Employee view and personnel of Nike Company Essay

Employee view and personnel of Nike Company - Essay Example Nike is not the ‘beast’ that it is projected as, because similar situations exist in other footwear and garment units. They have a system of rewarding their regular employees. After experimenting with cash and travel vouchers, Nike feels employees should be able to target the rewards that appeal to them (Lynne, 1997). Hence it now offers Virgin vouchers which include range of activities from flights to luxurious holidays and participants can focus on awards that appeal to their own aspirations. Nike offers its employees five weeks off with full salary and benefits to spend the way they want (Browning, 2003). This helps the employees to spend time with their families or rethink career goals. Though this program was started in 1994, Nike is not sure how many employees have used it. In US Nike workers are given incentives such as Nike Bucks if they will walk, run, bike, skate or car pool to work while no such incentives are available in Asia (Boje, 1998). Workers in Oregon work in campus like facility, receive top benefits and time off for recreation and sports (Boje, 2001). They have employed about a thousand expatriates who travel the globe to ensure that code of conduct and other norms are adhered to at each of their manufacturing units. There are about 600,000 subcontract workers, mostly women between 16 and 22, who provide the resistance to Nike corporate power and subcontractor practices. Nike considers its applicants as both customers and employees. It is able to attract the best and brightest employees.

Japanese Culture and Society Essay Example for Free

Japanese Culture and Society Essay Japan is country having a strong economic power, and good income levels and the citizen’s standard of living are one of the highest in the world. Japan’s fruitful economy is a result of fine consumer goods exports which were developed with the latest technologies that Japan has to offer. Another factor which made Japan rise would be its well-rounded culture. One of the noticeable factors of Japan’s culture would be its education. Education is a stabilizing factor in a person’s life and a country. Education is one important factor in creating a strong country. The adult literacy rate in Japan is exceeding 99 percent which makes Japan to be one of the top nations in the whole world in terms of educational achievement. School education in Japan begins before grade one in preschool. It is free and a compulsory need for elementary and junior high school education. In Japan, more than 99 percent of elementary school-aged children are going to their respective school which is an astonishing statistic for a nation. Their high school are composed of two divisions which are junior and senior high school which is composed of three years each. An estimate of one third of the senior high school students continues their education to college. Their admission to different high schools and university are based on difficult entrance exams. There is much competition in getting a high position in the entrance exams because most of Japan’s well paying jobs admit employees of the graduates of high quality universities. Approximately, 1 percent of elementary schools and 5 percent of junior high schools are private establishments or are not owned by the government. An estimated of 25 percent of high schools are privately owned. There are no biases between public and private schools in Japan, entrances to elite universities are not based on the status of a student’s school. In the year 1998, it was evident that there were 604 four-year college universities and 588 two-year junior colleges were in Japan. Some of the elite and prominent universities in Japan include the University of Tokyo, Kyoto University, and Keio University in Tokyo. The early beginnings of education in Japan were sourced in the ideas and teachings from ancient China. In the 16th and 17th centuries, European travellers also affected the Japanese school education. From the years1640 to 1868, during Japan’s era of separation under the Tokugawa shoguns, Buddhist temple called terakoya served as the schools of the country. The temples took accountability for the country’s education and made astounding developments in raising the literacy levels among the population of the country. In the year 1867, it was assumed that there were more than 14,000 temple schools all over Japan. In the year 1872, the new Meiji regime created a ministry of education and a thorough educational code that integrated widespread primary education. During this period, Japan looked at other nations such as Europe and North America for effective educational models. As the Japanese regime expanded during the late 1930s and early 1940s, education of the country became a factor for nationalistic and militaristic needs. After Japan’s defeat in World War II, the educational system of the country was refurbished because of some concerns. Changes incorporated the current grade structure that states that the elementary school is six years and junior and senior high school are composed of 3 years each; there was also the implementation of a guarantee of equal access to free, public education. The changes included a finish to the teaching of nationalistic ideology. Reforms also sought to encourage students’ self-expression and increase flexibility in curriculum and classroom procedures. Nonetheless some critics still deem that education in Japan is extensively rigorous, preferring memorization of facts at the outlay of imaginative expression, and geared to encouraging social conventionality. Education in Japan is taken seriously and is a big attribute to the development of the country. Education is shown as factor in a youth’s life, it a vital block to a Japanese citizen’s structure and identity. Japan, as of any country, has its own social problems, this includes youth deviance. In Japan, there are also youth problems such as young people smoking, drinking alcohol, reading pornographic magazines and staying out late. These activities in some other countries are now accepted as ordinary youth culture. But one of the data radically shows that youths that participate in these appalling youth culture are mostly participated by lower high school students. (Yoder) The higher high school students do not involve themselves in these said youth culture unlike the lower high school students. (Yoder) Higher high school students spend most of their time in schooling. There are more occupied with academic and non academic matters such as aiming for high grades to get to an elite university and honing their skills in different sports and talents. It is a fact that when a Japanese student gets older, he becomes more mature and focuses his priorities more in his education than in awful youth activities. Education in Japan offers a complete picture of young people and a reasonable understanding of their lives. Most of the labelled delinquents in the youth of Japan are those who do not participate much in school or are not guided by their parents and guardians. (Yoder) Japan has made schooling as guidance for its youth. The country has successfully installed the importance of education to their youth and the youth responds accordingly to it. If it weren’t for their proper education, Japan’s youth wouldn’t have anything to guide it. The effect of education to the youth in Japan is great because the country focused a great deal on education and allocated much funds for it. Even though most of Japan is comprised of public schools, the public schools still have the same quality of education as of other private schools in other countries. (Yoder) This wonderful trait makes Japan’s education a wonderful asset to a Japanese person. Another evidence on how much education affects Japan would be the effect of deaf education. Until the mid-1970s, deaf citizens of Japan receive few legal privileges and little social acknowledgment. (Nakamura) By the law, they were categorized as minors or as mentally deficient, not capable of acquiring a drivers licenses or even sign contracts and wills. Many deaf people in the country worked at establishments that offer basic tasks or were frequently unemployed, and schools for the deaf initiate a complicated regimen of speech reading and oral speech approaches rather than signing. (Nakamura) After several decades, activism became the ears of deaf men and women which are now essentially acknowledged within mainstream of Japanese society.

Reflective Essay on Structured Interviews

Reflective Essay on Structured Interviews the way you structured the questioningit gave me ideas in my head in how I wanted the interview to go (from interview transcript) Incident: The key point during the interview, I thought, was when J. spoke about how he wanted the interview to go and what questions and information he wanted to find out. For me, J. had reached the point I wanted him to get to, where he realised it is possible to control and change an interview using a structured approach. I suggested to him as further learning to develop in the future, using examples of questions about self harm and suggesting using formal interview tools in informal ways. I did not ask J. what he meant by ideas in my head. I hesitated to ask him what he meant and to encourage him to reflect on this. Reflective observation: Looking over the transcript and analysing it, I think I missed the boat with J. here. I perhaps let an opportunity pass to explore his learning with him in greater depth. We could have discussed how to develop skills in interviewing and what he wanted to learn next. This would have moved the focus away alcohol and withdrawal symptoms towards his skill development. It could also have been a good opportunity to practice critical incident analysis. I think there were two reasons why I was wary of delving deeper at this point with J. and trying to help him reflect on his learning: First, I had not worked with him for two weeks which was unfortunately due to training and holiday schedules. This meant I had no chance to work with him and observe and assess him directly. I had set him guidelines in how to interview and knew he could get support from other staff nurses. However, I had only what he was giving me during the interview to assess and give him feedback. Secondly, I had started the interview with a clear idea that we were going to cover his CAP booklet in some areas. I really felt some pressure inside myself to cover the whole assessment aspect and not risk going off at a tangent. I regarded the purpose of the assessment as giving J. feedback on how he had met his competencies. I knew that most students saw completing their CAP booklets as a priority. Perhaps if I had helped J. explore his learning it may have been more useful for his future. I felt he was interested in the subject and seemed motivated to learn. He reported making several attempts to talk to different patients on the ward about their drinking. He did link what he had learned to his next placement and how he could use it. It is a little ironic that I was not flexible and adaptable in my approach to interviewing. But we were both learning: J. as a student nurse and myself as a student mentor! Related theory: Rowantree (2003) describes six different purposes for assessment: including selection, standards, motivation for students, feedback to students, feedback to teachers, and preparation for life. Selection here can be conceived as both access to a course or profession and passing or completing a course of education. There are number of purposes here which are not necessarily compatible or perhaps easily reconcilable. Selection and maintaining standards can be seen as competitive and even as almost elitist. Feedback is described as the life-blood of learning (Rowantree, 2003: p416), where assessment is meant to teach the student something. Preparation for life can be seen as inspirational which maybe at odds with maintaining standards, in the sense of maintaining a status quo. Jarvis and Gibson (2001) talk about the two common types of assessment current in nursing education: formative and summative assessment. They describe formative assessment as diagnostic to try and find out what the student has learned and still has to learn. Summative assessment is about making a judgement of whether a nurse has learned enough to become competent (Bradshaw, 1989). Duffy and Hardicre (2007) in their first article on failing nursing students describe a three stage process of an initial meeting which is formative; a mid placement meeting which is formative with constructive feedback and a final summative meeting where both the student and mentor should know what to expect. In part 2 on managing failing students they state that feedback should be regular and ongoing (Duffy and Hardicre, 2007). This prescriptive approach to assessment is about meeting standards and ensuring public and patient safety. Even though they are discussing the failing student their approach if used must apply to all students in order to be consistent, fair and balanced. The mentor has to balance the idea of educating and learning with a duty of ensuring that the student is safe to practice. On the one hand the mentor should provide feedback that facilitates the student identifying what they have learned and what they still have to learn. On the other the mentor is accountable for the safety of patients in their care. Beattie (1991) argues that this can make assessment more effective by ensuring consistency to meet the accountability need. This is not easy and involves gathering a lot of information about learning to make a judgement based on this evidence. However, if our aim is to create a profession of reflective practitioners then assessment must perhaps include an open ended formative element as well. Driscoll (Baird and Winter, 2005) makes the point that there is no end-point in learning about practice. Perhaps mentors have to allow their students the freedom to explore their learning. During assessment students should have opportunities to reflect and to broaden their understanding. Students perhaps should be given choice and participation in the learning process. This is in line with teaching nursing students as adults who are internally motivated, self directing and who bring past experience to their learning. (Knowles, 1990) The challenge is to foster this desire and motivation to learn when it occurs. Biggs (1987) discussed the differences between deep and superficial learning. Assessment that encourages anxiety and recall of knowledge can lead to superficial learning. Where deep learning is promoted by motivation to learn and should be more effective in creating professional nurses. One way to foster deep learning could be to use questioning skills. It is possible to ask questions that will broaden learning and develop critical thinking. There are different types of questions: closed; open; questions looking for simple answers; questions that promote discussion. The mentor should form a question at an appropriate cognitive level for the nursing student. The mentor can ask a series of questions aimed at getting a response from the student and encouraging an increasing complexity if appropriate. (Nicholl and Tracey, 2007) In exploring some of the literature on assessment, it seems apparent there are two intertwined elements present: the formative strand is about what has been learned and what still needs to be learned; the summative strand is about making a judgement about meeting a proficiency standard to become professional and safe in practice. The challenge for the mentor is to meet both strands adequately in their assessment of student nurses. Future Action: There are some things I would try and do differently. I would try and structure assessment over the whole placement as suggested in Duffys model (Duffy and Hardicre, 2007). However, I would try and find a place both the formative and summative elements within the assessment process, while trying to clearly have separate interviews for each. I would like to observe my student directly in learning situations, as well as gather information from colleagues and of course from the student. I would now see feedback as having to be based on a sound judgement based on facts in order to be helpful for the nursing student. Even where the student is more senior and capable I would still like to have some element of direct observation to justify my assessment. Another part I would consider is planning my feedback and possibly giving it in writing beforehand. This could remove anxiety on the students part about passing and perhaps allow time to explore formative aspects of the assessment. I think growing as a mentor would involve becoming skilled at encouraging learning during assessment while giving feedback and passing a student or not. If I had another instance like with J. here, I would like to try and ask a few questions to delve a little deeper into what he was saying.

