor information, free industry reports, and industry press articles can be collated and examined to aid in meeting many of the objectives. This, along with any competitor information collected at the exhibitions ITCo staff have attended will provide valuable information on the market, competitor offerings as well as highlight issues being addressed that ITCo may not be addressing. This will also enable us to keep within the budget constraints.


This stage will require the co-operation of each department supplying the necessary information so we recommend a short briefing to enable each department to understand our aims to therefore facilitate co-operation.


5. PRIMARY RESEARCH


ITCo are in the arena of selling Business to Business so this stage will focus more on the understanding of the issues and using techniques to reduce the amount of time respondents need to spend on this project due to demands of their businesses. Again, the budget is very limited so the techniques described below will also need to meet this constraint.


5..1 QUALITATIVE STAGE


Qualitative research is most powerful when the aim is to understand without the need to measure. This stage will seek to take any issues we found as a result of the desk research and explore them further directly with the market practitioners to get a richer and more detailed understanding.


Firstly, we will need to appreciate what we do not yet know about ITCo, current Clients and the product offering being used. This will involve meetings with internal staff to get a full background of each Client and become conversant in any jargon that may be used, as this will enable more effective communication with the market place.


The objective of this stage of research will be to identify key themes and issues that can then be taken and measured in the final stage (see Section 5..) and help ITCo to provide a proposal for the R & D department for new product functionality.


5..1.1 Interviews


The most effective way to understand anything is to discuss and listen with those directly involved. This will mean interviewing your current Clients and prospects in various forms in order to identify market segments, appreciate what each segment requires in order to do their jobs effectively and their issues they have encountered within their own businesses.


Firstly it is imperative to ascertain who uses the ITCo product. The current product enables any person with a username and password to obtain access to their database so the most in depth interviews should take place with those who use the product most frequently. These users will have explored the product in some depth as well as take the role within their own company as the "expert" users. A list of current users, their job role and statistics on usage will be required in order to identify this target group. We will also include the people that were responsible for purchasing the ITCo product, as these are often not the end users and will have specific issues that can affect what any new product could do for them.


Less frequent users may be included at this stage is we do not have enough users to get a rounded view of the above objectives but we expect to interview no more than 10-15 users in depth . The depth interviews will consist of a discussion lasting no more than 1.5 hours and will be conducted by the relevant Account Director or Account Manager as they will have the best relationship with the Clients and will have a better chance of securing their time. We can also make use of existing recurring meetings such as monthly Service Level reviews or Quarterly Strategic Reviews, whichever comes first, to make sure we can have as many face-to-face interviews as possible. It is appreciated, however, that we will be dealing with Marketers and I.T. staff who, by the nature of their jobs and their industries, will find it difficult to devote huge amounts of time for this purpose. The ITCo Client base is also not concentrated in any particular region of the UK so staff travelling time may also be an issue. With this in mind we will conduct telephone interviews where we are unable to get face-to-face time with interviewees.


Proper planning and preparation will be the key for this part of the project as the discussion should take the form of open ended questions and the interviewer should make sure that he or she can keep the discussion on track. As we do not have the budget to use experienced interviewers we will ensure that we have a prepared list of relevant questions to ask to ensure the topics are covered for all "expert" Clients.


Some of the preparation will also involve identifying Clients that may be at risk from not co-operating due to their lack of willingness or ability to discuss issues in depth. Here the task will be use projective and enabling techniques that will encourage these Clients to take part and supply the information we need. We will seek to ask questions that shed light on what your Clients' greatest challenges are in their job, what they find most useful about the ITCo product and what they find least useful. We will also make sure issues surrounding Web use and marketing software in general are addressed and that specific issues of their experience of the ITCo product are rolled in to ensure all topics are covered.


Care must also be taken to not discuss other Clients as part of this project as there may be confidentiality issues so a confidentiality agreement will be drafted for Clients to sign to make it clear that no part of their discussions will become public. Should ITCo want to release any findings then we will seek their explicit permission to use data collected as part of this research. It is also with this in mind and time constraints that we have ruled out the use of Group discussions.


We have considered the use of Focus groups where a group of people are brought together to discuss specific topics facilitated by a skilled interviewer, but there is no budget to employ a skilled interviewer and it may be difficult to secure respondents' time for this activity. This technique has therefore been ruled out for this project.


