Monday, September 30, 2019

Causes of World War Essay

World War 1 was the first war in history that had most of the world dragged into conflict against one another. There were many causes of WW1 the main one that actually started it was a short term cause, the assassination of the Archduke Franz Ferdinand of the Austria-Hungary Empire. But there were a lot of long term causes that were building up to war like the arms race with military sections such as navy being built up especially between Britain and Germany. Also Imperialism was a great cause because Germany had only just unified in comparison to the rest of the world they wanted to get themselves on the map in regards to some colies but there wasn’t much free space rest in the world, also there was the alliance systems that actually pulled everyone into the war. Nationalism also played a role, basically its patriotism so it cone sides with the alliance system especially to do with Britain and all its colonies such as Australia and Canada, they join the war because of the alliance but also because Britain is basically there mother so even though they were independent they still were going to help out their oldest and greatest ally at that time. The only short term cause was the assassination of Archduke Franz Ferdinand on June 28 1914, this act committed by Gavrilo Princip in Sarajevo; Bosnia was the match that started the fuse that led to war. The reason for this assassination was mainly because he and his group wanted to break free of the Austria-Hungary Empire and have an independent Yugoslavia. This caused the spark of the war because Austria-Hungary found out that Serbia helped to provide some equipment and weapons. So they decided to teach Serbia a lesson by going to war with them and were planning on crushing them but they couldn’t because Serbia was allied with Russia but they did anyway pulling there ally, Germany, in and causing the whole conflict to kick off. The death of one royal family member and the actions of one man to commit that murder ended up getting approximately 16 million people killed in the process. The arms race then ensued when Germany started to build its navy in compaction with Britain use 4,532,000 tonnes of iron and other materials and had 63 separate Dreadnoughts built. Those figures were just for the dreadnoughts that does not include other ships like destroyers and torpedo boats. That shows the pure magnitude of the want that Germany had to out-class and over power the amazing and massive British Navy that had been dominate in the oceans of the world for hundreds of years. There is a reason for the saying â€Å"Rule Britannia, Britannia rules the waves.† The whole arms race was because Germany wanted to become the world power over Britain and to do that they needed a navy but they couldn’t really build massive ships in secret so the British found out and started to up there navy power as well, to stay ahead. One of the main ways they did that was by introducing the HMS Dreadnought; it was a new design that was faster and stronger than any other ship that had been built to date. It was launched on the 10th of February 1906 starting a new class of ships, the Dreadnought class. The whole naval arms race was a product of Germany’s imperialism and want to become a major world power but because they had only unified in 1871 they didn’t have much of a chance to get many colonies but they got a few and needed a navy to defend them but they had other plans on what to do next. There was also an arms race on land/ sky but it was no were near as large or cost as much because ships are a lot bigger and more expensive. But ever since wright brothers flew their first plane the military was interested in using them as weapons and they did, Biplanes made their combat debut during WW1 and it was the first time battles had taken to the skies and there was more than just ground forces to consider when planning out tactics. Also it was during but there was also the invention of the Tank or as it were first called Land ships. Imperialism was a major stir between the European powers as they were all trying to get more colonies and more land, but during this time Germany still wasn’t Germany it was Prussia and because they unified late they didn’t have a chance to colonies the world but they did do it in time to participate in the scramble for Africa and its resources. The reason for it being a part of the build up to WW1 was that Germany was envious of the rest of the European powers and how many colonies they possessed, especially Britain. This might not seem that important but to be a world power you needed influence around the world or a lot of land (like Russia) but Germany had neither but the wanted to be conceded a world power but they couldn’t really because there was not much land left that the Germans could Colonise. Germany was also involved in the Morocco crisis because they wanted equal economic benefits from Morocco including Morocco’s natural resources. This whole situation was a big problem between the European power and who would control Morocco. Nationalism is just patriotism on an extreme level, during the early 1900s’ all powers in Europe had their populations tricked because they all thought their ideologies were the best and their army could crush any opponent. Basically the major powers thought they were the biggest and the best. This was especially important between Russia and Germany the main reason Germany agree to support Austria-Hungary is because the tension between Russia and Germany was building. But because of nationalism was so strong in Germany they thought, well war is inevitable so we may as well crush them now. But Russian people had the same idea. On the outbreak of war Germanys mobilised with the strength of 3.8 million in there general army compared to Russia’s 5.25 million. You can see that Russia’s military was a lot bigger but Germany had it going through their minds that they could win anyway, even though on the outbreak they sent most of their troops towards France to destroy them quickly, that was the plan anyway. The whole reason most empires/ countries got involved was because they thought their armies were so amazing that their contribution would end the war in under a year, which was not true because of the stalemate that old tactics with new equipment caused, because as soon as machine guns were introduced trench warfare was outdated. The alliances were the main long term cause of WW1 they are what brought everyone into the war making it a world war, because it involved most of the world. The first treaty that was called upon was Serbia calling on Russia because of the treat from Austria-Hungary and Serbia could definitely not stand up on its own to such a large empire such as Austria-Hungary. There  was no signed treaty but Russia wanted to keep the peace in the Buckland’s area and to do that they need to mobilise their military. And the mobilising of Russia’s military marked the start of many chain reactions of treaties/ alliances that would be called upon that cause one assassination to turn into the First World War. The Duel Alliance was the defence agreement between Austria-Hungary and Germany it was brought in, in case Russia attacked which was most likely at the point when the treaty was signed in 1879. Also ironically it was signed to limit war but it did the exacted opposite. But even though it was called upon for an offensive movement it was still defensive from Russia because Austria-Hungary invaded Serbia cause the Russian’s to move there army towards Austria-Hungary so they called for support from Germany and they got it. These were the first two alliances call upon and they started the First World War. The Franco-Russian Alliance was between Russia and France it was mainly to contain the threat of Germany because if Germany decaled war on either of them they would have to fight on two fronts because France and Russia were right next to Germany but on opposite geographical sides. It was signed in 1836 and its purpose was to dissuade Germany it worked for a while but ultimately it failed and Germany declared war on both of them. The Treaty of London was signed 1839 and its point was to recognise and guarantee Belgium’s independence and Neutrality. Because it was so old Germany called it The Scrape of Paper and when Germany planned to disregard Belgium’s neutrality by going through Belgium’s boarders to invade France they expected no one to care or act upon it. Not only was this seen as war mongering but Britain stayed true to their word to Belgium and got involved in the war because of that. And with the entry of Britain brought all her allies from her colonies; Australia, Canada, India, New Zealand, South Africa. With that most of the world was involved and it truly had become a World War. Then finally there was America. America was not obliged to join the war at any point by a military alliance but as soon as Germany announced unrestricted submarine warfare in 1917 trying to restrict shipping to Britain and force them to surrender by starving them American shipping was in danger because America shipped food and other goods to help them in the war effort indirectly. But with their shipping naval personnel in danger they didn’t have much of a choice to declare war on Germany thus America entered the war. In conclusion there were many reasons for WW1 to start but most of them had been building up for years behind the scenes it just took the match of the assassination of Archduke Franz Ferdinand to light the fuse and the world exploded into chaos and destruction with roughly 16 million people dead, 20 million wounded, and 8 million missing it was one of the biggest wars in the worlds history. BIBLIOGRAPHY https://www.youtube.com/watch?v=X5YREY33W24 Published on 4 Aug 2014 https://www.youtube.com/watch?v=njINCi9iIrA Published on 25 Jun 2010 http://www.schoolhistory.co.uk/gcselinks/wars/firstwwlinks/worksheets/causeswwi.pdf Published on (No date found) http://en.wikipedia.org/wiki/Causes_of_World_War_I Published on 29 Aug 2014 http://en.wikipedia.org/wiki/Archduke_Franz_Ferdinand_of_Austria Published on 29 Aug 2014 http://en.wikipedia.org/wiki/Assassination_of_Archduke_Franz_Ferdinand_of_Austria Published on 27 Aug 2014 http://en.wikipedia.org/wiki/Gavrilo_Princip Published on 5 Aug 2014 http://www.history.com/this-day-in-history/archduke-franz-ferdinand-assassinated Published on (No date found) http://en.wikipedia.org/wiki/Anglo-German_naval_arms_race Published on 19 Jul 2014 http://alphahistory.com/worldwar1/imperialism/ Published on (No date found) http://www.historylearningsite.co.uk/moroccan_crisis_1905.htm Published during May 2012 http://alphahistory.com/worldwar1/nationalism/ Published on (No date found) http://www.matrixgames.com/forums/tm.asp?m=3415778 Published on 24 Sep 2013 http://en.wikipedia.org/wiki/Russia%E2%80%93Serbia_relations Published on 11 Jun 2014 http://en.wikipedia.org/wiki/Dual_Alliance_(1879) Published on 2 Aug 2014 http://en.wikipedia.org/wiki/Franco-Russian_Alliance Published on 23 Aug 2014 http://en.wikipedia.org/wiki/Treaty_of_London_(1839) Published on 23 Aug 2014 http://www.historylearningsite.co.uk/america_and_world_war_one.htm Published during 2006 The First World War, Robin Lobban, Oxford University Press Text book from school, page 91 (white)