Home Schooling: Not For Everyone Essay -- Argumentative Persuasive Arg

Home Schooling: Not For Everyone Home schooling is when a child is instructed outside of the public school system in a place such as the home. In the year 2002, 850,000 students were home schooled in the United States out of about 50,200,000 that were attending school at that time (Home Schooling Statistics, 1). The numbers of students being home schooled are expected to grow even more in the future (1). Home schooling laws vary from state to state. In New Jersey the home schooling laws state that children between the ages of 6 and 16 can be home schooled (Home Schooling in the United States A Legal Analysis, 1). There is no requirement for the number of days a student must attend if they are home schooled, unlike the public schools who have to have 180 days of school each year (1). The few required subjects that must be taught are history of the United States, civics, physical education, health, geography, history of New Jersey, citizenship and safety (1). Any of these subjects can be omitted fro m the curriculum if they interfere with religious or moral beliefs of the family (1). Perhaps the most influential reason for why a parent would take their child out of public education is their fear for the quality of their childà °s education. Due to teacher unions and contracts after several years of teaching a teacher receives tenure. At that time it is hard for a teacher to be fired despite their teaching qualifications and abilities. Home schooling a child would assure the parents that their child is receiving a proper education up to their standards. By home schooling their children the parents can control the education by selecting subject courses that follow their own curriculum. The reso... ... any prior teaching certification or experience, which means they may not be able to provide their child with an adequate education. Although home schooling may benefit some students, it is clearly not right for every student. Home schooling has its advantages and disadvantages and its success is not always guaranteed. In some respects home schooling may be cost efficient, but is it really worth it especially since it hampers a child's socialization process. Sources Cited Home Schooling in the United States A Legal Analysis. (2003, August). Home School Legal Defense Association. Retrieved November 19, 2004 from http://www. hslda.org/laws/?State=NJ Home Schooling Statistics. #1 Home Schooling Information and Software. Retrieved November 17, 2004 from http://www.home-schooling-information-software.com/ Home-Schooling-Statistics.html

Howard Gardner’s Theory of Multiple Intelligence Essay

In 1983 Howard Gardner changed the perception of intelligence and learning with his theory of multiple intelligences. He believed that the traditional view of intelligence that was based on the dimensions of mathematical, logical, and verbal didn’t completely reflect the human ability. Gardner came up with eight intelligences with his theory. Gardner defines â€Å"intelligences† as an ability of the human brain. He believes that the level of ability can grow or recede throughout your life, depending on your efforts and experiences. Gardner’s theory means that there are more than the traditional three ways to learn. It means that people have more ability than what was originally expected. Howard Gardner’s Multiple Intelligence Theory has eight intelligences or area of abilities. These eight intelligences are; verbal-linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial, interpersonal, intrapersonal, musical, and naturalist. Verbal- Linguistic is the ability to communicate through language; reading, writing, speaking, and listening. A few of the skills associated with this ability are; remembering terms easily, mastering a foreign language, and using speech or writing to convince someone to do something or believe something. The following techniques will maximize the ability of verbal-linguistic; use a computer to retype and summarize notes, read text and highlight selectively, outline chapters, and recite information or write scripts/debates. Logical-mathematical is the ability to understand logical reasoning and problem solving; math, science, patterns, and sequences. Recognizing abstract patterns, using facts to support an idea, and generating ideas based on evidence, reasoning scientifically (formulating and testing a hypothesis) are some of the skills of the logical-mathematical intelligence. Organize material logically; if it suits the topic, use a spreadsheet program, explain material sequentially to someone, develop systems and find patterns, and analyze and evaluate information are just a few of the ways to maximize this intelligence. Bodily-kinesthetic is the ability to use the physical body skillfully and to take in knowledge through bodily sensation; coordination, working, with hands. The skills associated with bodily-kinesthetic; strong mind-body connection, controlling and coordinating body movement, and using the body to create products or express emotion. Moving while you learn; pace and recite, rewrite or retype notes engage â€Å"muscle memory†, design and play games to learn material, and act out scripts of material are the techniques to maximize this intelligence. Visual-spatial is the ability to understand spatial relationships and to perceive and create images; visual art, graphic design, charts and maps. A few of the skills for visual-spatial are; recognizing relationships between objects, representing something graphically, and manipulating images. To maximize the intelligence of visual-spatial you can do the following; develop graphic organizers for new material, draw mind maps/think links, use a computer to develop charts and tables, and use color in notes to organize. Interpersonal intelligence has the ability to relate to others, noticing their moods, motivations, and feelings; social activity, cooperative learning, and teamwork are just a few. Skills for the interpersonal intelligence are; seeing things from others’ perspectives, noticing moods, intentions, and temperaments of others, and gauging the most effective way to work with individual group members. The best techniques to maximize this intelligence are; studying in a group, discuss material over the phone or send instant messages, teach someone else the material, and make time to discuss assignments and test with your instructor. With the intrapersonal intelligence you have the ability to understand one’s own behavior and feelings; self-awareness, independence, time spent alone. Skills associated with this intelligence are; accessing one’s internal emotions, understanding feelings and using them to guide behavior, and understanding self in relation to others. To maximize the intrapersonal intelligence use these techniques; reflect on personal meaning of information, keep a journal, study in quiet areas, and imagine essays or experiments before beginning. The musical intelligence has the ability to comprehend and create meaningful sound; sensitivity to music and musical patterns. The skills associated with the musical intelligence are; sensing tonal qualities, being sensitive to sound and rhythms in music and in spoken language, and using an understanding of musical patterns to hear music. To maximize the musical intelligence you need to use these techniques; create rhythms out of words, beat out rhythms with hand or stick while reciting concepts, write songs/raps that help you learn concepts, and chant or sing study material along with a favorite tune as you listen. A naturalist has the ability to identify, distinguish, categorize, and classify species or items, often incorporating high interest in elements of the natural environment. A naturalistic has skills that give them the ability to categorize something as a member of a group or species, understanding of relationships among natural organisms, and deep comfort with, and respect for, the natural world. To maximize the naturalistic intelligence these techniques are best; break down information into categories, look for ways in which items fit or don’t fit together, look for relationships among ideas, events, facts, and study in a natural setting if it helps you to focus. The two intelligences that apply most closely with me are verbal-linguistic and interpersonal. I would say that I have very good people skills, meaning that I can communicate well with and to others. I can remember terms easily because I write them down on index cards and study them that way. I am always taking notes and going back and rewriting them and then highlighting the most important information out of the notes, that gives me the verbal-linguistic intelligence. I relate well to others and feel that I am a good judge on picking up on their feelings and moods, which means that I have very good interpersonal intelligence skills. I work well in teams or alone, and can get along with just about everyone I meet. I’m really good at putting myself in another’s shoes so to speak, and seeing things from their point of view. With all things considered I feel that these are my two best intelligences, verbal-linguistic and interpersonal.