There is also an option to use sponsored surveys where ITCo could commission specific research from a companies such as Data Monitor but these require a lot of resources, especially money, to set up and run effectively so this has been ruled out for this project.


It is recommended, however, if time and budget are available to set up User Groups to test your product on an ongoing basis as this could form the basis for innovative on-going product development that solely meets the needs of your market.


Results from this stage of research will be collated and key themes will be documented to take forward to the quantitative stage.


5.. QUANTITATIVE STAGE


This stage of research will be used to take the issues and themes uncovered by the desk and qualitative research to the broader audience for measurement of importance and weighting. This is because some product requirements that were identified as significant to a few interviewees may not be as significant to a wider audience. Doing this will enable ITCo to include the core functionality requirements in the R and D proposal as a priority.


5...1 Sampling Frame


It is at this stage that we will include the less frequent Client users of the ITCo product as well as the expert users. In order to widen the measurement base even more prospects that are already in communication with ITCo will be included at this stage. These users will be stratified into groups based on their vertical market, job role and technical expertise where known.


The marketing database market place involves a lot of third party participation by Below the Line Agencies as they are often regarded as key advocates in the selling process. It is for this reason that we will include this group as part of our research.


Due to the sheer number of Agencies that we could poll we will take a sample for this group although we will use all Clients and prospects, as these are small in number in comparison to the Agencies. In order to simplify the measurement process due to time constraints we will have a total quota sample size of 50 Agencies (taken from the Top 100 agencies and to include existing Client agencies) with the aim on contacting two personnel within each agency. If possible and the department exists we will question at least person per agency in the Data Planning department as they are mainly responsible for Marketing Database pitches and data related work for their end Clients. We expect the total size of the respondents to be approximately 100 people.


To clarify we have three main groups as follows


- Clients split by vertical market, job role and technical expertise


- Prospects split by vertical market and job role (and technical expertise where known)


- Agencies


A web-enabled self-completion questionnaire will be sent out to all of these groups covering the topics drawn out as a result of the first two stages of research. The reason for it being web-enables is to make it consistent with the company Brand and values. ITCo is an IT company that targets marketers and IT personnel to sell web-enabled database marketing solutions so with this in mind the questionnaire should be sent to promote this as well enable the questionnaire design to be as flexible and easy to navigate as possible.


The questionnaire will have three main sections that address their attitudes to and requirements for their ideal database marketing software. Due to the characteristics of the groups we are addressing, the questionnaire will be structured to allow users to answer only those questions that are relevant to them and their sphere of expertise as quick and effective filters and routing can be applied for web-enabled questionnaires. There will a an issue with getting the level of response needed to make this part of the quantitative stage meaningful so the questionnaire will be used as a template for a fully structured interview. The Account Managers and Sales force can again be utilised to obtain answers where we are not getting a response. The questionnaire can also be incentivised but this will be dependent on available "client entertainment" budget.


There is the possibility of making further use of this type of research by having a Diary Panel who can complete short and relevant questionnaires on their usage of the product for a set period of time so that attitudes and usage patterns can be assessed. Due to time constraints this cannot be done for this project but we recommend that it is used as a part the ITCo on-going assessment of their product portfolio. If the people resources were to become available then an Observation could be done with current users of the ITCo product so that Client tasks can be monitored and measured but, again, available Client time makes this problematic to set up and run.


6 CONCLUSION


The result of this survey will be a full report where all key issues & themes are identified and discussed and a number of metrics that will state what functionality is most important to the User.


The measurements will include


- Usage of various functionality (as stated in the Research brief)


- Attitudes to that functionality in terms of ease of use, benefit to business and efficiency.


- Attitudes to look and feel of software


- Attitudes to cost issues


Where possible the results will be broken down by market segments identified as part of the research and will also be ranked by importance.


This will enable ITCo to design their new product development requirements to meet the needs they consider most appropriate to their market.


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


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Wednesday, October 23, 2019 0 comments

Betrayal-Harold Pinter

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Modern Drama


Final Project


what is the major theme(s) of the play?Explain


Cheap custom writing service can write essays on Betrayal-Harold Pinter


Disrespect has an impact on the play "Betrayal", by Harold Pinter in many ways. Disrespect is an important theme in this play because it has the power to hold or drive the play forward. It causes stress, insecurities, and lies within this play, that supports its significance as a major theme that Pinter was issuing. I have isolated all the important quotes to support my ideas about disrespect. Each quote demonstrates the disrespect of the characters themselves, their marriages, and/or their friendships. (My book may not have the same page numbers so I'm giving the scenes in the beginning of each quote too.)


