Enemy Of The People Essays - An Enemy Of The People, Epistemology

Adversary Of The People How Home-Schooling Really Got Started Individuals have regularly been known to discover comfort in numbers and to along these lines go into implicit agreements with others living around them. Individuals feel more secure in gatherings thus they decide to surrender certain rights and benefits for assurance from their friends. This definitely prompts mastery of man over man. Individuals pick pioneers to settle on their choices for them, or they do as the dominant part says. It is uncommon for individuals to settle on discerning choices and convey to them to their maximum capacity once they have gone into an implicit agreement. The craving to follow the group which is made by this social setting is disgraceful and is hence the fundamental object of critism in Henrick Ibsens play An Enemy of the People. The characters in this play all live respectively in a town governed by what is known as the reduced dominant part. This lion's share is driven by a gathering of town authorities who think of plans and arrangements on which the individuals may cast a ballot. This framework offers no possibility for the opportunity of people. Starting with a discourse talking about . . . the gigantic ineptitude of the specialists, Doctor Stockmann deconstructs this horrifying social framework. This discourse condemns the absence of knowledge the specialists have appeared and the requirement for their demolition. On the off chance that opportunity is to exist for people, the initial step must be to get rid of useless authorities and specialists that power the individuals to settle on a decision from the restricted choice they give. What is directly in one circumstance may not remain constant in another, however the specialists power all individuals to live under similar laws with similar disciplines as opposed to considering assorted variety. In any case, Stockmann doesn't stop there. Indeed, he says that the specialists are not the fundamental issue, however that rather The most hazardous adversary of truth and opportunity among us is the minimal lion's share. This lion's share follows its pioneers aimlessly while never offering idea to any option outside of the protected way on which they are coordinated. Individuals that do that are . . . so exceptionally a long way from qualification. These individuals have surrendered their won option to think and have destined themselves to lives that can never meet the maximum capacity of the human experience. Stockmann closes his discourse with a proposition . . . to raise an unrest against the falsehood that the greater part has the imposing business model of truth. This untruth that individuals are naturally introduced to accepting must be devastated for the person. In the event that individuals proceed with just to do as they are told, and if individuals keep on advising their youngsters to accept unquestioningly the facts others make for them, at that point singular rights and discerning and inventive considerations will stop to exist. It is consequently that Stockmann makes his stand, that he proposes such an unrest. Just once Stockmanns realities can be heard and investigated can individuals start to recognize what they were planned for. The possibility that the greater part pulverizes itself is evident to the point that it is regularly over-looked. Individuals won't settle on their own choices about anything and rather decide to follow what others accept or what others state is correct. Individuals lose rights they never realized they had when they do things like that. In An Enemy of the People, Stockmann is the first to understand that he has his own psyche, and that individuals who don't realize they have their own brain are not so much living. He is the progressive who permits individuals to create their own contemplations and thoughts and to have their own conclusions about what others state. He is the one that liberates every distinctive individual from the repulsiveness of a visually impaired and careless network of mass idea. Book Reports

How British Airways can overcome low profitability and threat of Essay

How British Airways can conquer low gainfulness and danger of redundancies - Essay Example One of the most significant issues for firms in the aircraft business †as additionally in firms in all enterprises overall †is comprehend the requirements of the client and the market patterns. The utilization of imagination when building up a firm’s key plans could be especially significant towards the improvement of hierarchical execution. Be that as it may, administrators would have the important aptitudes so as to utilize inventiveness for the improvement of their firms’ key plans. The utilization of proper strong instruments (like Porter’s five powers, SWOT examination or benchmarking) would be proposed to supervisors of all organizations universally particularly under current economic situations †when the advancement of vital focal points isn't adequate for the improvement of a firm’s position in its market. The extreme changes in business sectors worldwide affected by nonstop and solid money related turbulences have been regularly con sidered to communicate an adjustment in the structure/morals of social orders around the world. The aircraft business needs to follow the practices received by other modern parts so as to get by in current money related emergency.

Blog Archive Monday Morning Essay Tip How Long Ago Is Too Long Ago

Blog Archive Monday Morning Essay Tip How Long Ago Is Too Long Ago Because business school candidates must share examples of a variety of experiences with MBA admissions committees, we encourage applicants to truly reflect on their lives and consider all potential storiesâ€"academic, professional, community, extracurricular, athletic, international, personal  and more. However, questions inevitably arise:  Can I use stories from high school and college? Can I use a story from four years ago?  How far in the past is too far in the past?  Although no  definitive rule exists, with the exception of questions that specifically ask about personal history or family background, schools generally want to learn about the mature youâ€"the individual you are today. So we ask,  â€œHow long have you been the you that you are today?” When considering experiences that occurred long ago, ask  yourself,  â€œWould this impress an MBA admissions committee today?  If you ran a few successful bake sales six years ago when you were in college, this clearly would not stand the test of time and impress strangers  today. However, if, while you were still a student, you started a small business  that grew and was ultimately sold to a local firm when you graduated, you would have a story to tell that would likely impress  an admissions committee. Inevitably, judgment is always  involved in these decisions. Nonetheless,  we offer this  simple test as a starting point  to help  you decide which stories to share. Share ThisTweet Monday Morning Essay Tips Blog Archive Monday Morning Essay Tip How Long Ago Is Too Long Ago Because business school candidates must share examples of a variety of experiences with MBA admissions committees, we encourage applicants to truly reflect on their lives and consider all potential storiesâ€"academic, professional, community, extracurricular, athletic, international, personal  and more. However, questions inevitably arise:  Can I use stories from high school and college? Can I use a story from four years ago?  How far in the past is too far in the past? Although no  definitive rule exists, with the exception of questions that specifically ask about personal history or family background, schools generally want to learn about the mature youâ€"the individual that you are today. So, we ask, “How long have you been the you that you are today?” When considering experiences that occurred long ago, ask  yourself, “Would this impress an MBA admissions committee today? If you ran a few successful bake sales six years ago when you were in college, this clearly would not stand the test of time and impress strangers  today. However, if, while you were still a student, you started a small business  that grew and was ultimately sold to a local firm when you graduated, you would have a story to tell that would likely impress  an admissions committee. Inevitably, judgment is always  involved in these decisions. Nonetheless,  we offer this  simple test as a starting point  to help  you decide which stories to share. Share ThisTweet Monday Morning Essay Tips