Social Constructionism essays

Social Constructionism essays This essay will illustrate the diversity and change within modern family structures over the past thirty years, whilst identifying ways in which these changes may have impacted upon young people and the subsequent implications for workers undertaking direct work with young people. It will demonstrate an understanding and offer examples of how social constructionism helps us interpret the meaning of the society we live in at any given time. Social constructionists argue that reality, the everyday meanings applied to our existence is constructed by social, cultural, economic, political and religious processes. These processes historically are changeable, giving different definition to society at different points in times. Therefore our attitudes, understanding and expectations of society and issues within it will be influenced by the meanings attached. Firstly there has been a marked increase in single parent families. In the UK in 1995 there were an estimated 1:4 families headed by a single parent, the majority (but by no means all) of whom are women in the 16:24 age group (Wilkinson and Mulgan 1995). Historically there have always been single parent families, but what has changed is societies attitudes, perceptions and beliefs attached to adults and children living within such units, whether through unforeseen circumstances, limited life opportunities or personal choice. In the 1950s and 60s young women who became pregnant outside of wedlock were considered loose and immoral with the child subsequently labelled a bastard. These linguistic terms are rarely used in the 90s with the younger generation being much more likely to view an upbringing in a single parent family as equally valid (ref course material). Although there has been a social shift in attitudes towards single mothers, politically the subject area continues to create much debate, Charles Murray ...

buy custom Sex Education essay

buy custom Sex Education essay People often hear their parents and grandparents reminiscing about the golden past. They give examples of how things worked at the time whether it is regarding eating habits, manners or clothing. Most of all, one often hears people compare and contrast the teen culture of today with the past. Traditional thought holders frequently complain about teens receiving sex education openly in schools, stating that too much knowledge about the subject will cause them to become curious and therefore more likely to engage in casual sex. However, as Francis Bacons quote states, knowledge is power meaning that with the proper knowledge, the risk of harmful sex and early pregnancies is removed. The reason some people are against this education is because they believe the classes are targeting students in a negative way, providing them with a fantasy-like or unrealistic image about the taboo subject. On the contrary, health classes focus on teaching students about the sexual intercourse process, the risks and diseases involved and the pregnancy process along with birth control options. If this information was not presented, teens would rely solely on their own research, often from real life experiments, or from exaggerated rumors and stories. In the safe classroom environment, information such as unrotected sex, safe sex and abstinence is presented responsibly. Once students gain this knowledge, they are able to make intelligent individual choices. Moreover, peers do not pressure each other to make hasty decisions as they have been educated equally. As for the risks, they are a main focus of the curriculum. When talking among peers, students rarely mention the negative aspects of sex and therefore, ignore the issue. However, teachers focus on outcomes of unsafe encounters including sexually transmitted diseases, infections and unwanted pregnancies. Through this newfound awareness, teenagers points of view enhance and they are no longer pushed by blind ignorance into life threatening troubles. Furthermore, schools do not stop at simply giving out facts. The diligent leaders provide simple yet valuable resources to the student body. In fact some argue there should be more focus on sex education. However, because of time restrictions, not all concerns can be answered. Therefore, students have the option of accessing further information through guidance counselors, local Planned Parenthood clinics or even fellow peer counselors. These resources aid students who have dealt with real sexual problems such aas rape and physical and emotional abuse. Also, conservative religious parties make up main opposition to public sex education, believing that speaking freely about this topic will harm teenagers. However, these groups are gradually changing their minds as teenage pregnancy rates have declined due to the education provided. There are even social movements that refuse to back up this effort because they lack the understanding and proof of how greatly and positively sex education has affected people. They fail to realize that with the fast moving time, the culture, mindsets and living norms are changing drastically and call for unconventional methods to deal with the growing problems. Sex education does more than simply tell students about what sexual intercourse is. It helps develops attitudes and moral standards for the upcoming generations. Students are taught to engage in healthy relationships emotionally as well as physically. Other relationship aspects like bullying, abuse and stereotypes are explored to make individuals alert and realistic. This knowledge stays with them throughout their lives and impacts every relationship they have. Therefore, it is better to have the knowledge imbedded in their minds properly and maturely instead of receiving it from unreliable resources. Buy custom Sex Education essay

Career Interest Profiler Essays - Human Resource Management

Career Interest Profiler Essays - Human Resource Management Career Interest Profiler Career Interest Profiler BCOM/275 February 2, 2015 Career Interest Profile After completing my career interest profile, it appears I am suited towards conventional, enterprising, and social occupations (University of Phoenix, 2014). These features indicate that I would be best in a career where I can collaborate with others utilizing data to mitigate risks and complete projects. Fitting Career Path My career path is in agreement with the career interest profile findings. My competencies of researching, strategizing, coping with pressure, applying expertise, logical thinking, and leading are consistent with my profile. The researching means I have the ability to get up to speed quickly when presented with new information and tasks. It allows me to support my opinions with evidence. My ability to produce focused and detailed plans while ensuring I see the big picture are in agreement with strategizing. I am very comfortable with data, identifying patterns, and getting to the root cause of problems by asking the right questions that support my logical thinking. Applying expertise is my understanding of how things work and the capability to effectively implement the use of every tool at my disposal in order to get things done more efficiently. Coping with pressure simply means I can stay on task and be positive through any situation. Together, all the competencies I have described support my capacity of leading. I enjoy coaching, mentoring, and developing individuals by providing clear direction, purpose, and motivation. My work culture preferences are high powered, teamwork centered, and ethical. These correlate to my career interests and competencies in many ways. The teamwork centered culture requires working in a close knit team which is interconnected with enterprising and social individuals with most if not all my competencies. In addition, the ethical preference relates to leading by setting the appropriate standards of behaviors. Demanding jobs are part of the high-powered work culture and my enterprising career interest and is sustained by my coping with pressure competency. Conclusion The results of the career interest profile further support what I already believed. The path I have chosen to ensure I do something I am truly interested in will allow me to succeed and more importantly, enjoy the ride. References UNIVERSITY OF PHOENIX. (2014). Career interest profiler. Retrieved from UNIVERSITY OF PHOENIX, GEN200 website.

Self-Disclosure, Gender, and Communication Research Paper

Self-Disclosure, Gender, and Communication - Research Paper Example Yes, but not too soon. I am answering this from a perspective of a single person. Self-disclosure is a liberating and in deepens a relationship but it should be done with timing and caution. Revealing too much too soon may scare the other party. Self-disclosure is appropriate when a certain degree of intimacy and length of being together has already been established. 3. What about gender differences? Remember, although research has found differences in gender communication, it has also found similarities. What kind of similarities between genders have you experienced?   I agree that each gender has different communication style. This was best illustrated in John Gray’s book Men are from Mars and Women are from Venus that tells that men communicate in exact quantifiable terms while women communicate in descriptive terms (1993). Still, this does not mean that they do not have a convergent point in communication. Both have a need to relate to each other emotionally, to be understood and to be appreciated. I felt that I do not fit into Terri Orbuch’s generalization because her study was based on married couples of which I am not. I would not know how to relate to the conclusion that couples of more than 50 years only communicate no more than three minutes in an hour long dinner (Orbuch, 2011). I agree however on her point of view that real communication involves really knowing and relating to the other person and not just a conversation about certain tasks. Orbuch, Terri (2011). Can we talk? Chicago Tribute. Retrieved from

Assignment 4 Essay Example | Topics and Well Written Essays - 1750 words

Assignment 4 - Essay Example Turkle used the Rorschach metaphor to show the relationship between people and machines, he asserted that computers are just projective screen for other actions such as a mirror of mind as well as self (Tapscott, Don, Alex and David, 167-175). Over the recent times Rorschach metaphor has turn out to be less popular due to its limited applications (Tapscott, Don, Alex and David, 167-175).Recently a lot of creativity and innovations have been ongoing making the digital technology more dynamic. Just like human beings, some objects such as computer robots have been put in place, those objects tend to work just like human being with minimum human supervision (Tapscott, Don, Alex, and David, 167-175). Researchers predict that, the future technological innovation will encompass computation technology that will not only have a feelings love but also humor (Tapscott, Don, Alex and David, 167-175). Therefore, the most important thing is to understand the relationship between people and Artifac ts during this digital period. This is because the emergence of new objects will have a significant impact to human life. Therefore, it is important to understand how people are going to relate with new computational technology objects (Tapscott, Don, Alex, and David, 167-175). The study has further explored Staves Jobs contribution in the digital world. In above connection, the study has provided a sharp insight of how life was before and after face book. Sherry Turkle describes an encounter with Chatroulette.What do you think? Is this typical today’s digitech culture and how do you see the development in the near future? The dynamism in digital culture has been

Management for Financial Managers Essay Example | Topics and Well Written Essays - 2250 words

