Structural Analysis Assignment Example | Topics and Well Written Essays - 1500 words

Structural Analysis - Assignment Example In engineering construction, material’s strength and the cost are the main parameters to be considered when selecting a particular material. Another important aspect in structural engineering the design. Structures should be designed in such a way that no failure occurs in future. For instance, for the I- Section given, there are two possible stresses. Compressive stress and tensional stress. In designing, the least possible stress should be used for safety. From the stress distribution diagram, it can be seen that stress is zero at the beam axis. This therefore, makes an I-Section the best beam for structural engineering. When the beam bends, the top most fiber is in compression while the bottom most fiber is in tension. The stresses are greatest at the top and the bottom fibers. I-section provides the stiffest beam with the least amount of material. This is because it only requires more materials at the bottom and top flanges. The diagram below shows a cross section through an I-section. This shape is used when the load is parallel with the flange. As you can see, the shape is not so good with lateral forces unless you turn it sideways. When the load will come from two directions, a square tube is used.  The section is normally designed so as to minimize materials on. This type of section is better than other sections due to the fact the maximum beam stiffness is achieved with minimum

Historical Institutionalism Summary and Analysis

Historical Institutionalism Summary and Analysis Introduction In this essay I will argue that Historical Institutionalism offers a superior and more comprehensive view of change than the Sociological Institutionalism or Rational Choice Institutionalism alternatives. Is important to point out that the definition of change considered for this essay is the intended or unintended consequences of a strategic set of actions taken in a precise and determined time and space, in contrast to other possibilities in the same context (Hay and Wincott, 1998). To do this I will compare the competing views of Institutional Change that are presented in Rational Choice Institutionalism, Sociological Institutionalism and Historical Institutionalism to unveil that the view of the latter is more comprehensive than the other two due to the wide scope of the concept of change and the versatility provided by the cultural and calculus approaches included in the branch. I will examine the proposal of Rational Choice Institutionalism, first. Describe shortly what this new form of Institutionalism introduces to the discipline and evaluate what the scholars of this form consider that institutional change is. Then I will show how and why their vision is narrowed and cannot really explain most of institutional change on its own. Secondly, I will analyse Sociological Institutionalism, mentioning the elemental characteristics that separates it from the other two forms of New Institutionalism. Following I will explain the engine of change for sociological institutionalism and I will point out why there is not enough comprehension of how context affect the outcomes and why it is inherently contradictory by denying Rational Choice assumptions, yet assuming rationality in the way organizations operate. Lastly I will describe Historical Institutionalism to recognize their originality and explain the ambidexterity it possesses between Rational Choice Institutionalism and Sociological Institutionalism. I will clarify the calculus and cultural approaches to understand how they bring concepts of the two previously mentioned into the historical study. On the last part I will explain why is the analysis of change superior under the branch of Historical Institutionalism than both Sociological and Rational Choice Institutionalisms by pointing out how scholars on the first one have surpassed the critiques and flaws of the other two. Rational Choice Rational Choice Institutionalism is predicated on the idea that the individuals composing a society seek utility maximization (Tsebelis, 1990). In a process of rational negotiation, individuals consciously enact the rules determined to act upon every member of society. In that way, they choose rationally the characteristics that will shape their institutions (Shepsle, 1989). In other words, institutions are, for this approach, a set of rules, agreed by society in order to set the correct behaviour under certain circumstances and in specific situations. This way conflicts are prevented and the social costs of collective actions are contained and reduced (Hall and Taylor, 1996). To understand more about this current, we need to point out that the genesis of the Rational Choice Institutionalism is the study of congressional behaviour in the United States as a way of expanding classical Rational Choice into matter that did not fit the models provided up until then by the discipline, like stability of congressional outcomes (Hall and Taylor, 1996). When referring to change in institutions, Rational Choice does not offer much explanation or even -some would argue- does not consider the existence of a possibility that institutions might change. The term renegotiation-proof must come into consideration now. This concept defines the situation where none of the actors with considerable power to change an institution are willing to do so. Since the core affirmation is that institutions are selected rationally by rational thinkers that seek to optimize their benefit within society, it is logical to understand that there was a previous negotiation process prior to the adoption of such institution, in which all the related subjects to the institution where discussed and approved by the individuals.   