Erasmus, Praise of Folly Essay Example for Free

Erasmus, Praise of Folly Essay 1.) In Joe Sachs translation of, Aristotle’s on the soul and on Memory and Recollection, we are presented with the idea that our soul is broken up in to the contemplative and the practical forms of intellect. We use our contemplative and practical intellect to identify what is good for us, so that our desires reflect our needs. Although, they both work towards the same goal, both are separate and depend on ineffable forces for success. The contemplative intellect is fueled by our curiosity for knowledge. Aristotle was a major believer in contemplation because he believed that living a contemplative life is how humans should live. A contemplative life allows humans to lead a morally sound life. The more humans engage in contemplation, the closer they are to their gods and the happier they will be. The contemplative intellect is our capacity to determine the potentiality of the practical intellect. The practical intellect is our response to our contemplation. Contemplation can prolong political disasters and prevent us from using practicality. But, we have no choice but to contemplate because to understand we must contemplate and to act morally we must be able to understand. Being able to understand is being able to grasp the potentiality of something. Misunderstanding something’s potentiality is the reason leading a practical life is more difficult. It is human nature to contemplate. Distinguishing the two intellects is tricky because Aristotle stresses that we are one soul part of a larger one. However, if it is the same soul producing practical and contemplative intellect, how can life be divided into these two things? Our individuality controls our actions. So, our contemplative is what makes us what we are and our existence is the reason we act (practical). Practicality and contemplation are distinctions within our intellect. Contemplation is to be looked at as human nature, it helps us understand. Understanding gives way to the practical intellect. These two separate intellects not only involve different unknown forces, but they also utilize different types of motion. Practical is a physical motion, while contemplation is a motion in the sense that whenever we are thinking and contemplating, we/our minds are in motion. The soul seeks truth. Contemplation leads us towards the truth, while practicality is a truth. These intellects are virtues in different parts of the soul. To acquire happiness one must have moral virtue to choose correctly and practicality to choose ‘how.’ For example, one might attain the knowledge, facts, and actuality of how to ride a bike. But, knowing those facts does not determine your potential to ride the bike. Aristotle provides an affective example, â€Å"There is something that has knowledge in the way that we say any human being is a knower, because humanity is part of the class of what knows and has knowledge, but there is also a sense in which we mean by a knower the one who already has, say, grammatical skill; and each of these is in potency but not in the same way, but the former is because his kind and his material are of a certain sort, while the latter is because he is capable of contemplating when he wants to, if nothing outside him prevents it† (417a 23-30 Aristotle). Aristotle tells us the there are different types of potentiality and actuality here. This example demonstrates a ‘knower.’ A knower would be human, know grammar, and talking (exercising knowledge). This example is important in the distinction because it describes the process and the different roles of contemplation and practicality. The contemplative intellect, in this case, would be that the knower is human and has potential without actual knowledge. The knower, with grammatical knowledge, has this knowledge but is not thinking about it. The knower would be exercising knowledge through recognizing grammatical errors in conversation, readings, etc. In the two most previous instances the knower uses their practicality intellect because their actual knowledge of the grammar is their potentiality to think and perform actions. Contemplation allows us to do, think, and imagine anything we want within out minds/soul. â€Å"†¦The soul is a being-at-work-staying-itself in the way that knowledge is, for both sleep and waking are in what belongs to the soul, and waking is analogous to the act of contemplating but sleep to holding the capacity for contemplating while not putting it to work (practical).