Management for Financial Managers - Essay Example The management principles and organizational structures are also undergoing drastic changes to cater the requirements of the current world. The current problems of the Camford University must be analyzed, keeping all the views expressed above in mind. â€Å"The bogus University of Camford, a formerly prestigious seat of learning, has been allowed to offer sub-standard and worthless degrees — virtually unchecked by the government — for the last twenty years† (Fabian Tassano, 2008). The reports appearing on news papers and different web sites are not in favor of the university. In The current courses offered by the university are focusing on theoretical knowledge rather than the practical knowledge. The current world requires practical information more than the theoretical information. The courses has to be restructure to meet such requirements. Another criticism against Camford University is about their claim of accreditation with QAA (The Quality Assurance Agency for Higher Education, based in Gloucester). But the functioning of the QAA itself is questioned by the critiques. They believe that the QAA has some secret ideological agenda aimed at promoting a program of ‘egalitarianism’. â€Å"A check at Companies House revealed that, far from being "independent", the QAA is in fact a branch of the government, and reflects government ideological policies† (Fabian Tassano, 2008) The University’s independency is also under scrutiny. The critiques argue that the University is acting as an agent of government to spread their ideologies. They also expressed concerns about the various award ceremonies and the publication of photographs of happy students receiving the awards. â€Å"Administrative support professionals are the central nervous systems of an office. Their responsibilities are numerous and vital to the operation of their organization. Knowing the best ways to perform

The Arabian Peninsula Country and Sovereignty Essay

The Arabian Peninsula Country and Sovereignty - Essay Example Israel remains the only separate country on the Peninsula. The new APC has over 25% of the world’s known oil reserves in its territory. The new country is flexing its muscle and claiming its sovereign rights over the water and in the exclusive zone that overlap into other nation’s areas in the Persian Gulf, the Arabian Sea into the Indian Ocean, the Red Sea and the Mediterranean Sea. The APC has restricted the use of the airspace it is claiming to all western nations and threatens to shoot down any aircraft whether military or commercial that flies into its airspace. Further, fearing western satellites spying on its territory from space, the APC claimed territorial sovereignty above its country into space and threatens to shoot down any satellites that fly over its territory. It is unclear if the APC has the technology to fulfill this threat but there are missile exports from Russia and China that may be able to knock out a satellite in orbit. The APC has announced plan s to increase its standing army to over 50,000 troops and is beginning construction of a deepwater naval fleet to project its influence in the region. 2.0. Statement of the Problem Some of the fundamental issues pertaining to the situation are as follows. First, can the APC claim sovereignty after Yemen, Oman, the United Arab Emirates, Saudi Arabia, Qatar, Kuwait, Iraq, Jordan, Lebanon, and Syria sought to consolidate themselves into a single nation to be known as the APC? Second, what will be scope and limits of the claim on sovereignty if this is the case? Third, up to what extent can the APC claim sovereignty over its airspace and into space? Finally or fourth, what are the threats posed by the APC on the United States of America? 3.0. Proposed USA Position: Sovereignty and History/Scope in International Law Jean Bodin first systematically analyzed the doctrine of sovereignty in 1576 in the work, Six Livres de la Republique (Shaw, 21). In the Bodin notion of sovereignty, sovereig nty is only â€Å"subject to the law of God and of nature† as the â€Å"state was regarded as above the law† (Shaw, 21). In the age of enlightenment and as the early theories were influenced by the ideas of Thomas Aquinas who maintained that â€Å"Natural Law formed part of the law of God, and was the participation by rational creatures in Eternal Law,† the notion of state sovereignty may have been subject to reason or what were considered â€Å"reasonable† (Shaw, 22). Later that time, â€Å"elements of both positivism and naturalism† appeared in the work of Vattel (1714-67), a Swiss lawyer, who â€Å"introduced the doctrine of the equality of states into international law, declaring that a small republic was no less sovereign than the most powerful kingdom† (Shaw, 26). At the same time, the idea of natural laws gave way to the concept of natural rights (Shaw, 26). Shaw asserted that international law is based on the concept of the state tha t in turn â€Å"lies upon the foundation of sovereignty, which expresses internally the supremacy of government institutions and externally the supremacy of the state as the legal person† (487). Sovereignty â€Å"is founded upon the fact of territory† (Shaw, 487). Thus, according to Shaw, â€Å"without territory a legal person cannot be a state† (487). Shaw emphasized, â€Å"A state is deemed to exercise exclusive power over its territory† (Shaw, 487). The principle of territorial integrity is the foundation of

Late Adult Personal Interview Essay Example | Topics and Well Written Essays - 1250 words

Late Adult Personal Interview - Essay Example Sigmund Freud taught that a child goes through stages of development. A child’s personality is formed by the age of 5 when the child enters the (sexual) latency stage (Storr, 1989). Erikson, a student of Freud’s daughter Anna, also taught that there are stages of development; however, he differed from the elder Freud, and taught that a person’s sense of identity is not fully formed as a child. Erikson taught that individuals continue to develop and evolve throughout their life. Whereas Freud stressed the importance of reaching milestones within a certain period during childhood, Erikson stressed the importance of cultural demands upon a child during life transitions (Erikson, 1959). According to the teachings of Freud, the older person could not accept concepts divergent from their basic philosophies. Erikson’s followers, however, would slowly advance through stages of acceptance of new concepts. Erikson taught that learning and development occur throughou t life. Erikson’s theories were evident in the interview with a woman who had experienced many tragedies, yet overcame them to life a full and productive life. Interview with Joyce Joyce Smith, age 67, resides in a condominium inside the city limits of Atlanta, Georgia. (Change this to your city.) After agreeing to the interview and signing the consent form (see Appendix A), Joyce indicated she preferred the interview take place in her living room, and it did. Joyce stated she had lived in her condominium since 1982, and was most relaxed there. The condo was quite comfortable with overstuffed chairs, large potted plants, thick carpets, antique tables, and three large Maine Coon cats.

Tingunee Of The Lower Quebin River Valley Essay Example | Topics and Well Written Essays - 750 words

Tingunee Of The Lower Quebin River Valley - Essay Example They may be what we would consider a primitive tribe or they may be an advanced culture. There is no way of knowing because no one has studied them in the past, which They may find tubers and plants that are not indigenous to other areas of the world. They may have animals or fish that they eat, or they may be vegetarian, all of which would be based on their environment. They may make use of their environment for building materials and they may or may not have access to healthcare. They may be what we would consider a primitive tribe or they may be an advanced culture. There is no way of knowing because no one has studied them in the past, which means that this would be a very important study. Haviland, Harald, and Prins (2008) suggest that each culture has their own rules and standards that are not obvious to the observer. This means that as part of the study, anthropologists would need to understand these rules and standards. The first step in studying these people would be to do preliminary research. Because there are no written materials on this culture, it would be important to see whether there are cultures around it that have some oral knowledge about them. There would need to be an understanding of how to gain access to them in their environment. Since they have never been visited by other people they may be suspicious of anyone who they do not know. The anthropologists would have to gain the trust of the people by perhaps bringing them something that they could value. Most small cultures will have some type of understanding about the world around them, but it will be tied to their religion or their superstitions. Consideration should be given to this issue because new cultures are often frightened by those things they do not understand. We do not know what race the Tingunee are and therefore we would want to understand what they looked like so that we could bring into the area people who may look like them so they would not be as frightened by strangers. Ferraro (2008) suggests that when studying cultures it is important to keep an open mind and understand the culture from their perspective rather than from our own. This would make sense in studying the Tingunee because they are a new culture that we have no frame of reference towards. In studying them we would want to observe them in a subjective manner instead of through our own culture. Language may be a barrier and an interpreter may need to be found. Once trust had been established, the anthropologists would need to use participant observation to gain a deeper entrance into the culture. This would allow the researchers an understanding of what the culture does on a daily basis and how the Tingunee interact with each other and with strangers. Once everyone was comfortable (the researchers and the Tingunee) there may be a few villagers who would help the researchers understand more about the culture. The goal of the study would be to document everything we could about this new culture. We would want to know their approximate age, what they ate, how they slept, where they lived and how they went about their day. We would want to know about their religion if they had one, how they governed themselves and what seemed to be most important for them. The initial contact with this culture would be crucial in defining whether we could continue to study them. The information that would be taken would be a combination of qualitative and quantitative information. The demographics would be important as well as the density of the population, the size and structure of their living space, whether they do farming and have crops that they grow for food, how they interact with their environment, and what they use for fuel to cook their food. On a qualitative basis, it would be important to know how the group interacts socially, and understand "what, why, and how they

