Value Creation in the Global Apparel Industry free essay sample

The apparel industry is considered a buyer driven, highly profitable and fast moving industry, and it is therefore imperative for Zara to understand the external environment in order to maintain its dominance. Although Zara’s value chain is difficult to copy, Zara must continually look out for new threats and opportunities, and be prepared to instantly move on them with new strategies and state of the-art- technologies. Competitive Environment: Zara’s principal key issue is rivalry in the apparel retailing market, mainly from GAP and HM. Swedish HM differs from Zara because they outsource all of their production, spend more money on advertising and are price oriented. Likewise, they are both European based companies, fashion forward at lower price retailers and have a strong international expansion strategy. U. S. -based Gap has a number of advantages, including brand recognition, more stores and bigger revenues. In does not have however Zara’s cheap chic fashion appeal. We will write a custom essay sample on Value Creation in the Global Apparel Industry or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Economic Environment: As the market is labor intensive despite continually advancing technology, labor costs are a major issue. While more and more retailers source from low labor cost countries to benefit from the cost advantages associated with it, Zara insists on sourcing mainly from Europe and relying on its in-house design and production, which provides advantages such as short lead times, effective logistics control and high response rates to clothing trends. The major impact of currency rates on operational and labor costs make Zara financially vulnerable due to the European currency’s strong value. Political Environment: More than 40 percent of Zara’s garments are manufactured in Spain. Although this ensures timely delivery and service, any disruption caused by uncontrollable political factors, such as terrorist attacks from the Basque separatist group Eta, which is very active in the country, could shut down nearly half of the production and affect Zara dramatically. Socio-cultural Environment: Zara’s expansion plans include markets such as the U. S. and Asia.

Lord of the Flies Essay Essays

Lord of the Flies Essay Essays Lord of the Flies Essay Essay Lord of the Flies Essay Essay Essay Topic: Lord Of the Flies Fear triggers a natural fight that allows animals or humans to react quickly to threats in their environment. Fear is an important trait for which can lead to either violent or nonviolent ideas. In Lord of the Flies, William Golding shows that fear brings out the worst in people which contributes to the main conflicts in the novel and results to either arguments or violence. Lord of the Flies is a novel about children that are no older than twelve years old, that has crashed onto an island and must survive through various tough challenges which they are faced with. This novel tends to have many elements where fear creates conflicts. The elements, civilization, bravery, and individualism portray fear which in turn is contributed to the main conflicts in this novel. Civilization is an element of fear which leads to the main conflicts in the book. The conch and the fire provide evidence as to why civilization is an element of fear. Throughout the novel, the conflict is dramatized by the clash between Ralph and Jack, who represent civilization. Ralph is a boy who was named chief in the beginning of the novel and is a representative of leadership, civilization, and order. Jack is a boy who wanted to be chief and is a representative of violence, savagery, and desire of power. The conch is represented as a symbol of peace. The significance of the conch is that when someone is holding the conch, everyone must listen to him as long as he holds the conch. Ralph shows this civilization where he states, â€Å"I will give the conch to the next person to speak. He can hold it when he’s speaking†(Golding 31). However, later in the novel, Jack decides that the conch is useless and ignores it whenever Ralph brings it up. Therefore, because of Ja ck’s attitude of not being chief, he decided to go against Ralph, which is how a major conflict was developed between these two boys. The conflict resulted in the group splitting into two. To add, Roger had t

Community Health Nursing Essay Example | Topics and Well Written Essays - 1000 words - 1

