Cross Culture Marketing strategy2 Article Example | Topics and Well Written Essays - 500 words

Cross Culture Marketing strategy2 - Article Example They tend to take steps of the business context to make sure that relationships do not stop at just being business partners, but establishes allegiances as well. They believe that this method results to the establishment of harmonious relationships, with trust and loyalty, and eventually leads to a successful business relationship, where conflicts are resolved through mediation. For collectivists, â€Å"hasty litigation may be interpreted as uncompromising and self-oriented† (5), a big deviation from their sense of affective commitment, where business partners are treated as family. Entertainment, in the form of wining and dining is â€Å"a means of gauging the other party’s values, trustworthiness, and willingness to compromise† (2). This way, a possible business partner can be gauged or assessed according to his behavior not just as a possible business partner but a man and a future friend and â€Å"family† since â€Å"collectivists operate on solidarit y and share values† (4). Gift-giving on the other hand, is viewed by collectivists as a positive gesture. It is an expression of the â€Å"desire for partnership success† (James 5). Partnership success in a collectivist’s view means a lasting and enduring relationship with a sense of duty and obligation to each other (2). For a collectivist, â€Å"investments in time, energy and resources were acknowledged as pledges or signals to the buyer that the supplier was benevolent† (5). 2. In a collectivist culture, decisions are made collectively by senior members (James 2) and information sharing is of utmost importance. Being relationally oriented (1), with trust, commitment, cooperation, loyalty and obligation to his organization, it is not surprising that collectivist cultures rely more heavily on the use of social media. In high-context cultures, people prefer a less explicit form of communication (5). They prefer indirect

Boston is an excellent destination for history and culture( art, food, Research Paper

Boston is an excellent destination for history and culture( art, food, sports, music,etc.) - Research Paper Example Boston owing to its historical, art and cultural diversity of the people inhabiting the region as well other aspects; stands out as a unique tourists’ destination from other states. Historical cites and the city’s topography The early city’s contribution to the American history prompted historians to nickname it â€Å"Cradle of Liberty† (Vorhees 54). Primarily, this is apparent from numerous sites characterizing the small city, whereby tourists can both view and learn much as they follow the 2.5-mile walk Freedom Trail, which starts from Boston Common to Bunker Hill Monument (Vorhees 117 & 118). The foot trail avails tourists with adequate information regarding American Revolution besides how the colonialists engaged physically their masters with intention of attaining independence. The trail also enables visitors to have an ideal view of Boston’s scenery besides other numerous sites that physically tell the American history (â€Å"Fox News†). Mainly, these sites usually from their inception exemplify various historical phases, which yielded to the attainment of American independence besides other early remarkable events (Vorhees 118). Some of the sixteen historical sites and architectural designs characterizing this trail include Boston common, Old South Meeting house, Old State House, Old state house, USS constitution & Museum and Bunker Hill Monument (Vorhees 117). Besides, Boston’s authorities have ensured effective strategies meant to provide services to tourists in each site apart alongside availing rangers. These act as guides or ensuring the security where possible for the visitors. Other remarkable sites include Charles River Ride; reputed with recreational activities, for illustration, in-line skating, bicycling and jogging for the visitors (Vorhees 118). The site besides its recreational activities also provides relaxing and fascinating scenery for the visitors, whereby after touring they usually feel relaxed not only physically, but also mentally. Hence, noticing the difference, which the sites offer, compared to their native regions. The city’s topography owing to nice planning and placement of diverse attraction sites is incre dibly easy and manageable by foot to navigate. Hence, providing an enjoyable walking and bicycling experience for visitors. Additionally, Boston’s attractions sites and their placement contrary to numerous regions globally an individual is capable of touring without a guide. Since, many the places have avail information regarding direction for tourists as they walk or rid to visit. Boston’s art and Museum It is irrefutable Boston besides other varied tourists’ attractions, boasts of varied artworks. These encompass numerous works by the native artists esteemed internationally due to their proficiency in the field, for illustration, Gaspar Miguel de Barrio and Melchor Perez Holguin (Laura 90). These exhibitions offer ample environment for visitors to buy and mingle with diverse visual artists as they promote their merchandises. Therefore, one can arrange for individualized artworks that suit their tastes like bearing certain information or having their names (â⠂¬Å"City of Boston†). In addition, the city is a home of the US’

Why Teach Vocabulary Through Literature?