According to Selten (1975) an institution must be the proof of renegotiation since that particular and central characteristic provides society with the consistency that precludes any deviation of the expected behaviour, therefore eli minating the cost of instability. Since the utility and effectiveness of institutions is locked to its capability to regulate the behaviour of the members of society, changes would bring instability, confusion and unexpected set of affairs that would increase social costs. It is, thusly, understood that one of the main duties of the state and the higher governmental apparatus is to maintain the institutional arrangement among the individuals, utilizing the processes of cooperation and socialization, (i.e. education) to inculcate this and minimize the virtual perception that institution do not serve the common good (Seznick, 1949; Lipset and Rokkan, 1967; Eisenstadt and Rokkan, 1973; Widavsky, 1987; Sunstein, 1990; Greber and Jackson, 1993 in March and Olsen, 1996). Instead of changing institutions, according to Rational Choice, it is expected that institution, when faced to different context from which it emerged, apply a pre-arranged framework that can support the inclusion of the new ideas and perceptions of the society but keeping the fundamental attributes of the institution itself. Therefore we may say that beforehand, institutions provide a plan of change that is intrinsic to the institution itself, preventing the transition from one to the other but not impeding the transformation of the original one, meaning that this variations are included in the starting vision of the institution (Shepsle, 1989) In other words, institutional change would only consist of institutions following the pre-set plan. For this reason, it is my consideration that the Rational Choice Institutionalism concept of change, should be replaced and referred more precisely as Institutional Evolution since it does not contemplate the substitution of one institution for another nor a transformation that suits better for reality or for the societys need, rather than the morphology of the existing ones according to the original projection. In brief, institutions do not really want to change, those who can change it rather reaffirm it through education to avoid the costs of uncertainty and re-adaptation. Therefore, we can state that Rational Choice Institutionalism studies the ways in which an institution is reinforced and reproduced within the members of a state, by sustaining the idea that spontaneous change or diversity has more cons than pros. Also it is comprehended in this argument the idea that a functional society works better with a faulty institution than without institutions. On the other hand, Rational Choice Institutionalism face the undeniable modification of an institution, it is assumed by this view that all transformation occur within the evolutionary plan of an institution, so that it is not viewed as a change, rather than a natural development through time. And, more importantly, departing from the point that institutions are rationally constructed for the benefit of an organised society, one might al so ask, as a valid criticism, cui bono from this arrangement. Sociological Institutionalism The second current of the new institutionalism is the one that arose from organizational theory in the field of sociology. Since the work of Weber, the sociologists turn their attention to the bureaucracies that shaped structures in different societies. Whether that was on state level, private enterprises, educational organizations, etc. Later in the 1970s, the need to separate those who study organizations from those focused on culture related analysis was explicit. But opposing to this, the new form of institutionalism arrived. It stated that the way bureaucracies where organized was not predicated on the premise of the greater efficiency, but they were often shaped to its core by the particular culture surrounding the structure in question. They found that this mandatory resemblance to the cultural identity was, in that way, in order to secure and support the complex process of cultural transmission. From this perspective, we can say that it seeks to answer the question of why do certain organizations take a particular shape and form (Hall and Taylor, 1996). Sociological Institutionalism is concerned with the legitimacy of organizations and bureaucracy. This branch of institutionalism considers that legitimate institutions get bureaucratized essentially following the norms that culture imposes. That is to say, institutions are shaped by culture, to the point that it is difficult to find two with a perfect resemblance since they must be adapted to the context in which they are reproduced or take place. Although certain degree of affinity can be found, for example, in the education systems of different countries, which researchers of this form of new institutionalism call isomorphism. If it is so that culture is the ultimate determinant of the shape of organizations and the structures of institutions, then there would be no room in this current for this type of isomorphism, but said concept is cleverly explained by the natural similarity of the needs of every human community in the world. Since we all have the same basic needs, and advance s in those specific areas have been done to make them more efficient, it is logical to think that structures in some degree will copy a functioning model (Meyer and Rowan, 1977). The most important factor for a social behaviour to be transformed into an institution and ultimately bureaucratized is the legitimacy gained among the actors of the society (Finnemore, 1996). The State is considered to be the ultimate example of such phenomenon. Finnemore (1996) argues that institutions are constantly challenged because of the contradictions within the dominant