† (412b 26-30 Aristotle). Practicality can only utilize what is physical and in front of us. Aristotle The connection between these intellects demonstrates Aristotle’s belief that every body contains a soul and the soul is not separate matter. It is a capacity, it doesn’t have a capacity and is inseparable from the body. The soul has no identity. Aristotle believes we are all individual human beings, made up of different forms and matter. But, there is one soul that is in all of us, equally. No one persons soul is ‘better’ than another’s. This is important in the distinction because contemplation takes place in the soul and practicality is what we do with the connection between our soul and body. 2. ) In Erasmus’, Praise of Folly, the character Folly is used to express Erasmus’ philosophy. Folly states that the actions of different people are foolish and she is congratulating them, she calls wisdom foolish and the fools, wise. Throughout the book Folly, with sarcasm and satire, demonstrates the main forms of folly in order to show the importance of folly. Erasmus wanted to share three main forms of folly in his writing. The first form being, the fundamental form of folly, which is the force in our life that is indescribable. This form mainly refers to religion and faith, but also the folly in any belief of a higher/greater good. The second form is the human folly. In this form, Folly mocked those who deem or consider themselves wise or philosophers. She picked on mainly prominent people, anyone who thought they were better because they knew more about something. The third form is best described by egotistical, hypocritical, and greedy folly. This form depicts the folly of the self-centeredness of humans. Erasmus as Folly illustrates how the Christians appear foolish at first, yet actually possesses true wisdom. Folly quotes the Bible repeatedly to prove her point. She uses the passages to show how folly is good. Within these passages, Folly says that the bible, values fools more than the wise. For example, Adam and Everwere forbidden to eat from the Tree of Knowledge, but they disobeyed. Thus, knowledge destroyed their happiness. Folly describes the Christian fools as those who, â€Å"squander their possessions, ignore insults, submit to being cheated, make no distinction between friends and enemies, shun pleasure, sustain themselves on fasting, vigils, tears, toil, the humiliations, scorn life, and desire only death – in short, they seem to be dead to any normal feelings, as if their spirit dwelt elsewhere than in their body† (p. 128 Erasmus). Folly deems Christians slightly mad because of their view on life, and how they are so focused on the spiritual and eternal that they barely live. Erasmus contradicts Biblical truths when he is speaking as folly and expresses that life would be meaningless without folly. Our world, especially in the United States, relies on instant gratification, but the Bible clearly teaches that those kinds of things will pass away and are not important. Erasmus challenges Biblical truths when he praises ignorance, self-loveand flattery. This goes directly against the Bible, which speaks out against these kinds of things. He explains that the piousness of Christians is madness. In the second form, Folly takes the prominent professions of her time and shows their folly. She begins with merchants, who she describes as liars and thief’s yet they are still respectable citizens. Next she attacks a grammarian, â€Å"He supposes he’d be perfectly happy if he were allowed to live long enough to define precisely how the eight parts of speech should be distinguished, something in which no one writing in Greek or Latin has ever managed to be entirely successful. And then if anyone treats a conjunction as a word with the force of an adverb, it’s a thing to go to war about† (p. 80 Erasmus). Folly describes the schools as dirty and a waste of time. He believes the teachers teach useless information, but still feel important. He goes on to poets and rhetoricians and deems their professions purposeless. The narrator’s particular target is the church, â€Å"as they roll their rock of Sisyphus and string together six hundred laws in the same breath, no matter whether relevant or not†¦.However, their self-love keeps them happy, and three syllogisms arm them enough to go straight to battle on any subject and with any man† (p. 84 Erasmus). These foolish men explain the ‘mysteries’ of life and the Bible according to themselves. Even the monks exude folly. They take vows of poverty and claim to hate money, but still take part in other vices. This form of folly reminds us to not mask ourselves to make us look better. Just because a merchant is respectable profession, doesn’t make that specific merchant respectable. If a monk gives up his money, does that mean he has no other vices? â€Å"†¦why shouldn’t I rightly be recognized and named the ‘Alpha’ of all gods, when I dispense every benefit to all alike?