The Arabian Peninsula Country and Sovereignty Essay

The Arabian Peninsula Country and Sovereignty - Essay Example Israel remains the only separate country on the Peninsula. The new APC has over 25% of the world’s known oil reserves in its territory. The new country is flexing its muscle and claiming its sovereign rights over the water and in the exclusive zone that overlap into other nation’s areas in the Persian Gulf, the Arabian Sea into the Indian Ocean, the Red Sea and the Mediterranean Sea. The APC has restricted the use of the airspace it is claiming to all western nations and threatens to shoot down any aircraft whether military or commercial that flies into its airspace. Further, fearing western satellites spying on its territory from space, the APC claimed territorial sovereignty above its country into space and threatens to shoot down any satellites that fly over its territory. It is unclear if the APC has the technology to fulfill this threat but there are missile exports from Russia and China that may be able to knock out a satellite in orbit. The APC has announced plan s to increase its standing army to over 50,000 troops and is beginning construction of a deepwater naval fleet to project its influence in the region. 2.0. Statement of the Problem Some of the fundamental issues pertaining to the situation are as follows. First, can the APC claim sovereignty after Yemen, Oman, the United Arab Emirates, Saudi Arabia, Qatar, Kuwait, Iraq, Jordan, Lebanon, and Syria sought to consolidate themselves into a single nation to be known as the APC? Second, what will be scope and limits of the claim on sovereignty if this is the case? Third, up to what extent can the APC claim sovereignty over its airspace and into space? Finally or fourth, what are the threats posed by the APC on the United States of America? 3.0. Proposed USA Position: Sovereignty and History/Scope in International Law Jean Bodin first systematically analyzed the doctrine of sovereignty in 1576 in the work, Six Livres de la Republique (Shaw, 21). In the Bodin notion of sovereignty, sovereig nty is only â€Å"subject to the law of God and of nature† as the â€Å"state was regarded as above the law† (Shaw, 21). In the age of enlightenment and as the early theories were influenced by the ideas of Thomas Aquinas who maintained that â€Å"Natural Law formed part of the law of God, and was the participation by rational creatures in Eternal Law,† the notion of state sovereignty may have been subject to reason or what were considered â€Å"reasonable† (Shaw, 22). Later that time, â€Å"elements of both positivism and naturalism† appeared in the work of Vattel (1714-67), a Swiss lawyer, who â€Å"introduced the doctrine of the equality of states into international law, declaring that a small republic was no less sovereign than the most powerful kingdom† (Shaw, 26). At the same time, the idea of natural laws gave way to the concept of natural rights (Shaw, 26). Shaw asserted that international law is based on the concept of the state tha t in turn â€Å"lies upon the foundation of sovereignty, which expresses internally the supremacy of government institutions and externally the supremacy of the state as the legal person† (487). Sovereignty â€Å"is founded upon the fact of territory† (Shaw, 487). Thus, according to Shaw, â€Å"without territory a legal person cannot be a state† (487). Shaw emphasized, â€Å"A state is deemed to exercise exclusive power over its territory† (Shaw, 487). The principle of territorial integrity is the foundation of

Tingunee Of The Lower Quebin River Valley Essay Example | Topics and Well Written Essays - 750 words

Tingunee Of The Lower Quebin River Valley - Essay Example They may be what we would consider a primitive tribe or they may be an advanced culture. There is no way of knowing because no one has studied them in the past, which They may find tubers and plants that are not indigenous to other areas of the world. They may have animals or fish that they eat, or they may be vegetarian, all of which would be based on their environment. They may make use of their environment for building materials and they may or may not have access to healthcare. They may be what we would consider a primitive tribe or they may be an advanced culture. There is no way of knowing because no one has studied them in the past, which means that this would be a very important study. Haviland, Harald, and Prins (2008) suggest that each culture has their own rules and standards that are not obvious to the observer. This means that as part of the study, anthropologists would need to understand these rules and standards. The first step in studying these people would be to do preliminary research. Because there are no written materials on this culture, it would be important to see whether there are cultures around it that have some oral knowledge about them. There would need to be an understanding of how to gain access to them in their environment. Since they have never been visited by other people they may be suspicious of anyone who they do not know. The anthropologists would have to gain the trust of the people by perhaps bringing them something that they could value. Most small cultures will have some type of understanding about the world around them, but it will be tied to their religion or their superstitions. Consideration should be given to this issue because new cultures are often frightened by those things they do not understand. We do not know what race the Tingunee are and therefore we would want to understand what they looked like so that we could bring into the area people who may look like them so they would not be as frightened by strangers. Ferraro (2008) suggests that when studying cultures it is important to keep an open mind and understand the culture from their perspective rather than from our own. This would make sense in studying the Tingunee because they are a new culture that we have no frame of reference towards. In studying them we would want to observe them in a subjective manner instead of through our own culture. Language may be a barrier and an interpreter may need to be found. Once trust had been established, the anthropologists would need to use participant observation to gain a deeper entrance into the culture. This would allow the researchers an understanding of what the culture does on a daily basis and how the Tingunee interact with each other and with strangers. Once everyone was comfortable (the researchers and the Tingunee) there may be a few villagers who would help the researchers understand more about the culture. The goal of the study would be to document everything we could about this new culture. We would want to know their approximate age, what they ate, how they slept, where they lived and how they went about their day. We would want to know about their religion if they had one, how they governed themselves and what seemed to be most important for them. The initial contact with this culture would be crucial in defining whether we could continue to study them. The information that would be taken would be a combination of qualitative and quantitative information. The demographics would be important as well as the density of the population, the size and structure of their living space, whether they do farming and have crops that they grow for food, how they interact with their environment, and what they use for fuel to cook their food. On a qualitative basis, it would be important to know how the group interacts socially, and understand "what, why, and how they

Сrucial part of job Essay Example for Free

Ð ¡rucial part of job Essay And here the other job of the sales team will kick in because they have to go around to talk with the retail establishment, big and small, in the cities they are operating, which will require an extended travel as sometimes they have to cover the outskirts of the city as well as the outlying regions. There is a huge competition to get space in the crowded shelves of retailers that will have to be convinced that the product is worth their recommendation and meets all the legal requirements to be sold for the public, which is part of the job of the sales team to furnish proof and explanation. This is also a very crucial part of their job, although at times it could be done through the distributors. However, the smaller retailers that are not chain stores might have to be approached individually or it might be the job of the distributors to convince them to carry the new product that should attract many buyers because of what it is offering, which is not only unique but functional foods are new even for the general food market that is catering for the adult buyers. After doing that, the particular brand depending on its popularity might start to sell itself, where distributors and retailers would want to put it in their stock and on their shelves because it is selling well, and when that point is reached the sales team could say their job is partially done, but they can still search for new locations and retailers in the same regions or in other regions. The conclusion is the baby food market is a highly regulated market and it is similar to the pharmaceutical market where manufacturers do not have a direct access to the buyers and users of their products, because of the sensitive nature of what is involved, which is the life of young children whose growth could be harmed irreversibly if they are not given what they exactly need for their normal growth from the beginning. Even if there is no outright opposition to the existence of the breast milk substitutes, the authorities and other concerned groups would have preferred if mothers start using it between four and five months, but since that might not be possible because of the nature of the life of the mothers themselves who could be working outside of the home, which will result in their being time strapped, and instead of preparing food for their children at home it will be easier for them to pick the substitutes form the various stores and mix the feeding process with their own breast-feeding since it is proven to be vital for the children. Similarly, the existence of the breast milk substitutes will become handy for children whose mothers cannot breast-feed them for various reasons that were mentioned earlier, and in their case the breast milk substitute will come close to breast milk and they will grow up healthy as there are sources that are saying even if people simply wanted to believe that breast milk is better for the child and it will create some kind of bondage between mother and child, in reality the substitutes are proven scientifically to be as good as the breast milk if not better. Therefore, any company that is selling baby food, which has a global market of close to $21 billion a year will have to go over many hurdles to put the substitute on the hands of the mothers that will use it to feed their baby properly and everyone will be benefited at the end of the day. [10] REFERENCE 1. Nestle in Northern Europe. Retrieved from the Web on April 5, 2007. www. nestle. se/neobuilder/200108091943_6622_3b72cbb9544e1. html 2. Baby Food Business Assessment. Retrieved from the Web on April 5, 2007. www.researchandmarkets. com/reports/3492 3. Baby Food Industry Lobbies WHO. Retrieved from the Web on April 5, 2007. www. bmj. com/cji/content/full/321/7273/1411 4. The Ecologist. Retrieved from the Web on April 5, 2007. www. theecologist. org/archive_detail. asp? 5. International Code. Retrieved from the Web on April 5, 2007. www. ibfan. org/english/resource/who/fullcode. html 6. Nestles Market War. HighBeam Encyclopedia. Retrieved from the Web on April 5, 2007. www. encyclopedia. com/doc/1G1-131934511. html 7. Breast Feeding. Retrieved from the Web on April 5, 2007. www. geocities. com/HotSprings/spa/3156/code. htm 8. Health Workers and the Baby Food Industry. Retrieved from the Web on April 5, 2007. www. bmj. com/cji/content/full/312/7046/1556 9. Nestle Public Relation Machine Exposed. Retrieved from the Web on April 5, 2007. www. babymilkaction. org/boycott/prmachine. html 10. Health-Conscious-Drive-Baby-Food-Market-Growth. Retrieved from the Web on April 5, 2007. www. rncos. com/Press_Release/Health-Conscious-Drive-Baby-Food-Market-Growth-July. htmÃ'Ž