Sunday, September 29, 2019

Internal Alignment Essay

Executive Summary We recommend a single internal structure that includes all job families, and uses the same job point evaluation plan to evaluate all positions. The single structure will allow us to evaluate employees on an equal level and it will be easier for the employees to follow. The job point evaluation consists of a grand total one thousand points with 25% weighted towards Education, 20% weighted towards Experience, Technical, and Creativity/Innovativeness, and lastly 15% weighted towards Skills & Abilities. Internal Strategy The recommended internal alignment for FastCat would be to have a single structure based on compensable factors relevant to their success. Each factor has different levels based on the requirements needed for the factor. For example, there are only three levels for creativity, while there are five levels for experience (Refer to Exhibit 1 in the Job Manual). This allows FastCat to cover the entire company with the factors chosen, yet still be specific enough for the individual jobs. This design will help FastCat direct employee goals towards company goals, and still be fair to the employees. It also will help FastCat be more cost-effective, in that the jobs will be thoroughly evaluated based on the levels they receive for each factor. There are five factors chosen to be the most important for FastCat they are: Education, Experience, Technical, Creative/Innovative, and Skills & Abilities. The first factor, Education, was chosen because of FastCat’s need for highly educated peop le. The software that FastCat designs calls for specific knowledge that a degree can provide. Experience was chosen because of its importance to FastCat. Almost every job at FastCat requires at least some experience in that certain area; therefore experience was deemed extremely important for FastCat. Technical ability refers to the amount of impact an error would make for FastCat. For example, an Administrative Assistant miss-spelling something will not have a huge impact on FastCat’s business, however, a Technical Marketing Consultant going after the wrong segment will have a profound impact on FastCat. The Creative/Innovative factor for FastCat is also extremely important. The mission statement for FastCat even states that â€Å"We must produce innovative, high-quality solutions.† Last, Skills & Abilities was chosen because of the  range that the factor could cover, as well as the fact that we can select the most important items relative to FastCat. This internal alignment will allow FastCat to strictly define some factors, while leaving other factors more loosely defined, in order to support employee development. This system will also be extremely simple for employees to follow, and to see the way that the system has been set up, in order to ensure fairness. The structure will also be similarly easy to administer, as well as to communicate to employees. It will be easy to administer because the jobs are already evaluated, and will not change anytime in the near future. Another reason why it will not be difficult to administer is because employees will be able to see the differences in pay, and why they are the way they are. The recommended way of communicating this plan to employees is by giving each employee a copy, and then holding several small meetings in which employees can ask questions about the new structure. Rationale for Recommendations The recommendations we proposed for FastCat will benefit the company for its future success, and will help the company regain its competitive edge, while also achieving its compensation objectives. The first recommendation is for FastCat to use a single internal structure. Since the company is currently undergoing some restructuring, this system will be easy to help reorganize those departments, and it provides for a much less bureaucratic working environment. Also, a single internal structure will allow for better management because rather than having the manager’s focus on trying to organize and understand two or more structures; they can simply focus on one. Second, we recommend that FastCat use a job point evaluation system. By using this point system the company can clearly state what they feel are important skills, and can place a numeric value to them. This way the most qualified employees are easily identified, and the employees can be correctly compensated for their w ork. This system will also help direct employees towards FastCat’s objectives. Lastly, we recommend that Fast Cat include five compensable factors that will help the company get back in all consumers’ evoked set. The five compensable factors we recommend would be Education, Experience, Technical (error), Creative/Innovative, and Skills & Abilities. To help Fast Cat in its future success they are going to need highly educated people who have the experience in the market, but make  little technical errors in doing their job. Also, they will need people who are creative/innovative to help create new products, but these people must also posses the skills and abilities necessary to complete their job. This system will also help direct employees towards FastCat’s objectives. By placing emphasis on creativity and technical ability, FastCat can direct employee behavior towards their objectives. Overall, these recommendations will help Fast Cat achieve their compensation objectives, because the single internal structure is easy to understand and organize , the job point evaluation and compensable factors will help to select the correct amount of compensation for each job. However, while there are many benefits to these recommendations there are some risks associated with them. Listed below you will find some of the risks, and potential solutions for the risks, associated with the proposal for FastCat. Risk 1: Since it is recommend that FastCat use a single internal structure some employees may feel they will not be recognized for achieving certain goals. Potential Solution 1: FastCat can have some other ways of recognizing employee’s when they achieve goals. For example, FastCat having Employee of the Month, Profit Sharing, Gain Sharing, or just recognition for employees by management or the President of FastCat. Risk 2: Managers and/or employees may feel that it is not fair to place them on the same level as non-managerial or managerial employee. Potential Solution 2: Explain to employees how the point system works, and why they are on the same level. Especially emphasize the Skills & Abilities Level 2 and above Ranks, where managerial skills are listed. This will show the employees that FastCat is paying more for managers. However, there may be another factor that places the employee and manager within the same point range. Risk 3: If an employee ranks high on the job point evaluation then he/she may feel as if they are indispensable. This could cause them to not be focused or to slack off on their responsibilities. Potential Solution 3: FastCat could occasionally remind employees that their compensation is based on the fact that they are doing their job. If an employee believes he/she is indispensable, and therefore either slacks off or becomes not focused; then maybe FastCat should remind them of employment at will. Risk 4: Since FastCat does value creativity and innovation, employees who are in positions where creativity and innovation are not needed could feel that any ideas they do have would not  be very important. Potential Solution 4: FastCat could have a suggestion box, or encourage all employees that have an idea to tell their superior. FastCat would need to tell employees something to the effect of: there are no bad ideas, just ones that are not yet developed. This would encourage employees to voice any ideas they have, and feel like their ideas are valued. Overall, our recommendations provide more benefits than risks to the company, benefits such as: helping FastCat to be successful in the future, helping the company regain its competitive edge, while also achieving its compensation objectives. However, as with all things, there are some risks, but as long as FastCat is aware of those risks and handles them promptly they should have no problem succeeding using our recommendations.

Saturday, September 28, 2019

Kant and Singer Essay Example | Topics and Well Written Essays - 1000 words

Kant and Singer - Essay Example It does not dictate equal treatment of all interests, in the belief that different interests guarantee different treatment (Singer 26). Human beings, therefore, give significant interests priority over minor interests. Apart from justifying different treatment for different interests, this principle calls for different treatment of the same interest where diminishing marginal utility is a factor. This philosophy of Singer requires the concept of impartiality while comparing interests. Singer asserts that a person’s interests must always be weighed according to the person’s existing properties. The major interests in human beings are those that satisfy the basic need for food and shelter, develop one’s abilities, avoid pain, and enjoy warm personal relationships and those that allow a person to pursue his or her project without interference. These major interests entitle a person to equal consideration in the capacity of happiness and suffering. Singer’s approach favors a model of life where he measures the minor interest from their wrongness of frustrating the goals of life. Singer argues that eating of animals and using them for scientific research is morally indefensible (Singer 48). From his perspective, like human beings, animals have interests and are, therefore, sentient. More so, since animals have interests, they are entitled to moral consi deration. Every genuine interest should be treated with the same weight, regardless of whether it is an animal or human being. He describes eating animals as an unnecessary imposition of pain and suffering upon animals. Human beings satisfy their dietary preferences by inflicting such pain on animals, but beyond that, no good comes of it. This gets based on the fact that even heavy consumption of meat poses serious health dangers to human beings. Singer views the use of animals in a scientific experiment as a morally defensible act in the fact that it produces knowledge and in particular medical research. Since medical research produces cures for diseases, there are more goods to be balanced against the pain and suffering of animals. This benefit is much better than the human satisfaction obtained from meat consumption. Singer’s view is based on moral reasoning based on a cost-benefit analysis. Singer’s view on euthanasia and abortion are consistent with his general et hical principles. Singer categorizes euthanasia into non-voluntary, voluntary and involuntary. Singer only consents to voluntary euthanasia in the fact that there are no other interests to be weighed against the interest of a person. In Singer’s view, abortion is wrong in that it is the killing of an innocent human life. This argument is deductively valid in that a fetus becomes a human being from the point of conception (Singer 98). Although Singer finds this argument flawed from the fact that child development is a gradual process, the validity still lies in the fact that life as a journey starts at the point where life begins; conception. Singer states that the arguments for or against abortion should be based on a utilitarian perspective. This perspective compares the interests of a woman against the interest of the fetus. He believes that any interest sought to be gained or avoided; despite all the harm or benefits caused corresponds directly to a person’s satisfa ction or frustration. He argues that, at around eighteen weeks, a fetus has no ability to experience sensations like satisfaction or frustration which is a prerequisite to having any interests (Singer 63). Therefore, from a utilitarian perspective, nothing can be weighed against a woman’s interest to have an abortion. As a result, abortion is morally permissible. Immanuel Kant

Friday, September 27, 2019

An Orthodox Poem Essay Example | Topics and Well Written Essays - 1000 words

An Orthodox Poem - Essay Example These terms may be used interchangeably to pertain to money. Noticeably, Stevens uses simple, even slang terms to make his subject easy, thus implying address of the general public, or the common people. Stevens could have used other terms like banknote or currency but such terms would deviate from the purpose of giving the simplest terms for money in the introduction and then move on to the more complex meaning of the subject. . In the second stanza, Stevens mentions the ways to use money. The lines, â€Å"Chock it up,/fork it over, shell it out./Watch it burn holes through pockets.† (4-6) reveals what a person can do with money. There is a slight change in tone with the first two lines of this stanza still sounding slang, whereas the third line sounds figurative. Stevens gets deeper into his subject matter by using imagery and metaphor in the third line. He indirectly compares money with fire, making it capable of burning â€Å"holes through pockets† (6). The first tw o lines express how people can manipulate money, whereas the third shows a magnificent power that money has as it can â€Å"burn holes† or leave a person empty-handed. Stevens provides deeper meanings of the term money as the poem progresses. As such, the third stanza provides an even deeper meaning of money by giving implications of having money. The lines, â€Å"To be made of it! To have it to burn!† (7-8) could mean two things. Literally, it can mean that money can support a person when used for sustenance. Figuratively, it can also mean that depending on money can make one burn or go to hell. Considering this, Stevens does not only illustrate an orthodox style but even demonstrates Orthodox beliefs about hell and temptation. The terms in next line, namely, â€Å"Greenbacks, double eagles, megabucks and Ginnie Maes† (9) pertain to enormous amount of money, which could lead a person to make sins and later burn in hell due to temptation. Such infusion of belief about burning is allegorical in tone. The fourth stanza balances the meanings provided in the earlier stanza by giving the positive functions of money. â€Å"It greases the palm, feathers a nest,† (10) and so on. The words in this stanza pertain to the use of money in supporting or feeding a family or making a person survive. Stevens uses more images to illustrate his point, such greasing the palm with food to eat, feathering a nest to provide shelter to a family, and letting a person survive the depth of the water in a sea. On one hand, these descriptions strongly imply the role of money in human life. On the other hand, these words also show the dependency of people on money. Such connotations further imply the negative side of money, thus serving as anti-thesis to lines 10-11. The fifth stanza further illustrates the power of money and its presence in the world as the poem states, it is â€Å"always in circulation† (15). Stevens uses denotation and connotation agai n in this stanza. As for the denotation, money can gather people’s as it can afford a lot of things. For the connotation, money gathers the interest of many when a person with a lot of money is lavishly clothed. Furthermore, it implies that people with money become popular and are always in circulation. The last stanza bears the most negative implications of money. Once again, the author uses denotation and connotation. The persona warns the addressee about putting money in the mouth, despite not knowing where it comes