Community Health Nursing - Essay Example This paper provides you the most up-to-date information and also the basics of diabetes. This will effectively instruct patients and will help them to control their diabetes. For a successful maintenance and self-regulation of diabetes, the paper must address the important and current topics. Community: India, being the second highly populated country has more than 50 million people with type 2 diabetes. This kind of disease results from a genetic susceptibility and also from lifestyle to which mankind adapted to. For example, the western lifestyle and they are characterized by high calorie intake and little exercise. Some of Indians were brought to Mauritius in the year 1830 to work in the sugar plantations for physically demanding work. The Mauritian government was forced to promote industrialization and the export of manufactured goods due to decline in world sugar prices in 1980s, leads to increased prosperous and decreased physical activity among the local population. â€Å"So the death rate between 1982 and 1986 due to diabetes was increased three times and reached 13% by 1987 in the Mauritius Indian community† (Diamond, 2011). Demographic and Epidemiological Data: International Diabetes Federation published Diabetes Atlas in the year 2006. According to that around 40.9 million people in India were diabetic and are likely expected to increase up to 69.9 million by the year 2025 unless urgent preventive steps are taken. The stage of this disease has changed from slight disorder of the elder persons to one of the major reason for the â€Å"illness and death among the young and middle aged people† (Policy Documents, 2006). The increase in commonness of the disease is seen in all six inhabited continents of the globe. In between 1972 and 1975 the first national study was done by the Indian Medical Research on the prevalence of type 2 diabetes in India. It was 2.1% in urban and 1.5% in rural population. In people above 40 yr of age it was 2.8% in rural and 5% in urban. In between the year 1989 and 1991 a National rural diabetes survey was done in different parts of the country in selected rural population. To diagnose diabetes this study uses the 1985 WHO criteria and reported a crude predominance of 2.8% In Andhra Pradesh, the Eluru survey showed a prevalence of 1.5 % when looked for familiar diabetes in four. A Prevalence of 8.2% in the urban and 2.4% in the rural was reported in the year 1988 in Chennai. Across India a study based on population was conducted in six metropolitan cities by the National Urban Diabetes Survey (NUDS).It also recruited 11,216 subjects aged 20 yr and above representative of all socio-economic strata. Age standardized prevalence of 8.6% in urban population showed in western India. Recent studies reported a prevalence of 9.3% in rural Maharashtra. In Ernakulum district located in Kerala, a community based cross-sectional survey was done in urban by The Amrita Diabetes and Endocrine Population Sur vey (ADEPS). The survey has revealed a very high prevalence of 19.5%. 15.5% of overall crude prevalence of diabetes was reported using WHO criteria 14 in CURES(age standardized: 14.3%) and 10.6% with IGT(age-standardized: 10.2%).In Chennai, the commonness of the disease was increased by 39.8 per cent (8.3 to 11.6%) in between the year 1989 to 1995 and in between the year 1995 to 2000 it was 16.3 per cent (11.6 to 13.5%) and between 2000 to 2004, it was 6.0 per

Anishinaabe Literature Essay Example | Topics and Well Written Essays - 2750 words

Anishinaabe Literature - Essay Example The Anishinaabeg people of the United States consist of the Nipissing/Algonquin, Ojibwa, Sauleteaux, Chippewa, Odawa, Mississaugas, Oji-Cree and Potawatomi. These communities have basically inhabited the Great Lakes region of Canada and the U.S. as noted above, the myths of the Anishinaabe are great facilitating the way forward in upholding an identity which is distinct. Notably, the Anishinaabe stories are not only sacred but also wide ranging. The way these stories are told is also funny and humorous- an element which is shared in all stories. A good example of these stories is the myth about the history of the Anishinaabeg (Pheasant 1). According to this myth, Gizhemanidoo, in the very beginning created the universe, including the creation of the Grandfather Sun, Grandmother Moon, Father Sky and Mother Earth. He is also believed to have created all the things on earth- both the living and the non-living. It is after he had created all that is on the surface of the earth, in the se as and in the sky that Gizhemanidoo created the four seasons. According to the Anishinaabeg, these seasons were geared towards bringing both balance and harmony to all. Besides, these people held these seasons to be one of the greatest mysteries to have ever existed (Cavender 8). The man was later created after all other creations. Gizhemanidoo appeared to the first Anishinaabe in a dream- where he (Gizhemanidoo) instructed the first Anishinaabe to give names to all other creature according to the language given to him. This story brings us to the knowledge that the first Anishinaabe gave names to all insects, animals, fish and bird. On completing the work, he made it known to the Gizhemanidoo that he had accomplished all that he was to do through a dream. It is after this that he was given the name Nanabozho (Sugarhead 6). Markedly, storytellinf among the Anishinaabeg remains to be a means through which members of the indigenous communities get to be taught and learn. In the manner in which these stories are being told, it is crystal clear that the cultural processes present in the society are being emphasized. The same stories are actually being used as cultural dimensions of the old to present the past, thus facilitating the viewing of life history as part and parcel of the principal contributory explanations of cultural processes instead of simply making illustrations or even augmenting ethnographic descriptions.