cultural norms, pointing at their constant need to refresh and renew their legitimacy to ensure endurance. In this idea lies the concept of institutional change according to the sociological discipline. They argue that organizations often adopt and promote new institutional practices, leaving aside the rational concern of efficiency and cost reduction, to increase the legitimacy of such organization (Hall and Taylor, 1996). Ironically, though, following Finnemore (1996), institutionalized bureaucracies are rationally substituted for other institutionalized bureaucracies for reasons that go against a rational scope. As for my opinion, sociological institutionalism does not really focuses on explaining the change in institutions but rather excuses the fact that institutions change by saying it is all a matter of the legitimacy of the organizations trying to stand the test of time. If it is so, that organizations have the power to shape the structural context of behaviour in such way as to regulate what is considered wrong and right behaviour, then there would be little stopping organizations from assuming total control of society they indirectly direct. Further, it is clear that they deny strongly the grand rational assumption that individuals act rationally (which I consider an appropriate critique) upheld by Rational Choice Institutionalism, yet they reinforce with the same effervescence the rational claim that all organizations act rationally in pursue of their interest moulding institutions accordingly. Finally, for a branch of new institutionalism that claims that context is the key concept in the development and understanding of the institutions, saying that change is only promoted by organizations, is undermining the possibilities of cultural diversity, as proven recently by the Arab Spring or , not so recently, the communist revolutions on the beginning of the 20th century. Historical Institutionalism Since the 1990s there has been an increment in the importance that ideas, economic interest and political institutions have and the relation between them. This has led to a great transformation of the historical institutionalism school trying to explain political outcomes (Bà ©land, 2005). Historical Institutionalism took great influence from structural functionalist, but for a change, they reject the idea that psychological, cultural, social or any individual trait could be extrapolated as a general characteristic of the system that contains them. Instead they suggest that institutional organizations shape the behaviour of the collective, thus generating political outcomes (Hall and Taylor, 1996). In this analysis they include the factor of rationality of the individual and the organizations but under an historical interpretation of the culture in order to decode the interpretation of both the norm and what was considered rational in such a context (Ferejohn, 1991; Thelen, 1999). This way, Historical Institutionalism has a pivotal approach that comprehends and exceed the previously two analysed (Hall and Taylor, 1996), specifically when one analyses the cultural and calculus approaches. Hay and Wincott (1998) argue that Hall and Taylor (1996) are trying to propose a dialogue between the Sociological Institutionalism and the Rational Choice Institutionalism by incorporating the cultural and calculus approaches to the Historical branch. The calculus approach assume that in every period of time, individuals tend to act strategically to maximize their gain, and institution provide a frame to make it easier to predict and limit the set of actions possible to take place. Now the Historical Institutionalism part in this approach is that the possibilities are reviewed into the historical context surrounding the decisions taken. The cultural approach contrast the calculus without denying it, analysing the degree on which individuals leave aside the rational decision, and lean to familiar structures or established routines. But for that it is necessary to comprehend the historical and contextual rational decision that was left aside and the familiar structures and established routines of such individual in that precise time (Hall and Taylor, 1996). The main contribution of Historical Institutionalism leads logically to the concept of path dependency. This is the assumption that the same processes can generate different results on different places because there are no two equal circumstances, an assumption that can be considered axiomatic, and therefor problematic (Hall and Taylor, 1996). One way to look at it is that the specific order in which things occur affect how they occur (Hay and Wincott, 1998; Fioretos, 2011). Following Fioretos (2011) the particular timing and sequence in which a phenomenon takes place contributes to four characteristics that remark the importance of context: i) unpredictability, by which it is expected that outcomes on similar events vary in great manner; ii) inflexibility, the idea that as more time passes, it gets harder to reverse the effects of such event; iii) nonergodicity, the probability that this effects can stand the test of time; iv) inefficiencies, the fact that abandoned ideas and altern atives might have produced more efficient outcomes but are out of the possibility range anymore. Another concept that is essential to path dependence is historical inefficiency (Fioretos, 2011: 376). The idea that the specific consequences of the path dependence of one precise experience would make institutional alternatives designed in a different context, far more likely to fail, despite of the fact that analysis of utility models may indicate their superior expected performance (Fioretos, 2011). The concept of path dependence, although taken from a blend between Rational Choice Institutionalism and Sociological Institutionalism, particularly from