† (p. 19 Erasmus). Folly allows life to continue because men must become silly fools to do it. Without her, she exclaims, couples would be married, and women would not repeat childbirth. Without the pleasure Folly gives to life, it would not be worth living. Folly accuses the stoics of attempting to keep all the pleasure for themselves while commanding others to avoid it. As an example, Folly uses childhood and old age. Everyone loves children because they are foolish and innocent. Age and life experiences only fade their beauty and charm. Thus, in old age Folly recognizes a second childhood, freeing us from the worries of life. With old age comes foolishness and senility, which allows them to be happy. These silly old people are much more fun to be around, then a wise old person. â€Å"’Folly is the one thing which can halt fleeting youth and ward off the relentless advance of old age’† (p. 25. Erasmus). Folly discovers that we use passion over reason, â€Å"he (Jupiter) confined reason to a cramped corner of the head and left all the rest of the body to the passions. Then he set up two raging tyrants in opposition to reason’s solitary power: anger, which holds sway in the breast and so controls the heart†¦Ã¢â‚¬  (p. 30 Erasmus). Folly is logical, when our human nature puts passion over reason. Folly concludes her praise of folly with a comparison to Plato’s, Allegory of the Cave. A man who lived in a cave by firelight his whole life, one day saw sunlight. But, the two men that remained in the cave, who would seem foolish, are equally as happy with what they believe is real. 3.) Aristotle makes a better case for his outlook on human life. It is important for humans to feel important and feel like they belong and have a purpose. Aristotle’s idea of the one soul, not only offers a sense of unity to the human race but also deepens the mystery of our existence. It is in contemplation that we find happiness, whether we contemplate our future, our past, or the present. Human happiness is rooted in human interaction and contemplation allows us to create commonality and it develops culture. Although the truth of folly is important in understanding human incentives, it is in our intellect that we can find harmony. Folly in itself is a folly. It pokes fun at the ignorance of human lives. Being foolish is innate in our nature. When do people have the best times? When they laugh and feel enjoyment from company. Our folly makes us human, it is necessary for our happiness. Erasmus presents folly as a much more bleak and pessimistic attribute. When Aristotle describes the soul it is much more pleasing. He stresses that sources/forces like God, are ineffable. These higher powers cannot be identified or described, but to believe in it reassures us that we are meant to be here. Without this mysterious force, who are we? Why are we here? It is our nature to feel wanted and have a purpose. We attempt to find this purpose through contemplation. This is a major aspect of human life. It forces us to look deeper and attempt to act morally. Humans are at their highest potential when they contemplate. Contemplation is a completely isolated process and helps us understand and perceive the world. This ability drives us and helps us advance. In personal experience, I find it is important to really think, ponder, and contemplate the things that make me happy. I can then decide if that is a practical thing to do or if I need to change what makes me happy. For example, drugs may make someone happy in their contemplation, but is that really what they want? Erasmus and Aristotle have contrasting outlooks on life. Erasmus is very realistic, sarcastic, and satirical. While Aristotle reaffirms that it is all right to contemplate the unknown. Aristotle brings us to higher level of thinking and helps us strive for a happier and morally active life.