Parents Need Help Essay Example for Free

Parents Need Help Essay In today’s society parents are faced with a critical parenting question that was not necessary 20 years ago; which video games should I let my children play? Parenting is tough enough without having to deal with a child that gets upset because he cannot play a certain video game that all of his friends are playing. The values that children are raised to believe in are those of their parents, not those of the city, state or country they live in, and those family values are the most important values a child will learn. Some very influential people in our society believe that the government should be able to dictate what a child is or is not allowed to play or watch. Illinois Governor Rod Blagojevich believes that â€Å"Parenting is hard work and the state has a compelling interest in helping parents raise their children to be upstanding men and women. † (Whitehead, 2005). Some studies show that these violent and sexually explicit video games provide â€Å"harmful effects ranging from health problems to violent behavior. † (Rutgers University Law – Newark, 2012). The completed studies and comments from government officials have very informative information and hard evidence to support their statement of â€Å"Parents Need Help†. As detailed in many articles and polls, one of the major problems with parents allowing their child to play violent or sexually explicit video games is covered in a 2013 Harris Poll. â€Å"The findings underscore the lack of awareness Americans have about the video game rating system, as well as confusion in the market†, said Mike de Vere, President of Harris Poll. PRNewswire, 2013). If parents took the time to understand the video game rating system like they understand a movie rating, they would be better informed as to what each game consist of. Parents have no problem letting a young child watch an â€Å"R† rated movie that shows violence and sexual activity, but if that same child is showing violent tendencies or sexual behaviors they are quick to blame video games for the behavior. Many American children spend a large amount of time playing video games. As a parent, you may be confused as to whether these games are beneficial or not† (http://www. thefreelibrary. com, 2008). If a parent takes the time to review what each of the video game ratings are and what material will be in the video games along with reemphasizing family values there would be less political emphasis on parenting. There has been violent and sexual behavior from children in a ysfunctional and functional home, but if a parent takes the time to ensure their child understands the difference between fiction (video games), reality (everyday life) and monitors their child’s behavior less of these violent outburst would occur. Movies provide the same access to violence and sexual behavior as video games do but there is no political agenda to ban movies that have a less restrictive rating system than video games. Parents need help restoring parental rights and help in stopping the government from taking over their parenting rights. When the government moves in and takes charge of everything that we as citizens can and cannot do, it provides today’s children with the authority to disobey their parents because the government said something different. If the government wants to help, then they should start applying stricter fines on the video game manufacturers and the stores which sell the video games. Threatening them with a fine and not imposing that fine when a manufacturer or retail store provides content to a minor, is allowing them to continue to profit off of children. Impose the fines and make it a stringent fine, at which point manufacturers and retailers would start adhering to the video game restrictions and responsibility would fall back to the parents of which games their children play. In closing, government officials should concentrate on raising their children and guiding our country instead of worrying about how each individual raises their children. Acts of violence and sexual behavior will still occur whether children are playing video games or not; they see it every day on television shows, cartoons, movies and in the news. Parents need to be more vigilant in monitoring what their children are doing, watching, and playing as well as ensuring that your family morals and values are upheld by each member of the family. If we do not accept the role of a parent then we cannot complain when the government decides what we as a society can and cannot do.