Thursday, September 26, 2019

Anthropological Puzzle Assignment Example | Topics and Well Written Essays - 750 words

Anthropological Puzzle - Assignment Example The hunter who catches the large animal has the best part of the meat. Power also translates to their marriage traditions and male regard for large families. 2. What does the AAA statement on Race say in regards to biological vs. socio-cultural constructs of race? Give 2 specific examples. Why does this document say that that construct ‘race’ was invented? It says the ‘construct’ invented to separate by visible differences those who had power over others before DNA studies could show there were more differences within groups than between them. So, to create a labor force, control politics and channel wealth, differences that grouped people by physical similarities were a handy way of deciding who would rule and who would obey. But rather than biological or phenotypic differences, it is socio-cultural traditions that define groupings of people into nations or tribes. The way people behave and bring up their children determines what ‘race’ they belong to. Divisions were obvious among European American, black African slaves, and indigenous Indian people. In places like Europe, racial myths were exploited to gain dominance over Jews, Romanies, and homosexuals under the power of white Aryan supremacists. She showed how weak or deformed babies were left to die, and mothers displayed no grief or regret, a practice widespread through the community. Most mothers abandoned children with no chance of growing into useful adults or those who would be a drain on energy and resources. This heartless way seemed at odds with Western notions of natural maternal love. She saw the mothers were hardly able to look after themselves and had multiple pregnancies with many infant deaths, so the culture allowed women indifference for the ones that died, reserving love and care for the ones that lived. It made her redress the generally held assumption that maternal instinct is universal and innate.

Wednesday, September 25, 2019

Can Love Be Bought With Money Essay Example | Topics and Well Written Essays - 750 words

Can Love Be Bought With Money - Essay Example In our society, many young girls in search of shortcuts to wealth want to get married to a matured person, preferably of the age of their father. Apparently, it does seem odd but they have a reason for it which they are not quite comfortable revealing. When asked why that is so, most of these girls would reply that they like aged men because they are more decent and matured as compared to young boys. This is hardly ever true! Apparently, when one of these girls gets married to an aged person, it seems that the old man has managed to buy love, but this is mostly false! In a vast majority of cases, the girl chooses to stay with the aged husband because, in the capacity of his wife, she is able to get his signatures on blank cheques. The girls retrieve money and assets from the aged husbands so that they can live a fulfilling life with their young boyfriends once the aged husband dies or they have retrieved sufficient money from him to seek the divorce. These aged men don’t buy l ove but are just used by young girls to become rich. A rich man is apparently able to get more friends than a poor man, but the friends only stay with him as long as they can benefit from his money. Rich men are often hidden in a circle of friends in social gatherings. An outsider may think that the rich man has a very strong personality or is a beloved person, but the fact is that the people around him are there for their personal interests. People seek rich people for friendship so that they can have financial support when they are in trouble.

Tuesday, September 24, 2019

3 questions to be answered. 250 words per answer. Timing is late 1890s Assignment

3 questions to be answered. 250 words per answer. Timing is late 1890s in United States - Assignment Example public feelings against Spain (Gary and Murrin 14). In defense of his country, the Spanish diplomat in Washington continued to express blatant indifference and open contempt towards the American government under President McKinley. Apparently, the military campaigns used by the Spanish administration in quenching Cuban guerrilla insurgency invariably captured attention of many American sympathizers. Particularly, the use of concentration camps against Cuban rural populations, which resulted in massive deaths from diseases and starvation, upset the American public. More so, the forcible incarceration of Cuban citizens by Spanish military rulers led to massive loss of American investments, and political powers within the Western Hemisphere (Gary and Murrin 19). The tolerable boundaries of outrage and indifference harbored by Americans towards Spanish occupation in South America broke down when a U.S. battleship Maine, which had 260 crew members, was allegedly sunk by Spanish belligerents on 15th February, 1989. In combination with the previously growing hatred and intolerance towards Spanish administration in South American nations like Cuba, the sunken ship aroused immense war sentiments across the United State s population, forcing President McKinley to declare war against Spain on 25th April, 1898. With respect to the United States political history, the Progressive Era of between 1890s to the 1920s saw increasing influence by the American government in both domestic and foreign policies. In fact, the increasing progressive activism in the United States led to the Spanish-American war of 1898. Apparently, progressive political leaders were reform-minded champions of a just and rational society. Prior to the Progressive Era, the United States government and other global powers like Britain and Spain were fond of using military machinery

Monday, September 23, 2019

Manager's Hot Seat #1-Burned by the Privacy Firewall Essay

Manager's Hot Seat #1-Burned by the Privacy Firewall - Essay Example I would have instead first asked him to explain why the personal and long distance calls through a proper channel which is to course through his superior who is the other lady in the video. Willy’s explanation must be taken into account because he is a performer in the company. In addition, any administrative meted against Willy must also be made known to his superior first. Also, the threshold of what constitutes excessive calls must be clearly established. It should not just be based on a mere whim such as in the video. If an employee asks for the threshold and his or her record, it should be made available to him or her to review company use of equipment. In the video, the policy was clearly abused because even Willy’s superior was subjected to review and cannot ask for her record or the threshold of calls. The concrete action that I would take is to recall Willy’s administrative leave and have it reviewed. I will also review the policy and make the threshold of company’s communication equipment very concrete and

Sunday, September 22, 2019

High-School Classes on English Composition Essay

High-School Classes on English Composition - Essay Example To play it safe, I always ended up writing something in the third person, recounting events and human experiences as if they are affixed permanently to the past. As these exercises were also for the evaluation of how well I have assimilated the grammatical concepts of the language, there was not much protest from my part and I never felt restricted regarding the expression of my thoughts and feelings through language. However, as I was exposed in due course of time to some of the great literary works our times, I noticed how language had been appropriated by many creative writers who have contributed to the evolution of language itself, over the centuries. Needless to say, my writing also has undergone a sea-change, especially with the help of the course that I have taken. Hemingway’s prose, which most people found in the beginning as an unacceptable, fragmentary one appealed to me as something that carries the raw and fresh force of a de-romanticized life. I have tried to create my own rules, which I confess would not have been possible without a clear understanding of the ways in which the language operates. Hence, as I am not wholly resentful of my high school teacher who made it sure that I learned all the tricks of the languages the conventional way, I have also ventured to explore the unfamiliar realms of it use. I have realized that I cannot set any norms in my writing pattern. There is no hard-and-fast rule as regards the writing-schedule in a day or the quality or quantity of writing. Though the writing exercises have been immensely useful to me, there had been times when I realized that writing systematically, ostensibly under deadlines, may not bring out the best from me. They may help me direct better, focus on my own weaknesses and strengths and lead to some sort of proactive self-research.