The effects of human population growth on animals

The effects of human population growth on animals The world population is growing rapidly from 750 million in 1750 to 6,500 million in 2005. Respond to this evidence, people naturally enlarge their land for housing, food, and the need of resources such as oil, wood, and metal. Day by day, people damage the environment which contains a lot of living life, especially, wild animals. This caused many groups of animals to decline and even extinct. Perhaps to redeem this hideous mistake, people built more places, which are called zoos, to keep and protect wild animals. Zoos are probably the most complex forms of animal keeping in the world. Many animals from many areas over the world are kept together in a small region. People may think that zoos are good place for keeping wild animal, but in fact, it is not, and it also is unethical to capture wild animals and put them into the zoo. Most wild animals are living in dense forest, mountains, or woods, where people do not easy access. Their lives are very isolated with the modern humans life. They scared of people, guns, and the noise of metal of our developed industry. The more people open their land, the additional wild animal lose their territories, and so must move away. There is no such wild animal who dare to live near people. It seems very rare when people see a wild animal coming near their land. As Ursula K. Le Guin shows in Mays Lion, there were plenty of deer in the Valley in the forties, but no mountain lion had been seen for decades anywhere near where people lived. And if any, it should have the reason. In fact, Mays lion is too old and sick. Most animals are very social by nature such as monkeys, wolves, elephants, tigers, etc. It has been shown that animals used to live in the same places in which they could easy share the food. They love their life as well as their freedom. They just want to live in peace among their family and friends. It is cruel to remove them away from their family, friends. In The Antlers, Suzie indicates that cattle are like city people, cattle expect even deserve, what theyve got coming. But wild animals are different. Wild animals enjoy life. They live in the woods on purpose. Clearly, wild animals are different from cattle. They need to be free and live in the woods where considered as their country. Animals are not willing to leave their place to come to a new place such as a zoo. Zoos are the place where living animals are exhibited in captivity. The most traditional form of maintaining wild animals in captivity is keeping them in cages constructed of concrete or metal, in aviaries, or fenced paddocks. Living in those places, animals do not behave like their wild counterparts. For example, a lion is given food in the mean time whereas they have to lie still and wait for prey and hunt for hours in their Africa home. Similarly, the Wolves, Leopards, Tigers, Elephants, etc are often confined in cages where they lack exercise and stimulation. Those animals will lose their hunting skills and soon become pets such as dogs or cats. In Rainer Maria Rilke poem, The Panther, he feels for the wild animal in this situation: As he paces in cramped circle, over and over/ the movement of his powerful soft strides is/ like a ritual dance around a center/ in which a mighty will stands paralyzed. Zoos are just another word of animal prison. It provides plenty of cages which are constructed by concrete and steel. It limits the movement as well as the freedom of wild animals. When an animal is sent to the zoo, more likely, it will spend the rest of its life in cage. The animal has no choice but to be in the zoo and it held there. Zoos steal the freedom and provide unusual life to wild animals. Many animals develop unnatural habits such as pacing back and forth or swaying from side to side in their cages. Polar bears, for example, are given about 30 feet of walking space, whereas in their Arctic home they could roam freely for hundreds of miles. The zoo is an unnatural environment that exposes animals to numerous dangers. Animals which would naturally live in very different parts of the world are brought together in the natural habitat of humans. Diseases often spread between species that would never live together naturally. Furthermore, zoo animals are often exposed to chemicals, solvents and other toxic substances. That is not natural for wild animals. Most zoos have commercial and entertainment purpose in mind as well as financial profit. Animal from many areas of the world are brought together and put on display for the benefit of humans enjoyment. It is very common for visitors to tease and provoke caged animals. Supporters of zoos argue that they help to conserve endangered species, but in fact they are not very good at this. Breeding programmers provide zoos with good publicity, but in fact most of them are failures. The world famous panda breeding program was a big example for this. This program is very costly but it is unsuccessful. Also zoo life does not prepare animals for the challenges of life in the wild. Many animals were died after they came back to the wild. For example, two rare lynxes released into the wild in Colorado died from starvation even though the area was full of hares, which are a lynxs natural prey. The best zoos argue that education is one of their most important features. That is using the zoo to teach people to respect the natural world, to show them what can be learned from the lives of the animals in captivity and to appreciate what conservation means. One of the major problems they face, however, is that the animals on display are both individuals and representatives of their species. So is not true to say that zoos are educational or that they help to protect endangered species. In reality, they only teach us how wild animals behave when they confined in small spaces. Today, many modern zoos do not enclose animals in small cages but they are provided with habitats, modeled after their nature habitats. The aim for many zoos is to exhibit their animals in enclosures in which the setting is as natural as possible or at least looks as natural as possible. But it seems that they cannot easily move away from the image of being places of entertainment which is more closely to the circus and amusement park than to museums and education. Wild animals are not like cattle, they dont want to live near people, and especially, in zoos. It is cruel to remove wild animals away from their place. Furthermore, zoos are unsuitable environment for wild animals. It keeps animal in small area compare to the vast natural habitat, and also, zoo exposed too many diseases and dangers to wild animal. In the wild, animals live their lives for their own benefit; but in the zoo, they have to live their lives for the benefit of human. And since zoos are less successful in breeding programs and far from education purpose, zoos must be abolished. People should stop capture wild animals and put them into zoos.