and formed inside the original contributions of Historical Institutionalism renders the first two approaches out-dated and unhelpful when talking about institutional change (Thelen, 1999). Change is comprehended as the outcomes, whether they are intended or not, of a set of strategic actions that are conceived inside the context of institutions in a definite time and space that provided the conditions needed to favour certain choices over others (Hay and Wincott, 1998). And that exact analysis is only provided by Historical Institutionalism thanks to the incorporation of calculus approach and cultural approach and path dependence. Since the concept of path dependence tell us that there is no way in which we can calculate with certainty what will be the overall cost of choosing an option over another when undergoing institutional change, considering unknown factors may intervene and affect the outcome, there is no way of formulating a model that can apply to any situation without risking a mayor margin of error (Harty, 2005). By leaving aside grand generalizations Historical Institutionalism can easily surpass the barriers of Sociological Institutionalism and Rational Choice, of assuming that organizations only use institutional change to reinforce their legitimacy and that every institutional change made in any context must fall into a rational choice, respectively. Moreover by not denying rationality, Historical Institutionalism does not fall in the contradiction of using Rational Choice to understand the behaviour of organizations or individuals, such as the case of the Sociological branch. Lastly, in my opinion, Historical Institutionalism is stronger than Rational Choice also, because it contemplates real change on institutions and not merely the evolution of them, since they hold no delusion of a supposed pre-calculated plan by institutions to transform within in order to avoid undergo real change. And is stronger than Sociological Institutionalism, also, as a result of giving the deserved and necessary level of importance to context as a determinant of the outcome and structure of the institutional change process. Conclusions We have showed that Historical Institutionalism has a more precise and deeper view of institutional change than the other forms of new institutionalism, Rational Choice Institutionalism and Sociological Institutionalism. I have compared the concept of change in the three branches, and found that Rational Choice Institutionalism and Sociological Institutionalism have a reduced view of what composes and provokes change leading to unsatisfactory conclusions that leave aside important parts of the reality without encompassing the inputs of one another. Rational Choice Institutionalism, due to its genesis, has defined a very limited scope, and only considers change to happen within and according to the institutions plan, assuming that in every step of the way, rationality is a perfect process undergone by every individual and actor in the society. Historical Institutionalism embraces a wider view of what constitutes change, enabling it to study a much substantial range of political situations that would be left out by Rational Choice. Moreover Historical Institutionalism goes as deep as to question what seemed like a rational choice in the context of analysis, providing with a view that does not deny rationality but also, does not consider it to be fixed and static. Sociological Institutionalism denies the absolute rationality that is assumed by Rational Choice Institutionalism. Scholars in this branch understand institutional change as the tool that organizations use to endure in time. They suggest that organizations are the ones that promote and seek institutional changes that fit their own maximization of benefits, but by doing this; they make use of the principle that they so firmly oppose from Rational Choice. Sociological Institutionalism only analyses context as a force that shapes the form of the institutions upheld by a society. Historical Institutionalism gives much more importance to context, saying it can determine not only the particular shape of an institution, but also argues that we should take into consideration the values and possibilities provided by the context. It also calls upon the importance of context in the elaboration of the concept path dependency under which it is understood that due to the specifics of some situatio ns, the same process may have different results. Lastly, since Historical Institutionalism does not deny rationality of actors, rather than question what rationality is, it does not fall on the contradiction that we saw on Sociological Institutionalism. We have seen how Historical Institutionalism, thanks to the calculus and cultural approaches and the path dependency concept is a synthesis of the Rational Choice Institutionalism and Sociological Institutionalism. Historical Institutionalism is capable of analysing much deeper into political phenomena by bringing together concepts of both and stating that results may not replicate in the exact same way due to the differences in context. Therefore not intending to push grand assumptions or create laws on studies and in that what being able to widen the range of situations to study. Bibliography Bà ©land, D. (2005) Ideas, Interest, and Institutions: Historical Institutionalism Revisited in Lecours, A. New Institutionalisms. Theory and Analysis, University of Toront-o Press. 29-50 Ferejohn, J. (1991) Rationality and interpretation: Parliamentary elections in early Stuart England. In Monroe K, The economic approach to politics Harper-Collins, 279-305. Finnemore, M. (1996) Norms, culture, and world politics: Insights from sociologys institutionalism, International Organization, vol. 50, no. 2, 325-47. Fioretos, O. (2011) Historical Institutionalism in Intenational Relations, International Organizations, 65, 367-99. Hall, P. and R.C.R. Taylor (1996) Political Science and the Three New Institutionalisms. Political Studies, Vol. 44(5): 936 57. Harty, S. (2005) Theorising Institutional Change in Lecours, A. New Institutionalisms. Theory and Analysis, University of Toronto Press. 