We believe PC Depot will be a great venture for Thompson Essay Example

We believe PC Depot will be a great venture for Thompson Essay In September, Barbara Thompson started PC Depot, a retail store for personal computers, with initial startup costs in the amount of $158,115 (Anthony, 2004, p.108). During the month various transactions occurred resulting in a net income for the month of September in the amount of $5,054. Financial transactions for the month of September have been recorded in the general journal, which also includes adjusting and closing entries. NC Gold has prepared the balance sheet and income statement for PC Depot for the month of September. A financial analysis of the balance sheet and income statement was conducted and areas of concern were identified. One area of concern for PC Depot is the amount of inventory they are carrying for a start up business. During the month of September, PC Depot purchased merchandise for inventory in the amount of $187,440 on credit from suppliers. Cost of sales for the month of September was $38,140 resulting in an ending inventory of $149,300. Another area of concern is the amount of debt PC Depot has incurred through bank loans in the amount of $100,000 and purchases from creditors in the amount of 187,440. NC Gold feels that PC Depot should focus on reducing inventory costs and reducing their short tem and long term debt. We will write a custom essay sample on We believe PC Depot will be a great venture for Thompson specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on We believe PC Depot will be a great venture for Thompson specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on We believe PC Depot will be a great venture for Thompson specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Some suggestions for reducing inventory costs include implementing the Just In Time or consignment method of inventory. Just In Time (JIT) is a comprehensive inventory and manufacturing control system in which no materials are purchased and no products are manufactured until they are needed (http://services.eliteral.com/glossary/glossary-of-quality-improvement-terms.php The JIT inventory method could eliminate financial risk. By keeping inventory stored for long periods, companies may experience high storage and investment costs and also obsolete inventory. These costs may hinder the companies profitability. For JIT to prove beneficial for PC Depot, the company needs to choose suppliers carefully. Companies may risk sales due to untimely deliveries or damaged merchandise by suppliers when using the JIT inventory method. Thompson needs to research and consider all possible suppliers when considering delivery on an as needed basis. Another option for PC Depot is the consignment method of inventory. Consignment inventory can be defined as goods placed at a customers location, with ownership of these goods remaining with the supplier. Payment is not made until the item is actually used. (Czarnecki, 2004, p. 24) By applying this method, PC Depot would not incur losses due to unused or unsold merchandise. The consignment method would eliminate upfront costs and allow PC Depot to maintain inventory on hand. The company would also be able to return unused inventory to the supplier within a reasonable amount of time. Dell Computers serves as an example of a company that uses consignment inventory. Dells Michael Gray credits the companys success to the low levels of inventory and says companies run risk of managing inventory that becomes obsolete (A Reminder, 2005). The consignment method of inventory, while potentially beneficial to PC Depot, requires proper management with suppliers. PC Depot must recognize the importance of relationships with suppliers who may make returning merchandise difficult. Czarnecki says, contracting with the vendor to keep track of inventory and allowing for return of supplies that are not used or are no longer current can help make this purchasing method more user-friendly (2004, p. 28). The amount of debt incurred by PC Depot to purchase inventory for the company is a major concern. Currently, Thompson is paying interest to creditors for inventory which is not being sold. Also, Thompson has a $100,000 bank loan at 15% interest which was used to start the business. In total PC Depot currently has $192,571 of combined debt. Considering the costs incurred to obtain inventory and how much inventory is currently being maintained, an alternative inventory control method such as JIT or consignment would work best for PC Depot. We recommend that for future inventory needs PC Depot establish a relationship with suppliers that can provide them inventory utilizing the JIT method. The JIT method is preferred over the consignment inventory method because it eliminates storage issues. If PC Depot were to use the consignment method of inventory, they may still incur costs associated with the housing and returning unused merchandise. NC Gold recommends that PC Depot reduce as much cost as possible by eliminating inventory overage. Thompson should also consider a line of credit as opposed to paying interest on the $100,000 bank loan. With a line of credit, Thompson will be able to borrow money as needed and pay interest only on the amount used. To accomplish this, Thompson should use the initial cash investment, paid-in capital, of $65,000 to pay towards the $100,000 note payable and utilize the line of credit when needed. Applying the standard 8% rate on a line of credit, Thompson would pay $4,800 in interest as opposed to $15,000 annually (http://www.moneycafe.com/library/prime.htm). We believe PC Depot will be a great venture for Thompson as evident by a net income of $5,054 for the companys first month of operations. We feel that our recommendations to reduce inventory costs and debt will be beneficial to PC Depot and provide them an opportunity to be more profitable in the future. Our findings and recommendations can be supported by the following financial exhibits.