The Jacksonian Democratic Party And The Whig Party

The Jacksonian Democratic Party and the Whig Party each, exemplified different beliefs on the role of the federal government in the economy and towards westward expansion in the 1830s and 1840s. However, the Jacksonian, laissez faire supporting Democrats and the economic nationalistic Whig party shared almost no beliefs except for the removal of American Indians in the areas their supporters wished to settle. The lack of similarities is because the Whigs formed their own party to oppose President Jackson’s strong-armed leadership style and policies which earned him the nickname â€Å"King Andrew.† The Jacksonian Democratic Party evolved out of the Democratic-Republican Party in the early 1800s, the core of its membership was composed of farmers, immigrants, and white Southerners. The Whigs formed in 1834 and lasted for 20 years, they were the major political party that opposed Andrew Jackson. The Whigs were created based upon the Federalist beliefs in a strong federal g overnment and adopted many Federalist and National Republican policy ideas, including federal funding for internal improvements, a central bank, and high tariffs to protect the growth of manufacturing enterprises. Overall, the Jacksonian Democratic agrarian Party and the industrialization supporting Whig Party had different beliefs toward the role of the federal government in the economy and towards westward expansion. The role of the federal government in the economy was a heated dispute between the JacksonianShow MoreRelatedThe Importance Of Jacksonian Democracy722 Words   |  3 PagesAndrew Jackson, war hero, man of the people, and seventh president of the United States of America led the Jacksonian Democrats; this political group was formed antebellum America. The democrats tried to aggrandize the puissance of lower classes, Americans that did not have as many opportunities unlike the aristocracy. While decreasing the clout of the rich and potent. Economically, they achieved b enefits from governing during a period where huge advances in transportation, which ultimately acceleratedRead MoreThe Democratic Party And Jacksonian Democracy738 Words   |  3 PagesPolitical parties are formed when voters have different ideology regarding government, economics, and politics. The Second Party System emerged after the Democratic and Whig parties came to power in America. The development of this party system was prompted by the clashing philosophies about individual rights, government control, and land acquisition. Despite both parties being equally prevalent in America, the Democratic Party flourished and was drastically much more successful than the Whig Party at impactingRead MoreAndrew Jackson And The Influence Of The Jacksonian Democracy1259 Words   |  6 PagesDuring the 1820s and 1830s, the Democratic Party grew under the influence of the politician Andrew Jackson. The Democrats believed in a limited federal government and supported giving more power to t he states. The economic monopolies in the East concerned the Democrats, they wanted equal opportunity for white males in the South and West. By the presidential election in 1828, new amendments to voting qualifications allowed more white males to vote. With support from this new population of voters,Read MoreBook Review of Liberty and Power Essay959 Words   |  4 Pagesand Power; The Politics of Jacksonian America Hill and Wang, N.Y. Review written by Richard Foust Book Review Harry L. Watson’s book, â€Å"Liberty and Power, The Politics of Jacksonian America†, takes an analytical look at America and her politics during the Age of Jackson. Watson uses the economy and the ideological mindset of the people, to support a powerful argument about the beginning of American political parties and their importance in definingRead More The Key Differences between Whigs and Democrats? Essay1403 Words   |  6 PagesThe major parties since early 1830s in the United States of America were the Democratic Party, organized by Andrew Jackson, and the Whig Party, assembled by Henry Clay from the National Republicans and in opposition to Andrew Jackson. There were no sectional differences between the Democratic Party and the Whig Party, but there were some cultural differences. Whig party operated from the early 1830s to the mid-1850s. The Whigs approved the authority and the power of the Congress over the presidencyRead MoreWhigs vs Democrats758 Words   |  2 PagesJacksonian Democracy amp; Whig Values Emerging from the Jeffersonian Democratic-Republicans in the 1830’s, came a new party, led by the famous Andrew Jackson. This new party derived the same principle of appealing to the average American that their predecessors did. The Jacksonian Democrats took it a step further though, and boasted their dedication to the â€Å"common man† by insisting that the government bowed to the will of the people. They were also a proponent of smaller government, and that allRead MoreThe Jacksonian Democratic Party1423 Words   |  6 Pagesnecessity of the organization of a party, who shall†¦prevent dangerous combinations to subvert these indefeasible and fundamental privileges†, he called for a party to become the sentinel of the original American democracy. And for many, the Jacksonian Democratic Party filled that role. The Democrats, who pursued a democracy that entailed economic and social independence for the common citizen, faced harsh opposition from the Whig Par ty in the Second American Party System. But apart from the politicalRead MoreNorth And South Essay1197 Words   |  5 PagesSecond American Party System was established. This system consisted of two distinct parties, the Democrats and their opponents, who were known as Whigs for the most part. The goal of these two parties was to create a common thought process between the north and the south. Three of the issues prominent in their campaigns to gather votes in these two regions were government, economy, and slavery. Using these topics as foundations, the members of both parties of the Second American Party System aimedRead MoreThe Evolution Of American Democracy Essay1406 Words   |  6 Pagesrights and liberties. On the American frontier, democracy became a way of life, with widespread social, economic and political equality. The system gradually evolved, from Jeffersonian Democracy or the First Party System to Jacksonian Democracy or the Second Party System and later to the Third Party System. In Reconstruction after the Civil War (late 1860s) the newly freed slaves became citizens, and they were given the vote as well. (Web, 1) After 1815 Americans transformed the republic of the FoundingRead MoreThe Presidency and Ideologies of Andrew Jackson Essay927 Words   |  4 Pagesharmony with his idea of the Beautiful and the Just.† This statement truly explains the different reforms that develop politically, economically, socially, and culturally during the Jackson era. This paper had talk about the changes made during the Jacksonian Era’s and explain how the reform’s had aided and injured the United States society. Reforms in Politics Political reforms during the Jackson era occurred to stopped corruption, limit the size of government, and to expand as well as protect

Gandhis Critique of Colonialism and His Definition of Swaraj

Re: What is Gandhis critique of colonialism and how does he define Swaraj? Use the class readings. Western colonialism was a political-economic phenomenon whereby various European nations explored, conquered, settled, and exploited large areas of the world. (Encyclopedia Britannica). Gandhis critique of British colonialism was grounded in a rejection of cultural and racial supremacy; capitalism or socioeconomic inequality; and materialism. Gandhi employed the concepts of Swaraj and satyagraha in his effort to liberate the Indian people from the stranglehold of British rule. First, British colonial rule subjugated and oppressed Indians, and enforced a system where the white British controlled the economic structure. For centuries, the British East India Company exploited the natural resources of the region, generating massive profits and forming a monopoly from sales of cotton, silk, dye, salt, tea, and opium. Acquiring a economic monopoly over Indias resources allowed the East India Company to obtain assume political and legal power over India, and eventually a complete transitio n to British colonial government. The Indian people were prohibited from accessing or in any way controlling the resources of their own land. Over time, British culture and lifestyle infiltrated every aspect of Indian life, impacting the legal system, medicine, science, education, religion, and the very foundation of Indian society. This was problematic because Gandhi believed thatShow MoreRelatedPunjabi9291 Words   |  38 PagesUNIT 19 CONCEPT OF SWARAJ, SATYAGRAHA AND CRITIQUE OF WESTERN CIVILISATION Structure ! I 19.0 19.1 19.2 19.3 Objectives Introduction The Civilisational Justification and British Rule 19.2.1 Gandhi, Moderates and the Extremists on the Legitimacy of British Rule i I I Gandhis Hind Swaraj 19.3.1 Gandhi, Extremists and British Colonialism 19.3.2 Gandhi, Moderates and British Colonialism 19.3.3 Gandhi on Swaraj 19.4 Gandhis Critique of Modern Civilisation 19.4.1 Western Influences on Gandhi 19Read MoreBritish Impact on India10478 Words   |  42 PagesBritish colonial rule. It was part of a broader conflict that took place, and is in many ways ongoing, within Indian society. In order to organize resistance, upper-caste Indian activists needed to frame Indian identity as united against British colonialism. This was not in of itself difficult, but they wanted to maintain an upper-caste dominance over Indian society. This required upholding classical structures of caste identity for all Indians in their vision of what post-colonial India would look