Why Teach Vocabulary Through Literature? Why Teaching Vocabulary Through Literature? We may consider creating an anthology of literature for secondary, young adult, and students studying English as a foreign language. It may include authentic poetry, essays, plays, and short stories, whose writers represent a diversity of cultures, backgrounds, and points of view. In addition to providing students with skills for understanding and appreciating literature, the application components complement and reinforce each other by giving students integrated practice in key language skills. Literary fragments offer multiple activities for students to access background knowledge of the themes and ideas presented in the literary pieces, and poses questions for them to consider as they read. In post-reading activities, students check comprehension of main ideas, and discuss and interpret the more subtle points of the selections. In special Focus on Reading and Focus on Literature , students practice reading skills and identify some common literary devices. Also, they provide students with ideas for creative writing as well as opportunities for critical thinking and values clarification. Moreover, they emphasize sharing and peer feedback, giving students a real audience for their work. The paperwork takes the approach that giving students a genuine opportunity to experience literature and encouraging their direct, active participation in discovering literature are the best ways to engage them. It promotes the importance of personal experience and pleasure in the teaching of literature and vocabulary and embraces the notion that literary pieces should also serve as models and catalysts for generating students own creative writing. The selection of contemporary literature pieces offer a diversity of experience and opinion, allowing for comparison and contrast of different writing styles, literary elements, and ethnic and gender issues. While the specific activities for presenting each poem, story, essay, or play vary, there is a predictable lesson format for introducing, reading, discussing, and reacting to each piece. The purpose of the pre-reading is to activate students background knowledge regarding the theme and key ideas or issues raised in the particular literary piece. Having students share their personal experiences before they read serves several functions: it encourages group knowledge, generates useful language for discussing the piece, and prepares students to make personal connections with the reading. Discussion include films or illustrations and questions. Since the purpose is to elicit students ideas and help them share knowledge, it is suggested that you discuss these questions as a class. However, if you have a large class, some students may feel more comfortable sharing their ideas in smaller groups. In this case, you can ask each group to present its ideas to the whole class. If students seem reluctant to talk, you can break the ice by relating a personal experience or observation regarding one or more of the discussion questions. Vocabulary support in the lessons with poems consists of a gloss below each fragment. Providing definitions for some potentially difficult or unfamiliar words and expressions (such as idioms and slang) helps students understand and appreciate the larger meaning of the text. In the lessons with stories, poems , essays or plays-which typically include a heavier vocabulary load-a vocabulary exercise is provided in addition to the glosses. These exercises encourage students to figure out the meaning of unfamiliar words and expressions from context. The purpose of reading is to pose one or more questions for students to consider as they read the piece, giving them some aspect, feature, or idea on which to focus their attention. Students are referred back to these questions after they read and discuss the pieces to confirm their understanding. Post-reading questions enable students to clarify their ideas through activities that focus on specific reading skills and literary elements. The activities offer students guided avenues for interpretation, while giving them space to make their own personal connections to the literary pieces. Comprehension questions check students understanding of the main ideas and the more objective or literal aspects of the extract they have read. Some questions require students to identify details in the piece and to make inferences. Focus on Reading highlights important reading skills such as getting meaning from context, making inferences, distinguishing between fact and opinion, and identifying pronoun referents. Some Focus on Reading presentations treat linguistic features as they relate to literature, such as the uses of reduced forms and register. As a class or in small groups, students read a short presentation on a specific reading skill or linguistic feature, then do an activity to practice it. Focus on Literature helps students identify key literary elements such as metaphors, similes, personification, and alliteration. After reading a short presentation describing a particular element, students do an activity to demonstrate their understanding. Expansion questions are interpretive and require critical thinking. They are designed to probe the more subjective aspects of the pieces. These questions lend themselves to various interpretations, and allow students to connect their personal experiences to the literature. Sometimes questions in this section deal with issues of values clarification, requiring students to reflect on their personal values as these relate to the unit themes. Because of the personal and open-ended nature of these expansion questions, it is suggested that students discuss them in small groups, where they may feel more comfortable sharing their ideas, values, and feelings. It may sometimes happen that a student feels uncomfortable discussing or has no opinion about a particular question, such as one relating to personal values or perhaps some aspect of his or her culture. Accordingly, it is important to let students know that they always have the chance to opt out of discussing any question, for example by saying, I pass, or I have no opinion. Other students need to be encouraged to respect these responses. The writing response activities provide a venture for students to connect personally and creatively with aspects and elements of the literary piece they have read. As with the previous post-reading discussion activities, the goal of these writing activities is to offer students starting points-to suggest ways of responding to the poem, story, essay, or play-while encouraging them to use their imagination and explore their own feelings, impressions, and interpretations in crafting their personal responses. While students are given a choice of three writing response activities for each piece, you should feel free to give them the option of creating a response of their own choosing related to the piece. Since the purpose of an anthology is to encourage students to connect their experiences to literature, they should not feel restrained or discouraged from connecting creatively in their own ways with the different pieces. Of course, you may want to check a students idea before he or she writes to make sure the response is appropriate to the piece and/or lesson theme. Peer Response activities are pair or small group activities. Students read each others writings, comment on them, and, as appropriate, offer suggestions for improving them. The emphasis here is on giving and receiving positive and constructive feedback-for example, pointing out what they like best about a classmates writing, indicating if some part of the writing is unclear, or asking for more information. Moreover, by sharing their work, students are writing for a real audience-for their peers, not just for a single teacher. Finally, students stand to gain additional insights into a literary piece through their classmates personal responses. About the Author biographies give students information about the authors of the pieces they have read. Students who enjoy particular pieces may be moved to read other work by the authors, or to search the Internet or library for more information about particular authors. On Further Reflection These consolidation and extension activities appear at the end of every unit in a text book. They provide additional opportunities for students to react and relate their experiences to the different literary pieces in the unit-for example, to compare the way the characters in different pieces reacted to a similar or a totally different situation, or to explore further some values that may relate to a particular theme. There are also suggestions for relating aspects of the unit theme to a larger area. Language Writers choose their words very carefully to create a particular mood or feeling; often, they do this to help the reader see, hear, taste, smell, or feel what is being described. This kind of sensory language and description is called imagery. Authors also use words to communicate ideas above the common, or literal, meaning of the words. This use of words to create a special kind of meaning is called figurative language. Some examples of figurative language include metaphor (a comparison between two things), simile (a comparison between two things, using the words like or as), and personification (giving human qualities to an animal, object, or idea). Vocabulary items may be unfamiliar. One of the underlying principles of an anthology is that students should be encouraged to figure out unfamiliar words and expressions from the context, and in some cases, to accept uncertain definitions. The vocabulary exercises in the lessons support this idea, and they are written to help students apply this reading strategy. To help them become more fluent and independent readers, students should be encouraged to read through the literary pieces without stopping to look up words in a dictionary. If, after reading a piece, they have questions about some words, they can use their dictionaries to look up definitions. Student participation and group work help build students confidence. The more comfortable students are with their peers, their teacher, and the overall classroom atmosphere, the more confident they will become in sharing their ideas and opinions as a class and in groups. Whenever possible, encourage student participation. Another guiding principle is that, in studying literature, readers experiences and points of view are as important as those of the writers-that reading literature is a cooperative and interactive activity, whereas everyones experience and ideas are valid in contributing to understanding the larger meaning of a piece. Using the literary fragments as models is a way to stimulate students imagination and elicit their personal connections. An anthology is intended in part to serve as model for students who wish to produce literary works. Not all students may choose to write, or to write literature in response to every literary piece. Even the title of a book suggests that an important purpose of literature is to make us feel a sense of wonder about life. The writers remind us that life is a special gift: one full of possibilities and full of unique and wonderful people, places, and things. The themes should be selected as to explore both common and less common topics that people everywhere can understand, think about and respond to. WHY READ LITERATURE? Literature is a way to pass on good stories. All of us know good stories, but most of us dont write them down. If we dont write our stories down or tell them to others, when we die, our stories disappear with us. Without some written record, how will we remember the stories of our own and others lives? How will future generations know them? Literature connects us to something greater. Reading literature connects us to other points of view-lets us see life through others eyes-so that we may know and appreciate more of it. Literature lets us walk inside other peoples shoes and discover how that feels. Literature introduces us to people so completely different from us that we discover how much we have in common. High-school language teachers have many responsibilities. In addition to teaching literature and reading comprehension, grammar and the writing process, they must also teach vocabulary. Vocabulary instruction is not an easy task. Sometimes it is difficult to teach because students tend to be unwilling to learn new words as they grow up in a society where sophisticated language can be deemed undesirable. Manzo, Manzo, and Thomas (2006) reported that the influx of reality television, rap and hip-hop music, and other pop-cultural factors make those using intellectual language appear conceited. Similarly, the increase of students coming from lower socio-economic families and from diverse backgrounds is on the rise. The state of deprivation means that educators need to make instruction as meaningful as possible because, no matter the obstacles they may face, students are expected to become productive citizens, and the development of a compelling vocabulary encourages reading comprehension and allows people to contribute to society. Teachers have to be willing to teach students the value of improving their vocabularies in order to close the gap between the reality of the child’s life and the expectations of the child’s school (Blachowicz Fisher, 2004). Because it can be difficult, especially for overwhelmed teachers, to create an effective vocabulary program, they sometimes rely on their colleagues for previously-given vocabulary tests, or they may simply use school-adopted materials (Brabham Villaume, 2002). â€Å"Consistently, the most common recalled vocabulary instruction centers around receiving an arbitrary list of words on Monday [and] looking up the definitions of the words in a dictionary† (Rupley Nichols, 2005, p. 240). However, this type of word study is unproductive when the students take the initial definition and try to make sense of the word. For instance, if students took the definition of â€Å"brim† to be â€Å"edge,† they may think that, â€Å"The knife has a sharp brim,† is a logical sentence (Brabham Villaume, 2002). Furthermore, the vocabulary words may mean something entirely different when used in another context, or the definition of the vocabulary word may contain words that the students do not recognize (Rhoder Huerster, 2002). A similar method of instruction involves students completing drill-and-practice activities like workbook exercises, but these should not be the only strategies to teach new words (Venetis, 1999). With these word-lists/drill-and-practice approaches to vocabulary instruction, students often forget the meanings of the words and do not develop the skills necessary to use the words in their own speaking and writing. Even if memorization is mastered using this technique of instruction, that does not suggest that the students have enough knowledge of the word to apply its meaning to their own writing. Dixon-Krauss (2002) observed that even after ninth-grade students had taken their vocabulary tests, they had problems incorporating the words into writing, and their papers suffered from incorrect usage and incoherent paragraphs. Francis and Simpson (2003) reported that students were able to respond correctly to multiple-choice questions about vocabulary words, but they were not able to relate words to texts that they were reading or to write significant paragraphs. There was a need for teachers to consider another technique of vocabulary instruction that might assure students learned a word’s meaning and also how to use the word properly in speaking and writing. Another method of teaching students vocabulary is through reading, and students who read widely have expansive vocabularies (Blachowicz Fisher, 2004). However, all students do not read extensively, and many only read what they are required to read for school classes. Francis and Simpson (2003) reported that the average high-school student is assigned about 50 pages per week from assignments for their content courses. That number will increase to nearly 500 pages per week when that student reaches college. Additionally, by the time students reach college, professors expect them to be able to learn the text independently â€Å"because they do not have the time or inclination to discuss the information during class†. What does this report mean for high-school teachers? They are faced with the duty of not only developing their students’ vocabularies, but also helping them create strategies to learn vocabulary on their own. â€Å"A serious commitment to decreasing gaps in vocabulary and comprehension includes instruction that allows all students to learn and use strategies that will enable them to discover and deepen understandings of words during independent reading† (Brabham Villaume, 2002). To approach the instruction of vocabulary through literature, teachers often choose to teach vocabulary through context. Teaching vocabulary through context simply means to look for clues in the sentence that might tell the reader something about the meaning of the word in question; furthermore, researchers have studied the impact of visual and verbal clues on learning words in context. Terrill, Scruggs, and Mastropieri (2004) studied mnemonic strategies used in vocabulary instruction for eight 10th-grade students with learning disabilities and found that using keywords with pictures that hint at a word’s meaning increased the students’ vocabulary test scores. By the end of the study, students had learned 92% of their vocabulary using this strategy compared with 49% of words learned using the word-list approach. Several other studies have been performed that examined the contextual method of vocabulary instruction together with the word-list approach to vocabulary acquisition. Dillard (2005) explored definitional and contextual methods of vocabulary instruction in four secondary English classrooms with a mixture of students in grades 10 through 12 and found that students using the contextual method of instruction outperformed the ones using the definitional, word-list approach on three of the four tests given in the study. In order to really know a word, students must be able to use it in more than one context; it must be used in writing, speaking, and listening (Rupley Nichols, 2005). Having presented all these, indeed, literature is one of the best ways of teaching vocabulary. Both students and teachers benefit from the advantages of a rich language literary piece . For teachers is a pleasure and for students can be the beginning of a new passion – reading. Every teacher`s of language dream is to have students who enjoy reading, accomplishing that simplifies the daily class routine and serves the purpose of obtaining performance.

Making a Living & Building a Life: Ranchwomen in Early Arizona History :: Essays Papers

Making a Living & Building a Life: Ranchwomen in Early Arizona History In the early days of Arizona, ranchwomen played vital roles as business partners, wives, mothers, nurses, teachers, etc. Many of their stories reveal how women often were married into the cattle industry. The lives of many of these early women begin to be told by connecting them with their husbands. However, it is obvious that these women were not just â€Å"the wives of so and so.† Instead, the women actively participated in the development and worked to put all of their effort into helping their husbands’ business succeed. This led to a flourishing of a group of highly skilled, adaptable, and socially aware women. The commonly held belief that it was solely men who drove cattle across the desert, dealt with the details of a family business, and worked the ranch alone while their wives watched after the children, is continuously refuted by the stories of ranchwomen in early Arizona. In actuality a ranchwoman made the cattle industry, not just her husbandâ⠂¬â„¢s business, but rather â€Å"their† business. Besides business, women were concerned with community and home-building. The organization and influence of â€Å"The Cowbelles,† has not only provided a historical record of life on Arizona ranches, it has also provided an example and inspiration to women today. The additional efforts these women put towards encouraging neighborly attitudes, becoming nurses and teachers, and simply doing what was necessary to survive all were part of laying the foundations for some of the first modern day towns of Arizona. A timeline of events reveals the gradual birth of the cattle industry in Arizona and reveals the positive and negative results for different groups of people. In 1822, Mexico gained independence from Spain which resulted in a new government. Protection by the military was largely withdrawn from what is now known as Arizona; as a result, new settlers on the land had major problems dealing with a 50 year period of Apache depredations (Accomazzo v). However, in the 1870’s many of the tribes which were troubling to the settlers were sent to reservations by the federal government (Accomazzo v). In 1872, what is known as the â€Å"second phase of cattle ranching in Arizona, that of the Americans† began (Accomazzo vi).