Family Structure in the UK Essays -- Social Science, Family Life, Brit

As family structure has changed in the UK, so child care arrangements have become more diverse and complex. What are the implications of these changes for children? Introduction In the last 50 years or so, family life has changed becoming more diverse and complex, which has been the source of research by social scientists especially the effects of divorce on children. Marriage is no longer an institution that couples need to suffer if times are difficult, divorce is easier and cohabitation is more morally acceptable. The ideology of the nuclear family whilst not outdated is not the only type of family in which to raise children. The modern more complex family arrangements include step families, lone parents, step sibling relationships and shared care arrangements, which are the subject of more recent research. For the purpose of this study it will focus on the research relating to divorce and the new arrangements for children. One psychological study reported divorce as pathological; possibly in the early days using moral judgements to imply that ‘divorce is bad for children’. ‘They feel that their childhood has been lost forever. Divorce is a price they pay, as forfeit to their parents’ failures, jeopardizing their future lives’ (Wallerstein and Blakeslee, 1989, p. 43) More modern liberalised studies are comparing the divorced with the non-divorced children, to demonstrate that divorced families may have been labelled wrongly and in some cases may be a positive change. It is this more optimistic viewpoint which this research seeks to promote. Literature review As families are changing; the ideological nuclear family which existed in the past is less common, and attitudes are changing (Kelly 2003, p 237). C... ...hood , 10, 131-146. Pryor, J., & Rodgers, B. (2001). Children in Changing Families Life After Parental Separation. Oxford: Blackwell Publishers Ltd. Simpson, B. (1998). Changing Families: An ethnographic approach to divorce and separation. Oxford: Berg. Smart, C. (2003). Introduction: New Perspectives on Childhood and Divorce. Childhood , 123-129. Smart, C., & May, V. (2007). The Parenting Contest: Problems of Ongoing Conflict over Children. In M. Maclean (Ed.), Parenting after Partnering, containing conflict after separation (pp. 65 - 80). Oxford: Hart Publishing. Trinder, L. (2007). Dangerous Dads and Malicious Mothers: The Relevance of Gender to Contact Disputes. In M. Maclean (Ed.), Parenting after Partnering, containing conflict after separation (pp. 81-94). Oxford: Hart Publishing. Wallerstein, J. S., & Blakeslee, S. (1989). Second Chances. Reading: Corgi.