51-79 Hay, C. and Wincott, D. (1998) Structure, Agency, Historical Institutionalism, Political Studies, Vol. 46: 951-57. March, J.G. and Olsen, J.P. (1996) Institutional Perspectives on Political Institutions, Governance, 9 (3), 247-64. Meyer, J.W. Rowan, B. (1977) Institutionalized Organizations: Formal Structure as Myth and Ceremony, American Journal of Sociology, vol. 83, no. 2, 340-63. Selten, R. (1975) A Reexamination on the Perfectness Concept for Equilibrium Points in Extensive games International Journal of Game Theory, 4, 25-55. Shepsle, K.A. (1989) Studying Institutions: Some Lessons from the Rational Choice Approach, Journal of Theoretical Politics, 1 (2), 131-47. Thelen, K. (1999) Historical Institutionalism in Comparative Politics, Annual Review of Political Science, 2, 369-404. Tsebelis, G. (1990) Nested Games: Rational Choice in Comparative Politics, University of California Press.   Ã‚  

Emerging Female Literature in the 15th and 16th Century :: Free Essay Writer

With the â€Å"successive reigns by two educated queens† in the sixteenth century there began a close examination of the woman’s role in society (Hull 1). Although nothing drastic, small numbers of women began to gain an education which taught them to read. The exact number is unknown and there is some controversy as to how many women could actually read. However, according to Suzanne Hull the â€Å"small but steady stream of books for a female audience† (Hull 1) indicates that there were a growing number of women who could read. These books were directed towards women for various reasons. One main reason was to â€Å"instruct women in their roles as marriage partners, making certain that women (and men) understood the subservient role of the female sex† (Hull 6). Many books focused on the daily activities of women–â€Å"mid-wifery, cooking, housewifery. . .education of young girls. . .Benedictine rules† (Hull 10) are some of the s ubjects addressed. These educational texts far outnumbered the fictional texts. However, this was rapidly changing. As the number of women reading increased, so did the publishing of recreational books (Hull 74). More women began to read â€Å"the romances (see history of the novel), the poetry, the jingles. . .allegories. . .[and] female biographies† (Hull 71). This brought up controversy about what girls were putting into their heads (see controversy). â€Å"Both the feminist and anti-feminist positions appear in drama and fiction as well as philosophical arguments† (Hull 83). However, try as they might, the anti-feminists were fighting a losing battle. Although this controversy of what women read was not as strong as it was in the eighteenth century–there were other topics which led great debate. One such topic was the nature of women. These arguments included that women were inferior because they were created from Adam’s rib, men are stronger and therefore superior, Eve as a woman, caused the original sin. With each argument is a counter argument which allowed this topic to be discussed for many, many years.

Free Post Secondary Education in Canada Essay

â€Å"Our young people see a mountain of debt due to the cost of books, room and board, and tuition. Thirty percent of our young people choose not to finish high school. † This is what Raj Sherman, an Alberta Liberals leader stated recently in an article of the Calgary Sun while tackling the issue of â€Å"Free Post-Secondary Education†. Everybody wants to be educated for free after high school, and many countries offer it, so why not Canada? It is possible to have free post-secondary education in Canada; it would fit like a glove in our system. I will explain how and why it should be done, and what limitations will be set in order to make the system work. My reasons are; one, Canada will get more out of what they put in, two, Canada has an aging population and a newer younger workforce is required, and three, Canada needs to be a nation that makes education top priority for the future growth of our country. Firstly, free post-secondary education should be offered because as a country Canada will get more out of what it puts in. You may ask; how will free post-secondary education be possible in a country where so many perks are given to the citizens, but fear not as I have the answer to that. There is a â€Å"Fair Tax† system that the leaders in Alberta are trying to impose on the province where by 2025 there would be free post-secondary education. â€Å"It will start off by slashing tuition by $250 for each student, and start to invest a portion of resource revenues in trust funds for post-secondary education through a â€Å"Fair Tax†Ã¢â‚¬  (Maimann 1). The â€Å"Fair Tax† system is basically a trust fund for post-secondary education, where the Albertans with incomes greater than $100,000 per year, and big companies pay more in provincial taxes which will be put into a fund that’s put towards making post-secondary education free. This â€Å"Fair Tax† system is similar to that of Norway’s which has had a huge success with offering free education. Norway began it in 1996, and has grown it to $550 million dollars in the time span of 16 years. If this â€Å"Fair Tax† system is implemented into all of Canada and not just Alberta we can see more results than Norway in a much shorter time. Canada has a lot of different industries from forestry, to mining, to oil production, even fishing, and all these resources could help Canada in its mission to offer free education to the students in Canada. Furthermore by giving free post-secondary