The Kansas-Nebraska Act .

The Kansas-Nebraska Act . In 1854, Senator Stephen Douglas from Illinois proposed a bill to organize the vast Nebraska territory west of Iowa and Missouri. Hoping to rally the Democratic party and unite the nation by reviving the idea of Manifest Destiny, Douglas proposed what would become known as the Kansas-Nebraska Act. Douglas unknowingly renewed a decades old debate over slavery and caused the nation to fall more deeply into a sectional divide that would split the Union in the years to come.The origins of the Kansas-Nebraska Act lie in the uncontroversial issue of the advancement of Midwestern settlement. Farm families in Iowa and Missouri had longed to expand into the great frontier to the west, but this region had yet to be organized into a territory. Plus, many advocates of national expansion wanted to build a railroad from the East coast to the West coast and wished to have it pass through the Midwest so that these states could realize the economic benefits that a railroad would bring.Sam Houston was named commander of the new Texian ...A railroad linking the Midwest to the coasts would also enhance the importance of the Midwest and boost the region's political influence in national politics. Stephen Douglas, a senator from Illinois, embraced the ideas of a railroad to the Pacific and the organization of the Nebraska territory as ways to unite the rival factions of the Democratic party behind the doctrine of Manifest Destiny. He wished to heal the wounds of sectionalism between the North and the South with the Kansas-Nebraska Act by focusing the country's attention on the railroad and movement westward.Political pressures greatly shaped the Kansas-Nebraska Act and caused Douglas to make great modifications to his bill. While Southern congressmen wanted a railroad to link the East and West coasts, they opposed the idea of building it in the North.

ACT Science Practice Tests What to Use and What to Avoid

ACT Science Practice Tests What to Use and What to Avoid SAT / ACT Prep Online Guides and Tips Whichever way you choose to prepare for ACT Science - whether with a private tutor, class, online program or on your own - you need to make sure you are using high-quality practice ACT Science tests.Because ACT Science is unique, any old science study material won't cut it.To learnabout how different ACT Science is from any other science test, readthe big secret of ACT Science. In this guide, I'll tell you where to find all of the official ACT Science practice tests available: severalare free!Also, I'll provide tips on how to use these ACT Science practice tests improve your score. Additionally, I'll talk about some of the ACT Science practice materials you should avoid and why you shouldn't use them. I draw my conclusions from my years of experience tutoring students for ACT Science and from my own practice for the ACT Science test. Free Full-Length ACT Science Practice Tests These ACT Science practice tests are all free. They're all official resources and made by the ACT makers themselves. Official practice tests are the absolute best resource to use when studying, and I've listedall of them here in one place for your convenience. ACT Science Free Online Sample Test This test format can be a little difficult to use, but it's freeand online.Click on each passage on the left, and click the answer choice to see the answer response.To keep the timing realistic (35 minutes total or five minutes per passage), I recommend that you work on the answers on paper, and then check your answersone by one in your web browser AFTER you have finished the entire test. Official ACT PDFs These are PDFs of complete ACT practice exams. The pages of the Science section are indicated below. ACT Practice Test 2018-2019 (Form 74F)- Page 40-41; Answers p59-60. ACT Practice Test 2015-2016 (Form 72C)- Page 40-51; Answers p58-60. ACT Practice Test 2014-15 (Form 67C)- Page 40-51; Answers p57-60. ACT Practice Test 20-12 (Form 64E)- Page 43-55; Answers p62-65. ACT Practice Test 2008-09 (Form 61C)- Page 42-55; Answers p62-65. ACT Practice Test 2005-06 (Form 59F)- Page 42-55; Answers p62-65. Notice a few years missing?That's because the ACT duplicates the same test in different years.For example, the 2013-14 test is identical to the 2014-15 test. I've included the Form ID with each test so that you can confirm it for yourself (you can see this in the bottom left of each page on the test). Paid ACT Science Practice Tests If you're looking for even more practice ACT Science tests beyond those listed above, below are two more resources to look into. Neither of these of free, but they're still official resources worth spending money on if you want more practice. The Official ACT Prep Guide The book was produced by the makers of the ACT and has five unique full-length ACT practice tests, plus additional practice questions.Costing about $20, this book is the best book for realistic practice tests. Don't even look at Kaplan or Princeton Review for practice tests- their quality is far inferior to the tests put out by the ACT. ACT Online Program Costing $25, this online program includes two extra full-length ACT practice tests.The online prep material is not good - just buy this for the tests, if you need it.Next, I will tell you how to put all of this ACT Science study material to the best use. How to Use ACT Science Practice Tests In this portion, I'll be summarizing our guide tothe best way to study and practice for ACT Science.I highly recommend you read that article for more in-depth information.When using your real ACT Science practice tests, make sure to keep the following instructions in mind. #1:Take the Science Section in One Sitting Come on! The ACT Science sectionis only 35 minutes.You need to set aside that time to sit for the ACT Science, and you should aim to take at least five ACT Science practice tests. Because the ACT Science section is so rushed (52.5 seconds per question), the first few practice tests you take will just be helping you adjust to the pace. Myscores on my first two to three ACT Science practice tests were five points lower than my final score because I needed to adjust to the speed and strategy. You need the extra two to three to solidify your pace and understanding of the strategy. While sitting for the 35-minute section is good practice, it is even better, if you can find the time, to take the entire ACT all at once.The ACT is a four-hour-long marathon, and you will need to practice to build up endurance.Science is the last section of the test!Practicing taking the whole test will better prepare you for the Science section because it will show you what it takes to power through.Sitting for one 35-minute section, without experiencing the 3.5 hours before it, is not as helpful to your practice and improvement.I recommend sitting for at least two full-length practice tests (four hours each) before you take your official ACT. #2: Pay Attention to the Time If you find yourself struggling to finish the ACT Science in 35 minutes, try to watch your pace on each passage and keep yourself to a strict five minute per passage pace.Learn more about this and other ACT Science strategies in our guidetotime management and section strategy for ACT Science. #3: Double-Check Your Answers After finishing an ACT Science practice test, REVIEW your answers.This is the most important part of your process.Review every mistake you made and every question that you guessed on but got right.If you do not review your mistakes, you will not improve;spend at least 15-20 minutes each ACT Science practice test you take. Read our guide tothe best way to study for ACT Science and the reasons you miss ACT Science questions for help with your review process. I’d rather you take fewer ACT Science Practice tests and spend more time reviewing.Again, without review, you will not improve. #4: Consider Using a Prep Program Supplement your ACT Science practice test with a prep program if you don’t see improvement.While some people will see vast improvement simply from reviewing their mistakes and practicing the test format, others need more guidance on strategy to improve on their weak points.Check out PrepScholar’s program; we do just that.We figure out your strengths and weaknesses and select personalizedmaterials to help you work on your weaknesses and improve your score. ACT Science Practice Materials You Should AVOID and Why Unfortunately, not all ACT Science practice tests are high quality. Below are four practice tests you should avoid like the plague. They won't help you with the test, and they may actually hurt your score by causing you to study the wrong topics and question types. Varsity Tutors - Free ACT Science Practice Tests The material provided to answer questions is much shorter than actual ACT Science Passages.They provide few visuals, and those they do provide are hard to read.Rather than setting up proper tables, they just try to align the material into vague columns and rows.This seems ridiculous when the MAJORITY of the ACT Science questions ask you to read visuals for information.The timing does not match the ACT Science test timing (35 minutes total/five minutes per passage) at all.This material is a waste of your time; do not bother with it. ACT Example Practice Tests Website - Free This material provided is not even set up as passages.The questions are just asked at random with random tables thrown in on occasion.This material is nothing like real ACT Science tests, soAVOID it like the plague. McGraw-Hill Free Online Practice and McGraw-Hill 's 10 ACT Practice Tests, Second Edition I am reviewing both together because they are from the same company and have the same issues.The tests mimic the format of the ACT Science test really well.The tests