Saturday, September 21, 2019

The Pantheon as an Architectural Success Essay Example for Free

The Pantheon as an Architectural Success Essay The Roman Pantheon is the most preserved building in Rome despite all the additions and restorations to its original form. The original Pantheon was built in 27 BC by Marcus Agrippa after the conclusion of the Battle of Actium. The monolithic structure seen in Rome today, however, is no longer the original Pantheon from Agrippa’s time. The 27 BC Pantheon burned down in the historic fire of 80 AD and was completely reconstructed by Emeperor Hadrian in 125 AD with the present day structure. Hadrian, however, attributed the construction to the mind behind the original Pantheon as attested to by the inscription on the portico Hadrian left on the building itself, â€Å"Marcus Agrippa, son of Lucius, in his third consulate, made it.† (Ward-Perkins, 111).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Pantheon continues to amaze thousands of individuals daily. Tourists as well as Roman locals are held enchanted by the buildings faà §ade and dome. The interest stirred up by the Pantheon, however, doesn’t involve just tourists and curious eyes of onlookers. The architectural accomplishment that is the Pantheon has evoked many debates and researches as to its resilience to weathering and time. The Pantheon is a wonder of the modern world, a success story that continues to urge minds of the academe to unlock its secrets. This paper intends to delve into the more physical aspect of the Pantheon and unearth the factors that contribute to the greatness of the structure’s architectural design and composition.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Pantheon exemplifies the best of what the Roman architectural revolution put forth during the first century. The Pantheon has within its frame some of the most advanced innovations Roman architects of the first century could provide. Its construction was made possible through the development and utilization of a new type of expert concrete that is now known as Roman concrete. Roman concrete allowed for buildings and architectural structures that were more curvilinear in form. This is most evident in the Pantheon’s configuration (Mark Hutchinson, 24).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Roman concrete used material that was very similar to the material used today in making concrete. The difference is seen in the way the Romans utilized these materials. The basic technique employed in Roman construction at that time consisted of only a few steps. First, a semi-fluid substance of lime, pozzolan, and small stones are poured in. Then a layer of stones is put on top this mixture. A second batch of the semi-fluid substance is then poured over which another layer of stones are placed. This technique is generally accepted by those studying Roman architecture. Debate continues, however, regarding the placement of the mortar on whether it was poured or tamped (Herring, 14).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Roman pozzolan-based concrete proved to be advantageous because of the extra aspects it added to the possibilities of design which were not available with lime mortar. One of these aspects is the fact that Roman pozzolan-based concrete did not need to be dried out for them to set. Roman concrete would set even when immersed. These would also cool relatively faster than lime mortar and had an added factor of increasing compressive strength, although tensile strength was low. (Mainstone, 25)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The pozzolan base of Roman concrete, however, was not the only factor that made this material superior to all others available during the time of construction of the Pantheon. There were three other factors that played into the excellence of Roman concrete. Romans were very skilled in choosing the best quality of lime for the concrete. It was essential for them to ensure that only the best quality of materials went in to creating their concrete. The early Roman construction workers were also strict in enforcing that the same relative amounts of materials went into the concrete production process. This was to ensure that the concrete they produced would always have the same first-rate quality. The ratio of water mixed with the cement material was also monitored. The Romans made sure that water was minimal in the mixture. The process of placing and compaction of the mortar was also perfected, ensuring that almost no spaces were present in the aggregate. This was to ensure that the structure for which the concrete was being used would attain the highest possible strength and therefore be one that would last under weathering and other corrosive factors (Herring, 16).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The construction of the Pantheon was not a simple task. The yard, from which the blocks used to construct the structure, was located 800 meters away from the actual site of the Pantheon. Delivery of the blocks from the building yard to the construction site must have required many laborers. The distance, however, may have also been counterbalanced by the Tiber River via which most of the blocks must have been shipped. With all the work involved in the construction of the Pantheon, it is certain that care and skill were essential in the construction. Only with extra caution and true skill could a monument such as the Pantheon truly stand and outlast its makers. (Hasselberg, 88)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understanding the material which contributed to the strength of the Pantheon is only the first step in understanding the might of its design. Certainly, the Roman Pantheon has lasted the test of time and has undergone the weathering of ages due to the Roman concrete with which it was built. And certainly the Romans ability to come up with a plan for this construction and to follow through with these plans through careful execution and skillful craftsmanship added to this architectural success. However, the monolithic structure has continued on as a great architectural feat through time not only because of its durability but also because of its monumental design. The well-renowned painter of the ceiling of the Sistine chapel, Michelangelo, was one of the many people whose amazement and love for the arts were drawn forth by the Pantheon. He is known to have once described the building as having an â€Å"Angelic and not human design†, a design attributable to the competence and expertise of the ancient Romans (Lugli, 1). The Pantheon’s interior is one of the most concrete examples for the beauty and angelic appeal of the building. The first and most conspicuous aspect of the Pantheon’s interior that invites its visitor to exclaim in wonder is not the walls or ceiling but rather the amount of space that welcomes all to take a step inside. Roman architecture considered space to be something more than just a gap between two objects. Rather, space was considered as a concrete object, as something with volume, with equal weight as the human body. The Pantheon provides modern-day proof of the Roman architects need to place room and make space in the architectural designs of the buildings constructed at that time (Semes, C1.1). The extensive space seen in the Pantheon is not complete to be considered as remarkable if left by itself. It must always be considered with relation to a context, the structures forming the boundary of that space. It is then essential for the Roman architects to ensure that the walls and domed ceiling of the Pantheon will do well to complement the space they wish to portray in the building (Semes, C1.2). In the case of the Pantheon, Roman architects chose a round shape to serve as a boundary of the space within the interior of the Pantheon. The circular shape adds to a feeling that the Pantheon’s interior is indeed spacious. The Pantheon’s walls are ordered by an array of extravagant structures such as the building’s columns, lintels, niches, doorways, and of course the wall itself seen between the earlier mentioned structures. The structures involved in the Pantheon’s walls were not only varied in type but were also varied in terms of the subtypes. The additions to the wall were formed into varying shapes, thus forming subtypes, to add to the intricacy of the beauty of the Pantheon’s interior (Semes, C1.2). Take a moment now to scrutinize one of these features which exists as an aspect of the design of the Pantheon celebrated by contemporary architects as a link to early architectural concepts of beauty. This is seen in the three basic dimensions of the Pantheon’s wall. These three dimensions include the diameter of the columns, the space between each column, and the height of the columns. These dimensions are in the ratio of 1:2:9.5 in the Pantheon. Hermogenes, a popular architect during the Hellenistic age, considered these dimensions and ratio to be the makings of a perfect faà §ade. Vitruvius, the engineer during the 1st century in Rome, is most likely the one to bring to life through the Pantheon the concepts introduced by Hermogenes (Hasselberg, 89).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The round wall contains many niches as well creating an impression of the wall containing numerous chambers at different levels. These niches contain some of the most reputable men of the Western world including kings of Italy, popes, and famous painters such as Raphael. All niches as well as openings in the wall are framed by an arch of bricks which serve more than just beautification purposes. These arches add to the support of the wall above the openings and niches and were called relieving arches because of this feature. These arches only went so far as the wall and did not invade the Pantheon’s dome. Creating structural support through the use of relieving arches was very common with Roman architects during the time the Pantheon was built (Lugli, 30). Roman architects showed their prowess by the careful placement of these structures, the columns, the lintels, the niches, the doorways, and the wall itself. They alternated solid structures with spaces creating an interaction between the two which worked to increase the Pantheon’s appeal as an architectural masterpiece. The differing shapes in the structures, therefore, did not give a sense of disorder but rather an overall impression of organization in the face of diversity. The walls and its complementing features thus give an observer’s eyes a feast both as individual pieces and as an integrated whole (Semes, C1.2). One of the most acclaimed features of the Pantheon is its domed ceiling. It is celebrated world-wide for its being built. The Romans were known for their addition of arches in their structures. The creation of the Roman Pantheon’s domed ceiling gives evidence to the development of the Roman architectural concept of arches. Roman architecture evolved to improve the concept of the arch, modifying it and making it more complex with the resulting structure of a dome. The Roman concrete based on pozzolan is acknowledged by many to be the reason for the Roman architects’ success in building a domed ceiling. At the time, the new form of concrete made the construction of the ceiling an accomplishable feat. Lime mortar would not have been an easy material to use in the construction of the Pantheon’s ceiling, thus the use of the new pozzolan-based concrete, which had many features of modern Portland concrete, contributed greatly to the monumental task of building the dome-shaped ceiling. However, there are those who believe that although the concrete is one of the main factors involved in the dome’s success, it is not the only factor. Robert Mark and Paul Hutchinson believe that the concentric stepped rings placed in the outer surface of the Pantheon dome add to the success of the ceiling (26). It is believed that the steven step rings helped to bring stability to the entire structure of the Pantheon by adding to the compression of the structure. This is evidenced by the oculus at the center of the dome which serves as a compression ring. The positioning of the ring or oculus effectively distributes the compression of the structure about this point. The compression ring attests to the skill of the Roman architects and engineers. They not only had the skill and knowledge required to create the colossal Pantheon but they also had the expertise and comprehension of modern engineering to create it in such a way that it would remain standing as a solid and stable structure for a long time.   Many of the imitations of the Pantheon add such stepped rings to the dome of their derivative structures probably for the same purpose of stability and compression. The dome was also a successful architectural feat with the help of the coffering. Coffering is the placing of sunken panels of different shapes in accordance with the structures in the ceiling. This serves aesthetic purposes as well as reinforces structural strength. The dome’s underside was also made stronger with the use of lightweight aggregate in the upper part of the building’s edifice. The aggregate was of lower density than the aggregate used in the lower parts of the building such as the walls, floor and columns. It is evident then that a lot of though went into the creation of the Pantheon’s dome (Mark Huthcinson, 26). Because of the addition of an oculus in the domed ceiling, the Pantheon provides a perfect example of an architect’s use of light to emphasize the appearance of space. The Pantheon’s dome has an oculus or opening in the middle which makes a circular form across the Pantheon’s interior, the floor and the walls. Sunlight streams in through the open oculus and gives an enchanting chiaroscuro effect, a term indicating the alternating effect of light and dark, via the columns and niches in the room (Semes, C1.2). The shadows created by the columns and niches plays with the light coming in from the oculus to create the effect of irregular but successive alternations of brightness agains darkness. However, a simple addition of an opening in a spacious room is not enough to create such a marvel as the Pantheon’s interior. There must always be the consideration of the features within the structure’s interior and how these features would interact with the light. The different materials used in the construction of the Pantheon add to the mystery created by the illumination entering from the opening in the dome’s oculus. The classical interior welcomes the streaming in of light from the sun or perhaps even from the moon. The walls, the columns, the niches and even the arches add to the effect given by the streaming glow from above. The marbles with all its colors, the golden gleams from the ornaments, allow for the light to play inside the Pantheon and create different effects (Semes, C1.2). The columns in the Pantheon’s interior are created with different types of marble. Those in the lower zone are of a material called giallo antico. This is a type of marble that is of a yellowish-orange color. Some of the other columns in the lower zone are made of marble with an off-white color streaked with reddish-purple hues, called pavonazzo. The walls and floor are covered with marble of white, green, and green-gray colors. Although it may seem to one who has not seen the Pantheon up close that these colors would clash and cause quite an unattractive display of shades, this is not the case in the Pantheon. The architects and engineers of the Pantheon were so skilled that even in the mixing of these hues; the Pantheon creates a sense of intricate beauty and intimate splendor. These add to the attraction of the Pantheon’s interior for visiting tourists and even for the locals. The colors are so well balanced that the interior creates a sense of energy and of unity despite the variation (Semes, C1.2). The Pantheon lends this energy to its visitors, encapsulating them in its color-induced aura once they step inside the great structure’s walls. The Pantheon came to be used for different purposes, attesting to the flexibility of its architectural design. Historians speculate that the Pantheon may have been initially used as a dedication to the Roman gods and goddesses worshipped by many at that time. It may also have served an astrological purpose which may have been the reason for the oculus or hole at the rooftop of the Pantheon. The structure continued to served as a church in 608, as a funerary afterwards, and as a place where the busts of artists not laid to rest in the Pantheon were placed (Howell, 34). The end of the Roman civilization signaled the replacement of Roman architectural design. The Dark Ages was a time of little growth in architectural design but new architecture was conceptualized by the succeeding Renaissance minds. If not for structures such as the Pantheon, Roman architecture would have been all but forgotten. Today, many historians, architects and researchers continue to study the Pantheon to try and uncover the secrets lost during the downfall of the Roman Empire. It provides modern architects are now returning to the foundations of classical architecture and the Pantheon is a treasure trove of knowledge regarding classical design. The Pantheon provides these architects with aspects of classical design that are no longer visible in modern structures. It is clear that the Pantheon continues to be a legacy of the skill and capabilities of the Roman architects who made it (Semes, C1.2). Works Cited Lugli, G. â€Å"The Pantheon and Adjacent Structures.† Rome: Giovanni Bardi Publisher, 1971 Hasselberg, Lothar. â€Å"Deciphering a Roman Blueprint.† Scientific American 272 (1995): 84-89 Herring, Ben. â€Å"The Secrets of Roman Concrete.† Constructor Magazine September 2002:13-16 Howell, Peter. â€Å"Pantheons: Transformations of a Monumental Idea.† Apollo Magazine September 2005: 33-36 Mainstone, Rowland. â€Å"Letter On the Structure of the Roman Pantheon.† The Art Bulletin 68 (1986): 673-674 Mark, Robert, and Paul Hutchinson. â€Å"On the Structure of the Roman Pantheon.† The Art Bulletin 68 (1986): 24-34 Semes, Steven. â€Å"Pantheon Inside.† Architecture Week 254 (2005): C1.1-C1.2 Ward-Perkins, J.B. â€Å"Roman Imperial Architecture.† New York: Penguin Books, 1985