Internal and External Factors of Management Essay

Introduction Businesses rely heavily on the four basic functions of management Planning, Organizing, Directing, and Controlling; however, the skilled management of internal and external factors will ultimately determine the longevity of the company. Management teams are measured on how quickly they can build a company over a short period. However, the real measure is how well a company can continue to grow. Company success is continually evolving as the world changes, making it difficult on management teams to adapt as internal and external forces mold new paths. Google is a prime example of a leading company who must constantly evaluate their business objectives to keep up with the changing technological landscape. Traditional business models use a top down approach may leave the company unable to change, as the business leader is unable to change. â€Å"It is noteworthy that neither Larry Page nor Sergei Brin, Google’s founders, has proclaimed himself â€Å"chief software architect,† the badge Bill Gates wears at Microsoft† (Hamel, 2006) Instead the founders have designed a concept the makes every idea stand on its own merits. Internal and external factors such as Globalization, Technology, Innovation, Diversity, and Ethics carry large weight in management strategies and the method in which ideas are executed. Planning Planning is the first of the four management functions. Google manages to plan for their future by recognizing that planning requires research and development. Investing in new technologies takes time and money, and not every cent or minute can be dedicated to research without other sources for income. This is why Google invest in smaller companies to fund the evolution of change in the technological world. So even though the company’s overall growth may experience slow periods the overall income will continue to grow with the acquisition of these multiple smaller companies. Organizing Organizing is attracting people to the organization as well as assembling and coordinating the human, financial, physical, informational, and other resources needed to achieve goals. â€Å"Google is famously elitist when it comes to hiring. It understands that companies begin to slide into mediocrity when they start to hire mediocre people. Google’s grueling hiring process, akin to a Mensa test, values nonconformity nearly as highly as genius.† (Hamel,  2006) Google also allows their employees 20% creative time, which is off budget, and off project. This off shift time can attribute to some of Google’s most profitable ideas and software implementation. Providing the creative outlet for the company’s highly creative employees has yielded great results and is part of Google’s overall planning model. Hamel, G. (2006, Apr 27). Management a la google. The Wall Street Journal Asia. Retrieved from http://search.proquest.com/docview/315425991?accountid=35812 The ultimate test of any management team is not how fast it can grow its company in the short-term, but how consistently it can grow it over the long-term. In a world where change is relentless and seditious, this demands a capacity for rapid strategic adaptation. In many cases, companies haven’t been changing as fast as the world around them.What the laggards have failed to grasp is that what matters most today is not a company’s competitive advantage at a point in time, but its evolutionary advantage over time. [Google] gets this. While Google’s growth will inevitably slow, there’s a good chance that its revenues will arc upward for years. Why? Because its novel management system seems to have been designed to guard against the risk factors that so often erode an organization’s evolutionary potential: When power is concentrated at the top, a tradition-bound executive team can hold a company’s capacity to change hostage to its own ability to adapt. That’s why it usually takes a financial meltdown and leadership change to set a company on a new course. It is noteworthy that neither Larry Page nor Sergei Brin, Google’s founders, has proclaimed himself â€Å"chief software architect,† the badge Bill Gates wears at Microsoft. Rather than assume they’re infallible seers with a divine right to dictate Google’s next strategy and the one after that, Messrs. Page and Brin have created a Darwinian environment in which every idea must compete on its merits, not on the grandeur of its sponsor’s title. Google understands that even as it’s ramping up today’s business model, it has to be buying options on the future by creating a lot of little â€Å"Googlettes.† Evolution demands a lot of new experiments; but experimentation takes time and money, scarce commodities when every hour of time and every dollar of capital have already been  allocated to some â€Å"mission criticalâ⠂¬  project. That’s why every Google developer can spend up to 20% of his time working on off-budget, out-of-scope projects. This time is more than a perk; it’s Google’s seed corn for the future. The payoff? In one recent period, more than half of Google’s newly launched products could trace their origins to a 20% project. You have requested â€Å"on-the-fly† machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated â€Å"AS IS† and â€Å"AS AVAILABLE† and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer Translations powered by LEC. Translations powered by LEC.