set up seven passages just like the real test, and each passage has the appropriate number of questions. HOWEVER, the questions are very different.On the actual ACT Science test, you should be able to answer most questions using the visuals alone.Read more about this strategy in our other article on the three types of ACT Science passages.On McGraw-Hill’s tests, you need to use the entire passage to answer most questions.Also, the visuals are not as difficult as the visuals on the actual ACT Science test.Avoid this material because,while it may seem like the ACT Science test, looks can be deceiving and waste your time. What’s Next? In order to get the most out ofyour ACT Science practice tests,learnthe best way to study and practice for ACT Scienceand the nine reasons you miss ACT Science questions. Also, for more background on the ACT Science test and strategies, read aboutthe three types of ACT Science passagesandthe big secret of ACT Science. Ready for some tougher practice questions?Check out our guide to the hardest questions on ACT Science and exactly how you should solve them. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Baker v. Carr (1962). The Voting Rights Act of 1965 Essay

Baker v. Carr (1962). The Voting Rights Act of 1965 - Essay Example xamines the underlying causes that preceded this historically important case that sought to ‘even the playing field’ for all citizens and review the immediate and enduring effects of the decision. Charles Baker, a Republican County Judge from Tennessee who resided in that state’s largest city, Memphis, along with a long list of plaintiffs, mostly from urban areas, including the mayor of Nashville, brought a complaint to the U.S. Federal Court in Tennessee in 1959 that would forever alter the way all states apportion their voting districts. Though Baker was not the lone complainant, his name appears on the case because it was, by virtue of the alphabet, at the top of the list. Baker, et al. sued the Secretary of State of Tennessee Joe C. Carr, whose responsibilities included supervising the election process and enforcing the redistricting regulations in that state (Baker v. Carr, 1962). The issue and resolution went far beyond these two individuals for whom the case is known. Baker accurately alleged that the State of Tennessee had not drawn new redistricting borders in 60 years (since 1900) which was in violation of the Tennessee Constitution which mandated that new voting districts be drawn every 10 years. Redistricting following each ten-year census results, as the Founders intended, is done so as to better reflect population growth and decline in different areas of the state and assures fair and more equal government representation. The concern of the plaintiffs was that although more people now lived in cities rather than rural areas as was the case in 1900, the Tennessee legislature was still dominated by the rural population. â€Å"Baker lived in a district whose population had grown larger than some neighboring districts and by the time of the lawsuit, Shelby County, where Memphis is located, had 10 times the population as some of the rural districts of Tennessee. Thus he claimed that Memphis was underrepresented† (Krakow, 2006). Baker, et al.

Contemporary Muslim Interpretation of Islam and Democracy Essay

Contemporary Muslim Interpretation of Islam and Democracy - Essay Example Reconciling Islam and Democracy Three components of Islamic legal ideology are generally viewed as being incompatible with civil liberties or democracy, namely, corporal punishments, the legal inequality between Muslims and non-Muslims, and the legal gender inequality (Bowering, 2012, p. 129). Those who do not support the argument that governance in modern states has to be carried out within the context of Islamic legal doctrine do view religion as an integral foundation of a political system. They stress that democratic regimes depend on the presence of a particular philosophy for the people to comply with the law and for leaders to focus on the interests of the general public. As stated by Soroush, â€Å"Democracy cannot prosper without commitment to moral precepts. It is here that the great debt of democracy to religion is revealed: Religions, as bulwarks of morality, can serve as the best guarantors of democracy† (Bowering, 2012, p. 130). Although democratic regimes have to be unbiased towards religion and other worldviews, they do depend on moral codes, of which religious traditions could be a basis, including republican and constitutional principles. Mohammad Arkoun is one of the leading supporters of moderate Islam and Islamic modernity at present. Arkoun’s major interest is analysing both Islamic and Western traditions, and, at the same time, to develop a new jurisprudential and philosophical model of interpreting and applying Islam.. He has promoted controversial, revolutionary views.