Who Killed the Electric Car Analysis

IN 1996, ELECTRIC CARS BEGAN TO APPEAR ON ROADS ALL OVER CALIFORNIA. THEY WERE QUIET AND FAST, PRODUCED NO EXHAUST AND RAN WITHOUT GASOLINE. TEN YEARS LATER, THESE CARS WERE DESTROYED. TEACHER’S GUIDE â€Å"A QUIETLY SHOCKING INDICTMENT OF OUR GAS-GUZZLING AUTO COMPANIES AND THE PETRO-POLITICIANS WHO LOVE THEM. † –KAREN DURBIN, ELLE MAGAZINE SUNDANCE FILM FESTIVAL 2006 †¢ TRIBECA FILM FESTIVAL 2006 WHO KILLED THE ELECTRIC CAR? NOTE TO THE TEACHER Who Killed the Electric Car? is a powerful tool pertinent to many academic disciplines and adaptable to a variety of abilities, learning styles, and classroom goals.This rich, self-contained film requires little or no additional research on the part of the instructor or the class, but can be used as the foundation for independent student research. The film divides neatly into two nearly equal and independent segments that can be shown on successive days or at different points in a unit. Both segments offer excellent discussion opportunities. The classroom experience of students taking courses on environmental science or offerings that include a unit on air quality or environmental concerns would be enriched by viewing Who Killed the Electric Car?.Courses that encourage interest in engineering and practical math applications would also benefit. The ethical and civic questions that the film explores offer a natural connection for teachers working in the area of civics, government, ethics, and business ethics. In many of these courses the film could be treated as a case study. The ethical questions raised are nearly unlimited and a large variety of higher-level-thinking activities can be developed from the film. Included in this packet are discussion prompts, class activities, and research suggestions. 1 FILM SUMMARY included, the General Motors electric vehicle is eatured. As this segment concludes, the success of the industry’s legal strategy is symbolized by a celebrity-studded funeral for the electric car. This segment is filled with factual analysis that examines conflicting claims about emissions, practicality, costs of various fuels, and consumer demand. Who Killed the Electric Car? is presented as a whodone-it mystery. Staying true to this genre, the film opens with necessary background information, describes the crime committed, answering all of the what, where, and when questions, and then in the style of Sir Arthur Conan Doyle gathers the suspects for lose scrutiny, coming to a conclusion on the guilt or innocence of each. The second half of Who Killed the Electric Car? is Sherlock Holmes at his best. The seven suspects identified in the first half of the film are scrutinized. One by one, consumers, batteries, oil companies, auto manufacturers, the U. S. government, the California Air Resources Board, and the newest villain, the hydrogen car, pass under the bare bulb in the inspector’s interrogation room in an attempt to answer the question asked in the film’s title: Who Killed the Electric Car? At the end of each segment the featured suspect is judged as guilty or innocent.Opening with a bit of automotive history that establishes the electric car as a competitive alternative to the internal combustion engine, Who Killed the Electric Car? takes the viewer back to the beginning of the twentieth century and the dawn of the automotive age. A straightforward explanation of why gasoline beats out electricity as the fuel of choice and how the internal combustion engine wins dominance concludes the broad overview. The film then moves to the recent past with the introduction of the California Air Resources Board and their 1990 decision to require that ten percent of all ars sold in California by each car manufacturer be zero-emission vehicles by the year 2003. The Dr. Jekyll and Mr. Hyde response of automotive companies is revealed; production and marketing of zero-emission cars is detailed, a period during which the legal and political teams of the same manufacturers work to defeat the law that gave birth to modern electric vehicles. While several manufacturers are The film ends on a positive note, recognizing a grassroots movement that envisions cleaner air and energy independence. In a John Kennedy-style appeal, the film claims that those who solve our energy onundrum will be those that â€Å"change the world. † 2 SELECTED SCENES FOR CLASSROOM REVIEW 1:19 19:40 Two million new cars are sold in Television advertisement for G. M. ’s California each year. electric car. 2:55 21:21 Cheap oil supports the combustion Introduce Dr. Alan Lloyd of C. A. R. B. engine over the electric car. 3:35 22:10 Air quality in California: Manufacturer’s lawsuit to â€Å"Black cloud of death. † overturn emissions standards. 4:32 22:30 Each gallon of gasoline burned yields President Bush endorsing hydrogen 19 pounds of carbon dioxide. technology in the State of the Union. 4:55 22:43 Introduce S.Davi d Freeman. Hydrogen Hummer and the hydrogen highway. 7:40 23:20 Creating demand for electric cars. C. A. R. B. hearing on the emissions standards. 8:50 25:30 C. A. R. B. and California’s C. A. R. B. vote to kill the standards. zero-emission policy. 12:40 26:15 Cost to run an electric car equals Manufacturers start to collect gasoline when gas is 60 cents per gallon. the electric cars. 14:10 27:35 Californians Against Utility â€Å"Save the electric car† campaign, Company Abuse including the mock funeral. 16:10 29:30 G. M. claims to have built electric cars Last EV1 collected. according to demand. 19:10 31:20Marketing; How far, how fast, EV1s in a G. M. lot. how much? 3 33:20 50:36 G. M. spokesperson explains the Suspect: Car Manufacturers fate of the collected EV1s. 35:30 56:20 PBS at the car crusher. Suspect: Government 36:58 1:03:57 S. David Freeman, â€Å"We’re up against Suspect: C. A. R. B. most of the money in the world. † 37:15 1:07:02 Vigil for th e EV1s. Suspect: Hydrogen Fuel Cell 38:40 1:11:08 Would you buy one of these electric President Bush at a hydrogen cars? Display check for 1. 