Two Views Of Imperialism In The Twentieth Century History Essay

Two Views Of Imperialism In The Twentieth Century History Essay There were two countries that had a common link to imperialism. One was the country of India in 1907 and the other was the country of Uganda in 1923. These two countries had two separate responses to European imperialism. These two responses were written by two authors which had vastly different viewpoints on how imperialism was perceived throughout world history. These two viewpoints would later change the way society viewed imperialism. Bal Gangadhar Tilak, born in 1856 and died in 1920 was an Indian nationalist leader. He was educated in India and in London and admitted to the English bar in 1889. He practiced law unsuccessfully in India for two years. He was a journalist who utilized the newspapers to set forth his nationalist ideals. Bal Tilak was one of the most popular leaders of the early nationalist movement. He demanded self rule and was known as a man of action. The British feared him and described him as one of the most dangerous pioneers of disaffection and truly the father of Indian unrest. Bal Tilak used the belief system of the gurus M K Gandhi and Veer Savarkar. Lord Lugard was the one of the most important British colonial officials and a high commissioner for northern Nigeria. He later became the governor-general of Nigeria. In 1914, Lord Frederick Lugard, the governor of Britains territories in Nigeria, united the states in northern and southern Nigeria into a single colony. He worked in the administration of these two colonies and eventually formed the country of Nigeria. It was his work in these territories which led him to develop his theory of indirect rule. This fashion of rule, which emphasized working through native leaders and utilizing native social structures, became the official policy of British imperialism throughout the empire during the 1920s. There were also several similarities between the two authors and the country which they supported. One was that they both dealt with imperialism. The idea of imperialism is to rule over a people or a place through colonization, military power, economic or political power. It also is defined as the creation and maintenance of an unequal economic, cultural, and territorial relationship, usually between states and often in the form of an empire based on domination and subordination. The word imperialism comes from the term empire. Imperialism refers to the practice of domination of one country by another in order to expand territory, power and influence. It usually carries with it the idea of cultural superiority on the part of the imperialist, judging the way of life, traditions and beliefs of those colonized as inferior and worthy of replacement: Another similarity between the two documents is that both of these documents concerned nationalism. Nationalism was the common link between the two documents and their associated country, since both Lugard and Tilak envisioned a Nationalist society. They wanted Nationalism because it is a belief that creates and sustains a nation as a concept of a common identity for a group of humans. According to the theory of nationalism, it is the preservation of identity features and the independence of all people from the country are a common fundamental value. Naturally, where there are similarities there are also differences. These are some of the points in which the viewpoints of Lord Lugard are different than that of Bal Tilak. One difference is that the document written by Bal Tilak about India concerns the Indian National Congress. This was an Indian political party founded in 1885 and created by a group of English-speaking urban intellectuals. Its founding members proposed economic reforms and wanted a larger role in the making of British policy for India. was founded in order that educated Indians might gain something of a voice in the governance of their own country. By 1907, however, the Congress had split into a moderate group which sought dominion status for India, and a radical militant group led by Bal Tilak which proposed a system of self-rule. The Indian National Congress would be good for India once Britain rule was replaced by indirect rule. Another difference is the idea of indirect rule. The system of indirect rule, which Lord Lugard supported meant that it was the understanding of the British colonial method to rule through and by the natives. Although, they also had to submit to a higher authority, which in this case was Britain. He advocated that an indirect rule system had three major institutions. One was the native authority made up of the local ruler, the colonial official, and the administrative staff. The next was the native treasury which collected revenues to pay for the local administrative staff and services. The last was the native courts which supposedly applied native laws and customs. the supposedly traditional legal system of the colonized that was used by the courts to adjudicate cases. People in Africa previously had diverse types of government ranging from highly centralized states to stateless societies. As a result, indirect rule increased divisions between ethnic groups and gave power to certain men of higher authority that never had it before. This system operated with the association of already established political leaderships and institutions. The theory and practice of indirect rule is commonly associated with the emirates of northern Nigeria. The emirates had an established and functional administrative system and Lord Lugard simply adapted it to his own way of thinking. This was cheap and convenient. The attempts to portray the use of indirect rule as an expression of British administrative genius did not work. It was a realistic and frugal choice based partly on using existing functional institutions. This choice was also partially structured upon Britains unwillingness to provide the resources required to manage its vast empire. Instead, it developed the stubborn view that the colonized should pay for their own colonial control. Therefore, Britain gave the colonized the choice of indirect rule. In this disperse society, the system of indirect rule did not work very well because there was no single ruler. The Britis h colonizers who were unfamiliar with these new and unique political systems insisted that African natives should have chiefs. Imperialist ambitions in Africa were boosted by the expansion of competitive trade in Europe. The main aim was to secure commercial and trade links with African colonies and protect those links from other European competitors. Europe established trade relations with certain African colonies and promoted trade with these countries. European traders were at first not interested in expanding into the interior of Africa. As long as African rulers assured them of a supply of slaves from the interior, they felt no need to expand into the interior. The rapid expansion of industries made European countries look to Africa for a supply of cheap raw materials and slave labor. These two different responses to British imperialism may tell the reader more information about the colonizer. A colonizer is the people or persons that establishes a colony in another country or place. Africans resisted colonial rule from the outset but were not strong enough to defend themselves against European conquest. As a result, most of Africa was colonized. Only Ethiopia and Liberia remained free. Colonization was resisted as the local people tried to hold on to their land and freedom. In most cases this was unsuccessfull. The responses may also tell the reader more about the colonized people. To be colonized means to migrate to and settle in order to establish a colony or territory under the immediate political control of a state. Bal Tilak spoke powerful and accurately of India and summarized the feelings of the new and increasingly militant national movement. He said that the British rulers ruined trade, caused the collapse of industry, and destroyed the peoples courage and abilities. Under the colonial regimen, Tilak asserted that the country was offered neither education, rights, or respect for public opinion. Without prosperity and contentment, the Indian people suffered constantly from poverty and famine and the decimation of health. Tilak saw only one remedy which was for the Indian people to take political power. If the people did not have this then the Indian industry could not develop and the youth could not be educated. Therefore the country could not win social reforms or material welfare for the people. Tilak saw colonial rule as being unfavorable to Indias progress, and the contradictions between the British oppressors and the Indian people as being irreconcilable. Later societies within certain countries were able to understand the European imperial system by learning from past mistakes. In the late 19th century India was an agricultural society. Jute, raw cotton, tea and coffee were exported to Britain. Textiles and other manufactured products were imported from Britain to India. The Indian textile industry could not compete with cheap, mass produced British goods. However in the early 20th century Indian industries began to develop. It was still mostly a farming and agricultural country but this was beginning to change. At the same time Britain was in decline. In the mid-19th century Britain was the most powerful country in the world but by the end of the century other powers such as Germany and the USA had caught up. Britain was weakened by the first world war and continued to decline in the 1920s and 1930s. As Britain declined Indian nationalist feelings grew stronger. Indirect rule worked well in areas which had long standing centralized state systems such as chiefdoms, kingdoms, and empires along with their respective administrative and judicial systems of government. This meant that the African leaders could exercise authority at the mercy of European colonial officials. Thus the political and social restaints that tied them to their people in the old system had been broken. Some clever African leaders maneuvered and ruled as best they could. Others used the new colonial setting to become tyrants and oppressors, even though they were eventually responsible to the British officials. Imperialism takes the form of political control and creating economic dependence. In Europe, the period where imperialism coincided with growing nationalism and unification when previously divided political units were united under a single monarchy. An alliance allowed for empire building because people were gathered under a monarchy that claimed the right to rule them. Examples are German and Italian unification. Towards the end of the 19th century, imperialism became a policy of colonial expansion pursued by different European powers. The way that these two authors from separate countries defined imperialism was one of the ways that imperialism was assisted in the way it extended and became more prevalent globally after 1920. These are the ways in which these two documents have helped later societies to understand the European imperial system and the successive independence movements of the early twentieth century. Sources: Indian National Congress à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Infoplease.com http://www.infoplease.com/ce6/history/A0825112.html#ixzz1KeEizdAI Frederick D. Lugard. The Rise of Our East African Empire, 2 vols. Edinburgh and London: William Blackwood and Sons, 1:381-82. Bal Gangadhar Tilak. Bal Gangadhar Tilak: His Writings and Speeches. Madras: Ganesh and Co., 1923, pp. 56-65

gender changes in the sun also rises Essay example -- essays research

The Sun Also Rises, by Ernest Hemingway is a story of being apart of the â€Å"Lost Generation† in the 1920's. The Great War had changed the ideas of morality, faith and justice and many people began to feel lost. Their traditional values were changed and the morals practically gone. The â€Å"Lost Generation† rejected Victorian ideologies about gender, sex and identity. The main characters, Brett and Jake, redefine masculinity and femininity, drifting away from the Victorian ideals of sexuality and identity.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Lady Brett Ashley is a perfect example of how women in the â€Å"Lost Generation† changed. Brett strives for an individuality that Victorian women would not look for. She also seeks more activity in the social sphere. By doing these things, Brett rejects the Victorian ideals of proper behavior of women and marriage. The time after the Great War is a perfect stage in which Brett can begin to express herself freely. She enters the social scene, which is predominately male, even though she is not socially accepted. She goes to bars and gets drunk, she even goes to bullfights, which are bloody and violent, to try to become accepted by her male counterparts as not just a ‘woman’ but a person equal to them. Brett also uses sex to break free of the traditional Victorian ideals and to explore a new lifestyle where women are free to do as they please. â€Å"Victorianism established clear [emphasis added] sexual boundaries and a single standard of monogamy for men and women that ensured a stable family and allowed for passion within committed relationships. † (White) Brett obviously throws these boundaries out the door. She is characterized as a female unconstrained by sexual repression, going about sleeping with whomever she feels fit, unstoppable by the Victorian ideologies of what women and sex should be. However, her many meaningless, broken relationships with men are repeatedly as tumultuous as the new, modern world in which she lives.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout her many attempts to set herself apart from the traditional world, she still acts uncertainly about what she wants. Lady Brett in many ways is torn between the new modern woman and the idealistic Victorian woman. You can see this in her dependence on men for money, as in her engagem... ... to be with Brett, but he can not because of his accident. Since sex is such a driving force in Brett’s life, she could not stand to be with him. Jake can only be friends with Brett, this gives us the idea of a new kind of relationship between men and women.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, Jake and Brett do a very good job of making the transition from Victorian ideas to modern beliefs visible to readers. Not only do they redefine their sexuality, but they seem to go though a sort of role reversal, where females aggressively express their feelings and men cry.   Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Elliott, Ira. â€Å"Performance Art: Jake Barnes and Masculine Signification.†   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  American Literature Mar. 1995: 1-2 Fulton, Lorie Watkins. â€Å"Reading Around Jake’s Narration: Brett Ashley and   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The Sun Also Rises.† Hemingway Review Fall 2004: 20-61 White, Kevin. Sexual Liberation or Sexual License?: The American Revolt   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Against Victorian Sexuality. Chicago: Ivan R. Dee, 2000.