Personal development Plan Essay

Capital is generally referred by the people to the financial assets and resources, however besides the money; personal capital is also a part of capital. Capital is basically the ability to do something and it allows a person to make his own selections and if it is not available, it is very hard or almost impossible for one to make selections. To evaluate the performance of an individual, capital is an important concept. However, personal performance is not normally termed as capital but it does function in the same way as the financial resources but as for the financial resources, we must build up these resources if we want to accomplish something but the personal capital of an individual is his skills, intelligence, his network of contacts, education, or relationships, etc. (Productivity 501, 2007). We have certain options from where we can choose and these options are interdependent on the amount of capital we have actually acquired. For instance, let’s consider the skill capital. This can further be explained by an example of the skill to perform a particular task to accomplish a particular goal. This can also be to sail all around the world. However, this can only be made possible if the person knows how to sail. If this person does not even know how to sail in a lake along with strong winds, he would never be able to sail around the world. Same applies to the other skills that come under personal capital. Personal capital is something that an individual need to develop personally and is not present in a person from the start. This is basically about polishing the skills you already have in you and is all about increasing our skills as well as the level of intelligence that can be done by various activities such as by reading, studying, taking courses, etc. As for the relationships, they can be improved by investing some more time in them. In order to build up a relationship, giving time, taking care of the person and showing love is very essential and without all these factors it would be hard to maintain any relationship as these are the core factors that are required to make up and then to handle a relationship. To increase our network of contacts, it is a must that we reach out people after which we must stay in contact with them because just reaching them out won’t work effectively. Therefore, we must also remember our past acquaintances and should keep in touch with them as well. The activities mentioned above helps to increase our personal capital and so it also increases the opportunities that we might get.   According to Tom Peters, â€Å"everyone lives by selling something.†Ã‚   (Peters, 1999). People normally retreat when they hear about the word sales as it sounds devious. However, when you convince the other person and you sell, it develops more pleasure and satisfaction and it is all about moving your resources to the ones who need them. Personal capital is basically an ability in a person to make a difference and it can be either processing ability or leverage. The processing ability is basically the extent to which a person achieves a desired result with the resources available to him. It is all about achieving a task based on the thinking skills, energy, character of a person, the level of knowledge and know-how about an activity, thus it is all about achieving the targets within the given resources. This furthermore increases the value of a person as when an individual is different from the others and is able to do tasks effectively, it gives him an edge over others and this can even be his core competency. For instance, let us consider an example of a person who has stared with a new job and as the job is new, the person would need some guidance in order to achieve the targets. Therefore, as assistance is needed by the employee, the results would not be totally based on his skills but later after the employee develops understanding and know-how; he would be able to do the same task without getting help from any other person and can work independently. This shows that his processing ability has been increased. The second part of personal capital is leverage, it raises the productivity of others by using your expertise and further explaining it, we can say that it amplifies your processing ability through others and this can either be done by coaching an employee who is new or by guiding him with the way in which the task is to be performed. Leverage can be measured in a way as our ability to transfer our knowledge to the other party, for example leverage of an economics teacher who teaches the course at a university can be judged in way how he teaches the student and does that really benefit the student or not i.e. does it increase the knowledge of the student or not. Furthermore it is also about using your own previous experience to teach the new employees and help them out to reduce chances of errors or mistakes and when this is achieved, a person achieves leverage. Personal capital can only be built only by learning and trying, it is about the way in which an individual is supposed to take a process and further turn it into a better work process and it is also about adding value to the ideas proposed by the others. People can take courses that could help them to increase knowledge and their processing ability and the way they can share their knowledge that in turn increases their leverage. The reason why personal capital should be built is because of the value we place in making a difference in the tasks we are assigned and the better personal capital an individual has, the better can he perform and achieve he desired goal. Moreover, people have better personal capital will also be able to accomplish tasks that are more complex and challenging.   This is not just the only requirement; however a person should keep on improving his personal capital so that they can benefit from it and fulfill his responsibilities as a team member. Being creative is to turn the ideas that erupt into your mind into a reality and for consists of two aspects that have to be considered. The first one is the ability to think that a person has and the other is to actually create that particular idea. For creative thinking, innovation is a must. This basically means to implement the idea that has been though of. However, if some one has ideas but he does not implement them, he would be considered imaginative and not creative. Therefore, the crux of this paragraph is that there is no use of thinking if you are not doing what you have thought about. (Linda, n.d.) Moreover, creativity can also be defined as something that is new and it therefore requires both zeal as well as dedication. People usually determine certain symbols and myths from creativity that further reveals the hidden points of life. (Rollo May, The Courage to Create) According to another author, a product is only creative when it is novel and appropriate. Moreover, he states that a new product shows its originality, however it cannot be predicted. Creativity of a product basically depends on the concept. The bigger it is, more the ideas are generated and so creativity increases. (Sternberg & Lubart, Defying the Crowd) Creativity can be used for the purpose of economic development, at work and everywhere. The resources available to us in the world are limited but the demands of the people are unlimited. Creative ideas only come in such case when our resources are restricted and as a popular saying of an economist and a social philosopher says that â€Å"Invention is the mother of necessity.† (Thorstein Veblen, 1857 – 1929). However, time and budget can limit creativity. In today’s world creativity is taken as something more than just an artistic expression as it was perceived to be in the previous centuries. However, now it is also essential in many other areas as well. It can be used just anywhere, in a very small thing such as to make a loft or a professional canvas painter. However, creativity can be taken differently by different people who are engaged in different tasks. Constant learning enhances the creativity in a person. Moreover, we should explore different techniques that can help us in improving our creativity. We should brainstorm ideas, do mind-mapping and meditation, etc. I would also say that creativity is basically a mental process that is all about creating new ideas but its originality and appropriateness should not be affected in any way. Creativity is also referred as a divergent thought from the scientific point of view and can be studied from various point of views such as in some of the aspects such as – behavioral psychology, social psychology, psychometrics, cognitive science, artificial intelligence, philosophy, history, economics, design research, business, management, etc. (Linda, n.d.) There are certain questions that one must ask oneself for personal development.  · What’s the history of a person and repercussions for contributions in the past.  · Where we are and what have we gained? (Instead of, â€Å"What have we lost?†)  · What needs to be changed, such as structures to encourage and support learning and innovation?  · What needs to change in my leadership style to foster more of a learning culture? When and where should I practice being a learner? Once we ask those questions to you, one must also consider some of the things mentioned below.  · Hierarchy is not inherently a problem.  · Technical hierarchy not social hierarchy.  · Acknowledge power & power dynamics. The more open this is, the less it will be a subtext of interaction.  · Be in the role of teacher, when the authority in a particular skill or situation, and of learner when not.  · Trust, trust, trust. Trying to control everything accomplishes the opposite.  · Communication – Interaction must be encouraged as it is essential for personal development.  · Documentation – Document learning in one area or project such that it can be shared with other areas and projects. The personal vision of a person is very important as this further develops goal awareness and social orientation. The personal vision of an individual helps them to guide their lives and also provides the direction that is essential to make a choice about the career. It thus, helps to show a way to a person and so it is important for us to identify our personal visions. A personal vision is basically written focusing on the life of person i.e. the joys and the sadness’s filled in their life, what they have achieved and how they have achieved, their contribution, what makes them, their brilliance as well as heritage. Personal vision in turn develops goal awareness as once you identify the personal vision is it easier for a person to focus more on his goals and what he wants to do in life. Moreover, it also develops social orientation in a way that a person cares more about the well being of the society and so he makes sure that their needs are being taken care of and they are satisfied. Other than that, an individual should also have the capacity to working together with other individuals and for this it is necessary that he develops communication, interactive skills and development orientation. The skills and performance of an individual must be upgraded continually and meeting this requirement involves training and development activities and appraising performance for the purposes of giving feedback and motivating people to perform at their best. Training usually refers to teaching lower level employees how to perform their present jobs, while development involves teaching managers and professional employees broader skills needed for their present and future jobs. Individuals must take training to enhance their individual performance that would then increase their productivity. It should focus on developing management skills/development and supervisory skills, technical skills and communication skills. Orientation training programs should be designed for individuals because they are typically used to familiarize them with certain things such as the general policies, procedures, culture and the like. All this results in reputed benefits such as increased morale of an individual; he becomes more productive, lower costs and the like. Team training is also important because it recognizes to facilitate individuals working together. It teaches the people, the skills they to work together and also facilitates their interaction that further focuses on technical, interpersonal and team interaction skills. Communication is very important because it is the only mode through which there can be an exchange of ideas between people but for this they need to interact with other people. They need to form their social groups, talk to their mates and develop orientation that helps to familiarize them with other people. Moreover, concreteness is important too. In this comes openness to change, operational effectiveness and responsiveness challenge. To be concrete basically means to be specific. While making a personal development plan it is also essential to be concrete. An individual cannot do each and everything. Some might be good as some tasks and some might be good at some tasks and so it is not necessary that all people can do the same work well. This in turn develops core competency. In the world today, changes are being made like in every second. However, it does take time for people to adjust to change and people are usually resistant to change but in the end they do have to accept the change. Therefore, it is necessary that one must be flexible and be able to adjust to change well.

Effective Feedback Essay Example

Effective Feedback Essay Example Effective Feedback Essay Effective Feedback Essay Effective Feedback I. Types of Feedback A. Informal B. Formal C. Direct D. Indirect E. Formative F. Summative II. Characteristics of Effective Feedback A. The feedback giver must be clear about motives B. Feedback should be given to help, not to hurt someone C. Feedback should be problem oriented, not people oriented D. Feedback should be specific rather than general E. Feedback is useful when well-timed F. Feedback should be checked with others to support its validity III. How feedback should be handled/given A. Listen to the feedback B. Try not to get defensive if it’s not good C. Practice giving and receiving feedback IV. Feedback Misconceptions A. It’s not my job to give feedback B. If you’re not asked for feedback don’t give any. C. No news (feedback) is good news. Giving Feedback. Teaching Learning @ Flinders. 16 Oct. 2007. Flinders University. 16 Oct. 2007 flinders. edu. au/teach/t4l/assess/feedback. php. Wertheim, Edward G. The Importance of Effective Communication. Edward G. Wertheim, Professor, Northeastern University. Northeastern University. 14 Oct. 2007 http://web. cba. neu. edu/~ewertheim/interper/commun. htm. Intro The primary objective of feedback is to help the speaker develop communication skills that address the needs and expectations of his or her audience. The most effective comments identify problem areas, provide clear and concise recommendations for developing the communication, and explain how those recommendations will make the speech more precise. Types of Feedback Informal worked examples (e. g. verbal feedback in class, personal consultation) Formal in writing (e. g. checklists, written commentary, generic exemplars) Direct to individual student (either in written form or in consultation) Indirect o whole class (e. g. The class did poorly on the last test. Very generic. ) Formative given during the run of the topic, enabling risk taking and adjustment prior to final submission Summative given at the end of a topic, with the purpose of letting students know what they have achieved. Characteristics of Effective Feedback There are several characteristics of positive feedback. But if I listed them all right now we would never get out of here on time. So here are some of the more prominent ones. First off the speaker must be clear about his or her motives behind the feedback in general. The goal of constructive feedback is to help the person not harm them. Feedback which has a hidden agenda such as settling a score or punishing another will not bring about a positive change in behavior. This plays into the feedback dealing with the issue at hand. Feedback is inherently designed to help the person become better in their communication skills not to attack the person verbally. Remember to always deal with the issue at hand because when feedback becomes a personal attack, you destroy your credibility. Another way to add to your credibility as a critique is to be as specific as possible when delivering feedback. Constructive criticism will often be interpreted as destructive, personal, or petty when it is non-specific. So it’s best to avoid generalizing the problem and get right down to the specific aspects of it so that the feedback will aid the person is correcting the problem rather than making them feel terrible about it. Just make sure the timing is right to share your feedback with that individual. The ideal time to provide feedback is as soon as you become aware of a problem. However, this is not always the best time. Consider what you know about the individual’s personal life. The right time to provide feedback is when the person is able to hear it, not necessarily when you are ready to provide it. So when it comes to this aspect of feedback just use your best judgment. Feedback Misconceptions Misconception 1: Its not my job to give feedback. Truth: In any setting whether it be at a company or in the classroom, if they value continuous improvement, feedback is everybodys job. If your environment isn’t feedback friendly, start a trend. First, praise. Reinforce positive actions and behaviors. Dont forget your boss: Positive feedback passed up the organization can have amazing results. Participate in suggestion programs honestly and enthusiastically. And request feedback on your own performance. Misconception 2: If youre not asked, keep your mouth shut. Truth: When you dont deliver critical feedback, you declare your indifference. Saying nothing means you dont care. But if your feedback concerns how your company works, how customers are treated, or what the company is doing right or wrong, you should speak up. Think through your message carefully, and make sure you deliver it with specific examples and suggestions. Misconception 3: No news is good news. Truth: No news is no news. Pretending that no news is good news prevents you from identifying and capitalizing on your strengths and improving your shortcomings. Giving Feedback. Teaching Learning @ Flinders. 16 Oct. 2007. Flinders University. 16 Oct. 2007 flinders. edu. au/teach/t4l/assess/feedback. php. Wertheim, Edward G. The Importance of Effective Communication. Edward G. Wertheim, Professor, Northeastern University. Northeastern University. 14 Oct. 2007 http://web. cba. neu. edu/~ewertheim/interper/commun. htm.