The Debate on Whether Assisted Suicide is Ethical or Immoral Essay

The Debate on Whether Assisted Suicide is Ethical or Immoral Assisted Suicide, also known as mercy killing, occurs when a physician provides the means (drugs or other agents) by which a person can take his or her own life. This assistance is one of the most debated issues today in society followed by abortion. Physicians are frequently faced with the question of whether or not assisted suicide is ethical or immoral. Although assisted suicide is currently illegal in almost all states in America, it is still often committed. Is assisted suicide ethical? Studies have found that the majority of Americans support assisted suicide. One must weigh both sides of the argument before they can decide. On July 26, 1997, the U.S. Supreme Court unanimously upheld decisions in New York and Washington State that criminalized assisted suicide. These decisions overturned rulings in the 2nd and 9th Circuit Courts of Appeal, which struck down state statutes banning physician-assisted suicide. Those courts had found that the statutes, which prohibited doctors from prescribing lethal medication to competent, terminally ill adults, violated the 14th Amendment. In striking the appellate decisions, the U.S. Supreme Court found that there was no constitutional "right to die," but left it to individual states to enact legislation permitting or prohibiting physician-assisted suicide. As of April 1999, physician-assisted suicide is illegal in the majority of states. Over thirty states have enacted statutes prohibiting assisted suicide, and of those that do not have statutes, a number of them arguably prohibit it through common law. Currently, Oregon is the only state that has legalized assisted suicide. The Oregon statute, which came into e... ... a crime with the risk of the loss of license or even imprisonment. The only sure way that people will stop suffering and be allowed to die peacefully because of their own decision is if assisted suicide becomes legal in the United States. Bibliography: The New England Journal of Medicine -- February 1, 1996 -- Vol. 334, No. 5 Attitudes of Michigan Physicians and the Public toward Legalizing Physician-Assisted Suicide and Voluntary Euthanasia By Jerald G. Bachman, Kirsten H. Alcser, David J. Doukas, Richard L. Lichtenstein, Amy D. Corning, Howard Brody Annals of Internal Medicine--21 March 2000 Volume 132 Number 6 Palliative Treatments of Last Resort: Choosing the Least Harmful Alternative Timothy E. Quill, MD; Barbara Coombs Lee, FNP, JD; Sally Nunn, RN, for the University of Pennsylvania Center for Bioethics Assisted Suicide Consensus Panel

jap stuff :: essays research papers

Many of us have seen at least advertisements for this Japanese animation (if you have not, you must have been incarcerated, in a comma or on crack). Innocent looking is it not? But is this really a harmless children's show or a horrific mind controlling device being used on our nations children. One of the major themes of Pokemon is the containment of elemental and physical forces in the forms of cute little creatures with sub-human, super animal intelligence. Basically they are beasts with the powers of gods. Today we have statistics and chaos to predict random events, do we really need this modern mythology? Anyhow this franchise is really a cover for a sinister polytheistic religion bent on dominating children's minds. What a parent see as a harmless toy is really seen by the children as religious icon that they worship. No longer are their ritualistic sacrifices of crops/animals or humans, instead seek sacrifice of cash in the name of the cult. Children see the pokemon as gifts from the gods to the pokemon masters for loyal devotions to the various gods like Thor (Pikachu), Neptune (Squirtle) and others as well as spirits like the sirens (JigglyPuff). These kids will literally pray to, cry over, kill and die for these creatures. Another problem is the concept of the portraying the concept of the "power of one". What is the idea of the of putting that shit in a child's mind. Telling a child they can get ahead by trusting in their own abilities will lead them to loss and a world of pain. Some examples, Joan of Arc got burned alive, Harry Houdini was punched in the stomach and his appendix burst, and Martin Luther King Jr. was shot. What will these children do when they make a stupid decision get in real trouble and their precious Pocket Monsters will not come to their aid?