Factors Effecting Literacy Development

Factors Effecting Literacy Development This essay looks at the development of Literacy from birth to school age including speaking, listening, viewing, reading and writing. It examines how hearing impairment relates to a childs overall Literacy development. Literacy is commonly considered the ability to read and write at a designated level of proficiency. But is more precisely defined as a technical capability to decode or reproduce written or printed signs, symbols, or letters combined into words. Traditionally, literacy has been closely associated with the alphabet and its role in written communication. However, it has become increasingly common to refer to different forms of literacy, such as computer, mathematical, or graphic literacy. Many experts believe that people need a combination of many different forms of literacy in order to meet the demands of modern day life. There are five developmental stages in a growing childs life. It all starts at birth, which is known as infancy, it lasts until age 2. Then there is early childhood which is from ages 2-6, and then comes middle childhood which is from 6-10 years old. Early adolescence is the next stage which spans from 10-14 years old and then late adolescence which is from 14-18 years old. The two stages that stand out most in development to me are middle childhood and late adolescence. From the earliest age in middle childhood to the oldest age in late adolescence, there is an eight year gap. There is so much growing done in between these two stages that the transition is truly remarkable. Emergent Literacy begins in the very early stages of childhood, and is the beginning of Literacy development, involving such activities as reading from pictures and writing with scribbles. Reading a book from memory while turning the pages of the book, develops a childs understanding of books and stories, as well as giving them a sense of accomplishment and pride, and is an important step towards becoming an independent reader. From the day children are born they require a form of communication in order to function adequately in society. A pre-speech baby will use gestures and expressions and babblings to interact with others. A toddler will participate in turn taking to satisfy a need or want. The more pre-schoolers participate in the world, the more they discover that language is useful. The First six years of childrens lives play a crucial part in their development. During this time, childrens brains develop at a astonishing rate. Parents and other family members play a key role i n early development, as their childrens first and most important teachers. Early Literacy development is not considered as teaching a child to read in a formal way, its about helping children to make sense of their world by developing strong oral language skills. Its about valuing home language and culture as building blocks, allowing children to explore the world of literacy. Its about providing lots of positive interactions between childrens older peers and parents. In addition to an environment which is rich in Literacy resources and models language and Literacy for young children to copy. The NWT Literacy council suggests it was generally considered that literacy development belonged mostly in schools, whilst children learnt to read and write. The formal teaching of writing and reading still happens at school, but Literacy doesnt begin when children start to learn the letters of the alphabet, or write their name, or go to school. The foundation for Literacy development begins much earlier- some people say it starts in the womb. The development is acquired thorough children interacting with adults and older children. Also through a childs play and experiences with Literacy resources such as stories, songs, rhymes, crayons, pens and paper. Children with a hearing impairment range from those with a mild hearing impairment to those who are profoundly deaf. They cover the whole ability range. Hearing impairment may be due to conductive or sensory-neural problems. Four categories are generally used: mild, moderate, severe and profound. In education, pupils are considered to have a hearing impairment if they need hearing aids, adaptations to the environment or particular teaching strategies in order to access the curriculum. Serious hearing lost occurs in about two per thousand of the population pg 1 (D, Goldstein) Briggle, S (2005, p.69) makes the point that literacy development for children who have hearing impairment is a multifaceted issue. Within Literacy development there any many parallels to hearing children, as well as some elements which are unique to children who are hearing impaired. It is well recognized that hearing is critical to speech and language development, communication, and learning. Children with listening difficulties due to hearing impairment or auditory processing problems continue to be an underidentified and underserved population. The earlier hearing impairment occurs in a childs life, the more serious the effects on the childs development. Similarly, the