Sociology and Suicide - 3277 Words

‘’How has Sociology contributed to our understanding of ‘Suicide’†? Introduction The essay will attempt to evaluate and assess how the various theoretical perspectives within sociology have contributed to our understanding of the deviant, individual act of ‘suicide’. This will be achieved by defining and evaluating ‘functionalism’, a ‘macro perspective’ and the application of this functionalistic approach formulated by Emile Durkheim, to the social phenomenon of ‘suicide’. Criticisms in relation to Durkheims’s study will also be evaluated, drawing upon other ‘Positivist’ theories and contrasting, ‘Interpretive’ theories of ‘suicide’, such as ‘Symbolic Interactionism’, a ‘micro perspective’; who’s principles were originally formulated†¦show more content†¦Suicide is regarded as the most common of individual actions, which Durkheim believed was influenced by the ‘social collective’ and not as a result of psychologi cal causalities as other studies had tried to imply. In an attempt to disprove the psychological hypothesis, he sought evidence that would identify the social nature of suicide. This was facilitated through the availability of suicide-rate statistical data collated from a variety of societies located within European countries. From this quantitative research, now termed ‘multivariate analysis’, he devised three conclusions. Within single societies the incidence or rate of suicide remains constant over time, the suicide rate varies between societies and that the suicide rate varies between different groups within the same society. However, â€Å"Durkheim did not deny that particular circumstances would lead to a particular person taking his or her own life, but personal reasons could not account for the suicide rate† (Haralambos et al, 1995, pp819:2). In an endeavour to refute the claim that there was a relationship between the incidents of insanity and the suicide rate, he examined data compiled from members of the Jewish community who had reportedly higher rate of insanity than other religious groups. On conclusion, he found that they had considerable lower rates of suicide (Durkheim, 1952: 166-168). He discovered that a collective tendency or social force, beyond theShow MoreRelatedWhy Durkheim s Work Suicide Is Significant For The Discipline Of Sociology1323 Words   |  6 Pagessociety. In this essay I will discuss the various forms of suicide defined by Durkheim. I will then predicate this explanation by resources to Durkheim meta theory that we ve discussed in lectures. Lastly I will explain why Durkheim’s work Suicide is significant for the discipline of sociology. The action of suicide has been in society since the dawn of man. Before Durkheim’s research, no one has been able to thoroughly explain why suicide occurs within a society. What s so great about Durkheim’sRead MoreWhat Is Sociology?1062 Words   |  5 PagesWhat is sociology? We can start by saying that sociology is the systematic study of human society. Sociology should be more than you find in a good documentary on a social issue. It is certainly more than listings of facts and figures about society. Instead it becomes a form of consciousness a way of thinking, a critical way of seeing the social. Seeing the general in the particular. In his short book ‘Invitation to Sociology’(1963) characterized the sociological perspective as seeing the generalRead MoreIs Sociology a Science1655 Words   |  7 Pagesâ€Å"The study of sociology cannot and should not be seen as scientific† To what extent do sociological arguments and evidence support this view? (33 marks) The debate about whether sociology can be represented as a science has existed for many years. Comte; who first used the word sociology argued that sociology should be based on the methodology of the natural sciences. He argues that the application of natural science methodology to the study of society would produce a ‘positive science of society’Read MoreDifference Between Max Weber And Emile Durkheim1286 Words   |  6 PagesTwo of the fathers of sociology, Emile Durkheim and Max Weber, each worked to establish sociology as a distinct subject of study. However, their understandings of the underpinnings of sociology, and therefore the methods best used to study it, were very different. Together, they give the modern sociologist competing, yet complimentary, tools with which to understand social phenomena. When writing his book, Suicide: A Study in Sociology, Emile Durkheim wanted to show that empirical data could be usedRead MoreEmile Durkheim and The Science of Sociology Essay1294 Words   |  6 Pagesa long family line of rabbis, he had planned to follow in that profession. Durkheim was known as the Father of Sociology. He was a liberal, a modernist, and a nationalist. He was a very ambitious man; this ambition was illustrated by the accomplishments he made over the course of his life. During the conflict surrounding the Dreyfus Affair, Durkheim used the new field of sociology to try to make sense of society and the world around him. The Dreyfus Affair was a government cover up framingRead MoreEmile Durkheim On Suicide Summary1081 Words   |  5 PagesEmile Durkheim states in his book, â€Å"On Suicide: A Study in Sociology,† â€Å"Social man†¦is the masterpiece of existence.† This statement stands out to me because the types of suicide Emile talks about is how man and the social world interact. Emile contributed many things for sociology and one of those things would be, â€Å"developing a new methodology, which focusses on what he calls â€Å"social facts†, or elements of collective life that exist independently of and are able to exert an influence on the individual†Read More Comparing Webers and Durkheims Methodological Contributions to Sociology1727 Words   |  7 PagesMethodological Contributions to Sociology This essay will be examining the methodological contributions both Durkheim and Weber have provided to sociology. It will briefly observe what Positivists are and how their methodologies influence and affect their research. It will also consider what interpretative sociology is, and why their type of methodology is used when carrying out research. It will analyse both Durkheims study of Suicide and also Webers study of TheRead Moreweb dubois1041 Words   |  5 Pages February 4, 2014 Sociology 1000 Chapter 1- In Text Questions 1.How do the perspectives of people from different cultures differ on social issues such as suicide? How does the psychological perspective view suicide? What is unique about the sociologist s perspective? On a social issue such as suicide, cultures differ because many people feel this is a personal problem whereas others feel that this can be a public issue. If a person commits suicide, it may have been as a result of his orRead MoreSociology : A Sociological Perspective1292 Words   |  6 PagesOrigins of Sociology Ashley Drees Ivy Tech Community College Professor Brosmer April 10,2016 What is Sociology Sociology  is the  study of  social behavior or society, including its origins, development, organization, networks, and institutions. Sociology is a social science that uses various methods of empirical investigation and critical analysis to develop a body of knowledge about social order, disorder, and change. Three Main Theoretical Perspectives in Sociology Functional Perspective Read MoreAnalysis of the sociological imagination and its use in sociology.1483 Words   |  6 Pagesleads to an understanding of how the world operates and how we arrived at a certain point in time and what can be done to change social troubles and issues. Critical sociology does not simply accept society as it is, but continues to investigate unexamined ideas. The classical approach, as taken by Max Weber, rejected that sociology should be affected by values and should only deal with facts. This was done in an effort to leave research undertaken in the field, free of outside influences. According