9 million filling station. dollars offered to G. M. 39:20 1:15:05 â€Å"Who controls the future? Last cars moved. He who has the biggest club. 1:18:52 39:34 1 Scene from Naked Gun 2 /2: Automotive Museum The Smell of Fear. 40:25 1:20:30 List of suspects. Verdicts. 40:58 1:22:32 Suspect: Consumers â€Å"The fight about the electric car was quite simply a fight about the future. † 43:20 1:23:58 Suspect: Batteries Introduce James Woolsey and Plug In America. 1:27:19 46:38 â€Å"The one group of people that steps Suspect: Oil Companies up to take it on is the group that will change the world. † 4 DISCUSSION PROMPTS These prompts can be used for full-class discussion, small group conversations, or adapted for use as writing assignments of varying length and detail. What compromises related to cars and transportation are you willing t o make to preserve and improve air quality? Brainstorm possibilities and then discuss each one, focusing on the average consumer. †¢ What one assertion in the film do you disagree with? Why? †¢ What one assertion in the film troubles you the most? Why? †¢ In your own words, explain why the car manufacturers collected and destroyed the electric vehicles. †¢ Did government serve the people in the case of electric cars? Why? †¢ Does government have the right to tell companies what to manufacture? Why? †¢ How important an issue is our nation’s dependence on oil?Explain. †¢ Do you agree that those who solve the energy question will change the world? Explain. †¢ Should the world oil supply be divided evenly according to population, given to those able to pay the highest price, or reserved for developing nations? Explain your opinion. †¢ Is it acceptable for a nation to use oil as a weapon? Why/why not? †¢ Would you characterize each of the following as a good citizen or a bad citizen? Why? -The oil companies -The automobile companies -U. S. consumers -Scientists researching hydrogen fuel -The citizens trying to save the electric car †¢ Is energy a national security issue?Why/how? Explain. †¢ How is the use of hydrogen as a fuel related to the reemergence of nuclear power? †¢ Does drilling for more oil in the pristine wilderness make sense? Why/why not? †¢ Given the information provided in the film, do you believe electric cars are a reasonable alternative to combustion engines? Why/why not? †¢ Given the information provided in the film, do you believe you will be able to buy a hydrogen-powered car in the next 10 years? 20 years? Ever? Why/why not? 5 MOCK COURT Choose defense and prosecution teams for each of the seven defendants identified in the film.Have the teams prepare for a mock trial using the information in the film and if desired, additional research. Stage a trial with a jury that has not seen the film. Roles: Judge: Acts as presiding officer maintaining order, resolving conflicts, and charging the jury. Prosecution team: Presents evidence against the named defendant using witnesses, charts, graphs, and physical evidence. The team would also cross-examine defense witnesses. The prosecution’s job is to prove beyond a reasonable doubt the guilt of the defendant. Defense team: Presents evidence that rebuts the prosecution’s view and may suggest alternative perpetrators.The defense may use witnesses, charts, graphs, and physical evidence. The team would also cross-examine prosecution witnesses. The defense’s job is to create reasonable doubt as to the guilt of the defendant. This activity can be used as an alternative assessment of student knowledge while also building critical thinking and oral presentation skills. 6 COMMON GOOD Open the activity by reading the paragraph below. Allow for a few minutes of general comment on the concept of the â€Å"common good† and the claim by then G. M. president Charles E. Wilson: What’s good for the country is good for General Motors and vice versa.The preamble to the United States Constitution opens with the words: â€Å"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. † These words imply a common interest that is shared by citizens and government, a concept often referred to as the â€Å"common good. † In 1953, the then president of General Motors, Charles E.Wilson, was nominated by President Dwight Eisenhower to serve as his Secretary of Defense. During Wilson’s confirmation hearings, senators were concerned that he would have difficulty making a decision that could hurt General Motors, a major defense contractor, even if the decision was in the best interest of the United States. When asked this question, Wilson assured senators that he could make such a decision but that he could not imagine such a situation, â€Å"because for years I thought what was good for the country was good for General Motors and vice versa. † Student instructionWho Killed the Electric Car? implies that the â€Å"common good† is not being served by the decision to abandon electric vehicles and embrace hydrogen technology. Write your own definition of the â€Å"common good. † Make groups of 3 to 5 and share these definitions. Try to agree on a group definition. Evaluate General Motors’ decision to kill the electric car program in light of your group’s definition. Be ready to report your findings to the class. Do Mr. Wilson’s thoughts from 1953 reflect the General Motors Corporation that is presented in the film? If the Senate c alled the current president of G.M. to explain the death of the electric car, imagine what he might say that would be quoted more than 50 years later. 