In Scene I, Jerry is being disrespectful toward Emma. Emma says, "I thought of you the other day." Jerry responds, "Good God Why? Why"(1)? This is disrespectful because they did have a seven-year relationship, and to just block someone out of your thoughts and ignore your feelings is totally erratic. The fact that nobody really expresses themselves makes each character seem very disrespectful of their own feelings. I suppose you could argue that English people in general are not very emotionally out going and willing to talk about their feelings, but that is just a stereotypical view.


The next quote I want to discuss is about Jerry's disrespect for himself. In Scene I, he says, "The funny thing was that the only thing I ever felt was irritating. I mean irritation that nobody gossiped about us like that…"(). At this point we begin to see Jerry for Jerry. He makes it seem that he should be praised for doing something that is frowned upon by society. This is just one example of how Jerry is disrespectful of the generally accepted social morality.


This next quote shows Emma being disrespectful toward Jerry. In Scene I, Jerry says, "You didn't tell Robert about me last night did you"? And Emma responds, "I had to"(). I suppose you could argue that Jerry is the one who is being disrespectful by being only concerned with his own well being. I think it's only Emma who's disrespectful in this situation. She lies to him by saying that the night before was the night she first told Robert about the affair. The truth was that she actually told him four years earlier. This is an important quote because it gives Jerry a reason to talk to Robert. In essence it helps drive the play forward.


In Scene II, we see Jerry's disrespectful apology to Robert. Jerry says, "I don't know why she told you. I don't know how she could tell you…"(6). Jerry is disrespectful in the sense that his apology is not sincere. After seven years of sneaking around with Emma, he apologizes. What right does Jerry have? I think he's only trying to make sense of it all in his head to make himself not feel guilty about betraying his so-called best friend. I guess it's a good thing Robert has no respect for himself or his wife or his marriage, or else Robert probably would have killed Jerry. I guess that's what makes this play different from most there's no tragedy.


Again in Scene II, Jerry obviously proves us wrong by calling a Robert a bastard. Both Jerry and Robert are being disrespectful. Jerry disrespects Robert, and Robert disrespects his marriage. Jerry says, "Why didn't you tell me?" And Robert replies, "Tell you what?" Then Jerry responds, "That you knew you bastard"(40). In this scene, both Jerry and Robert are being disrespectful. What I mean is, does Robert have the right to play stupid about the question Jerry is asking? I think that Robert is playing Jerry for a fool and the only reason that he wants Jerry as a friend is to use him to find him more talented writers so he can make more money off of him. I find this to be just as disrespectful as the fact that Jerry is angrier about the situation than Robert. In essence, Robert is even disrespectful toward his own marriage for not being angry. A quote that supports my ideas is when Robert says to Jerry, "No, I hadn't thought of telling Judith, actually. You don't seem to understand that I don't give a shit"(41). Any man who has respect for his wife and his marriage would want to get back at his best friend for deceiving him.


In Scene III, Jerry is being disrespectful towards Emma. The way I know this is because Jerry puts his foot in his mouth when he says, "But when I am here you're not free in the afternoons. So we never meet"(51). Up until this point in the scene, Jerry is being very supportive of Emma and her career goals. Its like he's trying to manipulate her. He's trying to make it seem like she's the one who wants to do away with the relationship. Jerry tries to make it her fault by saying, "We're here now"(51). Like saying, look we don't have to do away with this, and she responds, "Not really"(51). She is indicating that they are no longer a couple.


The next quote in Scene III is when Jerry is being disrespectful towards Emma. He say's, "Nights have always been out of the question and you know it. I have a family"(5). (Saying it like she doesn't have a family or that his life with his family is more important.) Emma upset, says, "I have a family too." Then Jerry says, "I might remind you that your husband is my oldest friend." When Jerry says this he is being so disrespectful toward Emma in the sense, all of a sudden his and Robert's friendship is more important than theirs. After seven years, why now? This proves that Jerry is the one who really wants out of the relationship, and this also puts the relationship on hold for the next two years.