earlier the problem is identified and intervention begun, the less serious the ultimate impact. There are four major ways in which hearing impairment affects Literacy development in children. Firstly causing a delay in the development of receptive and expressive communication skills. Language deficit causes learning problems that often result in reduced academic achievement. Communication difficulties can often lead to social isolation, poor self-concept and may impact the childs ability to make choices. Vocabulary also develops more slowly in children who have a hearing impairment. Children with hearing impairment are able to learn concrete words like cat, jump, five, and red more easily than abstract words like before, after, equal to, and jealous. They also have difficulty with function words like the, an, are, and a. The gap between the vocabulary of children with normal hearing and those with hearing impairment widens with age. Children with hearing impairment are not able to catch up without appropriate early intervention. Children with hearing impairment also have difficulty understanding words with multiple meanings. It is common for children with hearing impairment to comprehend and produce shorter and simpler sentences than children with normal hearing. Children with hearing impairment often have difficulty understanding and writing complex sentences, such as those with relative clauses or passive voice. Children with hearing impairment often cannot hear word endings such as -s or -ed. This can lead to misunderstandings and misuse of verb tense, pluralisation and possessives. Children with hearing impairment often cannot hear quiet speech sounds such as s, sh, f, t, and k and therefore do not include them in their speech. Therefore, speech may be difficult to understand. Children with hearing impairment may not hear their own voices when they speak. They may speak too loudly or not loud enough. They may have a speaking pitch that is too high. They may sound like they are mumbling because of poor stress, poor inflection, or poor rate of speaking. Lastly, children with hearing impairment have difficulty with all areas of academic achievement, especially reading and mathematical concepts. Children with mild to moderate hearing impairments, on average, achieve one to four grade levels lower than their peers with normal hearing, unless appropriate management occurs. Children with severe to profound hearing impairment usually achieve skills no higher than Ks3/4, unless appropriate educational intervention occurs early. The gap in academic achievement between children with normal hearing and those with hearing impairment usually widens as they progress through school. The level of achievement is related to parental involvement and the quantity, quality, and timing of the support services children receive. By the age of three years the average normally hearing child has a vocabulary of approximately 1,000 words (Bond, D. 1981p.g 19) Children learn this language from what they hear and by the age of three master many grammatical elements of language. The hearing impaired child may not have the advantage of comforting and reassuring sounds within their environment, unless directly directed towards them. Even with the assistance of hearing aids and recent technology advances many hearing impaired children report listening unpleasant. Research into Childrens language acquisition in recent years has provided detailed information on the way in which sentence structures and grammatical systems develop within language. Language acquisition is essentially creative; that is, children deduce for themselves the rules which govern the production and comprehension of language Davison, M. Pg25 The second important factor is that all children learning English seem to follow a very similar pattern of development. In every child there are differences in the rate of acquisition and the precise order in which new structures are required, although there is a clear developmental trend in the way children develop and this can be used when assessing an individual childs language In order to support the development of literacy the government have implemented both initiatives and frameworks. The department for education have introduced and implemented the National Strategy; within this is the Primary Framework for Literacy. The framework is the guideline for all aspects of teaching and literacy development in schools. The National Strategy, which is now part of the Primary National Strategy, has been in place since 1998. In March 2006, Jim Rose released the Independent review of teaching of early reading. This report outlined the principles of high quality work within a language rich curriculum that gives rise to high standards of reading and writing. The Rose report outlined two obvious but linked procedures involved in teaching children to read, the ability to recognise words and the comprehension of language. The Rose review had a huge impact on the teaching of literacy, influencing positively both planning and teaching significantly.