Creating web pages

Creating web pages We all have something to say. We are important and have different experiences and ideas and want to share them. We don't want to share them just with a friend or a relative, but the entire world. How do you do that you ask. Simple. You don't go and call everyone you know over the phone or you don't mail your ideas out. This is way too time consuming and expensive. Instead you decide to make yourself present on the Internet. Though, creating web pages can be an involved process. So that is why I will not go into all of the details, but instead I will introduce to you the most important ideas, and explain what types of tools and resources you need to make a home page of your own.Some of the tools or programs that will be need are an editing program to create and modify HTML files, a knowledge of HTML and common web techniques, a source of pictures and other images, and a graphics program to manipulate images.HTML CodeIf you do not understand any of these, do not worry. I will explain f urther in the reading.The first thing to decide on is what type of information that is to put up. The next thing is to figure out whether a web page, one single page, or a web site, a bunch of pages, is the proper device to hold all the information. It would be best for people who are just starting off to start off with a web page. For the person who knows what they want and have more than just a couple things to say, the web site is the way to go. Some of examples of what people put up on a page or site are photos of themselves,

1984 Essays (1274 words) - Nineteen Eighty-Four, Julia, Telescreen

1984 It has always been man?s dream to see and understand the future in an attempt to prepare himself for events which will eventually unfold. This hope is the premise for futuristic novels like George Orwell?s 1984, which, step by step, moves through the life of a rebellious citizen trapped in a world of deceit and propaganda. Very few people have been exposed to such a treacherous environment as Oceania, where Winston, the main character, resides. Therefore, it was necessary for the author to interject certain literary devices to allow for the ability to better relate to a character in Winston?s situation. To accomplish this, Orwell utilizes the theme of individuality versus tyranny, foreshadowing, and irony, in order to fully extract all possible motives behind Winston?s actions. Many countries, such as the United States, are founded on principles of individuality reigning over tyranny, more specifically, the freedom of choice. However, in the futuristic Oceania, run by ?Big Brother?, such freedom and individuality is, for the most part, completely suspended. To act impulsively, or choose to oppose Big Brother, is a ?thoughtcrime? of dire consequence. This is the basis behind the Inner Party?s control of Oceania. Winston however, from the commencement of the novel, showed that he was not willing to conform to such a tyrannical society. From his writing ?DOWN WITH BIG BROTHER? in his diary as the novel opened, to his relationship with Julia, which was considered sexcrime in Oceania, Winston proved his thoughts were antiparallel to those of the Inner Party. The fact that Winston was so ready to rebel was quite courageous in that he knew people who opposed The Party, or were to educated, like Syme, were vaporized. The members of the Inner Party recognized the ab ilities of an educated man to see through the propaganda of Oceania, and would therefore tolerate nothing but ignorance. Winston, however, continued to oppose the state, and commited, in many ways, both thoughtcrime and sexcrime. He joined the Brotherhood, run by Oceania?s first public enemy, Goldstein, and even reads a book published by the man. This action follows Winston?s open attempt to befriend O?Brien in a society which would not condone such outward behavior. The reasoning behind the condemnation of friendship was that it was believed that friendship could lead to alliances that would threaten the reign of the Inner Party. Winston?s barrage of individualistic actions lead The Party to arrest him, as they witnessed his actions from a hidden telescreen behind a picture. Mr. Charrington, the local store manager, who appeared rather genuine, led the arrest, for he was a member of the unknown thoughtpolice. Julia is killed, and Winston is taken by the thoughtpolice to the ministr y of love, where he is to be held for his crimes. As is the basis for futuristic novels such as 1984, Orwell foreshadows much of the events that occur, through vague or inanimate objects. The most noticeable device for foreshadowing was Winston?s dream of the Golden place with fields and rays of light, a basic human paradise. Such a place foreshadows Winston?s capture and incarceration in the Ministry of Love which is a large white building with strong lights continuously beating down upon its inmates. One of the largest symbols in the novel was the breaking of the globe, which can be interpreted in many fashions. One of which is the foreshadowing of the destruction of Winston?s world, as portrayed through the murder of Julia and his capture by the thoughtpolice. Goldstein?s book also is a mechanism by which Orwell foreshadows eventual occurrences in the novel. Such an object, absolutely illegal in Oceania, foreshadows the Winston?s final steps before his capture, authorized by the Inner Party. Other instances, separate from the sec ond book, are also applied for foreshadowing. Winston?s relationship with the prostitute, portraying his search for human companionship, form a preconceived notion of his relationship with Julia and his befriending of O?Brien. These two actions are perhaps, Winston?s two greatest violations against the laws set forth by the Inner Party. Though the theme of individuality versus tyranny and the use of foreshadowing are essential literary devices, it is the application of irony that truly makes the novel a masterpiece. Many ironic events occur during the

Individual assignment case study reviews Essay Example | Topics and Well Written Essays - 2500 words

Individual assignment case study reviews - Essay Example Therefore, a compare and contrast approach has been followed to understand their future success. Dairy Crest Group Plc is one of the leading dairy products company in Europe. They are engaged in manufacturing, processing and distribution of milk and dairy related products. This company was established in the year of 1981 and it is headquartered in the United Kingdom. This group serves near about 35,000 foodservice customers such as hotels, schools, cafes, stores, convenience stores and hospitals. Their key brands include Frijj, Utterly Butterly, Cathedral city and Clover. The annual revenue of this company is approximately $2,184.2 million in the fiscal year ended 2013 (Dairy Crest, 2013). Organisations like Arla and MÃ ¼ller Wiseman Dairies are increasing the competition of the liquid milk market by their investment in new liquid processing and distribution facilities by (MarketLine, 2014a). Economical Factor: The main financial risks of this Group are interest rate risk and price risk. The change in market interest rate can cause financial risk to the organisation because of their long-term debt obligation. Various non-milk commodities those are affecting the input price of this organisation are vegetable oil, electricity, diesel and gas. They are regularly reviewing the relevant commodity market and the levels of future cover (Vignali, Vrontis and Vignali, 1999). Political Factor: The challenges of trade regulation are increasing day by day. This situation is harming the farmers and dairy processors. Changes in trade policies can restrict their business with other countries. Dairy Crest Group has already invested in various trade operations outside the UK and they have started selling their product in those locations. There is a huge chance of getting affected by the trade policies and exchange rates of those locations. (Pattisson and Lindgreen, 2004). Social factors: Social

Service Management Assignment Example | Topics and Well Written Essays - 250 words - 3

Service Management - Assignment Example The chapter even focuses on the issues of queue as well as bottlenecks and the using of queuing theory to face these issues in capacity management. The chapter even focuses on how organizations need to manage their coping zone and how the utilization of the resources can be managed and improved. In case of a cruise, the organization can implement demand based capacity management strategy. In this strategy the cruise may face the issue of increase in reservations and in order to meet this increase they can decrease the demand for reservation by increasing the prices of their services (Johnston 2012). An internet retailer can experience an increase in demand and if it does not have the required amount of staff to deliver the goods and services. Then the internet retailer can adopt the chase management strategy by increasing the number of part time or contractual workers and even by increasing the hours of work and pay overtime to them. An insurance broker may use the chase strategy in case it is experiencing a decline in demand for its insurance services. Insurances are sold by salesmen on the basis of commission. An insurance broker may higher individuals on basis of commission instead of hiring individuals on basis of fixed salary and pays them according to their number of sales. This will help the insurance broker in managing its cost of

Vietnam War and America Essay Example | Topics and Well Written Essays - 1250 words

Vietnam War and America - Essay Example Was the Vietnam War a design politique of the US Government? Was it really a mistake on the part of US? Was it a ‘design’ and ‘mistake’ both? These are the questions we must consider. It will be interesting to quote noted political scientist and the author of Politics Among Nations Hans J. Morgenthau from his article in New York Times Magazine and web publication here: The address President Johnson delivered on April 7, 1965 at Johns Hopkins University is important for two reasons. On the one hand, the President has shown for the first time a way out of the impasse in which we find ourselves in Vietnam. By agreeing to negotiations without preconditions he has opened the door to negotiations which those preconditions had made impossible from the outset. By proposing a project for the economic development of Southeast Asia—with North Vietnam a beneficiary and the Soviet Union a supporter—he has implicitly recognized the variety of national interests in the communist world and the need for varied American responses tailored to those interests. By asking â€Å"that the people of South Vietnam be allowed to guide their own country in their own way.† he has left all possibilities open for future evolution of relations between North and South Vietnam. On the other hand, the President reiterated the intellectual assumptions and policy proposals which brought us to an impasse and which make it impossible to extricate ourselves. The President has linked our involvement in Vietnam with our war of independence and has proclaimed the freedom of all nations as the goal of our foreign policy. He has started from the assumption that there are two Vietnamese nations, one of which has attacked the other, and he sees that attack as an integral part of unlimited Chinese aggression. Consistent with this assumption, the President is willing to negotiate with China and North Vietnam but not with the Viet Cong. Yet we cannot have it both ways. We cannot at the same time embrace these false assumptions and pursue new sound policies. Thus we are faced with a real dilemma. This dilemma is by no means of the President's making. We are militarily engaged in Vietnam by virtue of a basic principle of our foreign policy that was implicit in the Truman Doctrine of 1947 and was put into practice by John Foster Dulles from 1954 onward. This principle is the military containment of Communism. Containment had its

Communication and Relational Dynamics Essay Example | Topics and Well Written Essays - 500 words

Communication and Relational Dynamics - Essay Example Relational maintenance is one thing I have learned that I would use in future. Instead of drawing apart from people who I will come close to in the workplace, I would rather maintain the relationship. Discussion on managing dialectical tensions has enhanced my understanding of my communication style. In the face of tension and confusion, I have learned how to go to one side by denying the other. Balancing is another way I can manage tensions; by partially responding to both parties. Recalibration can also help to avoid any opposition from one party. Reaffirmation is yet another way that relates to being positive about a situation. These ways have enlightened me how I can respond to tensions in different circumstances.I am going to use metacommunication as a way to resolve conflict in a more constructive manner. We can resolve the conflict between my coworker, and I through this. What I like most in this discussion are the characteristics of relationships. It is interesting how relati onships turn out to be. You can be romantically involved with someone you will end up marrying you, but it reaches a point where disagreements come in making the relationship to come to an end. They keep on changing and are affected by culture. The least liked discussion was of the types of relational messages which I did not grasp how they occur. I suggest the topic on types of relational messages should be done individually to enhance my understanding and feature in YouTube for easier access.