Knowledge Management Principles Tacit and Explicit

Question: Discuss about theKnowledge Management Principlesfor Tacit and Explicit. Answer: What Makes a Set of Data Useful or Useless? According to (Oxford , 2016), the term data refers to raw facts collected and put together for the purpose of analysis. Data becomes useful when it is analyzed, and the information is created out of it data may reach people in the form of messages and may either be important to them of negligible. According to(Nielen, 2012), data processing separates useful data from useless data. Data is considered useless when it cannot be analyzed or does not produce the desired information. Data ids analyzed by purpose if the data collected can serve the intended purpose then it is considered to be important data. A set of data can be useful to a certain category of people but useless to another category because they may have different purposes. For instance, data collected by an automobile organization on their sales and consumer preferences would be useless to another organization operating in a different field of business. Information gained after analyzing data target a unique audience, and it would be useless to a different audience. Data usefulness is grounded on the meaning and the usage of data, when data is relevant to a given context then it is considered important, but the same data would be useless in a different context since it would be regarded as irreverent. Tacit and Explicit Knowledge According to (Frost, 2010) there exist different forms of knowledge and understanding these forms it important in knowledge management. The availability and accessibility of knowledge determine its usefulness. Explicit knowledge is a form of knowledge that has been coded and stored which makes it possible to access and use it. Explicit knowledge is stored in files and can be retrieved when needed, and it can also be modified. Explicit knowledge ensures that people can access to the information that they need. According to (Kane, 2012), explicit knowledge can easily be searched and accessed. Explicit knowledge allows users to collaborate and make the most out of the information. Tacit knowledge is experience based knowledge which an individual has. Its accessibility depends on personal nature and his willingness to share the information. Therefore, tacit knowledge is not easily accessible, unlike explicit knowledge. Tacit knowledge held in the mind of an individual and includes; skills, attitude values, talents among others(Frost, 2010). According to(Kane, 2012), tacit knowledge is the most important asset in the organization since it is the main source of knowledge. To access tacit knowledge, one is required to develop a healthy interaction with the people so that they can share their knowledge. I gathered information about Holden Commodore car from friends and also from Holden web. In my findings, tacit knowledge gathered from friends mainly included the attitudes towards various models of Holden Commodore cars. I was able to understand why some people preferred a certain car model over another. From Holden web which provides explicit knowledge about their cars, I was able to see some of their car models and their qualities. They also resented on the price ranges of their car ((Holden, 2007). Despite the important information gathered from my friends on the experiences and attitudes, they hold towards various Holden models. My decision on the car that I would like to purchase was guided explicit knowledge found on Holden web since it provided me with a diverse knowledge about their cars which I could not get from friends. Roles of Organizational Culture in the Development of Knowledge Management Infrastructure. Organizational culture refers to a set of shared beliefs, practices and norms in an organization. Knowledge management infrastructure is technical and social. Organizational infrastructures are important aspects that help the organization to achieve its objectives. According to(Frost, 2014) Knowledge has some social aspects which partly depend on organizational and community culture. Knowledge sharing depends on the cultural practices of the organization such as willingness and availability of conditions that make knowledge sharing possible. Organizational culture gives the employees a sense of belonging thus creating a common foundation which allows the members of the organization to communicate and understand each other well. Better communication in an organization ensures that there is effective knowledge sharing culture in an organization. According to (Seyedyousefi, et al., 2016) development of mutual trusting an organization allows people to share information freely. If mistrust develops among the members of an organization, then they cannot share information since they develop suspicion on the intentions and behaviors of other members. The willingness of sharing and seeking knowledge is determined by the concept of reciprocity this refers possibility of an individual benefitting from the knowledge he shares in the future. The benefits may be informed of compensation which could be intangible in a form such as building a better reputation of the individual, or the person may get also get the same help in the future. According to (Hossein, 2010), the organization culture can either weaken or strengthen the organization. Negative culture will lead to poor relationships between the members of the organization which alters the functioning of the organization. Role of Organizational Structure in the Development of Knowledge Management Infrastructure. Organizational structures refer to how the organization is organized into some bodies with distinct functions. Organizational structures determine how people in the organization relate to each other. Organizational structure can be categorized into two categories that are, formal and informal structures(Frost, 2010). Formal organization structure outlines the roles of the various departments in the order of hierarchy and the relationship that exists between them. The organization should ensure that the formal structure of the organization does not alter informal structure since this may hinder the process of knowledge sharing and knowledge creation. Therefore an organization should understand that for effective knowledge management in the organization formal and informal structures must be allowed to coexist. Informal structures refer to networks formed as a result of relationships built when people work together. If an organization has well developed informal structures, there exist healthy interactions among the members which ensures effective creation and sharing of knowledge. Community of Practice According to (Trayner, 2011) community of practice refers to a team of people with a common interest or passion who learn through interaction. Human naturally learns through social interactions. Professionals advance their skills through frequent interaction with others in the same field. It is essential for people who have a desire to improve their skills and services to the people to develop better interaction skills mostly with another professional in a similar field of profession. According to (Trayner, et al., 2014)Community of Practice has three essential elements; The domain: this refers to a common interest that the members want to learn through sharing. The community: this refers to the overall group of people who come together with the aim of The practice: practice is a byproduct of learning. Interaction among the members instills skills in them which help them improve in their profession. Benefit of Community of Practice to a Local Hospital According to (Mitchel Wood, 2012) benefits of a community of practice can be grouped into two that is, depending on the effect it has on an individual or the organization. Benefits on Individuals It assists the employees in managing change, in case an organization makes changes the experts in the organization may decide to organize themselves and discuss the changes in the organization and how they can adapt to the changes. Provides new knowledge to the members of the organization. Through a community of practice, members learn from one another. Through these interactions, members can freely share knowledge thus enabling individuals to gain knowledge. It boosts trust and commonness of purpose among the members of the organization. Through a community of practice, members can support each other through sharing and solving problems. The community of practice adds value to professional lives of the members of the organization. By sharing experiences and knowledge members can advance their professional Benefits to the Organization. The community of practice enables the members to come with new knowledge and enhance skill development in an organization. Participation of members allows them to contribute and learn which betters their skills. The community of practice uses knowledge management to drive a strategy. Through a community of practice, information on the organization easily and effectively disseminated to the members. Facilitate timely and effective response to customer demands since the organization can identify the members who can effectively respond to their client's demands. Enable new employees to learn the practices of the organization within a short period thereby facilitating easy adaptation in the organization. References Frost, A., 2010. Managing organizational structures. Knowledge Management Journal, pp. 1-7. Frost, A., 2010. The Different Types of Knowledge. Knowledge Management Articles. Frost, A., 2014. Knowledge Management: The significance of organizational culture.. Knowledge Management Articles. Holden, 2007. Your Journey Starts Here, s.l.: Holden. Hossein, S. M., 2010. A study on the function of knowledge management in universities. Cultural Management Journal, Volume 8, pp. 2-19. Kane, J., 2012. Knowledge communities: Explicit knowledge vs. Tacit knowledge. Impact. Mitchel, J. Wood, S., 2012. Benefits of the community of practice. Community Practice, pp. 1-2. Nielen, G., 2012. Information systems in a management structure.. s.l.: Springer. Oxford, 2016. English Oxford is living dictionaries. s.l.:s.n. Seyedyousefi, N., Fard, s. M. H. FatemeTohidi, 2016. The role of organizational culture in knowledge management. Mediterranean Journal of Social Sciences., 7(5), p. 3. Trayner, E. W.-. et al., 2014. Learning in landscapes of practice.. s.l.: Cambridge University Press. Trayner, W., 2011. What is a community of practice?. Team Be.

Adaptability to Cultural Change Essay Example

Adaptability to Cultural Change Essay Example Adaptability to Cultural Change Paper Adaptability to Cultural Change Paper Adaptability to cultural change plays a crucial role in the selection of expatriates. This paper provides an overview of the impact of cultural environment on expatriates, how expatriates suffer from cultural distance, which results in cultural shock, the inability to adapt to new environment. It then further discusses the coping strategies characterized by socio-cultural and psychological adjustments and characteristics candidates should possess for foreign assignments, and finally some important criteria are given for the determination of candidates. Influence of cultural environment on expatriates  The selection of an expatriate manager for a global assignment could be strongly influenced by the type of cultural environment to which the individual will be assigned (Harvey, 1996). Harvey Novicevic (2001) state that the cultural distance between the home and host countries needs to be assessed in the expatriate selection process because it affects the nature of the expatriate task. They note that it is significantly more difficult for expatriates to contribute to the expertise of foreign operations if the cultures of the two countries are too dissimilar. As noted by Gomez-Mejita and Palich (1997), cultural distance is measured as a composite index of Hofstedes cultural dimensions. Cultural distance affects an expatriates understanding of decision-making processes, work values, negotiation patterns, wholly owned subsidiaries, and fairness in reciprocity (1997). Also, Kashlak (1999) indicates that the degree of cultural distance will influence performance ambiguity and task definition. As a result, an expatriates task programmability and performance measurability will be inversely related to the cultural distance (Harvey Novicevic, 2001). Stone (2002) finds that most expatriates living overseas experience culture shock as the result of stress overload. Culture shock, according to Harzing Ruysseveldt (1995, p126), is a multifaceted experience resulting from numerous stressors occurring in contact with a different culture. Research (cited in Hodgetts Luthans, 2003) shows that many managers are exhilarated at the beginning of their overseas assignment. It indicates many of the most effective international managers encounter frustration and feel confused in their new environment, which may results in the improper implementing of company strategies. Adapting to a new environment  Mendenhall Oddou (1994) discover that the top two reasons of expatriate failure in U.S. multinationals, which are the managers inability to cope with a different physical or cultural environment, and inability of the managers spouse to adjust to a different physical or cultural environment. Stones study also found that both managers and expatriate managers perceive the essential selection as being the expatriates ability to adapt and adaptability of the spouse and family (Stone, 2002). Caligiuri (cited in Hodgetts Luthans, 2003), after examining how nationals help expatriates adjust, has reported that certain types of personality characteristics are important in this process. In particular, her findings suggest that greater contact with host national helps with cross-cultural adjustment when the person also possesses the personality trait of openness; she also found that sociability was directly related to effective adjustment (Hodgetts Luthans, 2003). In research recently conducted among expatriates in China, Selmar (cited in Schell Solomon, 1997) found that those who were best able to deal with their new situation had developed coping strategies characterized by socio-cultural and psychological adjustments including: feeling comfortable that their work challenges can be met, being able to adjust to their new living conditions, learning how to interact well with host-country nationals outside of work, and feeling reasonably happy and being able to enjoy ones day-to-day activities. Guodu Michael Tucker (cited in Schell Solomon, 1997) of Tucker international has studied expatiate assignments since 1973. His research with thousands of expatriates identifies six basic characteristics that distinguish those who adapt well to a new society. They are acceptance, knowledge, positive emotions, lifestyle, interaction, and communication. Michael (cited in Schell Solomon, 1997) states that the task facing managers who select expatriates is to find people who will exhibit these six characteristics. With these characters, she notes, expatriates can successfully decrease their tress lever, understand behavior of foreigners, and effectively interact with others. Selection criteria  Since expatriates confront many new challenges both in the workplace and the foreign society, expatriate selection is much more difficult than the selection of personnel for a position in the home country (Raymond J. Stone, 2002). Hodgetts Luthans (2003) state that overseas managers need a degree of cultural toughness. Organizations examine a number of characteristics in determining whether an individual is sufficiently adaptable. Examples include work experiences with culture other than ones own, previous overseas travel, knowledge of foreign languages (fluency generally is not necessary), and recent immigration background or heritage. Others include: The ability to integrate with difference people, cultures, and types of business organizations; The ability to sense developments in the host country and accurately evaluate them; The ability to solve problems within different frameworks and from different perspectives; Sensitivity to the fine print of differences of culture, politics, religion, and ethics; And flexibility in managing operations on a continuous basis despite lack of assistance and gaps in information. These criteria, explained by Hodgetts Luthans (2003) are essential in the process of international HR selection. They note that organizations may be aware of the importance of such factors, but give them little weight in the actual selection process. However, people with those abilities are most likely to succeed in the foreign assignment. To accomplish the task, Tucker (cited in Schell Solomon, 1997) developed an assessment instrument called the Oversea Assignment Inventory (OAI), a tool that identifies and measures 14 predictors of success on a foreign assignment. Part of the predictors include expectations, open-mindedness, respect for other beliefs, social adaptability, spouse communication, interpersonal interest, Sense of Humor. According to Tuckers research, different country has different preference for the OAI criteria. For example, candidates considered for assignment to Malaysia are required to have high degree in the area of respecting for others, spouse communication, and sense of humor. On the other hand, assignments in Saudi Arabia highlight the characteristics of Open-mindedness, and tolerance (Schell Solomon, 1997). Conclusion Culture environment could strongly influence expatriate manager for global assignment. Researches show that one of the top reasons for failure of international managers is their inability to adapt to a new environment. Many of them, including the most effective international mangers, suffer from culture shock because of the culture distance among countries. Some personality characteristics and coping strategies are found to be critical for expatriates to conquer cultural barriers, such as open-mindedness, acceptance, etc. Based on these researches, various criteria are provided in the paper for international human resource selection. References: Gomez-Mejita, L. and Palich, L. (1997), Cultural diversity and the performance of multinational firms, Journal of International Business Studies, Vol. 28 No. 2, pp. 309-35. Hamilton, R.D. and Kashlak, R.J. (1999), National influences on multinational corporation control system selection, Management International Review, Vol. 39 No. 2, pp. 167-89. Harvey, M. (1996), The selection of managers for foreign assignments: a planning perspective, The Columbia Journal of World Business, Winter, pp. 102-18.