Propaganda Theory Essay

All over the world, the wheel of propaganda keeps churning. Governments have launched propaganda blitzes to mold public opinion and further their political objectives. In certain instances, they have failed. In other cases, like global wars, they have caused mass deception and destruction. People employ numerous propaganda techniques for a variety of reasons. It may be to cushion the impact of a crisis, soften antagonistic sentiments of people governed, reinforce friendly relations between countries, or foil attempts to usurp power. Propaganda in recent years has been used in a derogatory sense, characterized by doublespeak, coupled with endorsements from individuals capable of influencing others, to win public support for an idea or doctrine. When employed by nations as an act of aggression, it can unleash a never-ending series of counterpropaganda measures, and become counterproductive. Learning about propaganda — how it works, and actual examples across cultures — provides many interrelated insights. Propaganda Theory I. The Meaning and Types of Propaganda Propaganda is defined in many ways. It is â€Å"a systematic effort to persuade a body of people to support or adopt a particular opinion, attitude or course of action† (Funk & Wagnalls Standard College Dictionary, 1963). Propaganda is something resorted to since ancient times, and has assumed many connotations through the years. It is commonly understood as the deliberate, systematic attempt to shape perceptions, manipulate cognitions, and direct behavior to achieve a response that furthers the desired intent of the propagandist. Propaganda is a term culled from the Latin word propagare which â€Å"means to propagate or to show† (Jowett and O’Donnell, 2006, p. 2). French philosopher and sociologist Jacques Ellul, who conducted a thorough study on propaganda, propounded that it is a â€Å"sociological phenomena, not as something made or produced by people of intentions† (Jowett and O’Donnell, 2006, p. 4). Ellul did not discount the fact, though, that while it may have negative impact, particularly in discouraging critical thought, people have a need for it. Propaganda is characterized by certain characteristics. It has to be total, seamless, with a target audience that is â€Å"self-acting and capable of screening out contrary messages for themselves (or) partial to the thrust of the message and willing to listen to it, and†¦ works best when it prepares symbols that the public will understand, and then manipulates those symbols to achieve a desired effect† (Thompson, 2004, pp. 6-8). Propaganda, as widely used today, connotes â€Å"a coordinated strategy to minimize negative information and present in a favorable light a story that can be damaging to self-interests† (Jowett and O’Donnell, 2006, p. 3). This is blatantly shown by many news organizations and governments today. In most cases, â€Å"propaganda themes are produced not because the relationship between the state and the media is antagonistic and incompatible but because they serve a common purpose† (Wilcox, 2005, p. 4). To achieve the propagandist’s intent, there are several types and techniques employed. In the corporate world, one type of propaganda is a simple testimonial. Testimonials may utilize celebrities and other people of prominence or credibility, or symbols like a flag or a respectable institution, in advertisements prodding and enticing people to purchase goods and services. Most advertisements that instill brand recall by being constantly aired on all forms of media are also a form of propaganda. Usually, the propagandist conceals his main agenda in a deliberate attempt to win public favor. Propaganda may be classified then as white, or â€Å"from a correctly identified source and is not intentionally deceptive† (Brahm, 2006, parag. 4) or black, which is the exact opposite. As for the techniques, propagandists employ age-old techniques to influence or win over people to their side, like name-calling, whereby the object is to make a person see an object, person or idea in a negative light without carefully assessing evidences; use of glittering generalities that uses abstract terms, especially ideals like freedom, justice, and truth to appeal to the listener’s emotions or valued principles; card stacking, which highlights only one view to an argument while downplaying or totally repressing the dissenting or contradictory opinions in order to manipulate the sentiments or change the mindset of the audience; transfer technique, in which case the propagandist uses an object or symbolism that is generally revered or respected to win over people; testimonials, which uses prominent, authoritative or famous people to appeal to listeners’ emotions or in some instances, both the emotions and logic; and bandwagon, which presupposes that since majority of people are doing or supporting something, then that general trend must have merits worth considering. The