Institutional Racism in the United States :: Sociology Racism Prejudice Essays

The history of the United States is one of duality.   In the words of the Declaration of Independence, our nation was founded on the principles of equality in life, liberty and the pursuit of happiness. Yet, long before the founders of the newly declared state met in Philadelphia to espouse the virtues of self-determination and freedom that would dubiously provide a basis for a secessionary war, those same virtues were trampled upon and swept away with little regard.   Beneath the shining beacon of freedom that signaled the formation of the United States of America was a shadow of deception and duplicity that was essential in creating the state. The HSS 280 class lexicon defines duality as â€Å"a social system that results from a worldview which accepts inherent contradictions as reasonable because this is to the believer's benefit.† The early years of what would become the United States was characterized by a system of duality that subjugated and exterminated peoples for the benefit of the oppressors. This pattern of duality, interwoven into our culture, has created an dangerously racialized society.   From the first moment a colonist landed on these shores, truths that were â€Å"self-evident† were contingent on subjective â€Å"interpretation.†Ã‚   This discretionary application of rights and freedoms is the foundation upon which our racially stratified system operates on.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   English colonists, Africans, and Native Americans comprised the early clash of three peoples. Essentially economic interests, and namely capitalism, provided the impetus for the relationships that developed between the English colonists, the Africans, and the Native Americans. The colonialization of North American by the British was essentially an economic crusade.   The emergence of capitalism and the rise of trade throughout the 16th century provided the British with a blueprint to expand its economic and political sphere.   The Americas provided the British with extensive natural resources, resources that the agrarian-unfriendly British isles could not supply for its growing empire.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When Britons arrived in North America, the indigenous population posed an economic dilemma to the colonists.   The Native Americans were settled on the land that the British colonists needed to expand their economic capacity.   To provide a justificatory framework for the expulsion of Native Americans off their land, the English colonists created a ideology that suited their current needs.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The attitude of Anglos toward the Native Americans began as one of ambivalence and reliance.   When the English first arrived in North America, they needed the Indians to survive the unfamiliar land and harsh weather.   Once the English became acclimated to their surroundings and realized that the Indians were living on valuable land, it was only a matter of time before guns and

Asiatic Society of Japan Essay

Japanology or the study of the Asiatic Society of Japan from 1853 was actually the records of the Expeditions sent by the American nation to negotiate with Japan to open their economy to international community. Although before the 1853, Perry Expedition, the Americans had attempted several times to establish economic relations with Japan but all the efforts failed as Japan maintained its Close-Door Policy to international community. As the United States earlier Expeditions suffered humiliation due to Japan’s refusal to their intentions, and because of reports about Japanese barbarous attitude heard from survivors of ship wreck in Japanese waters, the United States had gotten a keen interest in Japan sending a large expeditionary force under Commodore Matthew Perry in 1853 to force Japan to open their economy and to demand them kind treatment of the American castaways and shipwreck survivors. Thus, the Perry Expedition was rather business oriented than any other purpose though there were also others who joined for scientific exploration and still others for less noble purpose or for personal advancement. As this paper dig more on the many books about Asiatic Society of Japan, as well as into the Perry Expedition. The writer found out that most of the authors of those books talk about how Japan reacted on the forcible intrusion of United States ships merely to force Japan to open their economy and do business with the Americans and in the international arena. Thus, this paper discussed Japanology and the Asiatic Society of Japan based on the perspective of the majority of authors towards the subject. Though, it also provides information on the activities of the Western men while in Japan during this period, but it is quite brief due to limited sources. The main information would be on the effect of Perry and the American men on the Asiatic society of Japan and how Japan viewed the Western arrogance and intrusion on Japanese soil particularly the Perry Expedition. In the book ‘With Perry to Japan,’ William Heine disclosed that the purpose of the USS Columbus and the USS Vensennes of sailing half way around the world was to find answer whether Japan would end â€Å"two hundred years of isolation and become friends and begin trade† (p. 1). But these American sailors were pushed back with remarked from the authorities to â€Å"depart as quickly as possible, and not come anymore in Japan† (p. 1). But the stubborn Americans made more attempts to do business with Japan but Japan seemed to be determined to close its door to foreign relations. Heines puts it â€Å"Japan seemed determined to remain as it had been since 1638: shut† (p. 1). With much of rejection and humiliation, the United States sent a large force under Commodore Matthew Perry as a show of force to force them to open their economy in international community. Heine pointed out that the Americans â€Å"wanted exploration, surveys and charts, and protection for castaways and trade† (p. 2). But Perry’s show of force was quite a show of arrogance of the American nation as they would bring such armada of ships merely to compel Japan to open their economy. Heines noted that â€Å"Perry’s order was assertive and could be taken as pugnacious† (p. 3). Heines further said that Perry was instructed â€Å"to shoot his way out if it is needed† (p. 3). Because of such a large force comprising of eight ships, over two hundred cannon and heavy gun, and more than two thousand men, Japan was forced to comply and Perry’s expedition broke into Japanese Island forcing them into international arena (p. 4). In the eyes of Western countries, Japan’s attitude towards the West’s attempt to penetrated Japan with their social, cultural and religious and industrial influence was tyranny. Japan was accused of mistreating Americans and other foreigner and of insulting Christianity and so forth. Heines pointed out that the prevailing Western opinion that Japan halted â€Å"the advancement of science and hindered navigation by blocking exploration, preventing survey and refusing to exchange information† (p. 5). Japanese internal policies and actions were viewed as â€Å"unjust, as wrongs to right prima facie, and their own as right to be asserted de facto† (p. 5). Indeed, Japan was merely protecting itself from Western influence under the banner of nationalism. In the words of Heines, â€Å"a country sought to be left alone and bothered nobody unless bothered by somebody† (p. 5), was suddenly intruded by foreigner. Japan was dragged into international arena mainly because of one sided interest, that of America. Japan had to choose either to accept the American terms or risk their country of losing in battle. In the words of Heines, Japan carefully studied the terms and decided to â€Å"grant the request of those people to trade and communicate with them, learn their drills and tactics, and go abroad to prepare [themselves]† (p. 5). According to an article entitled ‘Transaction of the Asiatic Society of Japan’ revealed the American’s coming in Japan was through the invitation of a Japanese named Neriaki. The article said that Neriaki was able to send letter to a Japanese who managed to get away to American inviting Americans to come to Japan (p. 111). It was this letter that became the prelude to Commodore Dewey to make assertion to Japanese authorities of his coming in 1853. The letter indeed was in arrogant tune. William Gerald Beasley stated that although the American intention was to establish â€Å"friendship and intercourse between the people of two respective countries, yet it was a one-sided transaction. Beasley pointed out that the United States’ statement in the letter, â€Å"we desire to explain to you how great is the United States, and if you refuse to enter into an arrangement, we shall commence hostilities† (Beasley, p. 3). During this time Japan was living in peace and had no internal troubles as Beasley puts it, the â€Å"military class enjoyed a long peace and neglected military arts; they had given themselves up to luxury and pleasure, and there were very few who had put on armor for many years† (p. 3). Thus, the visit of the American ships intended to make peace and friendship brought troubles and confusion on a country living in peace and their citizens living in prosperity. The visit was indeed a little of short to be described as an aggression, because as Beasley described the nature of how the Americans made their entry. Beasley writes, â€Å"In the autumn of the year 1864, during the reign of the 122nd sovereign of the human dynasty, a disturbance took place at Kyto the like of which had not accord since the first origin of Japan. Arms were resorted to and bullets flew about the imperial palace; nay more than half of it was burnt in a conflagration which arose out of the fight. The fierce flames lighted up the heavens, and huge waves overwhelmed the earth† (p. 1). No wonder, the Japanese viewed both the Americans and the British Barbarians. Beasley noted the Japanese authorities were aware of the plunder made by the English Barbarians during the Opium War and the incursion of the US ships a warning and to avoid war, they hard better grant though Japan gave into American demand but in their mind â€Å"the Americans were watching their country with greedy eye for many years† (Beasley, p. 5). As Japan was drag into the international arena Japan was forced to abandon policies of seclusion. Marius B. Jansen noted that Japan was compelled to â€Å"enter the international order on terms defined by the West† (Jansen, p.294). Jansen pointed out that Japan struggled to regain its sovereignty and was forced to â€Å"embarked on policies of centralization and institutional innovation in order to build a modern nation-state and the basic restructuring of domestic society† (Jansen, p. 294). Jensen further said that as Japan moved on further in their new order of domestic reconstruction, what has began as defensive steps to head a perceived Western threat was soon followed by membership in that military and economic order that had first challenged them (Jansen, p. 294). Jansen also pointed out that in the course of Perry and Harry’s negation with the Shogunate of Japan to open their economy to the international community Tokugawa Nariaki which previously sent the letter to America inviting them to come to Japan, â€Å"played a prominent role in opposition to the way Japan responded to the demands of Perry and of Harries (Jansen, p. 295). As more developments taking place in Japan with the presence of the Western forces on the shore of Japan, the foreigners made more contributions to the demolition of Japan’s social and cultural values in the areas where they were to be found. Jansen said â€Å"Japanese entrepreneurs were not slow to set up places of amusements for sailors. And the prints Sadahide provide colorful documentation of partying in the Yokohama Genkiro and other brothels† (Jansen, p. 317). The Wild Wild West behavior of these foreigners not only puzzled ordinary Japanese by these self-confident outsiders but also disrupted moral order of the Japanese life. Jansen puts it, â€Å"no one can question the advisability of men’s providing themselves with pistols, but picnic excursions to islets in Edo Bay that ended with target shooting (p. 317), that even the bravest Samurai for all their courage were helpless to do anything and forced to accept the reality and humiliation that unconscionable behavior was an infuriating reminder of inferiority (Jansen, p. 317). Japanese thought that Westerners will destroy Japanese political structure through the â€Å"diffusion of Christianity, while others felt that these are desecrating sacred soil by their presence and they feared that tolerating their entry invited a form of colonialism. † Thus, during the Western’s first attempts, Japan treated them indifferently which was a normal and ordinary reaction but the US viewed it as tyranny.