Ver Conjugation in Spanish, Translation, and Examples

Ver Conjugation in Spanish, Translation, and Examples The Spanish verb ver means to see or to watch. Its conjugation is mostly regular, although the pattern varies in the past participle, visto (seen), and the first-person singular present, veo (I see). Other verbs derived from ver, such as prever (to preview or to foresee) and entrever (to partly see or to suspect), follow the same conjugation pattern. A verb that is similar in meaning is mirar, which can be translated as to look. This article includes ver conjugations in the indicative mood (present, past, conditional and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Present Indicative The first person singular conjugation veo is slightly irregular. Normally we would remove the ending -er before adding the present tense ending -o, but in this case, the e in ver stays to produce veo. Yo veo Yo veo las noticias todos los dà ­as. I watch the news every day. Tà º ves Tà º ves a tu hija bailar. You watch your daughter dance. Usted/à ©l/ella ve Ella ve una pelà ­cula con su amiga. She watches a movie with her friend. Nosotros vemos Nosotros vemos a muchos pacientes en la clà ­nica. We see many patients at the clinic. Vosotros veis Vosotros veis a vuestra abuela frecuentemente. You see your grandmother frequently. Ustedes/ellos/ellas ven Ellos ven muchas cosas interesantes en el museo. They see many interesting things at the museum. Preterite Indicative The preterite is used to talk about completed events in the past. Yo vi Yo vi las noticias todos los dà ­as. I watched the news every day. Tà º viste Tà º viste a tu hija bailar. You watched your daughter dance. Usted/à ©l/ella vio Ella vio una pelà ­cula con su amiga. She watched a movie with her friend. Nosotros vimos Nosotros vimos a muchos pacientes en la clà ­nica. We saw many patients at the clinic. Vosotros visteis Vosotros visteis a vuestra abuela frecuentemente. You saw your grandma frequently. Ustedes/ellos/ellas vieron Ellos vieron muchas cosas interesantes en el museo. They saw many interesting things at the museum. Imperfect Indicative The imperfect is used to talk about ongoing or repeated actions in the past. It can be translated as was watching or used to watch. Yo veà ­a Yo veà ­a las noticias todos los dà ­as. I used to watch the news every day. Tà º veà ­as Tà º veà ­as a tu hija bailar. You used to watch your daughter dance. Usted/à ©l/ella veà ­a Ella veà ­a una pelà ­cula con su amiga. She used to watch a movie with her friend. Nosotros veà ­amos Nosotros veà ­amos a muchos pacientes en la clà ­nica. We used to see many patients at the clinic. Vosotros veà ­ais Vosotros veà ­ais a vuestra abuela frecuentemente. You used to see your grandma frequently. Ustedes/ellos/ellas veà ­an Ellos veà ­an muchas cosas interesantes en el museo. They used to see many interesting things at the museum. Future Indicative Yo verà © Yo verà © las noticias todos los dà ­as. I will watch the news every day. Tà º vers Tà º vers a tu hija bailar. You will watch your daughter dance. Usted/à ©l/ella ver Ella ver una pelà ­cula con su amiga. She will watch a movie with her friend. Nosotros veremos Nosotros veremos a muchos pacientes en la clà ­nica. We will see many patients at the clinic. Vosotros verà ©is Vosotros verà ©is a vuestra abuela frecuentemente. You will seeyour grandma frequently. Ustedes/ellos/ellas vern Ellos vern muchas cosas interesantes en el museo. They will see many interesting things at the museum. Periphrastic  Future Indicative   The periphrastic future is formed with three parts: the present tense conjugation of the verb ir (to go), the preposition a, and the infinitive of the verb. Yo voy a ver Yo voya ver las noticias todos los dà ­as. I am going to watch the news every day. Tà º vasa ver Tà º vasa ver a tu hija bailar. You aregoing to watch your daughter dance. Usted/à ©l/ella vaa ver Ella vaa ver una pelà ­cula con su amiga. She isgoing to watch a movie with her friend. Nosotros vamosa ver Nosotros vamosa ver a muchos pacientes en la clà ­nica. We aregoing to see many patients at the clinic. Vosotros vaisa ver Vosotros vaisa ver a vuestra abuela frecuentemente. You aregoing to seeyour grandma frequently. Ustedes/ellos/ellas vana ver Ellos vana ver muchas cosas interesantes en el museo. They aregoing to see many interesting things at the museum. Present Progressive/Gerund Form The progressive tenses use the verb estar with the gerund form viendo. Present Progressive ofVer est viendo Ella est viendo a su hija bailar. She is watching her daughter dance. Ver Past Participle The past participle is used to form perfect tenses like the present perfect. Usually the past participle of -er verbs is formed with the ending -ido, but ver is irregular since its past participle is visto. Present Perfect of Ver ha visto Ella ha visto a su hija bailar. She has watched her daughter dance. Ver Conditional Indicative The conditional tense is usually translated to English as would verb. Yo verà ­a Yo verà ­a las noticias todos los dà ­as si no me durmiera tan temprano. I would watch the news every day if I didn't fall asleep so early. Tà º verà ­as Tà º verà ­as a tu hija bailar si no estuvieras ocupada. You would watch your daughter dance if you were not busy. Usted/à ©l/ella verà ­a Ella verà ­a una pelà ­cula con su amiga, pero no se ponen de acuerdo en la pelà ­cula. She would watch a movie with her friend, but they don't agree on a movie. Nosotros verà ­amos Nosotros verà ­amos a muchos pacientes en la clà ­nica si tuvià ©ramos ms doctores. We would see many patients at the clinic if we had more doctors. Vosotros verà ­ais Vosotros verà ­ais a vuestra abuela frecuentemente si vivierais ms cerca. You would seeyour grandma frequently if you lived closer. Ustedes/ellos/ellas verà ­an Ellos verà ­an muchas cosas interesantes en el museo si tuvieran ms tiempo. They would see many interesting things at the museum if they had more time. Ver Present Subjunctive Que yo vea Mi profesor sugiere que yo vea las noticias todos los dà ­as. My professor suggests that I watch the news every day. Que tà º veas La instructora pide que tà º veas a tu hija bailar. The instructor asks that you watch your daughter dance. Que usted/à ©l/ella vea Carlos espera que ella vea una pelà ­cula con su amiga. Carlos hopes that she watches a movie with her friend. Que nosotros veamos El joven espera que nosotros veamos a muchos pacientes en la clà ­nica. The young man hopes that we see many patients at the clinic. Que vosotros veis Vuestra madre espera que vosotros veis a vuestra abuela frecuentemente. Your mother hopes that you see your grandmother frequently. Que ustedes/ellos/ellas vean Pedro recomienda que ellos vean muchas cosas interesantes en el museo. Pedro recommends that they see many interesting things at the museum. Ver Imperfect Subjunctive The imperfect subjunctive is used similarly to the present subjunctive, but in situations that happened in the past. There are two options for conjugating the imperfect subjunctive: Option 1 Que yo viera Mi profesor sugerà ­a que yo viera las noticias todos los dà ­as. My professor suggested that I watch the news every day. Que tà º vieras La instructora pedà ­a que tà º vieras a tu hija bailar. The instructor asked that you watch your daughter dance. Que usted/à ©l/ella viera Carlos esperaba que ella viera una pelà ­cula con su amiga. Carlos hoped that she watch a movie with her friend. Que nosotros vià ©ramos El joven esperaba que nosotros vià ©ramos a muchos pacientes en la clà ­nica. The young man hoped that we see many patients at the clinic. Que vosotros vierais Vuestra madre esperaba que vosotros vierais a vuestra abuela frecuentemente. Your mother hoped that you see your grandmother frequently. Que ustedes/ellos/ellas vieran Pedro recomendaba que ellos vieran muchas cosas interesantes en el museo. Pedro recommended that they see many interesting things at the museum. Option 2 Que yo viese Mi profesor sugerà ­a que yo viese las noticias todos los dà ­as. My professor suggested that I watch the news every day. Que tà º vieses La instructora pedà ­a que tà º vieses a tu hija bailar. The instructor asked that you watch your daughter dance. Que usted/à ©l/ella viese Carlos esperaba que ella viese una pelà ­cula con su amiga. Carlos hoped that she watch a movie with her friend. Que nosotros vià ©semos El joven esperaba que nosotros vià ©semos a muchos pacientes en la clà ­nica. The young man hoped that we see many patients at the clinic. Que vosotros vieseis Vuestra madre esperaba que vosotros vieseis a vuestra abuela frecuentemente. Your mother hoped that you see your grandmother frequently. Que ustedes/ellos/ellas viesen Pedro recomendaba que ellos viesen muchas cosas interesantes en el museo. Pedro recommended that they see many interesting things at the museum. Ver Imperative The imperative mood has both positive and negative forms, which are used to give commands. Positive Commands Tà º ve  ¡Ve a tu hija bailar! Watch your daughter dance! Usted vea  ¡Vea una pelà ­cula con su amiga! Watch a movie with your friend! Nosotros veamos  ¡Veamos a muchos pacientes en la clà ­nica! Let's see many patients at the clinic! Vosotros ved  ¡Ved a tu abuela frecuentemente! See your grandma frequently! Ustedes vean  ¡Vean muchas cosas interesantes en el museo! See many interesting things at the museum! Negative Commands Tà º no veas  ¡No veas a tu hija bailar! Don't watch your daughter dance! Usted no vea  ¡No vea una pelà ­cula con su amiga! Don't watch a movie with your friend! Nosotros no veamos  ¡No veamos a muchos pacientes en la clà ­nica! Let's not see many patients at the clinic! Vosotros no veis  ¡No veis a tu abuela frecuentemente! Don't see your grandma frequently! Ustedes no vean  ¡No vean muchas cosas interesantes en el museo! Don't see many interesting things at the museum!