Friday, September 20, 2019

Impact of organizational change on employees commitment

Impact of organizational change on employees commitment IMPACT OF ORGANIZATIONAL CHANGE ON EMPLOYEES COMMITMENT Employee commitment has been an important factor to determine the success of an organization. In the current section we are going to see the influence of organizational change on employees commitment. Many authors and researchers have concentrated on reactions closely associated with the change itself, such as participants openness to change (Wanberg Banas, 2000), willingness for change (Armenakis et al, 1993), confrontation to change (Kotter Schlesinger, 1979), or pessimism toward change (Wanous, Reichers, Austin, 2000). On the other hand few researchers have focused on broader workplace outcomes, such as organizational commitment and absenteeism (Hui Lee, 2000). But, Hercovitch Meyer (2002) investigated individuals support for a single change initiative as a function of both commitment to change and organizational commitment. Judge et al. (1999) argues that if it is known how a change initiative is managed and the consequences of the change initiative can impact organizational commitment as they cause employees to re-evaluate their personal association with the organization. Thus, knowing that organizational change may indicate alterations in the rapport between the employe e and the organization (Caldwell et al., 2004), it is important for management to understand how change initiatives may strengthen or weaken employees commitment to the organization. Coetsee (1999) argues that commitment is one of the important factors involved in employees support for change initiatives. Some aspects of change initiatives may also play important role in the change-commitment relationship. First, attitudinal reactions to change are considered to be focused, in part, by feelings of uncertainty, loss of control, and fear of failure engendered by the change events (Oreg, 2003). As such, the magnitude or extensiveness of a particular change, by affecting the degree of such feelings, provides a context within which fairness and favourableness are evaluated in shaping employees responses to the change (Caldwell et al, 2004). Second, a given organizational change can be conceived as occurring or having different impact at different organizational levels, such as the organizational, work group, or individual levels (Goodman Rousseau, 2004). Fedor et al (2006) suggests that Changes having proximal impact, that is, changes affecting ones own job needs or ones immediate work group should be more salient in shaping the change-commitment relationship than changes having their eff ects at higher levels in the organization. Hercovitch Meyer (2002) defined commitment to a change as â€Å"a mindset that binds an individual to a course of action deemed necessary for the successful implementation of a change initiative†, and argued that this mindset â€Å"can reflect (a) a desire to provide support for the change based on a belief in its inherent benefits (affective commitment to the change), (b) a recognition that there are costs associated with failure to provide support for the change (continuance commitment to the change), and (c) a sense of obligation to provide support for the change (normative commitment to the change)†. Attitudes towards organizational change The role of organizational commitment in a change context is evident from the change management literature (Vakola Nikolaou, 2005). Darwish (2000) says that according to many authors employees appreciation of change is dependent on organizational commitment of that employee. Iverson (1996) ranked union membership and organizational commitment first and second respectively as determinants for attitudes towards organizational change. Lau Woodman (1995) argued that organizational change is supported by highly committed employees if it is supposed to be advantageous. But, Vakola Nikolau (2005) contradicts this by saying that many researchers indicated that highly committed employees may refuse to accept to change if they perceive it as a threat for their own benefit. Influence of organizational commitment on attitudes to organizational change is evident from the above findings. Iverson (1996) supports this as organizational commitment is better predictor of behavioural intentions than job satisfaction within change context, based on previous research. He then adds on that in a change project more effort is put by highly committed employees, as a result positive attitudes towards change are developed among employees. From the above discussion it can be predicted that the relationship between organizational commitment and attitudes to change is positive. Locus of control The concept of LOC was initially proposed by Rotter (1966), which refers to an individuals awareness of his or her ability to employ control over the environment. Internals believe that they have control over their environment, whereas externals view their lives as controlled by external factors. Researchers have proposed that the concept of LOC should be considered a multidimensional construct and thus the internal and external control might be relatively independent as opposed to consisting of opposing ends of a single continuum (e.g., Levenson, 1981). However, most studies of locus of control within organizations have been dominated by Rotters single factor LOC scale (Chung Ding, 2002). Given that change unavoidably places an individual in an indecisive environment (Begley, 1998). An individuals psychological reactions to change will be influenced by his or her control over the environment. According to Judge et al. (1999), some evidence confirms the relationship between LOC and various psychological reactions to a change. Lau Woodman (1995) identified that compared with externals, internals had a more positive attitude toward a change, and could better handle with a change (Judge et al., 1999). However, Chen Wang (2007) argued that internals may resist a change and externals may support a change in some cases. Thus, the relationship between LOC and psychosocial reactions to a change is more complex than it appears. Chen Wang (2007) proposed that the above difference between internals and externals lies in the manner of their support or resistance to a change, which comes from a different psychological mechanism, and thus LOC should be studied in relation to more comprehensively analyzed psychological reactions to a specific change.

Thursday, September 19, 2019

Charlotte Brontes Jane Eyre - Confronting Repression, Achieving Progression :: Jane Eyre Essays

Jane Eyre: Confronting Repression, Achieving Progression Jane Eyre tells the story of a woman progressing on the path of acceptance. Throughout her journey, Jane encounters many obstacles to her intelligence. Male dominance proves to be the biggest obstruction at each stop of Jane's journey: Gateshead Hall, Lowood Institution, Thornfield Manor, Moor House, and Ferndean Manor. As she grows, though, Jane slowly learns how to understand and control repression. Jane's journey begins at Gateshead Hall. Mrs. Reed, Jane's aunt and guardian, serves as the biased arbitrator of the rivalries that constantly occur between Jane and John Reed. John emerges as the dominant male figure at Gateshead. He insists that Jane concede to him and serve him at all times, threatening her with mental and physical abuse. Mrs. Reed condones John's conduct and sees him as the victim. Jane's rebellion against Mrs. Reed represents a realization that she does not deserve the unjust treatment. Jane refuses to be treated as a subordinate and finally speaks out against her oppressors. Her reactions to Mrs. Reed's hate appear raw and uncensored, and foreshadow possible future responses to restraints. This rebellion also initiates the next phase of her journey. Lowood Institution represents the next step in Jane's progression. Her obstacle here appears in the form of Mr. Brocklehurst, the operator of the "respectable" institution. He made his first appearance at Gateshead Hall in order to examine Jane and verify her evil qualities (according to Mrs. Reed). At Lowood, Mr. Brocklehurst exemplifies the perfect hypocrite. He constantly preached for the denial of "luxury and indulgence" (p.95), though his values conflict with these ideas. His wife and daughters personify the meanings of luxury and indulgence in that "they were splendidly attired in velvet, silk, and furs" (p.97). He extends his hypocrisy in quoting bible passages to support his preachings, though these preachings and passages do not apply to his own life. He says, " I have a master to serve whose kingdom is not of this world: my mission is to mortify in these girls the lusts of the flesh, to teach them to clothe themselves with shamefacedness and sobriety, not with braided hair and costly apparel. . ." (p.96). Although she must learn to deal with Brocklehurst's complete dominance, Jane changes a lot during her years at Lowood, due mainly to the teachings of Helen Burns and Miss. Temple. Through their instruction, Jane learns how to control her anger over Mr.