Conrad’s Congo Journey :: Biography Biographies Essays

Conrad’s Congo Journey Joseph Conrad’s own experiences during his trip through the Congo helped him provide a foundation for the writing of Heart of Darkness. In 1890, Conrad took a job as a captain on the river steamer Kinshasa. Before Conrad took this job, he had worked for the French merchant navy as a way to escape Russian military service and also to escape the emotional troubles that had plagued him. Conrad had been in a financial crisis that was resolved with help from his uncle. After this series of events, Conrad joined the British merchant navy at the beckoning of his uncle and took the job as the captain of a steamboat in the Congo River. An important fact to remember is that Conrad was a young and inexperienced man when he was exposed to the harsh and dangerous life of a sailor. His experiences in the West Indies and especially in the Belgium Congo were eye opening and facilitated his strong outlooks that are reflected in the book Heart of Darkness. Conrad’s journey th rough the Belgian Congo gave him the experiences and knowledge to write about a place that most Europeans would never see in their lives. The diaries Conrad kept during his journey through the Congo gives detailed descriptions of the monotonous African landscape. Conrad wrote that the landscape of the African coast looked the same every single day.[1] This is reflected in Marlow’s narration of the jungle where shapes and forms cannot be made out clearly. The monotonous landscape differed from what Conrad had expected of this exotic location. When he was still a young kid, he had once boasted that he would someday journey to the heart of Africa. However, the actual journey was not at all what he expected it to be. Conrad was shocked at the men in the African colony. He was repulsed by the European colonizers because of the horrible treatment of the natives as well as the unlawful aggressive pursuit of loot. Conrad witnessed atrocities committed by the European colonizers, which helped to form his opinions on the colonization of Africa. In the novel, Conrad uses sarcasm to display his displeasure towar ds the European colonizers’ treatment of the natives. The Europeans in the book are called pilgrims and the natives are called cannibals, however the pilgrims are the ones who are much more willing to use force to resolve their problems.

Civilians and law enforcement should be aware of the basic human rights Essay

In today’s society, we live amongst social media and video recordings trying to expose police officers and other government officials alike. In reality, what could help those issues would be to get educated on both sides of the law. What does it mean to have a search warrant? Are you allowed to be searched without a warrant? These are basic human rights that both a civilian and civil service worker should know which all relate back to criminal procedure. When searching, â€Å"search and seizure† into the United States Code, there were a ton of things that turned up, but one stuck out – an article titled, â€Å"16 USC 706: Arrests; search warrants†. Now, I have seen countless videos on YouTube of people screaming that police are unlawfully searching them without their permission, I’m sure we all have, but I’ve always wondered who was in the wrong. Was it really the civil service workers fault? Were those people right? This article states that the only way someone is allowed to be searched, and therefore arrested, without a warrant is if a police officer visually sees a crime being committed. This makes perfect sense – for example, prostitution. If a police officer pulls up to a prostitute and they offer that officer services, there is no reason for the officer to get a warrant. The prostitute has already committed the crime, which the officer has witnessed first hand. It goes on to state, then, that an officer can search anyone and anything IF they have a search warrant which can be obtained from the judge. But what happens when a person still doesn’t want to be searched? That lead me to the joint article titled, â€Å"18 USC 2231: Assault or resistance†. It is a normal reaction, when a stranger enters your home, to be a bit taken aback. This article, however, talks about what happens when a legal search and seizure take place and a citizen resists and/or assaults an officer. When an officer has a warrant to search and/or seize some of your property, there is nothing you can do. Though, if you decide to take physical action against that officer, even using a deadly weapon, you could be imprisoned for up to ten years. These are just glimpses into some of the United States Codes that make up our criminal procedure and our everyday laws. There is a whole process both parties have to go through when a suspected crime is committed. Not only are these codes in place to help police officers, but to protect a citizen from unlawful treatment. Criminal procedure is meant to help both parties and, hopefully, with a little bit of education, that message can be spread throughout the United States.       References Worrall, J. L. (2015).  Criminal Procedure: From First Contact To Appeal  (5th ed.). Retrieved August 26, 2017. 2231. Assault or resistance. (n.d.). Retrieved August 26, 2017, from http://uscode.house.gov/view.xhtml?req=search%2Band%2Bseizure&f=treesort&fq=true&num=45&hl=true&edition=prelim&granuleId=USC-prelim-title18-section2231 706. Arrests; search warrants. (n.d.). Retrieved August 26, 2017, from http://uscode.house.gov/view.xhtml?req=search and seizure&f=treesort&fq=true&num=18&hl=true&edition=prelim&granuleId=USC-prelim-title16-section706#sourcecredit