Again, in Scene III we see Jerry being disrespectful toward Emma. Emma says, "Its just an empty home"(54). And Jerry responds, "Its not a home." His disrespect is caused from a lack of caring for Emma's feelings. Emma truly believes that the flat is a home for them. Jerry always looked at it as just a spot for the affair. She even tries to personalize the flat by buying a tablecloth for "them".


In Scene IV, we see all three characters together for the first time. We see Robert offending Emma. He says, "Well, to be brutally honest, we wouldn't actually want a woman around, would we, Jerry"(6)? He then further goes on to say, "You really don't want a woman buying you lunch…" and "You don't actually want a woman within a mile of the place." My point is… we see Robert not only offending Emma, but we also see him as disrespecting all women in general.


In Scene V, Robert is disrespecting himself. Robert says, "Any other news"(8)? Emma responds, "No." Then Robert changes the subject and says, "Are you looking forward to Torcello?" The point I'm making is that Robert has no respect for his own marriage. He doesn't even care that his own wife and his best friend are having an affair. To me this is also not respecting yourself.


Just after that quote, Robert is telling Emma how he and Jerry used to write to each other. In this quote Robert is disrespecting his marriage and himself. He says, "Well, we are still close friends. All that was long before I met you, long before he met you"(8). I think Robert is suggesting that he and Jerry will always have a relationship regardless. He's saying that she really doesn't matter to him, and she really doesn't mean anything to Jerry.


In Scene V, Robert's sarcasm is very disrespectful towards Emma and their relationship. Especially when he says, "I've always liked Jerry. To be honest, I've always liked him rather more than I've liked you. Maybe I should have had an affair with him myself"(87). I think that Robert is blatantly disrespecting her and his marriage to prove that he really doesn't care anymore.


In Scene VI, we see Jerry being disrespectful toward Judith. Jerry says to Emma, "We had our drink, and we got home about eight, walked in the door, Judith said, hello, you're a bit late. Sorry, I said, I was having a drink with Spinks"(100). Jerry is lying to Judith to protect himself from getting caught. This is also disrespectful to himself in the sense that he doesn't even notify Spinks that he was going out and shouldn't call his house.


In Scene VII, Jerry is being disrespectful toward Robert and their friendship. When talking to Robert about Torcello, Jerry says, "I thought one went to Torcello by gondola"(11). The disrespect in this is that Jerry already knows all about the trip from Emma. This is also disrespectful on Emma's part because this is when he finds out that Emma lied to him about the speedboats being broken down.


In Scene VIII, there is so much disrespect that derives from a few quotes. I'm going to do my best to link it all together. We see Jerry being disrespectful toward his marriage, his friendship with Robert, and toward Emma. We also see Emma being disrespectful toward her marriage and Robert toward his. Jerry says, "I should have blackened you in your white wedding dress… before ushering you in to your wedding"(15). This quote in particular, drives the play forward in the sense that this is the beginning of the betrayal.


Jerry obviously is being disrespectful towards his marriage by kissing Emma, and telling her how much he loves her. He's also disrespecting Robert as his "best man", by taking advantage of his wife in his own home. On top of all of this he's telling Emma that he should have "Blackened her" or been the first to have her.


In Emma's case the only response to Jerry's disrespectful comment is that her husband is on the other side of the door. She doesn't scream or yell or make any kind of attempt to try to be rescued. Then when Robert enters the room, she doesn't try to tell him his best friend just kissed her, she says, "Your best friend is drunk"(17). That is being disrespectful for not telling him the truth.


It's a real question to determine whether or not Robert is being disrespectful by not stepping into the bathroom sooner. I think he heard every word of their conversation, and chose not to interfere because maybe Jerry would be taking her off his hands so he could go out and betray her. My assumptions may be arguably wrong, but in this sense Robert is being disrespectful.


Part


Disrespect is crucial in producing "Betrayal" because it makes or breaks the play. Without disrespect, there would be no affair at all. These characters would have nothing to discuss besides new talents and their children. I think that Pinter is trying to stir up his audience by utilizing disrespect. What I'm saying is that this play has been the only play we read all semester with no real tragedy or deaths making it very realistic. Pinter could have Robert kill Jerry or Emma for betraying him, but he chooses to make Robert more realistic and that shows how society responds to situations like this most of the time. The thing that Pinter does different is that he makes Robert just as disrespectful as Jerry and Emma. In the following I will be describing my way of presenting this play through casting, acting style, costume, and lighting.