Wednesday, September 18, 2019

What is One Worth? Essay -- Psychology

What Is One Worth? In the depths of a person’s heart, lies his or her self-worth. Self-worth molds individuals into who they are, what they want to become. Self-worth lies at the heart of self-esteem. Self-esteem is Palladino (1994) a combination of â€Å"self-confidence, self-worth, and self-respect. It involves respecting others, [along with] feeling a sense of harmony and peace within yourself† (p.1). The key to higher self-esteem is the incentive to take responsibility for one’s viewpoints, and to understand that this is what makes them who they are (Palladino, 1994). However, the mission of higher self-esteem at times will cause sacrifices to be made by the person to education, relationships, self-regulation, mental and physical health, as well as other concerns (Crocker & Knight, 2005). If a person wants to better themselves, and create higher self-esteem, he or she must do so cautiously, or there will be repercussions. Palladino (1994) noted â€Å"self-esteem reflects [each individual] to everyone whom [they] come into contact (p.1). Self-esteem does not stay the same throughout a person’s life. There are many factors that come and go that cause self-esteem to fluctuate. As stated by Palladino, (1994) â€Å"self-esteem is both conscious and unconscious. Self-esteem is an ongoing assessment of whom a person is, an opinion about what he or she can and cannot do† (p. 1). For example, when a person buys a house, self-esteem will be high. If a person loses his or her house due to foreclosure, self-esteem can be low. Sometimes a person cannot help the value they put on their self-esteem. If a person loses their job, and it is not their fault, and other bad events follow, that is factors beyond the person control that affec... ...e. Individuals can choose to accept responsibility in his or her life. By accepting responsibility, they can produce better alternatives for themselves. References Crocker, Jennifer & Knight, Katherine M. (2005). Contingencies of Self Worth. Current Directions in Psychological Science (Wiley-Blackwell). Vol. 14 (Issue 4), pages 4, 200-203. McLeod, S.A. (2007). Simply Psychology; Carl Rogers. Retrieved April 26, 2012 from http://www.simplypsychology.org/carl-rogers.html Palladino, Connie D. (1994). Developing Self Esteem: A Guide for Positive Success. Menlo Park, California: Crisp Publications. Vohs, Kathleen D (Editor); Finkel, Eli J. (2006). Self and Relationships: Connecting Intrapersonal and Interpersonal Processes. New York, NY, USA: Guilford Press. Retrieved from: http://site.ebrary.com/lib/apus/Doc?id=10172290&ppg=48 What is One Worth? Essay -- Psychology What Is One Worth? In the depths of a person’s heart, lies his or her self-worth. Self-worth molds individuals into who they are, what they want to become. Self-worth lies at the heart of self-esteem. Self-esteem is Palladino (1994) a combination of â€Å"self-confidence, self-worth, and self-respect. It involves respecting others, [along with] feeling a sense of harmony and peace within yourself† (p.1). The key to higher self-esteem is the incentive to take responsibility for one’s viewpoints, and to understand that this is what makes them who they are (Palladino, 1994). However, the mission of higher self-esteem at times will cause sacrifices to be made by the person to education, relationships, self-regulation, mental and physical health, as well as other concerns (Crocker & Knight, 2005). If a person wants to better themselves, and create higher self-esteem, he or she must do so cautiously, or there will be repercussions. Palladino (1994) noted â€Å"self-esteem reflects [each individual] to everyone whom [they] come into contact (p.1). Self-esteem does not stay the same throughout a person’s life. There are many factors that come and go that cause self-esteem to fluctuate. As stated by Palladino, (1994) â€Å"self-esteem is both conscious and unconscious. Self-esteem is an ongoing assessment of whom a person is, an opinion about what he or she can and cannot do† (p. 1). For example, when a person buys a house, self-esteem will be high. If a person loses his or her house due to foreclosure, self-esteem can be low. Sometimes a person cannot help the value they put on their self-esteem. If a person loses their job, and it is not their fault, and other bad events follow, that is factors beyond the person control that affec... ...e. Individuals can choose to accept responsibility in his or her life. By accepting responsibility, they can produce better alternatives for themselves. References Crocker, Jennifer & Knight, Katherine M. (2005). Contingencies of Self Worth. Current Directions in Psychological Science (Wiley-Blackwell). Vol. 14 (Issue 4), pages 4, 200-203. McLeod, S.A. (2007). Simply Psychology; Carl Rogers. Retrieved April 26, 2012 from http://www.simplypsychology.org/carl-rogers.html Palladino, Connie D. (1994). Developing Self Esteem: A Guide for Positive Success. Menlo Park, California: Crisp Publications. Vohs, Kathleen D (Editor); Finkel, Eli J. (2006). Self and Relationships: Connecting Intrapersonal and Interpersonal Processes. New York, NY, USA: Guilford Press. Retrieved from: http://site.ebrary.com/lib/apus/Doc?id=10172290&ppg=48

Tuesday, September 17, 2019

Procurement in Project Management Essay -- selection process of supplie

Procurement in the main stream of the business world is to ensure organizations has the proper necessities for the selections process of the suppliers. Procurements within an organization helps to develop the right tools necessary when selecting and maintaining performance criteria, speciation’s and defines the terms and conditions in an organization. As set forth by the company the procurement area of the company conveys and develops the necessary values and mission with an in organization. In looking further into the importance of procurements we can determine the alternative methods to procurement, the methods necessary to keep procurement in order and the overall value of procurement with in management project. Procurement within a project can help organizations create and develop the right elements necessary to obtaining goods and services. In which, allows organization to help streamline the buying process, while making sure the good and services adhere with the market conditions at the present time. As stated by Sollish and Semanik (2012) â€Å"Supply and demand continually drive process up and down. As economic conditions change, demand increases or declines, generating shortages or excesses in supply or decreased demand (or combinations) generally lead to reduced prices.† Understanding the market gives the organization the knowledge necessary to making the right buying decisions. Ultimately, the organization has the buying power to take advantage of reduces prices within the markets. Also, gives the organizations the ability to negotiate prices with the suppliers to reduce or maintain cost. Having the right procurement process can thoroughly examine and define the requirements and understand the company objectives and underst... ...ion even though risk might apply. All in all, procurement is an important part of any organization it gives the organization the necessary factors to help gain the knowledge of market conditions, competition and the overall essential conditions to keep an organization in line with the companies mission, vision and the overall objectives of an organizations wish to obtain. Learning and gaining knowledge to help avoid mistakes in executed project management. Works Cited Heaton, B. (2012).Transforming Procurement: Will iPads Replace Binders?. Retrieved http://www.governing.com/blogs/view/gov-will-ipads-replace-binders.html Kumar, A. (2013).Apple’s Procurement Strategy. Retrieved http://spendmatters.com/2013/06/04/apples-procurement-strategy/ Sollish, F.B., & Semanik, J. (2012).The procurement and supply manager’s desk reference. Hoboken, NJ: JohnWiley & Sons, Inc.

Effects of electronic gadgets to students studying habits Essay

Abstract Almost all of the students especially high school students are seen of using different kinds of electronic gadgets everyday. Like cellphone, iPad, psp, etc. With that case, students who are addicted in using electronic gadgets affects their studies. As what I have observed, using of electronic gadgets gives bad effects to almost all of the students. The purpose of doing this study is to *Explain the disadvantages of using electronic gadgets among us students *Determine the positive and negative effects of Electronic gadget to students *Show the consequences of excessive use of Electronic gadgets to students *Give the students an advice on how to control their use of electronic gadget. To accomplish this study, I researched for some information that can help me to prove the content of my study. And to be able to solve this problem, I researched for some solutions that can help me to solve this kind of situation, which may also help me to show the goal of my study to my co-students who are addicted in using electronic gadgets. In that way, I can help to prevent the addiction of every student from electronic gadgets. Effects of electronic gadgets 3 EFFECTS OF ELECTRONIC GADGETS TO STUDENTS STUDYING HABITS â€Å"Modern technologies like television and computers provide identifiable educational advantages, such as greater access to information and more compelling presentations of that information. Over-use of technology, though, especially such gadgets as cell phones, iPods and video games.