7 HIDDEN AGENDA Teacher introduction As a class, brainstorm about the term â€Å"hidden agenda. † When you get all the ideas on the board, make groups of 3 to 5. In groups, have the class discuss the ideas on the board and then write a definition of â€Å"hidden agenda† that the group can agree on. As a class, share these definitions and create one working definition for the whole class. Have students return to their groups and discuss what â€Å"hidden agenda(s)† the following may have had.To make a claim, the group must have at least one piece of solid evidence from the film. Each group should decide which three of their claims are the strongest and prepare to present them to the class. Present and discuss: Automobile companies: Hidden agenda: _____________________________________________________________________ ________________ Evidence: Oil companies: Hidden agenda: _____________________________________________________________________________________ Evidence: Filmmakers: Hidden agenda: _____________________________________________________________________________________ Evidence:Car companies: Hidden agenda: _____________________________________________________________________________________ Evidence: Federal government: Hidden agenda: _____________________________________________________________________________________ Evidence: Fans of the electric car: Hidden agenda: _____________________________________________________________________________________ Evidence: C. A. R. B. : Hidden agenda: _____________________________________________________________________________________ Evidence: 8 WHAT IS THE ROLE OF BUSINESS? What is the role of business in a democratic/capitalist society?The complex interaction between business, government, and consumers is presented as a case study in Who Kil led the Electric Car?. After viewing the film, clarify your own attitude toward the role of business, before any discussion, by using the prompts that follow. Prioritize the entire list from 1, most important, to 10, least important, and then write just a sentence or two that explains each ranking. Using your results, make groups that include individuals with different attitudes. While you discuss the movie, analyze how different views of business influence opinions about the film. ______ The role of business is to make a profit. _____ The role of business is to make a good product. ______ The role of business is to serve the consumer. ______ The role of business is to support government. ______ The role of business is to educate government. ______ The role of business is to educate consumers. ______ The role of business is to improve life. ______ The role of business is to protect the environment. ______ The role of business is to provide consumers with choice. ______ The role of b usiness is to invent solutions to society’s problems. 9 WHAT IS THE ROLE OF GOVERNMENT? What is the role of government in a democratic/capitalist society?The complex interaction between business, government, and citizens is presented as a case study in Who Killed the Electric Car?. After viewing the film, clarify your own attitude toward the role of government, before any discussion, by using the prompts that follow. Prioritize the entire list from 1, most important, to 10, least important, and then write just a sentence or two that explains each ranking. Using your results, make groups that include individuals with different attitudes. While you discuss the movie, analyze how different views of government influence opinions about the film. ______The role of government is to defend the nation. ______ The role of government is to create a just society. ______ The role of government is to protect the consumer. ______ The role of government is to protect business. ______ The rol e of government is to regulate business. ______ The role of government is to educate consumers. ______ The role of government is to improve life for all citizens. ______ The role of government is to protect the environment. ______ The role of government is to provide consumers with choice. ______ The role of government is to invent solutions to society’s problems. 10 MAKING THE CASEIn the second half of Who Killed the Electric Car? , each of the suspects in this mystery is held up to scrutiny. Acting as an unbiased detective, develop a list of the evidence offered for guilt and the evidence that indicates innocence. In groups or as a class, use these evidence lists as the basis for a debate that leads to a vote on each suspect. The suspect___________________________________________________ Evidence to convict Evidence to acquit 11 BRIAN DANIELS teaches history and ethics at Hudson High School, Hudson, Massachusetts. He is the school facilitator for the democratic school initi ative atHudson High and an active member of the school’s First Amendment Schools team. He has been teaching for thirty years and holds bachelor’s degrees in history and psychology from Boston College and a master’s degree in critical and creative thinking from the University of Massachusetts at Boston. He will become the Curriculum Director for English and Social Studies grades 6-12 in the Hudson school district in the summer of 2006. He has been published several times in the Boston Globe and has an article slated for publication in October of 2006 in the National Social StudiesSupervisors Association magazine. A SONY PICTURES CLASSICS RELEASE ELECTRIC ENTERTAINMENT PRESENTS A DEAN DEVLIN/PLINYMINOR PRODUCTION A FILM BY CHRIS PAINE â€Å"WHO KILLED THE ELECTRIC CAR? † NARRATED BY MARTIN SHEEN EDITED BY MICHAEL KOVALENKO CHRIS A. PETERSON DIRECTOR OF PHOTOGRAPHY THADDEUS WADLEIGH ORIGINAL MUSIC BY MICHAEL BROOK CONSULTING PRODUCER ALEX GIBNEY EXECUTIVE PR ODUCERS DEAN DEVLIN TAVIN MARIN TITUS RICHARD D. TITUS PRODUCED BY JESSIE DEETER WRITTEN AND DIRECTED BY CHRIS PAINE FOR BRIEF MILD LANGUAGE. WWW. WHOKILLEDTHEELECTRICCARMOVIE. COM WWW. SONYCLASSICS. COM