Diploma in Business Communication Essay

Learning Outcomes for Unit 1. Understand different types of business information. 2. Be able to present business information effectively 3. Understand the issues and constraints in relation to the use of business information. 4. Know how to communicate business information using appropriate methods.| Grading criteria for unit| P1| Explain different types of business information their sources and purposes| P2| Present complex internal business information using 3 different methods appropriate to the user’s needs| P3| Produce corporate communications| P4| Evaluate the external corporate communications of an existing product or service| P5| Explain the legal and ethical issues in relation to the use of business information| P6| Explain the perational issues in relation to the use of business information| P7| Outline electronic and non-electronic methods for communicating business information, using examples for different types of audience| M1| Analyse different types of business information and their sources| M2| Analyse the legal ethical and operational issues in relation to the use of business information, using appropriate examples| D1| Evaluate the appropriateness of business information used to make strategic decisions.| D2| Evaluate the effectiveness of business information and its communication as key contributors to the success of an organisation, using examples to illustrate your points| Tasks| Grading criteria addressed| Part 1 – Task 1Using the research on HMV, prepare a written report which: a) Explain the types of information used, their sources and purposes(Make sure you include verbal, written, onscreen, multi-media, web-based) b) To achieve M1 your report should analyse the different types of information (make sure your explanation is detailed – break down each piece of information and look for connections etc) c) The next section of your report should evaluate the appropriateness of 2 sets of information used in making strategic decisions e.g. a marketing decision based on market research information or financial performance based on financial information gathered etc. (Find out what sort of information each function requires and uses) d) Complete the attached form and attach it to your written report, outlining the methods of communication used by the company for different types of ‘audience’ (different ages, ethnicity, gender, special needs etc) Consider electronic (email, internet, fax etc) and non-electronic (invoices, memos, letters etc) methods.| P1P2 – method 1M1D1P7| PART 2 – Task 1 a) Produce a leaflet or advert for customers giving information about products or services HMV offer. b) Choose a real example of an external corporate communication from HMV. In a Memo to your manager evaluate it as a means of corporate communication. (Remember not all such communications are effective) c) Then evaluate the effectiveness of the business organisation and its communication and the role it has played in the success of this company. You must include examples to illustrate your point.Tip; investigate other organisations that have excellent communication and information systems and use them for comparison with your organisation.| P3P4P2 – method 2D2| Part 2 – TASK 2Give a power point presentation a) Explaining the legal and ethical issues in relation to the use of business information at HMV such as protection of personal information and confidentiality b) Also explaining the operational issues in relation to the use of business information such as back up, health and safety, security of information etc. Make sure you explain how the organisation deals with these issues. c) An analysis (with appropriate examples) of the way HMV manages their business information legally, ethically and operationally. Try to look at reasons for policies and procedures that relate to business information and any benefits or drawbacks| P5P2 – method 3P6P2 – method 4M2| Personal Learning and Thinking Skills (PLTS)| * Opportunities for development| | Unit | Unit| Independent Enquirers| P1, P2, P5, P7| | Creative Thinkers| P1, P2, P4, P5, P6| | Reflective learners| P4| | Team Workers| | | Self Managers| P3| | Effective Participators| | | Unit assignment verified by | Signature of Internal Verifier| Date| | | |