P1 -Unit 8: Business Communication Through Documentation

Unit 8: Business Communication through Documentation Title: Identify, using examples, the purposes of written business communications in four different business contexts Written Business Communications Introduction: John Lewis, as a business, was founded in 1864 when it was just a shop  on  Oxford Street, which expanded over the years to become the third largest retailer in the UK. John Lewis is a Public Limited Company, this means that anyone with the right capital can buy (or sell) their shares within the business, in order to become a share-holder and receive dividends from profits.In addition, as a business, John Lewis sells various products and has a variety of over 80,000 products ranging from clothes to furniture, in order to suit and cater to the needs of any of their customers . Furthermore, in this assignment I will be investigating the retailer John Lewis and its operations; in order to determine examples of effective written business communications, with the use of do cumentation. Written Business Communications Effective communication within a business (John Lewis) is essential, in order to ensure their success and profitability.But Firstly, What is Communication? Communication can be defined as â€Å"the exchange and flow of information and ideas from one person to another† [2]. This means that without communication, information or ideas cannot be utilized and no aspect of John Lewis can function properly. For example, if the delivery department cannot communicate with individual stores; therefore this means that John Lewis can’t coordinate with the individual stores, in order to determine what new stock is needed at any particular time.This results in John Lewis being unable to restock their stores properly, meaning products not needed are delivered for example. As a result, John Lewis looses out on potential customers and repeat sales, because consumers who wanted to purchase a specific product couldn’t due to the stock u navailability, leading to a loss in potential sales, repeat sales and profits for the business in the short and long term. Secondly, communication within John Lewis happens in various different methods, such as written, verbal and electronic.However in this assignment we will only be discussing the written communication aspects of John Lewis. There are various written documentation which are communicated throughout john Lewis. For example, letters, memos, text, faxes and emails are just some of the formal or informal communication methods used by businesses in the modern age. A written business document is a way of getting a message across internally and externally by employees or customers of John Lewis. There are various ways of written communication that are used by businesses.For example, depending of the situation an employee of john Lewis may need to contact their branch manager and the quickest, but maybe not the most formal way of doing so, would be by texting them [3]. Addi tionally, there are many forms of written communication, such as agenda’s, e-mails, letters, memorandums, reports, notices and minutes. A written business document is used as a type of communication as it is seen as a more formal and professional way to communicate internally and externally within a business.Purposes of Written Communication Most businesses understand that communication is crucial for successful business operations. The ways we conduct our business activities is changing rapidly, as a result communication, especially written has become essential, in order to deliver messages and information to any aspect or individual within the business. As a result, if used successfully the purpose of written communication, in my opinion, is to deliver information, in order to coordinates and establish successful business activities.This leads to an increase sales, and an increase in the profit in the long term for John Lewis. The purpose leads to the crucial question why d o we use written communication? Written communication can be used in various ways, depending on the sender and receiver of the information. For example, a manger will inform the owners or directors, by producing a written report telling them which products are selling better than other’s within a period of time. This form of written communication will be strictly professional and formal, informing them about changes in the business and there actives.However if an employee wanted to inform another member of staff about other issues then they could just email or text them, meaning a simpler, reliable and effective written communication process. Furthermore, it’s not only the internal customers but also external consumers who can communicate in a written manner with john Lewis. For example, a customer would communicate in a written manner with john Lewis if they have a complaint with any aspect of the business; such as a faulty product, leading to a customer having to ema il John Lewis regarding replacement of the product.In addition, a customer can also communicate with John Lewis because they have an inquiry to make regarding products or services provided by them. These are just some of the various reasons that customer make written enquires to John Lewis. Types of Written Communication Business Context| Document| Context(manager-employee or employee-costumer )| Purpose| Formal| Letter| Supplier to John Lewis,| To make an appointment to see the manager about supply of raw materials needed to produce the products in the production department of John Lewis. | Formal| Agendas | Set out topics to be covered at a meeting.An manger will send it to the employees he wants to come to the meeting | Usually sent out before a meeting to all the people that are meant to attend and inform attendees| Formal| Reports| Information, research and analysis on a specific aspect of a business,| Provides detail to help the businesses with decision making. So the purpose of this will be to inform an employee | Formal| Minutes of the meetings| A record of what actually took place at a meeting between manager and employees | It also records who attended the meeting, what was discussed nd how long and when the meeting took place and to confirm meeting feedback| Informal | Memorandums| They are mainly used for quick communication within a business, college to college | They are short, simple information meant to get your message across within a business, to the receiver and its purpose is to inform a staff member of manager what is going to happen or needs to happen | Formal | Schedules| Schedules are lists of planned activities or tasks that need to be completed and could be used between staff and managers | It is almost like a plan for the business, which can come in many forms such as lists or timetables and it is used to instruct people what to do | Informal | Notices| Important information on displays, or boards in order to inform employees or anyo ne associated with the business for example the marketing department and employees | This is done in order to notify and display general information which should be accessible to all members of staff. | The table above shows the various types of written communication methods, and their purposes. ConclusionIn conclusion I would state that this assignment has highlighted the importance of communication and especially the importance of written communication within John Lewis. Also I have discovered the various types of communication and why the different parties (such as customer, employees, suppliers) involved would use each method that suited their needs, as explained within the assignment. Bibliography – 1. NW-Link http://www. nwlink. com/~donclark/leader/leadcom. html Accessed on 24/09/2012 2. E-How http://www. ehow. co. uk/info_7785121_types-written-business-communication. html Accessed on 24/09/2012 3. E-How http://www. ehow. com/about_5563166_purpose-business-communicatio n. html Accessed on 24/09/2012 4. John Lewis http://www. johnlewis. com/ Accessed on 24/09/2012

Haematology Exam Questions Coursework Example | Topics and Well Written Essays - 4500 words

Haematology Exam Questions - Coursework Example Anaemia is a medical condition in which the number of the red blood cells is low. This low number of the red blood cells is as a result on the reduction in the production of the red blood cells and an increase in loss of the red blood cells. Production of red blood cells takes place in the bone marrow and a body needs vitamin B12, iron and folic acid in order to produce more of the red cells. Deficiency on these three components causes anaemia develops.(c)  Explain the laboratory results you would expect in a case of iron deficiency anaemia for the following parameters and state reference ranges:i.  HaemoglobinThe concentration of haemoglobin   will be low meaning that there is a poor circulation of oxygen into the body since the iron containing compound (haemoglobin) in the red blood cells have reduced. The normal levels of   haemoglobin   in adults males is 130-170 g/L and in adult females is 120-150 g/L.ii.  Mean cell volume (MVC)MVC is an estimate in the volume of the red blood cells. In case of iron deficiency, the Mean Cell Volume will be a low. Normal mean cell volume in adults is 83-101fL.iii.  Red Cell CountThe red blood cell count is the estimation on the number of the red blood cell per litre of blood. In case of a deficiency in iron, there will be abnormally a low number of the red blood cell. The normal range in adult males is 4.5-5.5Ãâ€"1012/L and in females is 3.8-4.8Ãâ€"109/L.In case of iron deficiency, the Mean Cell Haemoglobin is either low or high. The normal range of MCH is 27-32 pg in adults. v. Reticulocyte Cou