Monday, September 16, 2019

Academic dishonesty Essay

Introduction Welcome to Language for Study III. The purpose of this course is to enhance students’ linguistic ability and knowledge of academic skills and activities to equip students for success in undergraduate level study. Course Description The module draws on language from Skills for Study III to build vocabulary, grammatical competency, and refine pronunciation, prepare students to understand nuances of spoken and written communication as well as execute accurate use of spoken and written academic work. Learning Outcomes 1. Develop abilities to use lexical and grammatical knowledge to critically evaluate discourse presented in academic forms. 2. Understand and evaluate persuasive elements in research and discourse. 3. Demonstrate linguistic proficiency to write a critical response to a standpoint or researched position. 4. Produce a range of lexical, phonological, and grammatical features of language to orally respond to excerpts of spoken and written discourse expressing a standpoint or researched position. Course Outline* Delivery Plan| Week 1| Unit 1: An electronic world(Part A)Lesson1: Introduction to the module and syllabus. Lesson 2: Understanding spoken information: identify features of fluent speech. Understand how pauses, intonation and stress influence listeners. pp. 7-13| Week 2| (Part B)Lesson 3: Become familiar with different types of written text: refer to authors’ ideas. Identify persuasive language. pp. 14-22(Part C)Lesson 4: Investigating: identify grammatical structure of reporting verbs. Identify reporting-verb collocations. pp. 23-30 | Week 3| (Part D)Lesson 5: Reporting in speech: identify intonation and new information. Identify and use tones for authority and finishing a topic. pp. See more: Unemployment – problems and solutions essay 31-37Practise/mock Exam(Part E)Lesson 6: Reporting in writing: identify general-specific structure in introductions. Identify linking words. Write and paraphrase definitions using academic nouns. pp. 38-46| Week 4| Unit 2: New frontiers(Part A)Lesson 1: Follow lectures in English: recognise and use stressed and unstressed syllables. pp. 48-53(Part B)Lesson 2: Understanding written information: identify signposting for written arguments. Identify assumptions. pp. 54-61| Week 5| (Part C)Lesson 3: Investigating: identify and use hedging devices. Identify vocabulary used in stating premises. pp. 62-69(Part D)Lesson 4: Reporting in speech: refer to graphics and visual data. Refer to sources in a presentation. pp. 70-77| Week 6| (Part E)Lesson 5: Reporting in writing: link sentences and paragraphs. pp. 78-85Lesson 6: Review of Unit 2| Week 7| Unit 3: The individual in society(Part A)Lesson 1: Identify the language of speculation. pp. 87-97(Part B)Lesson 2: Understand written information: understand the way claims are made and evaluate them in a context. pp. 98-105| Week 8| (Part C)Lesson 3: Investigating: reconstruct information from notes. Synthesise information from sources. pp. 106-114(Part D)Lesson 4: Reporting in speech: summarise key aspects of research. Present an oral argument with different viewpoints. pp. 115-124| Week 9| (Part E)Lesson 5: Reporting in writing: identify and use substitution and ellipsis. Identify and use different ways of paraphrasing. pp. 125-133Lesson 6: Review of Unit 3| Week 10| Unit 4: Choices (Part A)Lesson 1: listen critically: identify and understand repetition. Identify stance markers. pp. 135-144(Part B)Lesson 2: Critically evaluate logic in texts: identify emphasis in academic texts. Identify and understand analogy in academic texts. pp. 135-144 | Week 11| (Part C)Lesson 3: Develop and independent learner: identify common errors in formality levels of academic emails. Identify formal and informal language in written communication. pp. 157-167(Part D)Lesson 4: Conclude a presentation: speculate about research results in conclusions. pp. 168-175| Week 12| (Part E)Lesson 5: Conclude, review and edit an essay: develop language for writing conclusions. refer to various sections of an academic text. Express importance, desirability and necessity. pp. 176-185Lesson 6: Unit 4 continued| Week 13| Writing Exam | Week 14| Overall review of the module. In class reflection and evaluation| Week 15| Reading, Listening and Speaking Final Exam| *(Subject to change due to unforeseen circumstances) Course material McNair, A. and Gooch, F. (2012). Language for Study III. Cambridge: Cambridge. Assessment This explains how you will be marked in this course Module Assessment| | Time/Number of Words| Weight (%)| Week Due| Relevant Learning Outcome| Writing| 2 hours| 25%| 13| All learning outcomes| Reading| 2 hours| 25%| 15| | Listening| 1. 5| 25%| 15| | Speaking| 1. 5| 25%| 15| | * Attendance – you must maintain a minimum attendance rate of 80%. Attendance will also be assessed by your readiness for class, arriving on time and your involvement in class discussions. Be sure to bring your class materials, such as pens, textbook, reading materials, extra paper, folder, etc. If you miss one class, you will be marked absent for the class. Students who leave class early without proper excuse will be counted absent. Deducted marks for late arrivals will be reflected in the class attendance grade. Therefore, punctuality is vital. (See the Access Student Handbook for details regarding absence due to illness) * You need to satisfactorily complete all the assignments set by your instructor. Your instructor will provide you with specific criteria for satisfactory performance on an assignment by assignment basis. Failure to complete assignments will result in academic probation and possible dismissal from the class. Credits and Workload This is a 10 credit course. You have class 2 hours a week, and are expected to study 4 hours a week outside of class. Classroom Etiquette * Mobiles – please ensure that your phones are off while you are in class. * Golden Rule: treat people the way you would like to be treated. Respect your instructor’s and colleagues. * For further questions and an overview of what behavior warrant disciplinary measures. See the Code of Conduct in the Student Handbook. Academic Dishonesty UKH policies regarding academic dishonesty apply to all assignments and exams completed in this course. Students should consult the Access Handbook for a detailed explanation with examples for this offence. An inability or unwillingness to conform to university standards of academic honesty is grounds for dismissal from UKH. Academic dishonesty Essay You are expected to demonstrate professionalism throughout your graduate education program. Professionalism includes the ways you participate in the university classroom and in teaching experiences in school. Your professional disposition is reviewed by advisors, professors, and the Professional Standards Committee. Exhibiting professionalism in the university classroom and the schools is a necessary requirement for continuing in the program. |Areas of | |Professional Dispositions | | | |Dependability and Reliability – Candidate demonstrates behaviors that are characteristic of the professional teacher such as | |punctuality, attendance and organization. Lessons are very well-planned and presented. | |Respect -Candidate demonstrates respect for supervisors and colleagues, students and other educational stakeholders, and is held in| |esteem by peers and supervisors. | |Commitment and Initiative – Candidate demonstrates commitment to learning and students; creates different learning strategies for | |students; and shares new and unusual professional resources with colleagues. | |Responsiveness – Candidate seeks and values constructive feedback from peers, instructors, and mentors; and goes beyond the call of| |duty to utilized feedback in teaching and planning. | |Collaboration – Candidate creates positives relationships within the university classroom and with stakeholders in the school | |community as well as suggests tips for sustaining positive relationships. See more:Â  First Poem for You Essay | |Open-Mindedness – Candidate demonstrates willingness that is characteristic of professionals in terms of willingness to examine | |both traditional and innovative practices, and demonstrates flexibility when dealing with uncertainty and complex educational | |issues through personal extensive inquiry and consultation. | |Knowledgeable – Candidate demonstrates awareness of current educational issues and demonstrates the ability to illustrate and apply| |subject matter concepts consistently and sequentially in lessons. | |Communication – Candidate demonstrates the ability to effectively write and speak, how to assist students in successfully utilizing| |applicable concepts of the language arts in terms of mastery as indicated by students’ work and grades. | |Confidentiality – Candidate demonstrates characteristics of the professional teachers such as sharing information about students | |and specific classroom anecdotes in confidential and respectful ways. Candidate shares information only with those who need to | |know. | |Academic Honesty – Candidate demonstrates academic honesty, a behavior that is characteristic of a professional teacher by | |producing independent, original work. | |Appearance – Candidate consistently wears appropriate professional attire while teaching. | |Teaching Effectiveness – Candidate demonstrates the ability to plan and to engage students in productive learning events that | |feature critical and insightful thinking, and demonstrates effective management skills by using a variety of strategies to foster | |appropriate student behavior according to individual and situational needs. | |Fairness – Candidate engages in practices that recognize all students, and all students received constructive feedback and | |encouragement. Student progress is recognized as well as mastery. All students believe that they can improve. | |Bias – Candidate engages in practices that recognize all students and encourage active student participation in activities and | |discussion that highlight the value of diversity and the richness of student’s experience. | I have read and understood this statement of my professional responsibilities. Student Name (print)_______________________________________ Date __________________ Revised 7/1/2011 IV. Go to this link http://www. lib. usm. edu/legacy/plag/plagiarismtutorial. php and go through the plagiarism tutorial. Remember that using a paper, article review, etc. from another course is also considered plagiarism. Send the posttest scores to my email address. V. Please read the Academic Integrity Policy (located under content) before signing the documents below. ACADEMIC INTEGRITY Student Signature Form Academic Honor Pledge I promise or affirm that I will not at any time be involved in cheating, plagiarism, fabrication, or any other acts of academic dishonesty as defined by university policy which explains the disciplinary procedure resulting from violations of academic integrity. I understand that violation of this code will result in penalties, which could include suspension or dismissal from the university. (Student Handbook AKA The Red Book) Initial each below that is applicable. __________I have read and understand the Academic Honor Pledge above. __________I have read and understand the Academic Integrity Policy provided in the Student Handbook AKA The Red Book. __________The instructor, _____________________________, covered the Academic Integrity Policy in class, EDU _____________ for the _________________ term. __________I have gone over one or both of the tutorials (links provided in the syllabus) on plagiarism. ____________________________________________________________ Print Name Date VI. Read Chapter 1 in your TestBook and the Introduction Powerpoint located under Module I before completing the questions below. Classify each by research type: descriptive/survey, correlational, causal-comparative, experimental, or qualitative. If causal-comparative or experimental, identify the independent and dependent variables. If correlational, identify predictor and criterion variables if there are any. 1. The purpose of this research is to examine the relationship between creativity and achievement. 2. The purpose of this research is to examine prediction of success in physics based on a physics aptitude test. 3. The purpose of this research is to examine the effect of birth order on academic achievement. 4. The purpose of this research is to examine self-esteem of males versus females 5. The purpose of this research is to examine the attitudes of parents toward lowering the mandatory school attendance age from 16 to 14 years of age. 6. The purpose of this research is to examine the ethnography of teacher-parent conferences. 7. The purpose of this research is to examine opinions of principals regarding decentralization of decision-making. 8. The purpose of this research is to examine effects of assertive discipline on the behavior of children with hyperactivity. 9. The purpose of this research is to examine the relationship between the time it takes to run the 100-yard dash and high jumping performance. 10. The purpose of this research is to examine the effectiveness of daily homework with respect to achievement in Algebra I. 11. The purpose of this research is to examine the attitudes of teachers toward school-based management. 12. The purpose of this research is to examine the effect of superintendents via observations and conversations. 13. The purpose of this research is to examine comparative effectiveness of the whole-language method versus the basal method of reading instruction. 14. The purpose of this research is to examine trends in reading methods from 1950 to 1990. 15. The purpose of this research is to examine if children’s social adjustment in Grade 1 is enhanced by increased dramatic play in kindergarten. 16. The purpose of this research is to examine if there is a negative relationship between amount of assigned homework and student attitude toward school. 17. The purpose of this research is to examine if longer school days produce a decrease in student participation in extra-curricular activities. The purpose of this research is to examine if students will achieve better in mathematics if they use Saxon Textbooks rather than if they use Merrill Textbooks.