SCHOLARLY ETHICAL PAPER Research Example | Topics and Well Written Essays - 1750 words

SCHOLARLY ETHICAL - Research Paper Example These are some of the ethical questions that may confront a nurse and even other health professionals. The ethical goal of a health professional’s practice is to deliver a caring response given an ethical issue or question (Purtilo and Doherty, 2011, p. 25). 2.0. Relevance of the Ethical Issue on the Withdrawal of Life Support System The issue on whether it is ethical for nurses to assist patients or their relatives in the withdrawal of life support systems for patients is highly relevant because the issue is frequently encountered in the setting of terminally ill cancer patients, stroke, heart attacks, and other illnesses where patients can become comatose. In this case, the case for withdrawing the life system can be debated especially if there are no signs that the patient will recover from the situation soon. The ethical issue is also relevant in situations where the patient is terminally ill as determined by a competent medical professional, believed to be without possibi lity of recovery from the standpoint of medical science, and in extreme and serious pain at the same time. Finally, the ethical issue may also be relevant in situations where nobody is footing the bill for the life support system and, yet, the patient does not show signs of recovering from a condition or illness believed to be terminal as determined by a competent medical professional. 3.0. My Argument My argument is for an affirmative response to withdraw the life support system where any of the following applies. Firstly, in situations where the patient is assessed by a competent health professional that he is or she is terminally ill with no bright hope of recovery and in serious in pain. Secondly, where the patient is in coma and there is no indication of recovery from the illness or situation. Thirdly, when the patient is brain-dead, there is no sign that the patient will recover, and that no one is footing the bill for his or her medical expense. The ethical principle or theor y on which I base my perspective is utilitarianism. Utilitarianism â€Å"is the creed which accepts as the foundation of morals, the greatest happiness principle† (Mack, 2004, p. 63). Mack (2004, p. 63) continues that â€Å"it holds that actions are right in proportion to happiness and wrong as they tend to produce the reverse of happiness.† Allowing a person to suffer extreme pain when dying will highly magnify the grief and sufferings not only of his or her loved ones but also of the patient. A person who is brain dead with no likelihood of waking up and surviving produces grief for his or her loved ones. Most likely, if a patient in coma is asked of his or her opinion on his or her situation (situation of prolonged coma and prolong suffering for her loved ones), he or she would vote for the withdrawal of his or her life support system. If nobody is footing the bill for one’s life support system and dying or not waking up is the likely outcome, then it might a lso be better if the life support system of the individual is withdrawn. 4.0. Counter-Argument Those who subscribe to the deontological or duty-oriented theories on ethics will probably oppose my position. According to Edge and Groves (2006, p. 38), â€Å"deontological ethicists feel that the basic rightness or wrongness of an act depend on its intrinsic nature than on the situation or

Vietnam War and America Essay Example | Topics and Well Written Essays - 1250 words

Vietnam War and America - Essay Example Was the Vietnam War a design politique of the US Government? Was it really a mistake on the part of US? Was it a ‘design’ and ‘mistake’ both? These are the questions we must consider. It will be interesting to quote noted political scientist and the author of Politics Among Nations Hans J. Morgenthau from his article in New York Times Magazine and web publication here: The address President Johnson delivered on April 7, 1965 at Johns Hopkins University is important for two reasons. On the one hand, the President has shown for the first time a way out of the impasse in which we find ourselves in Vietnam. By agreeing to negotiations without preconditions he has opened the door to negotiations which those preconditions had made impossible from the outset. By proposing a project for the economic development of Southeast Asia—with North Vietnam a beneficiary and the Soviet Union a supporter—he has implicitly recognized the variety of national interests in the communist world and the need for varied American responses tailored to those interests. By asking â€Å"that the people of South Vietnam be allowed to guide their own country in their own way.† he has left all possibilities open for future evolution of relations between North and South Vietnam. On the other hand, the President reiterated the intellectual assumptions and policy proposals which brought us to an impasse and which make it impossible to extricate ourselves. The President has linked our involvement in Vietnam with our war of independence and has proclaimed the freedom of all nations as the goal of our foreign policy. He has started from the assumption that there are two Vietnamese nations, one of which has attacked the other, and he sees that attack as an integral part of unlimited Chinese aggression. Consistent with this assumption, the President is willing to negotiate with China and North Vietnam but not with the Viet Cong. Yet we cannot have it both ways. We cannot at the same time embrace these false assumptions and pursue new sound policies. Thus we are faced with a real dilemma. This dilemma is by no means of the President's making. We are militarily engaged in Vietnam by virtue of a basic principle of our foreign policy that was implicit in the Truman Doctrine of 1947 and was put into practice by John Foster Dulles from 1954 onward. This principle is the military containment of Communism. Containment had its

SCHOLARLY ETHICAL PAPER Research Example | Topics and Well Written Essays - 1750 words

SCHOLARLY ETHICAL - Research Paper Example These are some of the ethical questions that may confront a nurse and even other health professionals. The ethical goal of a health professional’s practice is to deliver a caring response given an ethical issue or question (Purtilo and Doherty, 2011, p. 25). 2.0. Relevance of the Ethical Issue on the Withdrawal of Life Support System The issue on whether it is ethical for nurses to assist patients or their relatives in the withdrawal of life support systems for patients is highly relevant because the issue is frequently encountered in the setting of terminally ill cancer patients, stroke, heart attacks, and other illnesses where patients can become comatose. In this case, the case for withdrawing the life system can be debated especially if there are no signs that the patient will recover from the situation soon. The ethical issue is also relevant in situations where the patient is terminally ill as determined by a competent medical professional, believed to be without possibi lity of recovery from the standpoint of medical science, and in extreme and serious pain at the same time. Finally, the ethical issue may also be relevant in situations where nobody is footing the bill for the life support system and, yet, the patient does not show signs of recovering from a condition or illness believed to be terminal as determined by a competent medical professional. 3.0. My Argument My argument is for an affirmative response to withdraw the life support system where any of the following applies. Firstly, in situations where the patient is assessed by a competent health professional that he is or she is terminally ill with no bright hope of recovery and in serious in pain. Secondly, where the patient is in coma and there is no indication of recovery from the illness or situation. Thirdly, when the patient is brain-dead, there is no sign that the patient will recover, and that no one is footing the bill for his or her medical expense. The ethical principle or theor y on which I base my perspective is utilitarianism. Utilitarianism â€Å"is the creed which accepts as the foundation of morals, the greatest happiness principle† (Mack, 2004, p. 63). Mack (2004, p. 63) continues that â€Å"it holds that actions are right in proportion to happiness and wrong as they tend to produce the reverse of happiness.† Allowing a person to suffer extreme pain when dying will highly magnify the grief and sufferings not only of his or her loved ones but also of the patient. A person who is brain dead with no likelihood of waking up and surviving produces grief for his or her loved ones. Most likely, if a patient in coma is asked of his or her opinion on his or her situation (situation of prolonged coma and prolong suffering for her loved ones), he or she would vote for the withdrawal of his or her life support system. If nobody is footing the bill for one’s life support system and dying or not waking up is the likely outcome, then it might a lso be better if the life support system of the individual is withdrawn. 4.0. Counter-Argument Those who subscribe to the deontological or duty-oriented theories on ethics will probably oppose my position. According to Edge and Groves (2006, p. 38), â€Å"deontological ethicists feel that the basic rightness or wrongness of an act depend on its intrinsic nature than on the situation or