I envision all three of these characters dressed very proper and expensive. Jerry would look like a somewhat weak character but deceiving. Robert would be a much physically stronger man, with not much charm. And Emma would be a very beautiful woman with silk white skin and beautiful flowing hair. Her looks are deceiving.


I think Hugh Grant would play a good Jerry because he usually plays a somewhat ditsy but charming character. He also seems to play characters that say the wrong thing at the wrong time, and we know Jerry fits that profile.


I would also cast the part of Robert, to Russell Crowe. I think that he would play a good Robert because I think that Robert has similar characteristics to the gladiator, in the movie "Gladiator". He compares to the gladiator in the sense that he has this underestimated ability to be mentally stronger than most people. He's usually a very calm, cool, and intelligent character as well.


For Emma, I would cast Nicole Kidman. She's very independent looking and can play the part of a "want to be" upper class character, like she did in "Moulin Rouge." Nicole Kidman also has a very deceiving look with her red hair and I think that would play as a good factor too.


I really based all these choices on the characters' tone of voice when speaking. All present this different but similar type of tone that's kind of stuck up in a way that makes them come across as disrespectful people. In Robert's case his voice is deeper and darker and presents a little bit of fear to others. He says things very unemotional when speaking. This is demonstrated when he says, "It's true I've hit Emma once or twice. But that wasn't to defend a principle. I wasn't inspired to do it form any kind of standpoint. I just felt like giving her a good bashing"(41). For Robert to do things like this is very disrespectful toward Emma and his marriage. It also shows that he can commit these heartless acts with no remorse.


Tone is extremely important in expressing how each character is being disrespectful. Even if the words are not meant to be blatantly disrespectful, good actors can make them seem that way. To prove that Hugh Grant would play a good Jerry, we go back to a quote we talked about earlier. Jerry says, "That you knew. You bastard"(40). Hugh Grant would say this with a confused demeanor. It would be said in such a way that we would interpret it as "Why the hell are you not angry with me?" It would almost be as if he has a questioning look on his face that makes him think about why he's angry and calling him a bastard. And again like I said in the last paragraph, Robert's response is said very calmly, "Oh, don't call me bastard, Jerry." Almost like its even humorous to him in a way. Then Jerry acting like a teenager in love says, "What are we going to do?" He's acting like Robert really means something to him. His tone is acknowledged as being deceiving and disrespectful.


In Emma's case, her tone is disrespectful when she responds from Roberts question, "He wasn't the best man at our wedding, was he"(8)? And she says, "You know he was." This would be as if she was saying that Jerry was the better man in general. Also like saying that Robert is really a nothing to her.


The next thing I want to talk about is costume. It's important to show that these characters are dressed to disrespect. There costumes should also reflect their tones as well.


In the scene where Jerry and Robert meet for a drink at the restaurant, both would be over dressed compared to the waiter who would be dressed nice but not as expensive as the two of them. Robert's attire would give the sense that he is better than everyone one else, and that he is flawless. Robert would be dressed the simplest but only to emphasize his personality. I would have him in a suede V-Neck sweater of a rich mahogany complexion, with black seamless pants, and dressy black zip-up boots. We would also see Robert wearing heavy gold rings to help present his value.


Jerry would be wearing a very expensive suit, with a black jacket and black pants, with a flamboyantly colorful tie, and a white shirt. He would also be wearing a dark pair of sunglasses and firm black shoes. He would appear as a very stiff but out going person because of his tie. He would also never remove his sunglasses in public making sure he doesn't make any eye contact with that person. When the waiter speaks both men talk down to him and don't even look him in the eye.


Emma would be dressed very disrespectful to herself and to her marriage. When she meets with Jerry for the first time in two years, she would be wearing a tight, short, lace like, red dress. She would stand out in a crowd with lots of cleavage showing. This would express to the audience that Emma is one to get around. All in all this would emphasize to the audience that costume also plays a role in staging disrespect as a theme.


Betrayal Harold Pinter


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Monday, October 21, 2019 0 comments
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