Miranda v. Arizona Essay Example | Topics and Well Written Essays - 1750 words

Miranda v. Arizona - Essay Example The Arizona Supreme Court convicted and sentenced Miranda to 20-30 years imprisonment, based from his written confession. Later, the U.S. Supreme Court repealed the conviction and ordered the suppression of Miranda’s signed rape confession (Mason & Stephenson, 2007). The Court ruled that â€Å"the prosecution may not use statements, whether exculpatory or inculpatory, stemming from custodial interrogation of the defendant unless it demonstrates the use of procedural safeguards effective to secure the Fifth Amendment privilege against self-incrimination† (Warren, 1966) and the Sixth Amendment right to a legal counsel (Mason & Stephenson, 2007). This rule is what is now famously known as the ‘Miranda Warning.† This paper will discuss the Miranda v. Arizona Case; show how it violated the Fifth and Sixth Amendments of the Constitution; and tackle how the 1966 U.S. Supreme Court’s Miranda decision transformed the American judicial system. Critical analysis by this author will likewise be given. Miranda versus Arizona In 1963, Ernesto Miranda, a young, destitute and uneducated migrant from Mexico, was arrested by the Arizona Police for crimes of kidnapping and rape. ... The written confession was used in the trial. He was convicted of kidnapping and rape crimes and sentenced to 20-30 years imprisonment for each crime by the Arizona Supreme Court (Baker, 1985). Miranda’s legal defense appealed to the Arizona Supreme Court and revealed reasonable doubt regarding the elements of the said committed crime: the rape victim was unable to show evidence of resistance to Miranda during the said sexual assault; it was questionable if Miranda had fully understood his legal rights and had indeed â€Å"voluntarily† waived them. His lawyer disputed that the written confession should not have been allowed in the trial since he was not afforded appropriate protection to his rights as mandated by the U.S Constitution and the U.S. court laws (Gribben, 2011). Two years after, the U. S. Supreme Court overturned the conviction and ordered the inadmissibility of the signed confession. The Court ruled that the defendant should be fully knowledgeable of his ri ght to assistance of a legal counsel before or during the interrogation; aware of his right to remain silent; and reminded that any admitted statement may be used against him. The Court explained that police interrogation procedures are intimidating and could forcefully compel the individual to self-incrimination, especially without a defense lawyer present during the interrogation (Hendrie, 1997). Violation of the Fifth and Sixth Amendments of the Constitution The Fifth Amendment (right to self-incrimination) and the Sixth Amendment (right to the assistance of a defense counsel) are the legal privileges guaranteed to all individuals by the U.S. Constitution. Any confession made by an individual is inadmissible in court if it

Basic Critcal Thinking Essay Example | Topics and Well Written Essays - 500 words

Basic Critcal Thinking - Essay Example ls, Chaffee (2012), the following steps were recommended: (1) to develop a more in-depth understanding of oneself; (2) to discover the possibilities given that the goals are current and updated; (3) be able to envision a reported three-dimensional picture of the future that incorporates goals and aspirations; (4) construct a mental plan for details strategies to achieve defined goals in specific time frame and in overcoming potential barriers or obstacles; (5) modify the goals or plans according to new inputs but retain a consistent framework of goals, as needed (p. 13). An important decision in one’s life that would have to be made in the near future is finding the appropriate employment where one’s educational pursuit would be put into effective use. As such, one’s professional short-term goal is to find a good job with competitive pay and where one’s knowledge, skills and abilities would be appropriately honed and developed through work experience and through interaction and relationship with others. Find a good employer right after graduation where the employer would provide competitive pay and benefits; and where one’s knowledge, skills and abilities would be appropriately honed and developed through the work experience and through interaction and relationship with others. From one’s educational background, the possible courses would be locating organizations that belong to the top 100 organizations in the U.S. in terms of providing good benefits, according training, and being socially responsible. Another choice would be to streamline options to areas which are close to one’s residence. Likewise, selection process could also ensue after all applications have been sent and organizations that respond positively would be selected according to the exemplary image reported and accessed through research. From itemizing each alternative, a pros and cons analysis would illuminate one on the best option to select. For example, if two organizations