Class Conflict Essay Example for Free

Class Conflict Essay Introduction: This essay aims to examine the extent to which class conflict affects education and life opportunities. The following paragraphs seek to illustrate how factors such as class position and parental attitudes affect education and life opportunities among different social classes and the conflict that lies between them. In order to understand the content of this essay it is first necessary to understand all of the possible variables involved. Throughout this essay I will examine the definitions of class, conflict, education and opportunity. The main body of the essay seeks to highlight the reason as to why people are members of certain classes and the effects this has on their chances for education and life opportunities, using the example of education in Britain. In conclusion, a brief synopsis of class conflict will be given and considerations of some of the reasons why this occurs. In answering the question through the use of an example from the social context in which class conflict effects education and life opportunities this essay aims to highlight how the conflict between classes effect a person’s right to an education and equal life opportunities. Class, Conflict, Education, Opportunity: In order to understand the content of this essay it is first necessary to understand all of the possible variables involved. Norman Goodman defines class as â€Å"a term widely used in sociology to differentiate the population on grounds of economic considerations such as inequalities in terms of wealth or income† (Goodman, 1992).In support of this the Concise Oxford English Dictionary defines conflict as â€Å"an incompatibility between opinions† (2004). In light of these two aforementioned definitions Karl Marx argues that â€Å"class conflict is not only inherent but inevitable within capitalism† (Goodman, 1992).Education can be defined as â€Å"the theory and practice of teaching† (2004). To once again quote from the Concise Oxford English Dictionary an opportunity is â€Å"a favourable time or set of circumstances for doing something† (2004). Why do we have social classes? Ultimately social classes are based on economic factors. Dating back to Victorian times, lower, middle and upper classes existed. The lower classes would have been made up of the landless labourers. Middle classes would have included the tradesmen i.e. people with a professional skill/qualification such as a blacksmith. Finally the upper classes would have consisted of the large farmers and business owners. The upper classes would traditionally employed people from the lower classes to run their farms or businesses. Although we have moved on since Victorian times, this social divide hasn’t changed much. There still remains today a prominent divide between the lower middle and upper class people. This can be seen now within the third level education in present days. Due to the economic crisis we are currently experiencing, less and less people are able to afford the luxury of a third level education. Sadly this is hitting the lower and working classes the hardest. Due to government cutbacks grants are being chopped leaving the less fortunate members of our society starved for further education. How does the conflict between different social classes effect education and life opportunities? As mentioned in the introduction class position and parental attitudes play a vital role in the effect that class conflict has on education and life opportunities. It has been proven that class position has a huge effect on parental attitudes in getting involved with their children’s school lives. A.Lareau outlines parental involvement as â€Å"preparing children for school (Lareau, 2000) , this includes assisting the child in learning the alphabet, speaking and reading stories to the child. This is to promote language development. Also parents should attend school event such as parent teacher meetings and comply with the requests teachers make of parents in furthering a child’s education. School success is positively linked with parental invol vement (Lareau, 2000). Through research it has been proven that a lack of â€Å"parental involvement is not random and that social classes have a powerful influence on parent involvement patterns† (Lareau, 2000).For example, â€Å"between forty and sixty per cent of working †¦ and lower-class parents fail to attend parent teacher conferences. For middle-class parents these figures are nearly halved, i.e., about twenty to thirty per cent. (Lightfoot1978, et al.). This is also proven true when we turn to the promotion of language development. These areas include â€Å"reading to children, taking children to the library, attending school events and enrolling children in summer school† (Lareau, 2000). Middle class parents were shown to take a more active role in schooling than the parents of middle and lower class children. Originally to enter the secondary educational system in Britain a fee had to be paid. It was privately organised and based on â€Å"differentiation along lines of socia l class† (McCulloch, 1998). The working and lower classes were only obliged to attend elementary education. Secondary education was intended solely for the wealthier middle class. The very wealthy and sons of landowners attended the â€Å"nine great schools of Eaton, Harrow†¦Merchant Taylors and St. Paul’s† (Sally Power, 2003), these were originally called public schools. Within the middle class there was a differentiation in the line of secondary education. This was shown by the Taunton Commission of the 1860s. Schools were divided into 3 categories depending on their clientele. The first group was catered for the sons of professional men, men in business (â€Å"whose profits put them on the same level as the great majority of professional men† (McCulloch, 1998)).This grade continued to the age of 18 or more. The second grade was much broader in its general curriculum than the first. This continued till the age of 16 and catered for the sons of â€Å"large shopkeepers, rising men of business and the larger tenant farmers† (McCulloch, 1998) .The third group catered for the â€Å"distinctly lower scale† such as small tenant farmers, small tradesman and superior artisans. This grade continued only till the age of 14. Gradually, however, access to secondary education was widened. The 1902 Act introduced a scholarship route which enabled intelligent products of elementary education to â€Å"proceed to free places in secondary education† (Roberts, 1977). Then, all children, â€Å"with exception of approximately five per cent whose parents desired and could afford an independent education† (Roberts, 1977), were given an equal opportunity with entry to different types of secondary schools that were introduced. â€Å"This depended solely on their performances in an impartial selection procedure that became known as the eleven-plus† (Roberts, 1977). At this time (1944) it was believed that society had reached equality in terms of secondary education and that each child was the maker of their own destiny depending only on their own accomplishments and hard work and not upon the socio-economic status of their parents. Now, However it is common knowledge that the 1944 Act was not successful as government reports showed that a â€Å"strong link remained between children’s educational attainments and their social class origins† (Roberts, 1977). Investigation showed that, in what was meant to be an equal opportunity of education for all, working class children seemed to â€Å"fall at every hurdle†. Social class was shown to be related to the allocation of children in primary school streams, their achievement in the eleven-plus selection procedures, â€Å"the streams towards which they gravitated within secondary schools† (Roberts, 1977), their chances of remaining in education passed the statutory age and also their resulting chances of entering higher education. Hence affecting their chance of employment in their future life which would enable them to support their family and hence being amore active member of the society in which they live. Conclusion: To conclude, from my research I do believe that class conflict has an effect on education and life opportunities as mentioned above parental attitudes and class position can have a devastating effect on a child’s life but it can also have a positive effect. This is down to where one’s family lies in the class structure. Trends show that many members of lower classes do not succeed in education as much as the members of the wealthier middle classes. This lack of success in education is often presents itself in further life. Bibliography: 2004. Concise Oxford English Dictionary. s.l. : Oxford University Press , 2004. Goodman, Norman. 1992. Introduction to Sociology. New York : Harper Perennial, 1992. Lareau, Annette. 2000. Home Advantage. Maryland : Rowman Littlefield Publishers , 2000. Lightfoot1978, Ogbu1974, McPherson1972 and Galen1987, Van. McCulloch, Gary. 1998. Failing the Ordinary Child ? Buckingham : Open University Press, 1998. Roberts, Cook, Clark, Semeonoff,. 1977. The Fragmentary Class Structure. London : Heinemann Educational Books Ltd, 1977. Sally Power, Tony Edwards, Geoff Whitty ,Valerie Wigfall. 2003. Education and the Middle Class. Buckingham : Open University Press, 2003.