education Canada will not limit hundreds of thousands of students from reaching their complete potential. Many students might have the intelligence to go far, but not have the flexibility financially to assist them there, in which not only is the student affected, but Canada is missing out as well on some of the best candidates for future jobs. Canada can get the best of the best for those jobs by offering free post-secondary education, but not for everyone. This is where limits come in, and Canada gives the free education only to those who meet the specific requirements grades wise for each program. That way money isn’t wasted on people who won’t commit to the programs, or won’t be able to complete those programs. Canada will become for economically stable as the workforce will have very highly skilled and educated workers, and no talent is missed out on so as a country we’ll be basically hitting two birds with one stone. This is one reason why Canada should offer free post-secondary education. Secondly, free post-secondary education should be offered because Canada has an aging population and a newer younger workforce is required. Canada’s most recent baby boom was during the years 1940-1965. The babies from then are now all slowly going into retirement as the youngest are in their late 40’s. All of these employees will soon go into retirement and a whole new workforce consisting of younger individuals is needed, and having a free post-secondary education system will allow Canada to have that new workforce made of the best possible candidates for each duty. This free educational system for those students that can show required marks from high school for the course they want will give Canada a limitless amount of fresh talent for its own use. If this â€Å"free post-secondary education† system cannot be instilled in the coming years, it’d still be of great use for the students in high school right now; as they would most likely have a family to support by the year 2025 which Calgary projects to be the year post-secondary education is completely free in Alberta. That way they won’t have to worry about bringing kids into the world and not being able to support them later on because their education will be free all their kids have to do is work hard and earn their grades. Recently the mayor of Saint John’s stated in an article by CBC News; â€Å"When I taught high school three years ago, most people were saying they weren’t going to have children because they couldn’t afford to educate them. † This shows that a lot of students nowadays are planning on not having children as they won’t be able to afford to educate them, therefore letting them down as parents. So to stop the future suffering of in debt children they decide to just not have kids at all. Stats Can statistics reveal that the population of Saint John’s fell by 0. 2% between 2001 to 2006. In this same article the following is stated, â€Å"The mayor of Saint John is urging the provincial government to offer free tuition as a way to spur on a baby boom after the latest demographic portrait of the southern city shows it is not growing very quickly (â€Å"CBC News† 1) If this were to be true Canada could have another baby boom similar to the one in the mid 1900’s, and it’ll be because of free post-secondary education, these new babies are the future of our country, and supplying them with the best possible education we will be bettering our future work force. Canada should stop acting like blind bats and take the free post-secondary education into consideration because the demographics of Canada could be impacted in a very positive way if free education was offered. This is yet another reason why Canada should offer free post-secondary education. Lastly, free post-secondary education should be offered because Canada has to be a nation that gives education the uppermost priority to improve the future development of our country. By giving education the superiority over anything else in the country we will have a positive chain effect on our country. By giving it the top priority we will be enhancing our workforce and adding the best workers possible for each job, not only that, but with a really blooming, and bright workforce our economy will be able to grow and compete with larger countries with a lot more capital than us. This will improve our country and give it an even higher position on the map, by moving up from being just a â€Å"Middle-Power Country†. This free post-secondary education doesn’t only have a positive chain effect on our economy, but it also has a good effect on bettering the citizens of Canada because by having more highly educated people, they’re more likely to vote, and can make more informed decisions in life making them better citizens for our country. The citizens of Canada will also be better off in life with this free post-secondary education and will not have to depend on the government as a high percentage of people already do. Also giving people a free post-secondary education will result in a lot more social progress, and all progress depends on knowledge, which they will be obtaining through the free post-secondary education programs. Making education top priority is a good reason why Canada should offer free post-secondary education. Now you may argue about the fact that even if you do pay this new amount of tax, what difference would it make if the students don’t take it seriously since it’s free education. Well to counter that, there will be limitations set on the free education given. If you meet the grade requirements for the certain course you want to take then you will be able to enroll into it and only if you’re a top candidate will you be given an opportunity at that course with free post-secondary education. If not, then another program that suites your educational needs will