propagandist, in this case, expects the audience to conform to the general will and reap the benefits offered (â€Å"The Art of Propaganda,† n. d. ). II. Propaganda Through the Years Propaganda’s various meanings and connotations have evolved through the years. In the modern world, the most common conduit or mouthpiece of propaganda is the news media, whether print, television, radio or online. Many governments have used media as disseminator of propaganda, especially during crisis moments or to win major support for conflict intervention. Milestones that have been part and parcel of the history of propaganda go way back to 1622, when the Vatican, under Pope Gregory XV, â€Å"established the Sacra Congregatio de Propaganda Fide, meaning the sacred congregation, for propagating the faith of the Roman Catholic Church† (Jowett and O’Donnell, 2006, p. 2). Succeeding events led to the loss of impartiality in the term propaganda. In the present information age, some people who are well-read and aware of issues and news developments are able to discern whenever their government has set into motion a major information campaign to gain public support for an electoral campaign or even a war effort. There are also insidious ways individuals or governments use propaganda, like in the case of terrorist groups enlisting people to support their cause, or military leaders trying to outmart the enemy by overstating the size of one’s fleet or amplifying the sophisticated weaponry at their disposal. Propaganda has been used countless times for political warfare. History is replete with cases of governments swaying the populace to gain support for their cause or political ends. An example of 20th century propaganda are the anti-German propaganda materials widely disseminated by British agencies. Former US President George Bush’s propaganda machine emphasized an anti-terrorism stance. Ironically, he had denounced numerous propaganda tactics directed at the US which he thought to have vilified the country’s image in the global community. The US government employed similar propaganda techniques during the Gulf War and Kosovo Conflict in the 1990s. Many political rulers, like Joseph Stalin, used propaganda in a damaging sense. Another clear-cut illustration of 20th century propaganda is Adolf Hitler’s reign of terror. Everyone knows how the charismatic dictator won over people to his side not only with his eloquent speeches but with his military tactics and well-oiled propaganda machinery. Naxi propaganda bordered on censorship. Books and films that ran counter to the beliefs of the rulers were burned. In their stead, radio communications called â€Å"People’s Receiver† were offered at a cheap price. There were also organized rallies that succeeded in gaining the public’s loyalties. â€Å"In Nazi publications and German newspapers, newsreels, posters, ‘educational’ materials, etc), much use was made of cartoons from Julius Streicher–the Nazis’ vitriolic and foremost hate monger† (Thompson, 2004, parag. 11). On the other hand, there have also been countless examples of propaganda back in the 18th century. Propaganda was employed, to promote the cause of independence, through the dissemination of pamphlets during the American Revolution. In France and Europe, there was widespread criticisms for the ruling class by learned men. It was an age when anti-enlightenment ideas proliferated, and propaganda was at its peak. III. Propaganda in the Arab World Propaganda has found strong use in the Arab world. â€Å"The anti-Semitic literature published by the Arabs since World War II has been voluminous†¦Arab propagandists and sympathizers have persisted in the charge that Israel is a foreign outpost of Western civilization, the intruding offspring of Europe inhabited by European survivors of Nazi brutality† (Peters, n. d. ). Consumed by the overriding belief that Israel does not have the right to exist, most Arab and Muslim states engaged in propagandist tactics, including biased reporting and use of language that detracts from the true meaning. Propaganda was also applied through the use of official newspapers that tackled how Jews manage all the world’s governments. In similar manner, the US government has launched anti-Arab propaganda material, much to its own detriment and reputation in the international community. References Brahm, Eric. (2006). â€Å"Propaganda. † Beyond Intractability. Eds. Guy Burgess and Heidi Burgess. Retrieved May 31, 2009, from http://www. beyondintractability. org/essay/propaganda/ Funk & Wagnalls Standard College Dictionary. (1963). New York: Harcourt, Brace & World, Inc. Jowett, Garth S. and Victoria O’Donnell. (2006). Propaganda and persuasion (4th ed. ). Thousand Oaks, CA: Sage Publications. Peters, Joan. (n. d. ). â€Å"From time immemorial – the origins of the Arab-Jewish conflict over Palestine. † Retrieved May 31, 2009, from http://gospelpedlar. com/articles/Church%20History/jews. html