Accuracy of Frozen Section in Borderline Ovarian Tumor

Accuracy of Frozen Section in Borderline Ovarian Tumor Abstract Borderline ovarian tumor or low malignant tumor present in 10-15% of all ovarian cancers, they usually affect younger women and they have favorable prognosis even with conservative surgery, in which fertility can be preserved. Lack of reliable diagnostic tool to indicate the type of malignancy before surgery or at the time of surgery make the borderline ovarian tumor one of the most controversial topics of gynecology malignancy. This leads to many overtreatment cases with radical surgery or undertreatment with conservative surgery with the higher rate of overtreatment compared to undertreatment. In this review article, we extensively searched for all reported data regarding the accuracy of frozen section in borderline ovarian tumor and compared the results. Our literature search and reviewing the result of 6 studies, which specifically considered the accuracy of frozen section in borderline ovarian tumors, gave us an accuracy of 60% with an agreement between final pathology and frozen section results. 24.5% of under-diagnosed cases where malignant interpreted to benign and 4.9% over-diagnosed cases where benign tumor considered as a malignant. Frozen section is a reliable tool to exclude benign tumor from borderline and malignant but under-diagnosed percentage is higher than to be accepted for a reliable diagnostic method. There are limitations in this review included the low number of enrolled cases, different time of diagnosis and different countries, which did not have similar criteria and classification. Introduction For the first time in 1929, Taylor described the borderline ovarian tumor (BOT) or low malignant tumor [1]. About 10-15% of all ovarian cancers are BOT. They have very interesting histological behavior. Epithelial cell stratification, increased mitotic activity and nuclear atypia are some features of malignancy that present in borderline tumor. They lack the invasion into the stroma and they usually affect younger women and have a favorable prognosis (2). However small percentage, which are invasive and classified in advanced stage are associated with poor prognosis and recurrence rate of about 1-50% (3). Histologically BOTs are classified based on their epithelial characteristics as serous, mucinous, endometrioid, clear cell or Brenner tumors. Their different histologic type plays an important role in their clinical presentation, thus it is very important to determine the cell type before assessment of BOTs [4-6]. Staging is based on International Federation of Gynecology and Obstetrics (FIGO) staging system for ovarian carcinoma. Review of literature indicated very interesting controversy in distribution of BOTs based on the geographic region. In western country USA and Europe, the leading histological type of BOTs reported as serous (7-9). Interestingly, studies from Korea and Japan have showed that mucinous type was the most common one (10-11). Nevertheless, limited number of patients in these studies did not help to come to the conclusion based on geographic area. Surgery is a standard of care to treat BOTs. Determinant factors that help to choose the surgical methods including patients’ age, fertility status and most importantly the histological characteristic of the tumor. Two standard methods worldwide are used in order to treat the BOTs, conservative or radical surgery. Borderline tumors have favorable prognosis even when they are treated with conservative method of surgery. Despite their benign behavior, the treatment of borderline tumor has been more aggressive just because they are regarded as a subset of carcinoma conservatively. Choosing and applying the correct surgery method is vitally important since patient fertility should be preserved when a conservative surgery is chosen as a method of surgery. Patients benefit from conservative surgery, if the tumor has not invaded into the stroma. In contrast, malignant epithelial neoplasm are needed to be treated more aggressively with radical surgery. Therefore, it is critically impo rtant to detect the right histology stage of the tumor at the time of surgery. An accurate test will have a golden value in these patients because it can avoid overtreatment by radical surgery and save the patient fertility when it is on early stage. On the other hand, it would not lead to catastrophic underestimation of tumor when it is on advanced stage (12). Preoperative imaging and tumor markers are usually used to estimate the characteristic of these tumors, but what is obtained from these methods are limited (13, 14). Most of the time, the decision should be made at the time of surgery in case of disseminated malignancy. Earlier stage of tumor FIGO stage 1, 2 are controversial ones. Preliminary diagnosis can be made based on cytology but tissue biopsy is generally the only definitive available diagnostic tool. Intraoperative frozen section can be an alternative to make the diagnosis intra-operatively. Frozen section as a diagnostic tool is widely used to detect the staging of the tumor. Therefore, the right decision on the surgical path with this method not only gives us information about the malignancy but also can report presence of metastases. Accuracy of frozen section has been reported to be good in terms of malignant and benign tumors but its reliability in BOT has not been investigated sufficiently to be statically significant to be used as a diagnostic tool (15). Material and methods In this review article, we extensively search for all reported data regarding the accuracy of frozen section in BOT and compared the results. In order to write this review, we did an extensive search on Medline, preliminary search words were borderline ovarian tumor and frozen section, borderline and borderline ovarian tumor. Finally, we found 30 articles, which investigated the accuracy of frozen section in ovarian tumor, but only 6 of them reviewed in this study (18-23) because other studies was not evaluated the accuracy of frozen section in borderline ovarian tumor or it was evaluated in subgroups. We looked at accuracy of test in all the studies individually. All data were pooled and overall accuracy, over-diagnosed and under-diagnosed then calculated. Discussion Gultekin and colleagues retrospectively evaluated the 82 cases diagnosed with BOT at their clinic in Izmir, Turkey between 1995 and 2007. They compared the result of frozen sections with permanent paraffin section. Their data showed the 69.5% rate of correct diagnosis, 1.2% over-diagnostic rate and 29.3% under-diagnostic rate (18) Tempfer et al. were looked at 96 cases of BOT between 1995 and 2007. The result of frozen section and paraffin were compared in 71.9% of cases, which accounted for 69 of 96 the result of FS and definitive histology were the same. Results showed an overall sensitivity of 75% and PPV of 94.5%. Twenty-eight percentage (27 out of 96) were under-diagnosed and none over-diagnosed has reported (19). Kayikcioglu and colleagues conducted their study on thirty-three patients evaluated based on frozen sections between February 1992 and December 1997. The correlation between frozen section diagnosis and final pathological examination was 72.7% (24/33). Nine percentage (2/22) had inaccurate results in the serous type and 36.6% (4/11) in the mucinous type. They found that the sensitivity and specificity of frozen section diagnosis were 86.95 and 57.14%, respectively. They concluded that frozen section evaluation in identifying a borderline ovarian malignancy was accurate enough to exclude the(20) K. Houck, et al review between 1980 and 1998 at Massachusetts General Hospital found by reviewing 140 cases in their study, which had 60% consistency with frozen section and final pathology results. 10.7% over-diagnosed and 29.3% under-diagnosed cases were reported in their study whereas the positive predictive value of borderline by frozen section was 89.3%. Another study conducted at University of Pennsylvania by Menzin and colleagues evaluating frozen section and final pathology results of 48 patients between 1986 and 1993. In all of these 48 cases, frozen section was suggested the BOT. Their analysis showed 27.1% under-diagnosed and none of the final pathology results was benign while frozen section suggested borderline. They concluded that frozen section was accurate in excluding the benign tumor but when it came to distinguish between borderline and invasive tumor it was not reliable (22). Kim and colleagues reviewed all pathology reports with BTO in both frozen and permanent section analyses between 1994 and 2008 at Seoul St. Marys Hospital. Similar to other studies, they have compared the results of frozen section and permanent histology. They showed 62.4% agreement between frozen section and permanent histology results, which accounted for 63 of 76 cases. They had 76 cases of BOT diagnosed by frozen section. Eight has been under-diagnosed and 5 over-diagnosed, which was 10.5% and 6.6% respectively. 50% sensitivity and 80% specificity was reported in mentioned study (23). Summary of all above mentioned studies and pooled data are shown on table .1 In addition to the accuracy of frozen section compared to the permanent histology results, some other variables have been evaluated in some of these studies. Some of them examined serous type and mucinous type of the tumor despite the controversial result. One concluded that serous type had more missing diagnosed cases (20) while other results showed that tumors other than serous were more likely to be missed (21). Expert pathologist was another controversial variable expressed in Gultekin et al in their research and some other retrospective reviews showed that expert pathologist and accuracy of frozen section diagnosis were parallel (18). Menzin and Tempfer studies have shown no difference in expertise of pathologist regarding accuracy of frozen section.(19,22) Conclusion It is important to choose the right surgical policy at pelvic mass operation, especially when it comes to BOT, which have the favorable prognosis even with conservative surgery due to preservation of fertility in younger women. There is no accurate diagnostic method to evaluate the ovarian tumor, before or at the time of surgery. Frozen section analysis can provide valuable hiftological information in term of malignant ovarian mass. However, the overall diagnostic performance for BOTs has not been reported satisfactory in any study. As it is shown in table 1, according to previous published data FS has under-diagnostic rate of 24.5%. It showed an excellent result in term of excluding the benign tumor. These result have its own limitations. All the published data were based on retrospective studies, performed on different time frame with different diagnostic criteria and various recommendations. Moreover, they were from different area, which might cause some bias. Number of enrolled cases were limited in addition to different inclusion and exclusion criteria in each study. Although most of the result were statistically acceptable with p-value of

Asian Philosophies of Critical Thinking Essay -- Critical Thinking Essa

Asian Philosophies of Critical Thinking The research question of this extended essay came across at a very early stage in my life. Having been born and developed from a family with all its members being University instructors and professors, I was often involved in arguments related to the lack of critical thinking in Asian cultures. As I got older, having had the chance to emerge in different cultures, I started to develop my own viewpoints and answers. I started to wonder about the truth between the real differences of Asian and Western philosophies of critical thinking. This extended essay, intended to be a research and investigation, bearing the title  ¡Ã‚ §Asian Philosophies of Critical Thinking: divergent or convergent to Western establishments? ¡Ã‚ ¨ is in fact however merely just a summary of my viewpoints and answers which I have developed throughout the years. In the first section of the essay,  ¡Ã‚ §Logical Tradition in India and China ¡Ã‚ ¨ I will attempt to give evidence of critical thinking in two Asian cultures that I have chosen; namely India and China. In India, I will argue that critical thinking is clearly visible in historical texts such as the Caraka and Nyayasutra. This is presented as the well-known five-membered argument, a system of logical deduction, similar to the Aristotelian syllogism found in the west. In China I would focus mainly on the two schools of logical thought, the Mohists and the Logicians. For the Mohists I would argue that critical thinking is a vital element in the building of what they call  ¡Ã‚ §mental models. ¡Ã‚ ¨ For the Logicians, I would study deeply the writings of Hui Shih and Kungsun Lung, I would show that in fact both of them developed systems of logical and paradoxical thinking that could well serve as the foundations of modern science. If critical thinking is clearly presentable in these Asian cultures then why are there still concerns for introducing it to them? This is the question I intend to answer in the latter section  ¡Ã‚ §Needham's Grand Question and Fuller's Interpretation. ¡Ã‚ ¨ During this section, I would also show that discussions of modern science seem to enable us to see how the tradition of critical thinking arose and how they were promoted or discouraged. I would cover how Asian historical, economic, social and cultural factors have a big influence on their development of critical thinking. Lastly I woul... ...nusya: Journal of Humanities, 1 (forthcoming). Hostetler, Karl. 1991. Community and Neutrality in Critical Thought: A Nonobjectivist View on the Conduct and Teaching of Critical Thinking. Educational Theory, 41.1, 1-12. Matilal, Bimal Krishna. 1990. Logic, Language and Reality: Indian Philosophy and Contemporary Issues. Delhi: Motilal Banarsidass. McGuire, John. 1998. Is Critical Thinking Cultural Thinking?. Unpublished ms. McPeck, John E. 1991. What is Learned in Informal Logic?, Teaching Philosophy, 14.1, 25-34. Needham, Joseph. 1969. The Grand Titration: Science and Society in East and West. London: Allen & Unwin. Paul, Richard. 1993. Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World. Santa Rosa, CA: Foundation for Critical Thinking. Ronan, Colin A. 1978. The Shorter Science and Civilization in China: An Abridgement of Needham's Original Text. Cambridge: Cambridge UP. Sutton, Robert. 1995. Realism and Other Philosophical Mantras. Inquiry: Critical Thinking Across the Disciplines, 14.4, 18 pars., http://www.shss.montclair.edu/inquiry/summ95/sutton.html. Tscherbatsky, F. Th. 1962. Buddhist Logic. New York: Dover.