Comparison between Life of Pi and Brave New World Essay Example for Free

Comparison between Life of Pi and Brave New World Essay The heroes, Piscine Molitor Patel in â€Å"Life of Pi† by Yann Martel, and John in â€Å"Brave New World† by Aldous Huxley view their fears as an obstacle that they must overcome. Both heroes were faced with immediate challenges in their life. Through challenging their fears, personal or community morale benefits from their perceived success. In such a way, the hero’s success manipulates the situation as the feared become afraid. Each hero battled their fear differently and thus discovered a hidden truth behind the challenge they were faced with. John was born into his fear. He had no say or no choice. He had to find the positive out of every situation throughout his life. â€Å"Never put off till tomorrow the fun you can have today. † John did what he could to service happily with himself. Adversity was a struggle for him. His hidden truth was his ability to feel and show affection, of which no one was able to understand. This proved to be difficult for John being somewhat isolated. On the other hand, Pi was a quick and decisive learner. His fear was conquered through his self-determination. Fishing and taming Mr. Parker (the tiger) revealed much of his hidden truth. Pi revealed, â€Å"The presence of God is the finest of rewards. † To him, it was as if his fear now became the feared. Pi was rewarded with self-empowerment. With the conquering of the hero’s fears, different aspects of their lives were affected with their efforts. Individually, Pi was rewarded. Pi quoted, â€Å"Can there be any happiness greater than the happiness of salvation? † This can be related to the Warden from â€Å"Shawshank Redemption† saying, â€Å"Salvation lies within†. For Pi this meant he had the power in saving himself from any terrible circumstances. Being considered an anti-hero, John did not necessarily individually benefit from his fight against his fear from the world state itself, but he may have influenced others who might possibly follow his path. As for John, he believed suicide was an option under his situation, â€Å"Ending is better than mending. † He finally decided there wasn’t a way in changing the â€Å"New World† in which he committed suicide. In an effort to impact his fear, he was able to potentially influence others, like a domino effect. As this was easily the most feared situation the world state could be faced with. With the hero’s efforts, personal and community morale benefited. No matter the aspiration, change for the better will occur. As my mother has always told me, â€Å"Everything happens for a reason. † In both situations, Pi and John found a way through their fears, and influenced themselves and others as the feared are now the afraid.

Nike: A Strange and Terrbile Saga :: Company Business

Nike: A Strange and Terrbile Saga Image is a vital to the success of the giant international sports footwear and apparel corporation Nike. Endorsements by sports superstars like basketballer Michael Jordan, soccer maestro Eric Cantona and sprinting ace Cathy Freeman -- to name just a very few -- have made the company's "Swoosh" logo synonymous with "cool" for millions of young people worldwide. That image would be badly tarnished if it became widely known that the Nike empire is built on cheap Third World labour (including child labour), denial of trade union rights and collaboration with repressive regimes, most notably the Suharto regime in Indonesia. Nike Australia's public relations spokesperson, Megan Ryan, was coy about how much the company spends on marketing and sponsorship when Green Left Weekly spoke to her recently. She refused to disclose how much it pays top athletes to endorse its products. She said Nike sought to sponsor, and be endorsed by, the "best athletes possible" as a recognition of their achievements. The only image Nike sought from association with sports mega-heroes was to be recognised as an "authentic" sports brand. "Nike is not a fashion brand", she insisted. Perhaps Ryan hasn't stood on a city street corner, or in a suburban shopping centre, to see just how much Nike gear has become part of youth culture. This is in large part due to the "street cred" that comes from being associated with the likes of the larger-than-life Michael Jordan and the outrageous "dunk-punk" Dennis Rodman, US NBA basketball -- according to one poll, the most popular sport among Australian young people -- and, indirectly, African-American fashion and music. Okay, Ryan finally conceded, there is "some flow-through effect". In fact, more than 60% of Nike sales are to non-athletes. To achieve this "flow-through effect" Nike pays Jordan, the jewel in its endorsement crown, an estimated US$20 million a year to have a sandshoe named after him. In 1992, the company forked out $250 million on its advertising and promotion budget alone. Nike advertisements appear in magazines not noted for their sports content, such as Rolling Stone and the Source, the premier US hip hop magazine. Nike billboards have featured the Swoosh symbol painted by street graffiti artists, and flying basketballers letting loose with technical sports terms like: "I'm gonna dunk on your ass". And, of course, Nike has a home page on the World Wide Web where athletic Web surfers are urged to "hear Spike Lee talk about the Air Jordan XI, call 1-800-645-6031" (perhaps Spike jogs?

The Characteristics of Language Acquisition and Development

Language ability starts even before birth and happens in every area of the child’s life. A child absorbs the language that is spoken in their environment with characteristics such as the tonal quality, the syntax, and the usages of that language. A child can learn languages which are spoken by their parents. The child absorbs the language that is most prevalent in the environment they live. It is a unique phenomenon in human life and occurs in a significant time span. Language absorption is provided by nature from birth, up until around the ages of four to five. Early Childhood Language development in the first five years of life is the key for a child’s development of communication and language. In the first five years of life, the language development begins at birth when infants communicate through their cries and the many looks they give. In the next period, infant’s attempts at communication with adults become more deliberate. This period is usually around xix to eighteen months. Infants in this period can coordinate their visual attention with another person regarding objects and events. Their ability to remember comes into play. Their remembering will consist of recognizing and recall methods. Their quest to further their knowledge will help to facilitate their oral language competencies. Oral language Competencies are directly related to the acquisition of literacy. Children learn new words from hearing them in similar positions as they are used in sentences. They learn their words through direct teaching, parent vocalizations, and other points of interest. They also learn words by associating a word they hear with some concrete reference they can see. Their receptive mode in oral language is listening and their expressive mode in that area is peaking. Their written language receptive mode is reading and their expressive mode is writing. â€Å"Children who are fluent in oral language are more successful learners. † â€Å"Being successful learners in this regard leads to better communication skills, better listeners, and the ability to talk with peers and teachers more effectively. † (Otto, 2006) In the third period, from 18 months onward, language becomes children’s primary means of learning and communication. Preschoolers can engage in conversations, can use language for self-control and have the capacity to participate verbally. An infant’s oral competencies are a part of a larger scenario. What children acquire and learn often relates to what they are exposed to in the womb. My grandmother and mother were always big on making sure that they encouraged my sisters and /or their female friends to speak to their unborn children. â€Å"Talk to the little one and let him or her know that you are there. † I firmly believe that my love for music comes from the fact that mother used to tell me that she played music for me the entire time she was pregnant with me. I seriously fell in love with music at around age 2 (by all accounts and photos). The text tells us that â€Å"infants can perceive sounds beginning with the 25t week of gestation. † (Otto, 2006) This makes it extremely important for expecting parents to talk, sing, read, and provide as many sounds and words as possible. Once babies are born, the text also tells us that â€Å"beginning at birth, children are a part of a social environment. It is within this social environment that language development begins. † (Otto, 2010) â€Å"They are also born with predispositions to pay attention to language and people in their environment. † (Otto, 2006) Children will learn words between 18 months and 6 years of age. They begin to distinguish specific phonemes as early as 1 month of age. † (Otto, 2006) They however are still not able to verbally express those distinctions as of yet. An infant will first need to decipher speech sounds that occur within their environment. That’s why it is crucial for parents and/or caregivers to speak, listen, and then respond to whatever their baby is uttering. This will be a kind of reinforcement of developing language patterns. I think this makes me realize the importance of the bonding process that all parents should undertake after birth. The role of a caregiver should follow later after this process is complete. I think this will play a beneficial role in how an infant will acquire his or her oral competencies. Some of our literature offers us a time table as to when some of these accomplishments will occur. The text tells us that â€Å"at six months a child will respond to his or her name. † â€Å"At twelve months, a child uses their words with meaning and intention. † â€Å"The vocabulary increases from that of five to 20 words at 18 months to 150-200 words at two years of age. â€Å"By the age of 4, a child can use at least four prepositions, know names of familiar animals and has mastered one or more colors. † (Atherton, 2008) This leads us to discuss the various ways in which it could be possible for children to acquire language. There are several perspectives that describe the ways in which children can acquire language skills. â€Å"The Learning perspective argues that children imitate what they see and hear; and that children learn from punishment and reinforcement. †(Shaffer,Wood, & Willoughby, 2002). The first is the Nativist Perspective. This perspective focuses on the inborn and/or the innate human capabilities as it relates to the acquisition of syntactic language. â€Å"Applications provide the opportunity to use and explore language to encourage â€Å"hypothesis testing† and activate LAD. † (Otto, 2006)This would be useful in helping young students develop confidence in questioning the information they acquire. This perspective was researched by Noam Chomsky, who is known for his contributions to the study of linguistics and his influence on the teaching of computer languages and mathematics. The next perspective is called the Cognitive Development Perspective. The idea of language acquisition; as it described by theorist Jean Piaget, is â€Å"acquired as maturation occurs and cognitive competencies develop. † (Otto, 2006) Implications would dictate that in order to be successful in language acquisition, â€Å"learning activities should be developed to match a child's stage of cognitive development. † (Otto, 2006) In a classroom setting, this might be a challenging, tedious, but still rewarding endeavor for a teacher. This idea might find more credence in the arena of special education. The Behaviorist Perspective consists of language being learned through repetitive and supported speech. This is also facilitated by â€Å"associations between stimuli, responses, and events following the response. † (Otto, 2006). Students would benefit greatly from the direct correlation and association of everyday objects, activities, and situations. The implications as researched by B. F. Skinner, â€Å"focus on the stimuli and reinforcements that children experience which involve language use. (Otto, 2006) Children's communication efforts are also supported as well as language exercises that involve a repetitive nature. The Interactionist Perspective; focused on by theorist Vygotsky, has a direct connection on sociocultural interaction. Its implications provide a positive emotional basis for social interactions. It also offers a â€Å"wide range of social interactions in which oral and written language are used in developmentally appropriate activities. † (Otto, 2006) For those students learning on many levels this would be a significant opportunity to apply those oral and written language skills with everyday interactions. Out of all the theoretical perspectives listed, I am more impressed with the Interactionist Theoretical Perspective. In my opinion it offers a greater opportunity to apply language acquisition with social interaction opportunities. It also give the child an avenue to be expressive in ways that will benefit them later in their development. these areas might include eye contact with greater confidence, mediation for future conflict resolution, child-directed speech for positive peer relations; and support for questioning. I am always a fan of social interacting building. References http://languagedevelopment.tripod.com/id15.html