Sunday, September 15, 2019

North Korea at the Winter Olympics

North Koreas ruler repeatedly exhibits repulsive violations of human rights. Just thinking that we participated in the 2018 winter Olympics with this country gives me the hebegeebes. Kim Jong Un, the ruler of this ruthless, repulsive, regime, shows little to know recognition of human rights. I believe we have sullied the name of the United States by allowing North Koreas Participation. The Olympics are the international celebration of human excellence, Kim's North Korea falls far from the definition of excellence. Excellence is the quality of being outstanding or extremely good. Kim is power hungry and will stop at nothing to make sure he stays in power, or example he felt that his 67-year-old uncle was a threat to his power, so he had him stripped down to his bear skin and thrown in a cage of 120 dogs that had been starved for five days. Kim is mentally INSANE!!!North Korea is a dictatorship, Kim decides everything, and nobody can go against his wishes without punishment. North Korea is known to many as todays worst persecutor of Christians. For example, anyone caught with any contact with a missionary can be killed or tortured. In north Korea Kim has established political prison camps where men women and children can be found, it does not matter whether the person is young or old. To ensure his regimes success Kim has made sure that no one can leave. He underpays workers and raises the price of airline tickets for a time it would cost one person $8,000 to leave North Korea. Kim, his father, and his grandfather were all self-proclaimed gods. North Koreas calendar starts at the birth of Kim's grandfather instead of the birth of Christ. In North Korea in any way you turn it is not hard to find a statue of a previous ruler of a picture plastered across a wall. There is even a special place where you can visit the corpses of Kim's father and grandfather, because the mentally deranged Kim has them embalmed is glass cases. if this is not mentally ill then I don't know what is. We participated in the winter Olympics with these crazy people! Kim has also threatened to nuke us on multiple occasions. I conclude that if it were my decision I would not have let them participate in the winter Olympics.

Saturday, September 14, 2019

Child Prostitution is a Boon Not a Bane- a Satirical Disposition

Oh! What a fun! You would hear while entering into narrow dirty lanes of a small town of Thailand and you would be attracted by the men of higher disposition enjoying sex with young girls of not more than 10 to 12 years. It’s truly an enjoyment for not just locals but also tourists who are attracted and lured by these young girls who earn substantial revenue.For the poor of the underdeveloped nations, child prostitution can be a good solution to earn revenue and reduce their poverty.If each family out of 10,000 couples can bear at-least five girls each and are offered in a sex trade for at-least 10 dollars for one man then each family can earn 50 dollars from one man alone, and suppose if luck is showering smile on them then one girl can even seduce five men in a day to enjoy her lustrous body and that would bring her substantial income to sustain whole of their life.Child prostitution can become the most common economical indicator and can add to the National income of the so ciety, which is already in a great dwindling state and is already in debt. Here the direct role of the government can substantially give a tremendous boost to the child prostitution.Government can encourage the major players in the tourism industry like big hotels to give special tariffs in the form of young girls for the full enjoyment of single tourists who pay visit to their hotels and of-course with tax notwithstanding.This would bring them good revenue. It is a very good proposal for both the hotels and the government alike. The investment that is being promulgated on the education of girls will cost more than the investment that will be levied on the girls to make them prepare for the entertainment of tourists.The investment on the education of girls will only cost burden on the government’s exchequer without any substantial returns but if same amount of investment is levied on the girls to make them prepare for the sex traffic, then not only it would fill the governmen t’s exchequer, but it would also fill the sexual and financial appetite of government’s officers. In short, government should legalize the child prostitution not only for the economic benefit of the children, but also for the benefit of their family and for the benefit of whole society.Just imagine! So many people would be benefited from this prodigious proposition. Middle man who does the dealing of the girls, girl’s parents and their younger brothers who would get income for their studies, over and above it would maintain the traditional cultural of society whereby boys plays subordinate roles in the families. The standard of the living of the people would rise.Times reported, â€Å"inexpensive Iraqi prostitutes have helped to make Syria a popular destination for sex tourists from wealthier countries in the Middle East. In the club’s parking lot, nearly half of the cars had Saudi license plates.† (Fertik, Online Edition)In North America, country statistics reported 10,000 to 30,000 child prostitutes flourishing and majority of the approximate 10,000 children spending their lives in Toronto, Ontario are involved in the sex trade; yet another nation much smaller than America financially and in size seaming with military rule demonstrates sex trade among children in maximum number and ultimate beneficiaries are Burmese officials.As reported by Guardian on October 2007, its military ruled Burma where military officials would not tolerate any pro democratic demonstrations by Buddhist monks but tolerate 13 to 14 year old girls performing catwalk in front of their customers at night clubs easily available for sale at the rate of $100. (Doyle, Online Edition) If it is happening every where then why not it begins to be promulgated legally and openly.Sara, aged 20 years now is a rich girl with large fortunes and property at her disposal. Her occupation was neither modeling nor acting but prostitution in which she has been into since she was just twelve years, even though she is now affected with AIDS, and has been behind bars for four years and sexually exploited even by police officers, so what! At-least she is rich, has lot of money and luxuries at her disposal.Still governments of various nations have made child prostitution illegal and are sorting out various ways to the control this trade. They are constructing houses for children and starting educational training for parents to protect their children from this safe trade.But I would say by increasing the child trade would ultimately reduce it; as more of this trade would flourish, more children would get richer when they grow up and realize side effects resulting from this trade and would try to make their own children escape from the net work of this trade by educating them and making them more responsible citizens.Underdeveloped nations are marked by the increase in disparity between the rich and the poor owing to corruption and the solution to its prob lem lies with poor families themselves. With the strength of their girl child, they can reduce this disparity by increasing their income to considerable degree.The solution to the problem of poverty was also provided by Jonathan Swift in eighteenth century who like an expert fencer provided an ironical solution to the corruption and poor families of Ireland in his â€Å"A Modest Proposal†. To reduce the financial burden of the families, girl children are being sold to satisfy the sexual desire of the elite class; Swift with his powerful tool of irony wielded at the corrupt and the royal class most effectively yet with the most devastating effect.Swift proposed the poor families of Ireland to utilize the children to raise their income level. He suggested that if the cost of feeding one child for one year is two shillings, and if after one year child is sold to the English landlords, it would bring them the profit of eight shillings and this money can be used for buying food an d clothing to bear more children.These children can become delicacies for the men of fortune. They can eat them as roasted or fried dish. One body of a child can be eaten two times and it would be the most delicious dish and nutritious too. The skin of children can me made into gloves for ladies and summer boots for their children.   He seems to be making a fictive character to express himself in the most contradictory manner to the real cause.

Friday, September 13, 2019

Media Bullshit Essay Example | Topics and Well Written Essays - 750 words

Media Bullshit - Essay Example Furthermore, it has to be noted that the media comes in the form of the television, the internet, the radio, newspaper, and magazines. Significantly, the absence of the above-mentioned source of medium would be difficult for the citizens of the United States to be aware of what is taking place. The media has been utilized to inform the American society on the performance of the government, prominent individuals and the community as a whole (Qualman, 2012, 12-14). Essentially, I believe that the media cannot be regarded as â€Å"media bullshit† as information shared by the public often brings about more good than harm. Counter position According to an article by Burrowes (2015), â€Å"The combination of inexperienced and busy marketers, conflicted agencies and incentivized media owners is coming up with a situation of unprecedented media bullshit†. The author apparently has done some research and has come up with the conclusion that the services being initiated by the me dia industry are based on a bull shit entity. The perception is based on the challenges that the journalists go through, i.e. being forced to give false news as a way of gaining a bigger platform. According to Coville (2010), â€Å"Usually, it is not part of anybody’s grand scheme to brainwash you, but rather the result of newsrooms being staffed by fallible and opinionated humans†. Significantly, the implication of the above quote signifies that the media is indeed biased as what is often offered is not what is right.

Thursday, September 12, 2019

Exploring the Link between Organizational Learning, Knowledge and Dissertation

Exploring the Link between Organizational Learning, Knowledge and Individual Performance in a Further Education College - Dissertation Example Results 6. Conclusion Recommendations Scope for Future Study Abstract Organizational learning is the study about an organizations learning process. It includes how the organization learns from its former mistakes, gain insight on various aspects of management from their past actions and how they implement certain changes for the future based on these lessons. The modern trends in today's business environment like globalization, technical dependence and extreme marketing activities affect every organizations culture and structure to a certain extent. Understanding about an organizations learning capacity as a whole in adapting to these new trends will determine how far organizational learning is important to gain competitive advantage over others. The link between organization learning, the performance of the employees and the knowledge gained about the process is not explored in detail in organizational learning literature. The project will focus on exploring this missing link and at tempt to underline how far organizational learning enhances the process knowledge of their employees on the whole. A Community College or a Further Education College in UK is selected as the point of research. ... Narrative analysis method is used to explore the data collected and draw conclusions. Our results state that organizational learning or organizational learning influences the staff working for the college to a substantial level. People who tend to fall back in following the authority’s procedure also heed to organizational learning when it comes to mission, trust level and participating in the big picture or goal of the company and accessing the various technologies used to implement the same. Introduction Organizational learning and organizational culture are usually interlinked. Every organization has to learn from its past actions, from its competitors, customers and the ever changing business environment both internal and external. This learning is important for them to adapt to the new changes and stay ahead of their competitors. Organizational learning or organizational learning refers to how collective learning is garnered in every company or institution. Various proces ses are concerned with it starting from reflection of the past actions to analyzing the future plans based on the knowledge gained from the previous decisions. For an organization to grow as a whole this knowledge should be passed on to the groups in general even though the idea or knowledge insight might have occurred to one single person (Argyris & Schon, 1978; Kezar, 2005). Business field is closely related to organizational learning as much of the research done in the area comes from analyzing various MNC's and their performances. Businesses keep evolving constantly paving way for continuous organizational learning both among the employees as well as the higher management. On the other hand, there are various other fields starting from government offices to educational