be given to you for free, through this the best of the best will be chosen and given opportunities in each type of job, whether it be a spot in Med or Law school, University, or College, if you meet the specified requirements you will be accepted and given the free education. Not only that but the tax payers themselves will most likely have a family of their own, in which it consists of someone related to you having to go get a post-secondary education, and instead of paying for the tuition, dorms, and books you just have an increase in taxes. Now who wouldn’t want a free education? A lot of issues can be tackled with a free post-secondary education in tact in our system, which is why Canada should offer free post-secondary education. In conclusion, many arguments could be made against the â€Å"Free† post-secondary education policy if passed by Canada, but all of those arguments would be overshadowed by the â€Å"For† arguments for this specific topic. A free post-secondary education will have a much better effect on Canada in all aspects not just economically but for the citizens themselves. Tackling many issues and bringing Canada back on top of the â€Å"Best Places To Live† list where we once were, but are now overtaken by many countries, which include Norway, Sweden, and Denmark in the top 5, all countries that offer â€Å"Free† post-secondary education. The world is like a stage, each country must shine and out do the other country to be recognized the best country on Earth. By thinking all the facts over, it would in fact be more effective for Canada to offer free post-secondary education in order to arvest more complete workers into our workforce, and bettering our country economically. Opportunity knocks on Canada’s door; to turn it into an even better country than it already is, now it’s up to us to take complete advantage of something like this. To conclude, Canada would be a much better country in all aspects if free education was implemented into our system, it would take a wise fool not to add such a perk. For all facts and proof stated Canada should offer free post-secondary education.

SWOT and 4 P’s analysis

Fort Jesus is a company incorporated to manage and run Fort Jesus tourist attraction facility in a tourist attraction centre. The company has been in business for over years and it attracts customers from al over the world. The target market of the customers includes historians, holiday makers and other people who want to learn about slave trade and Arab-Portugal war. The company has much strength and weaknesses which make the company exist.   Fort Jesus at the time of incorporation was a viable concept in an industry that was growing in all sectors. The target customers want an actively engaged in exploration, learning, discovering, entertaining, and holiday making. Fort Jesus has an advantage as the only company with a vision of exploring history about the Arab and the Portugal war in the coastal towns of Africa. The industry they operate in ha very few competitors and growth has been observed in every company that is operating to the industry. The company has cashed in since it is infancy on the expanding and high growth of market to accumulate huge financial resources that enables them to collect traditional artifacts from various parts of the continent and other continents. The company offers services such as traditional dances including the Brazil samba dance, the Mijikenda dance, the Hindu dance and the Chinese acrobatics. This has assisted the company to move to greater heights in terms of market share. They have also contracted international media companies like CNN to market them as the best museum to visit to get what you cannot get somewhere else. Fort Jesus objectives are to consider what works and what does not work. Through this, they have carried out research about various museums and attractions to museum and discover that the best concept is to bring majority of collections from various parts of the world. The company has employed the best human resources in marketing and customer care who receives customers and markets the services of the company to various groups in various parts of the world. The company also has participated in various trade fairs, marketing, tourism attraction centers including the Chinese 2008 Olympic trade fair which was to market some tourist attraction centers in China. The services of Fort Jesus are well priced to attract customers of various categories. However, the market of the company is segmented into foreign and locals. The company is well positioned in an area that attracts tourists of all walks of life. It is also nearer to a university that specializes in Art and Museum education. It is at the center of an international airport and the second deepest port in the world. The road networks of the area where the museum is situated is well maintained thus any visitor thus any visitor will have no problem of accessing the facility. The company’s biggest challenge is competition from other facilities from similar companies operating in various parts of the world who are also collecting traditional artifacts from various parts of the world to create a niche of products. The growth in the industry is encouraging although there is a pattern that protects some of the artifacts from being accessed. REFERENCES Armstrong G. & Kotler P. (2007). Consumer Markets: Influences on consumer behavior, Principles of Marketing. ICMR Case Studies and Management Resources. (2007). Consumer Behavior. Retrieved January 20, 2008 from http://www.icmrindia.org/courseware/Consumer%20Behavior/CBC03.htlm      Kotler, P. (2005) Principles of Marketing. New York.Melbourne Press Schaik J.L., (2002); The Task of Marketing Management; J.L. van Schaik (Pity) ltd Winer, R.S. (2007). Marketing Management, Prentice Hall, Upper Saddle River, NJ.