Equality and Diversity - 2238 Words

1. What is meant by diversity? Diversity means differences and variations, within in people for example different races, beliefs, physical appearances, age, capabilities, customs and gender and class. 2. Describe the community you live in. Highlight some of the variations you may observe in terms of: †¢ Interests †¢ Beliefs †¢ Ages †¢ Lifestyles †¢ Personal, social and cultural identities. The community I live in is very diverse, I live among various different cultures and lifestyles ranging from lower class to upper class. My street has different age groups living here from families with young children to pensioners. There are a range of interests within my village from sports clubs to various music/ dancing groups with†¦show more content†¦12. What is meant by stereotyping and labelling? Stereotyping and labelling is when a person or a group of people are seen or described in a particular way due to sharing a specific characteristic such as a person’s race or age. In a lot of circumstances stereotyping and labelling are not based on facts and are often linked to negative opinions. 13. Explain why some people stereotype others. Some people stereotype others as they feel they need to fit in within their social groups or make themselves feel better about themselves. Some people believe it makes them make sense of the world. 14. Provide two examples of the damaging effects that stereotyping and labelling can have on people. Stereotyping and labelling can have damaging effects on people as individuals who are being stereotyped might start to accept the negative labels and damage their self-esteem .Stereotyping and labelling also can damage people and society by causing conflict between individuals that may not have existed if it wasn’t down to people being stereotyped or labelled. 15. Provide at least two examples of the way stereotyping is perpetuated in society. Stereotyping continues to exist in society due to many factors the main ones being that the media continues to stereotype and label people within its target audience, people feel inclined to agree with their friends or peer groups opinions in order to fit in and also that parents and families are bringingShow MoreRelatedEquality and Diversity2900 Words   |  12 Pagesand is made up of 5 Parts. Name: Part 1: Understanding equality This section will help you to evidence Learning Outcome 1: Know the meaning of equality |Learning objective |Place in Assessment | |1.1 Define the following terms: |Question 1 Page 1 | |Equality Read MoreEquality and Diversity2601 Words   |  11 PagesRunning Head: EQUALITY AND DIVERSITY 1 Equality and Diversity: A New Approach to Gender Equality  Policy in the UK Gender Studies 30th April 2011 EQUALITY AND DIVERSITY 2 Abstract The United Kingdom is a country that claims to be intolerant towards gender discrimination and at ease with diversity of all kinds. It believesRead MoreEquality and Diversity2575 Words   |  11 Pageswill demonstrate my understanding of equality and diversity as a key approach to policy and practice within my setting. I will make reference to current legislation such as equal pay act, disability discrimination act, sex discrimination act and equality act. Other areas of discriminatory practice I will discuss are language and terminology, stereotyping and attitudes in relation to children and young people. I will explore anti discriminatory practice and diversity that is within the everyday role ofRead MoreDiversity And Equality And Diversity1852 Words   |  8 PagesDiversity tends to be established by people from different spheres of life including different ethnicities, cultures, and social settings. It allows individuals to appreciate and understand the interdependence of cu lture, the environment in which people are living, and humanity. 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The table below highlights the observations and evaluation that I have conducted for the implementation of the University’s launch of the Equality Diversity Framework. The observation includes suggested actions and a timeframe on areas where I could influence or have responsibility and authority to change. The University implementation plan was to deliver the strategy through the development of a strategic equality and diversity frameworkRead MoreEquality Diversity Inclusion1538 Words   |  7 Pages1.1 Explain what is meant by. Equality Equality is treating people fairly and making sure that everyone is given a fair chance and that their individual needs are met. It’s about giving all sections of the community equal access to employment, education and other services that are provided whilst valuing and respecting them. Recognising that different sections of the community require specific measures to make sure they receive equality. Recognising how and why some groups are underrepresentedRead MoreEquality and Diversity Essay3406 Words   |  14 Pagesstratification (Parsons, 1970). Whilst complete societal equality may be unattainable, Equal Opportunities (EO) policies aim to ‘reduce the gap. Inequality takes different forms and there is much theoretical debate regarding which grouping variables, such as gender or age, are important. There exist three key notions of ‘equality of opportunity’: formal, liberal and radical. The former two are minimalist concepts, concerned principally with e quality of opportunity - the ‘beginning’ of the process. ConverselyRead MoreEquality and Diversity in Childcare9428 Words   |  38 PagesEducation course. One of the modules is Equality and Diversity in Childcare. For this exercise I will explore equality and diversity concepts as relevant to Irish Society. Analyse approaches to diversity education including, assimilation, multicultural, intercultural and anti-bias. Explore equality and diversity terminology; including prejudice, discrimination, racism, sexism and abelism etc. Examine current legislation on Equality and Diversity, to include Equality Legislation, the UN Convention on theRead MoreEquality and Diversity Essay1577 Words   |  7 PagesNCFE Level 2 Certificate in Equality and Diversity Unit 1: Exploring Equality and Diversity Assessment You should use this file to complete your Assessment. The first thing you need to do is save a copy of this document, either onto your computer or a disk Then work through your Assessment, remembering to save your work regularly When you’ve finished, print out a copy to keep for reference Then, go to www.vision2learn.com and send your completed Assessment to your tutor via